Cambridge English: Preliminary Lesson Plan: Writing
Cambridge English: PreliminaryLesson Plan: WritingThis lesson plan accompanies Cambridge English: Preliminary 8 Writing Test 4 Parts 1, 2 and 3.This lesson is suitable for students at the early stages of their Cambridge English: Preliminary courseand beyond. However learners will need to already be familiar with the different text types thatcome up in the exam such as a note, an email, a letter and a story.This lesson is also suitable for any pre- intermediate course in order to practice students’ writingskills.Lesson Goals1. To build on students’ prior knowledge of the task types of the PET writing examination2. To develop an understanding of key language points relative to task achievement3. To enable students to analyse the communicative effect of their writingActivity (see brackets for resources required)Warmer (copies of Resource 1 cut up for each pair) Group students to discuss how long they will need in order tocomplete the writing part of this paper. Round-up by eliciting afew ideas and give them a recommendation (about 45mins).Pair students and give them Resource 1 (cut up for matching).They will need to match the Part number with the activity ortask type, instructions, number of questions, example languageor function and word count required. Alternative parts of thegrid could also be blanked out for pairs of students to completein pairs as an information gap activity.Round up by discussing any differences or similarities betweena postcard and a story, as well as an email, a note and aninformal letter.Main activities (Resource 2 displayed on board or as a handout topairs/individuals, copies of Parts 1-3 for individuals, copies of page152-153 of sample answers for each pair, copies of Resource 3) Hand out Resource 2 or write it up on the board. Ask studentsto discuss their answers.Ask them to do Q1 to Q5 in Part 1 before giving them theanswers. Briefly discuss any queries your students may have ifappropriate.Cambridge English: Preliminary 8 Writing Test 4 Lesson Plan Cambridge University Press and UCLES 2016Timeneeded5-10 minsInteraction2 minsSs-Ssthen S-T6 minsS-S2 minsT-S thenS-T30-35 mins2 minsSs-Ss3 minsS thenT-S
Discuss the meaning of message clearly communicated as awhole class.Focus students’ attention on Part 2 (Q6) and pair them todiscuss what should be included in this task. Elicit theiranswers and ask for examples of the language that could beused to apologise, explain and suggest.Refer your students to page 152/153 of the sample answersand elicit the differences between the three examiner’scomments by asking some questions (i.e. How does the writerin sample A apologise? What does sample A suggest? Why can’tsample B go? Why is sample B’s suggestion unclear? Why doesthe examiner say point 1 is omitted in sample C?).Ask students to do the task, before pairing them to check ifthey have both answered all elements of the question and keptto the word limit. Monitor to check the language used in theirnotes.Put your students into groups of four. Give each group eitherQ7 or Q8 of Part 3 and Resource 3. Tell them to fold Resource 3in half accordingly and discuss their question, taking notes ifthey wish.Pair them so that those who talked about Q7 are paired withthose that talked about Q8 to retell their discussions.Round-up by eliciting their ideas for both Q7 and Q8 on theboard, making sure that you discuss the grammar andvocabulary possibilitiesExtension activity (copies of Resource 4 for individuals or pairs) Pair students and give them Resource 4. Ask them to match theband 5 descriptors to the correct subscale before eliciting theiranswers.Ask students to write an answer to Part 3, either Q7 or Q8.Pair students to check their answers and decide on a band.Cambridge English: Preliminary 8 Writing Test 4 Lesson Plan Cambridge University Press and UCLES 20162 minsS-T2 minsS-Sthen S-T5 minsS-T10 minsS thenS-S6 minsSs-Ss3 minsS-S2 minsS-T15 mins2 minsS-Sthen S-T10 mins3 minsSSs-Ss
