Professional Documents
Culture Documents
TRUE FALSE
A) The Writing test is 2 hours long.
H) The input for Part 1 consists of a short text to read, and some
opinions that people have expressed on the topic.
A B C D E
Situations:
1) Your boss wants to know which of two venues would be more suitable for the
annual staff conference.
2) Your student magazine wants people to write about films or concerts that they
have seen recently, so that other students can decide what they might be
interested in going to.
3) Your tutor has asked you to decide which facilities in your town you think are
more important and why, and should therefore receive funding from the local
council.
4) Your line manager wants to know what you feel you have achieved in the first
six months of your new role, and what support you still feel you need.
5) A friend is applying for a job and has asked you to provide a reference for the
company.
2. Match the purposes below to each of the situations above. There may be
more than one purpose for each.
Purposes:
a) describing
b) giving opinions
c) justifying opinions
d) persuading
e) making suggestions or recommendations
f) providing factual information
g) presenting an argument
Have a group discussion about which way is more effective and why.
Divide the class into three groups, and give each group one of the suggestions
from a Part 1 essay task they have to come up with as many reasons as they
can to justify this, for example, why this is an effective way of influencing
behaviour. Then hold a debate.
Divide the class into three groups, and give each group one of the suggestions
from a Part 1 essay task they have to come up with several pros and cons for
this suggestion. Then regroup the class into threes, with one person from each of
the original groups in their new groups. Ask them to present their ideas to each
other, then discuss which they think overall is the best suggestion, and why.
Come up with several reasons yourself why each of the suggestions from an
essay task is good or bad. Put each on a separate card, and ask the class to
match them to the suggestions.
How many ways of structuring the main body of the essay can you think of?
who: ................................................................................................................
why: ................................................................................................................
what: ................................................................................................................
how: ................................................................................................................
3 You have just finished a three-week study and work programme in an English-
speaking country. You studied English language in the mornings and worked for
a local company in the afternoons. The programme organiser has asked you to
write a report about your experience. In your report, you should evaluate the
programme, explaining which part of the programme was more useful, and
suggest changes you would recommend for next years programme.
who: ................................................................................................................
why: ................................................................................................................
what: ................................................................................................................
how: ................................................................................................................
who: ................................................................................................................
why: ................................................................................................................
what: ................................................................................................................
how: ................................................................................................................
8) If only ...
1)
2)
3)
4)
5)
6)
7)
8)
Procedure
1. Ask learners in pairs to think about what writing involves. Ask them to note down
all the skills that are required in order to produce a written text (it doesnt matter
which text type at this stage). Allow a minute or so for this.
2. Elicit some feedback from the class, e.g. coming up with ideas for the content;
organising the ideas; thinking about register, format and layout; choosing suitable
language; editing; proofing.
3. Write who, why, what and how on the board. Explain that these skills can be
summarised by thinking about four points: a writer needs to consider who the
target reader is, and why they are writing (what their purpose for writing is), in
order to be able to decide what to write and how to write it.
4. Give learners the worksheet: Part 1 task. In pairs, ask them to discuss the four
points (who, why, what and how) for this task.
5. Elicit from the class that the target reader is the teacher; they are writing because
the teacher has asked them to and because they heard a radio discussion on the
topic; they need to write about two ways that adults can influence younger
peoples behaviour, and which is most effective; they have to write it in the format
of an essay, using semi-formal or formal language, with an introduction,
paragraphs giving their opinions and reasons, then a conclusion.
6. Divide the class into small groups (34 learners). Ask them to brainstorm the
ways in which adults can influence younger peoples behaviour, and to note down
their ideas. Allow 2 minutes, then elicit ideas from the whole class.
7. Put the class into three groups, and give each group one of the suggestions from
the task (giving rules/setting an example/offering advice). If you have a large
who: ...........................................................................................................................
why: ...........................................................................................................................
what: ...........................................................................................................................
how: ...........................................................................................................................
Procedure
1. As a quick warmer, ask learners to think about their last holiday. Ask them to
briefly tell the person next to them where they went, and what it was like allow
just a minute or two for this stage.
2. Now ask learners to imagine they are going to a place they have never been to
before. Ask them how they could find out about the place beforehand either to
decide whether or not to go, or just to prepare themselves for their holiday. Elicit
suggestions, including the fact that they could read reviews (e.g. in a travel
magazine or online). Write Review of a holiday resort on the board.
3. Now ask them to think about what kind of information might be included in a
review of a holiday resort. Ask them to brainstorm some ideas in pairs, then elicit
ideas from the group, and write them on the board, e.g. a description of the hotel,
the activities, the staff, the food, and so on.
4. Write two or three sentences on the board, e.g. The staff were friendly. The view
from our room was beautiful. It was exciting to go scuba diving. Point out that
there is nothing wrong with these sentences, but they could be improved at
Cambridge English: Advanced level, learners need to show that they can produce
better language than this. Ask learners how they could improve the language
used in these sentences elicit ideas, e.g. using more extreme/interesting
adjectives (e.g. stunning, thrilling); using adverbs too (e.g. absolutely stunning);
using more complex language, e.g. adding clauses, and so on.
