Cambridge English: Preliminary Lesson Plan:...

Cambridge English: Preliminary 8 Writing Test 4 Lesson Plan © Cambridge University Press and UCLES 2016

Cambridge English: Preliminary

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 come 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’ writing skills.

Lesson Goals

1. 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 writing

Activity (see brackets for resources required) Time needed

Interaction

Warmer (copies of Resource 1 cut up for each pair) 5-10 mins

• 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.

2 mins

6 mins

2 mins

Ss-Ss then S-T

S-S

T-S thenS-T

Main activities (Resource 2 displayed on board or as a handout to pairs/individuals, copies of Parts 1-3 for individuals, copies of page 152-153 of sample answers for each pair, copies of Resource 3)

30-35 mins

• 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.

2 mins

3 mins

Ss-Ss

S then T-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 possibilities

2 mins

2 mins

5 mins

10 mins

6 mins

3 mins

2 mins

S-T

S-S then S-T

S-T

S then S-S

Ss-Ss

S-S

S-T

Extension activity (copies of Resource 4 for individuals or pairs) 15 mins

• 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.

2 mins

10 mins 3 mins

S-Sthen S-T

S Ss-Ss


Resource 1

This task needs to be cut up along the lines to create a matching activity to be done in pairs or small groups.

Match the following definitions for the writing section of the Cambridge English: Preliminary exam.

Alternatively the paired students could each be given a copy of the grid with alternative parts blanked out so they can ask and answer questions in order to complete the grid.

Part Number

Number of Questions

Task Instructions

Example Activity or Text Type

Example Language or Functions

Number of Words

One five

Complete the second

sentence to mean the same

as the first sentence

Sentence transformation

quantifiers,

comparatives, prepositions, modal verbs,

relative pronouns, a variety of tenses

No more than three words per

question

Two one

You are told who you should

write to and what to write in

a short communicative

message

note, postcard, email

apologise, ask,

explain, recommend,

request, remind, suggest,

35 to 45 words

Three choose one from two options

Reply to a letter,

identifying the questions to be answered OR

begin a piece of writing with the given sentence

informal letter, story

narrative tenses, variety of

adjectives and vocabulary,

including conjunctions and

descriptive language

about 100 words


Resource 2

Choose one of the words from the alternatives given.

1. on a train for/since/to several months

2. tickets are/will/was bought in advance

3. was too/so/very crowded that it was difficult

4. What time do/are/may we arrive in York?

5. Jessica was/did/does not find it boring because she had a good book


Resource 3

Q7. 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 letter?

--------------------------------------------------------------------------------------------------------------------------------------

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?


Resource 4

1. 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 are error-free.

B) Appropriate format for letter writing is used to hold the reader’s attention and communicate ideas effectively.

C) Text is well organised with use of paragraphing. The text uses a variety of linking words and more complex 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 writing


Resource 4 Continued

Subscale Mark Comments Content 5

4 All the content is relevant, but there is limited expansion.

The target reader can follow the storyline. 3

Not all the content is relevant and there is no expansion. The reader may have some difficulty in following the story.

2

The content has limited relevance and word choice may cause strain for the reader.

1

The text is too short or a lot of effort is required by the reader to make sense of the response.

Communicative Achievement

5

4 The target reader’s attention is mostly held but can be distracted. Ideas are generally communicated appropriately.

3 The ideas are connected using the correct format and register. The target reader’s attention is distracted.

2 The register is appropriate but the letter format has not been used. The message can be difficult to follow.

1 A negative effect on the target reader and the message is not communicated.

Organisation 5

4 Although there is no paragraphing, the text uses a variety of linking words and a range of cohesive devices.

3 There are many sentences with limited basic linking and a limited number of cohesive devices. Paragraphing is not always effective.

2 The text mainly consists of short sentences. Any attempt at paragraphing is unhelpful.

1 No organisation is evident and the text is extremely difficult to read and understand.

Language 5

4 A variety of simple vocabulary and also some less common words. A good degree of control of grammar.

3 Simple vocabulary is generally appropriate. Simple grammar is used with reasonable control.

2 Vocabulary is used appropriately, but spelling errors are common. Repeated problems with choice of tense.

1 Use of language is poorly controlled and there is no evidence of a range of structures or vocabulary.

Writing

83

WRITING

Part 1

Questions 1–5

Here 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 hours travel from London to York by train.

Answer: 0 to

1 It was several months since Jessica last went on a train.

Jessica hadn’t been on a train several months.

2 Jessica bought her ticket in advance online.

Jessica’s ticket bought in advance online.

3 It wasn’t easy to find a seat because the train was crowded.

The train was crowded that it was difficult to find a seat.