Resource 1This task needs to be cut up along the lines to create a matching activity to be done in pairs or smallgroups.Match the following definitions for the writing section of the Cambridge English: Preliminaryexam.PartNumberOneTwoThreeNumber ofQuestionsTaskInstructionsfiveComplete thesecondsentence tomean the sameas the firstsentenceoneYou are toldwho you shouldwrite to andwhat to write ina shortcommunicativemessagechoose onefrom twooptionsReply to aletter,identifying thequestions to beanswered ORbegin a piece ofwriting with thegiven sentenceExample Activityor Text TypeExample Languageor FunctionsNumber ves,prepositions,modal verbs,relative pronouns,a variety of tensesNo more thanthree words perquestionnote, postcard,emailinformal letter,storyapologise, ask,explain,recommend,request, remind,suggest,narrativetenses, variety ofadjectives andvocabulary,includingconjunctions anddescriptivelanguage35 to 45 wordsabout 100wordsAlternatively the paired students could each be given a copy of the grid with alternative partsblanked out so they can ask and answer questions in order to complete the grid.Cambridge English: Preliminary 8 Writing Test 4 Lesson Plan Cambridge University Press and UCLES 2016
Resource 2Choose one of the words from the alternatives given.1. on a train for/since/to several months2. tickets are/will/was bought in advance3. was too/so/very crowded that it was difficult4. What time do/are/may we arrive in York?5. Jessica was/did/does not find it boring because she had a good bookCambridge English: Preliminary 8 Writing Test 4 Lesson Plan Cambridge University Press and UCLES 2016
Resource 3Q7. Use these questions for your discussion on Question 7 in the practice paper How many questions are in the part of the letter from a friend? What problem does your friend in the letter have? What are the advantages ( ) and disadvantages (-) of buying something from a shop? What are the advantages ( ) and disadvantages (-) of buying something on the internet? Which grammar do you think you will use in the -----------------------------------------Q8. Use these questions for your discussion on Question 8 in the practice paper What other words are similar in meaning to amazing? Have you ever been amazed by something? Why? What kind of things do you keep in your bag? What could you find in your bag that would be amazing? Which grammar do you think you will use in the story?Cambridge English: Preliminary 8 Writing Test 4 Lesson Plan Cambridge University Press and UCLES 2016
Resource 41. Match these band 5 descriptors to the correct subscale on the next page.A) A wide range of simple vocabulary and less common words are used. Almost all sentences areerror-free.B) Appropriate format for letter writing is used to hold the reader’s attention and communicateideas effectively.C) Text is well organised with use of paragraphing. The text uses a variety of linking words and morecomplex cohesive devices.D) All elements of the task are covered. The reader is fully informed.2. Use the band descriptors on the next page to assess your partner’s Part 3 writingCambridge English: Preliminary 8 Writing Test 4 Lesson Plan Cambridge University Press and UCLES 2016
Resource 4 All the content is relevant, but there is limited expansion.The target reader can follow the storyline.Not all the content is relevant and there is no expansion. Thereader may have some difficulty in following the story.The content has limited relevance and word choice may causestrain for the reader.The text is too short or a lot of effort is required by the reader tomake sense of the response.The target reader’s attention is mostly held but can be distracted.Ideas are generally communicated appropriately.The ideas are connected using the correct format and register. Thetarget reader’s attention is distracted.The register is appropriate but the letter format has not been used.The message can be difficult to follow.A negative effect on the target reader and the message is notcommunicated.Although there is no paragraphing, the text uses a variety of linkingwords and a range of cohesive devices.There are many sentences with limited basic linking and a limitednumber of cohesive devices. Paragraphing is not always effective.The text mainly consists of short sentences. Any attempt atparagraphing is unhelpful.No organisation is evident and the text is extremely difficult to readand understand.A variety of simple vocabulary and also some less common words.A good degree of control of grammar.Simple vocabulary is generally appropriate. Simple grammar is usedwith reasonable control.Vocabulary is used appropriately, but spelling errors are common.Repeated problems with choice of tense.Use of language is poorly controlled and there is no evidence of arange of structures or vocabulary.Cambridge English: Preliminary 8 Writing Test 4 Lesson Plan Cambridge University Press and UCLES 2016