5. Tell learners they are going to look at using more extreme/interesting adjectives
first. They are going to do a vocabulary activity, which involves matching pairs of
words one of each pair is a normal adjective, e.g. beautiful; the other is a
more extreme/interesting adjective, e.g. stunning. Divide learners into pairs, and
give each pair of learners a cut-up set of adjectives (from worksheet: Normal
and extreme adjectives), which they have to match up. Allow a few minutes,
and while they are matching the pairs, monitor closely, and point out any pairs of
words that are incorrect.
hot sweltering
cold freezing
angry livid
interesting fascinating
bad awful
big huge
hungry starving
frightened petrified
tired exhausted
small minute
good wonderful
dirty filthy
tasty delicious
wet drenched
shocked horrified
surprised astonished
funny hilarious
happy delighted
We would like you to send us a review of a holiday resort you have been to,
explaining what kinds of people the resort is likely to appeal to, and which aspects of
the resort you would most recommend to other visitors. You should also suggest at
least one way in which you feel the resort could be improved.
who: ...........................................................................................................................
why: ...........................................................................................................................
what: ...........................................................................................................................
how: ...........................................................................................................................
Have you ever imagined yourself sitting under a palm tree with a nice cool drink and
lots of clear blue water in front of you?
I had this experience last year, when my family decided to have a dream holiday and
we chose the Dominican Republic, and more specifically Punta Cana, as our
destination.
We had lots of resorts to choose from, but finally we chose Palladium resort, which is
a big, beautiful complex of villas, each with their own terrace. Its the perfect place for
families, especially those with young children.
There are six restaurants at the resort, offering many different kinds of food. But the
best thing is the pool big, clean, with sun beds right next to the water. If you come
to the Palladium resort, its a must. The only problem was that the pool wasnt open
in the evenings that would really have been good.
I had the chance to try scuba diving in the sea, and I can tell you that it was the most
exciting experience. Swimming along with lots of little creatures around you in the
water, and seeing the beautiful colours of the fish and the corals, was a dream come
true.
There are also lots of places to visit, like cacao and coffee farms in the mountains.
We went there in a big old truck, which had a very noisy engine. It was a good
experience to see the farms, and we also learned something about the history of the
island on these trips.
Overall, this was a wonderful holiday, and if you get the chance to go to the
Palladium resort, then you wont regret it!
Procedure
1. Ask learners to quickly note down all the things they have written in the last few
days, and the reasons why they wrote them. Give an example or two to start
them off, e.g. writing a list of food to buy from the supermarket; writing an email to
invite a friend to a party.
2. Work around the room, eliciting a different example from each learner. Point out
the range of different things we write in real life.
3. Give out the worksheet: Task types: situations and purposes. The five task
types at the top of the page are all tasks that are included in the Writing paper.
Learners need to:
decide which task type would be required for each of the situations.
match the purposes listed at the bottom of the page to each situation.
4. Allow learners to work together and discuss their answers. After a few minutes,
elicit the answers for each situation (see key to worksheet, below).
Key to worksheet
Task types situations and purposes:
1) C: a proposal a, b, c, d, e and f
2) E: a review a, b, c, e and f
3) A: an essay a, b, c and g
4) D: a report a, b, c, e and f
5) B: a letter/email a, b, c, d and f
Look at the situations described below. Decide which task type (AE) you
would write for each situation (15).
A B C D E
Situations:
1) Your boss wants to know which of two venues would be more suitable for the
annual staff conference.
2) Your student magazine wants people to write about films or concerts that they
have seen recently, so that other students can decide what they might be
interested in going to.
3) Your tutor has asked you to decide which facilities in your town you think are
more important and why, and should therefore receive funding from the local
council.
4) Your line manager wants to know what you feel you have achieved in the first six
months of your new role, and what support you still feel you need.
5) A friend is applying for a job and has asked you to provide a reference for the
company.
Match the purposes below to each of the situations above. There may be more
than one purpose for each.
Purposes:
a) describing
b) giving opinions
c) justifying opinions
d) persuading
e) making suggestions or recommendations
f) providing factual information
g) presenting an argument
Procedure
1. Show students the sample task: Proposal (see below) on a slide or on the board
and give them time to discuss ideas for the content of the text in small groups.
Elicit these ideas and write them up on the board.
2. Tell learners that they are going to revise some useful structures they can use in
the proposal.
3. Give out worksheet: Sentence structure answers and distribute the cards from
worksheet: Sentence structure cards so that each student has one card. You
will need to make further cards depending on the number of students in your
class. Give the students up to 2 minutes to complete the sentence in a way
relevant to the proposal and write the sentence on the answer sheet.
4. After 2 minutes, clap your hands. Each student must pass their card to the next
person and then write a new sentence with the new structure on their card.
5. Repeat this three times (or more if you wish).
6. In feedback, collect examples from the answer worksheets from the class and
encourage self/peer correction if there are errors.
7. In class or for homework, the students must write the proposal, using as many
of the sentences as possible.
Extension
This activity can easily be adapted for any task/text type. Make a list of several
structures relevant to the text type that your students have learned or that you have
focused on in class. Create cards, one per student, with the beginning of a different
sentence on each card (or if you have a large class, divide them into two groups, and
make two sets of cards). Each sentence starter should use a different structure.
2) In order to
5) In addition to this
7) It is considered to be
1)
2)
3)
4)
5)
6)
7)
8)
Will your writing have the right effect on the target reader?
Have you used appropriate language for the task e.g. is it too formal, or too
informal?
Are your ideas in a logical order, and are they well linked?
Have you included some examples of more complex vocabulary and grammar?