4 Jessica asked what time they would arrive in York.

Jessica asked ‘What time we arrive in York?’

5 The journey wasn’t boring for Jessica because she had a good book.

Jessica find the journey boring because she had a good book.

© Cambridge University Press and UCLES 2014

Test 4

84

Part 2

Question 6

You and your friend, Jerry, have tickets for a football match at the weekend, but now you cannot 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.


Writing

85

Part 3

Write 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 have answered.

Question 7

• This is part of a letter you receive from a friend.

I can’t decide whether to buy a new bicycle from a shop or on the Internet. Where do you think I should buy it? Is it better to buy some things from shops? 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.


Test 4

151

Test 4

PAPER 1 READING AND WRITING

READING

Part 1

1 C 2 C 3 A 4 B 5 B

Part 2

6 G 7 E 8 F 9 D 10 B

Part 3

11 B 12 A 13 B 14 A 15 A 16 B 17 A 18 A 19 B 20 A

Part 4

21 C 22 C 23 B 24 D 25 D

Part 5

26 C 27 D 28 C 29 A 30 D 31 B 32 C 33 A 34 B 35 C

WRITING

Part 1

1 for 2 was 3 so / that 4 will / should / do 5 did not / didn’t

Part 2 & 3

The following sample answers can be used as a guide when marking.


Key

152

SAMPLE A (Test 4, Question 6: Note to a friend)

Hi Jerry

I’m so sorry I cannot go with you to the football match. My granny is ill. So my mum asked me to look after her, while she is working.I think you can give my ticket to your sister.

Speak soon

Dasha

Examiner Comments

All three parts of the message are clearly communicated.

Mark: 5

SAMPLE B (Test 4, Question 6: Note to a friend)

Dear Jerry

I’m sorry but I can’t go for a football match with you this weekends because I’m in the village. But we can visit another match when I will turn back. You can go with your father or brother.

Best wishes

Kate

Examiner Comments

Points 1 and 2 are clearly communicated. Point 3 is attempted but the point is not clearly made.

Mark: 4


Test 4

153

SAMPLE C (Test 4, Question 6: Note to a friend)

Hi Jerry!

I have problems at the weekend, and I will not go to the Football match. Problems is go to the granny’s birthday. You can give my ticket to our class mates or to anyone. See you soon.

You Friend Sasha

Examiner Comments

Point 1 is omitted. Points 2 and 3 are communicated.

Mark: 3


Key

154

SAMPLE 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, I can 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 your purses immediately and try or see them perfectly. I use to buy things on the internet when the things I want are in better prices. Or also if I need somethings I can’t buy from shops. I hope I help you!

Take Care!

Sabine

Subscale Mark Examiner Comments

Content 5 All elements of the task are covered with appropriate expansion.


5The conventions of letter writing (appropriate register and format) are used to hold the reader’s attention and communicate ideas effectively.

Organisation 5

The text is generally well organised with the use of paragraphing. The text is coherent with both simple linking (and; Or; also) and a range of more complex cohesive devices used effectively (I remember yours is broken; If I were you; If you find one you like; In my opinion; The only good reasons … it’s that ...)

Language 4

A 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. More complex structures are also used (In my opinion, buying some things from shops can be more expensive) There are a few distracting but generally non-impeding errors (you can have your purses immediately; I use to buy; in better prices).


Test 4

155

SAMPLE 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 on the internet. But I think if you want to buy a new bicycle is better but it from a shop because you can see it better, and who knows, maybe you can prove it. Also if the price is the same, probably you must pay more for charges and service. On the other way you can go in your car to the shop, and as you have a big car, you can take the bicycle and put it into the car or over the car. In this case I think that the best option is this, but it is a suggest. I buy a lot of things on the internet like a mobile phones or some games, but I never buy something like a bicycle! I hope that my suggest help you!


Content 5All the elements of the task are covered with appropriate expansion. The target reader is fully informed.


2

The conventions of the communicative task are used in generally appropriate ways to communicate straightforward ideas. The register is appropriate but letter format has not been used. The target reader has to work hard at times to follow the message.

Organisation 4

Although there is no paragraphing, the text is connected and coherent, using of a variety of basic linking words (because; But; and; Also) and a range of more complex cohesive devices (you can see it better; and who knows, maybe you can prove it; probably; In this case; the best option is this).

Language 3

Everyday vocabulary is generally used appropriately and there are some less 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 (on the other way; put it into the car or over the car; it is a suggest).


Key

156

SAMPLE 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 get it can be not that size or colour that you need or want. Third it’ll cost more expansive because you must pay for deliver.

I think such things as books or toys you can buy on the internet. But such things as shoes, T-shirts, pants it is better buy in shop. Because there 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 bicycle at the shop and ride on it with pleasure.