WritingW ritingPart 1Questions 1–5Here are some sentences about a train journey.For each question, complete the second sentence so that it means the same as the first.Use no more than three words.Write only the missing words on your answer sheet.You may use this page for any rough work.Example:0 The train journey from London to York takes about two hours.It takes about two hoursAnswer:10travel from London to York by train.toIt was several months since Jessica last went on a train.Jessica hadn’t been on a train2Jessica bought her ticket in advance online.Jessica’s ticket3crowded that it was difficult to find a seat.Jessica asked what time they would arrive in York.Jessica asked ‘What time5bought in advance online.It wasn’t easy to find a seat because the train was crowded.The train was4several months.we arrive in York?’The journey wasn’t boring for Jessica because she had a good book.Jessicaa good book.find the journey boring because she had83 Cambridge University Press and UCLES 2014
Test 4Part 2Question 6You and your friend, Jerry, have tickets for a football match at the weekend, but now youcannot go.Write a note to Jerry. In your note, you should apologise to Jerry explain why you cannot go suggest what Jerry could do with your ticket.Write 35–45 words on your answer sheet.84 Cambridge University Press and UCLES 2014
WritingPart 3Write an answer to one of the questions (7 or 8) in this part.Write your answer in about 100 words on your answer sheet.Tick the box (Question 7 or Question 8) on your answer sheet to show which question you haveanswered.Question 7 This is part of a letter you receive from a friend.I can’t decide whether to buy a new bicycle from ashop or on the Internet. Where do you think Ishould buy it? Is it better to buy some things fromshops? Do you buy things on the Internet? Now write a letter answering your friend’s questions. Write your letter in about 100 words on your answer sheet.Question 8 Your English teacher has asked you to write a story. Your story must begin with this sentence:I was amazed when I opened the bag. Write your story in about 100 words on your answer sheet.85 Cambridge University Press and UCLES 2014
Test 4Test 4PAPER 1 READING AND WRITINGREADINGPart 11 C 2 C 3 A4 B 5 BPart 26 G 7 E 8 F 9 D 10 BPart 311 B 12 A 13 B 14 A 15 A 16 B 17 A 18 A 19 B 20 APart 421 C 22 C 23 B 24 D 25 DPart 526 C 27 D 28 C 29 A 30 D 31 B 32 C 33 A 34 B 35 CWRITINGPart 11 for2 was3 so / that4 will / should / do5 did not / didn’tPart 2 & 3The following sample answers can be used as a guide when marking.151 Cambridge University Press and UCLES 2014
KeySAMPLE A (Test 4, Question 6: Note to a friend)Hi JerryI’m so sorry I cannot go with you to the football match. My granny isill. So my mum asked me to look after her, while she is working.I think you can give my ticket to your sister.Speak soonDashaExaminer CommentsAll three parts of the message are clearly communicated.Mark: 5SAMPLE B (Test 4, Question 6: Note to a friend)Dear JerryI’m sorry but I can’t go for a football match with you this weekendsbecause I’m in the village. But we can visit another match when I will turnback. You can go with your father or brother.Best wishesKateExaminer CommentsPoints 1 and 2 are clearly communicated. Point 3 is attempted but the point is not clearly made.Mark: 4152 Cambridge University Press and UCLES 2014
Test 4SAMPLE C (Test 4, Question 6: Note to a friend)Hi Jerry!I have problems at the weekend, and I will not go to the Footballmatch. Problems is go to the granny’s birthday. You can give myticket to our class mates or to anyone. See you soon.You Friend SashaExaminer CommentsPoint 1 is omitted. Points 2 and 3 are communicated.Mark: 3153 Cambridge University Press and UCLES 2014
KeySAMPLE D (Test 4, Question 7: Letter to a friend)Hi Sam,It’s a really good idea to buy a new bicycle! I remember yours is broken.If I were you, I will go to the shop and try bicycles. If you find one you like, Ican memorize its name and try to find a lower price on the internet.In my opinion, buying some things from shops can be more expensive.The only good reasons to buy from shops it’s that you can have yourpurses immediately and try or see them perfectly. I use to buy things onthe internet when the things I want are in better prices. Or also if I needsomethings I can’t buy from shops. I hope I help you!Take Care!SabineSubscaleMarkExaminer CommentsContent5All elements of the task are covered with appropriate expansion.CommunicativeAchievement5The conventions of letter writing (appropriate register and format) are usedto hold the reader’s attention and communicate ideas effectively.5The text is generally well organised with the use of paragraphing. The textis coherent with both simple linking (and; Or; also) and a range of morecomplex cohesive devices used effectively (I remember yours is broken; If Iwere you; If you find one you like; In my opinion; The only good reasons it’s that .)4A good range of everyday vocabulary and also some less common words(memorize; expensive; immediately; perfectly).Simple grammatical forms are used with a good degree of control. Morecomplex structures are also used (In my opinion, buying some things fromshops can be more expensive) There are a few distracting but generallynon-impeding errors (you can have your purses immediately; I use to buy;in better prices).OrganisationLanguage154 Cambridge University Press and UCLES 2014
Test 4SAMPLE E (Test 4, Question 7: Letter to a friend)I don’t know that can I tell you, because I buy things from a shop as onthe internet. But I think if you want to buy a new bicycle is better but itfrom a shop because you can see it better, and who knows, maybe youcan prove it. Also if the price is the same, probably you must pay morefor charges and service. On the other way you can go in your car tothe shop, and as you have a big car, you can take the bicycle and putit into the car or over the car. In this case I think that the best optionis this, but it is a suggest. I buy a lot of things on the internet like amobile phones or some games, but I never buy something like a bicycle! Ihope that my suggest help you!SubscaleMarkExaminer CommentsContent5All the elements of the task are covered with appropriate expansion. Thetarget reader is fully informed.2The conventions of the communicative task are used in generallyappropriate ways to communicate straightforward ideas. The register isappropriate but letter format has not been used. The target reader has towork hard at times to follow the message.4Although there is no paragraphing, the text is connected and coherent,using of a variety of basic linking words (because; But; and; Also) and arange of more complex cohesive devices (you can see it better; and whoknows, maybe you can prove it; probably; In this case; the best option isthis).3Everyday vocabulary is generally used appropriately and there are someless common words (charges and service; the best option).Simple grammatical forms are used with reasonable control.Errors are noticeable but in general the meaning can be determined (onthe other way; put it into the car or over the car; it is a age155 Cambridge University Press and UCLES 2014
KeySAMPLE F (Test 4, Question 7: Letter to a friend)Hi Misha!To my mind you should not but a bicycle from an internet shop.Firs cause is that you cannot touch and try it. Second when you’ll getit can be not that size or colour that you need or want. Third it’ll costmore expansive because you must pay for deliver.I think such things as books or toys you can buy on the internet. Butsuch things as shoes, T-shirts, pants it is better buy in shop. Becausethere you can try it on and see if it fits you or not.I rarly buy things on the internet. So, my advice is to buy a new bicycleat the shop and ride on it with pleasure.SubscaleMarkExaminer CommentsContent5All content is relevant to the task. The target reader is fully informed.3Uses the conventions of the communicative task (register and letterformat) in generally appropriate ways to communicate straightforwardideas. The target reader’s attention is distracted at times (you should notbut a bicycle; it’ll cost more expansive).3The text is connected and coherent, using basic linking words (and;because; But) and some cohesive devices (when you’ll get it; not thatsize or colour that you need; such things as; try it on and see if it fits you).Paragraphs are used but not always effectively (see the final two shortparagraphs).3Everyday vocabulary is generally used appropriately. There is a range ofsimple and some more complex grammatical forms with a good degree ofcontrol but there are noticeable errors throughout which distract the reader(firs cause; you must pay for deliver; it is better buy in shop; e156 Cambridge University Press and UCLES 2014