Content 5 All content is relevant to the task. The target reader is fully informed.


3

Uses the conventions of the communicative task (register and letter format) in generally appropriate ways to communicate straightforward ideas. The target reader’s attention is distracted at times (you should not but a bicycle; it’ll cost more expansive).

Organisation 3

The text is connected and coherent, using basic linking words (and; because; But) and some cohesive devices (when you’ll get it; not that size 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 short paragraphs).

Language 3

Everyday vocabulary is generally used appropriately. There is a range of simple and some more complex grammatical forms with a good degree of control but there are noticeable errors throughout which distract the reader (firs cause; you must pay for deliver; it is better buy in shop; rarly).


Test 4

157

SAMPLE G (Test 4, Question 8: Story)

I was amazed when I opened the bag. Inside there were differents things: a pink pen, an empty bottle and a box. I asked to my friend whu she gave me that bag. She answered: “ I know it’s your birthday next week. I can’t be to your birthday party. So I give you thoses presents”. She also said that the empty bottle was just for fun, the pink pen was because I love pink (She’s a pretty good friend!) and the box is a jewellery box. When we open the box, we can hear a beautiful lullaby. I love this present. I also think of her when I open the box.


Content 5The story follows on logically from the prompt sentence. The target reader is full informed.


5

Ideas are communicated effectively following the conventions of storytelling and the register and format are appropriate.There is an effective use of direct speech. The target reader’s attention is held throughout.

Organisation 4

The text is well organised and coherent, using a variety of basic linking words (So; because; and) and cohesive devices e.g. the effective use of parentheses (She’s a pretty good friend!). Although the lack of paragraphing affects the overall organisation, the target reader would be able to follow the story with no problems.

Language 4

Uses a range of everyday vocabulary effectively and some less common words (a beautiful lullaby).Some complex grammatical forms with a good degree of control (Inside there were; the empty bottle was just for fun)There are a few errors (differents things; I asked to my friend; I can’t be to your birthday party; thoses presents; When we open the box, we can hear) but these do not impede understanding.


Key

158

SAMPLE H (Test 4, Question 8: Story)

I was amazed when I opened the bag. There was a fabulous present. I was very surprised to see that. There was a beautiful fragrance. A flower fragrance by a celebrate brand. I was very happy because I hasn’t got a present. It was pink with a purple flowers on a packaging. I didn’t forget this day because there was my first brithday party with my fisrt present. I thanked my friend for this.


Content 4All the content is relevant but there is limited expansion. The target reader can follow the storyline and is informed on the whole.


4

The target reader’s attention is mostly held but the reader is distracted by A flower fragrance by a celebrate brand and purple flowers on a packaging. Uses the conventions of the communicative task in generally appropriate ways to communicate straightforward ideas.

Organisation 3

There are many short sentences producing an overall staccato effect. However, there is limited basic linking (because) and a limited number of cohesive devices (to see that; It was pink; this day; thanked my friend for this).

Language 4

Uses everyday vocabulary appropriately and there is some less common lexis (fragrance; brand; packaging).Mostly simple grammatical forms with a good degree of control.Some noticeable errors (I hasn’t got a present; brithday party; fisrt present) but these are non-impeding.


Test 4

159

SAMPLE I (Test 4, Question 8: Story)

I was amazed when I opened the bag witch my dad brought from the work.I’ve always wanted a smal kitten or a puppy. But my mum always told me that they would but a kitten or a puppy for me only when we will move to a house.

In two month we have moved but my parents didn’t bought me a pet.After several monthes we have moved my dad came home with a big bag and told me to open it I saw a small nice kitten.

I named it Angel becaus it had a white wool and blue eyes.

After school I play with it and at night Angel sleeps with me, I’m happy that my parents have presented me such cute present!


Content 5The story follows on from the prompt sentence and the target reader is fully informed.


3

The ideas are connected using an appropriate format and register. However, the target reader is distracted at times by errors in verb tenses (only when we will move; In two month we have moved) and the lack of punctuation, for example in the fourth paragraph.

Organisation 3

The story is connected and coherent using basic linking words (But; and; becaus) and limited cohesive devices (a kitten or a puppy for me; told me to open it; I play with it and at night Angel sleeps with me; such cute present). Paragraphs are used but not always effectively as they are mostly short and the text appears fragmented.

Language 2

In general everyday vocabulary is used appropriately. There are spelling errors in common words ( smal monthes; becaus) but these do not impede.Simple grammatical forms are used with reasonable control, although there are repeated problems with tenses (After several monthes we have moved; my parents didn’t bought me a pet) and a number of distracting errors (the bag witch; they would but a kitten; such cute present).


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