Test 4SAMPLE G (Test 4, Question 8: Story)I was amazed when I opened the bag. Inside there were differentsthings: a pink pen, an empty bottle and a box. I asked to myfriend whu she gave me that bag. She answered: “ I know it’syour birthday next week. I can’t be to your birthday party. So I giveyou thoses presents”. She also said that the empty bottle was justfor fun, the pink pen was because I love pink (She’s a pretty goodfriend!) and the box is a jewellery box. When we open the box, wecan hear a beautiful lullaby. I love this present. I also think ofher when I open the box.SubscaleMarkExaminer CommentsContent5The story follows on logically from the prompt sentence.The target reader is full informed.5Ideas are communicated effectively following the conventions ofstorytelling and the register and format are appropriate.There is an effective use of direct speech. The target reader’s attention isheld throughout.4The text is well organised and coherent, using a variety of basic linkingwords (So; because; and) and cohesive devices e.g. the effectiveuse of parentheses (She’s a pretty good friend!). Although the lack ofparagraphing affects the overall organisation, the target reader would beable to follow the story with no problems.4Uses a range of everyday vocabulary effectively and some less commonwords (a beautiful lullaby).Some complex grammatical forms with a good degree of control (Insidethere were; the empty bottle was just for fun)There are a few errors (differents things; I asked to my friend; I can’t be toyour birthday party; thoses presents; When we open the box, we can hear)but these do not impede Language157 Cambridge University Press and UCLES 2014
KeySAMPLE H (Test 4, Question 8: Story)I was amazed when I opened
Lesson Plan: Writing This lesson plan accompanies Cambridge English: Preliminary 8 Writing Test 4 Parts 1, 2 and 3. This lesson is suitable for students at the early stages of their Cambridge English: Preliminary course and beyond. However learners will need to already be familiar with the different text types that
Cambridge English: Preliminary – an overview Cambridge English: Preliminary is an intermediate level qualification in practical everyday English language skills. It follows on as a progression from Cambridge English: Key and gives learners confidence to study for taking higher level Cambridge English exams such as Cambridge English: First.
Cambridge University Press 978-1-107-63581-4 – Cambridge Global English Stage 6 Jane Boylan Kathryn Harper Frontmatter More information Cambridge Global English Cambridge Global English . Cambridge Global English Cambridge Global English
4 Step Phonics Quiz Scores Step 1 Step 2 Step 3 Step 4 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 . Zoo zoo Zoo zoo Yoyo yoyo Yoyo yoyo You you You you
Cambridge English: Advanced Lesson Plan: Reading This lesson plan accompanies Cambridge English: Advanced 1 Reading Test 4 Parts 5, 6 and 7. This lesson is suitable for students in the middle and towards the end of their Cambridge English: Advanced course.
Cambridge English: First for Schools First Certificate in English (FCE) B2 1 for Schools Cambridge English: Preliminary Preliminary English Test (PET) B1 Entry 3 Cambridge English: Key a2 Entry 2 Key English Test (KET) Cambridge English: First for Schools
2 days ago · First Cambridge English: Advanced Cambridge English: Proficiency Cambridge English: Key for Schools Audit valid until: 30 April 2023 Cambridge English: Preliminary for Schools Audit valid until: 30 April 2023 Cambridge English: First for Schools Audit valid until: 30 April 2023 Cambridge Engli
This lesson plan accompanies Cambridge English: First 1 Use of English Test 4 Part 1 & 2. This lesson is suitable for students at the beginning of their Cambridge English: First course. Lesson Goals 1. To develop an understanding of the requirements for the Use of English Part 1 & 2 2. To practise recognising common collocations/ verb prepositions in Part 1 3. To build on existing knowledge .
Level 1 Pass Level 1 Merit Level 2 Pass Level 2 Merit Level 2 Distinction Learning Aim A: Investigate Media Products A.1P1 Identify media products, their purpose and audience, using limited examples from one or more sectors. A.1M1 Outline media products, their purpose and audience, using basic examples from one or more sectors. A.2P1
