First for Schools Writing Paper: Overview teachers notes

Description Students take part in a milling activity to find information about Paper 2 (the Writing Paper) and fill in a table. Time required: Materials required: Aims: 20 minutes Students Worksheet 1 (one copy for each student) Students Worksheet 2 (copied and cut up see Procedure below) to introduce students to the requirements of the First for Schools Writing Paper

Procedure 1. Before this activity, make enough copies of Students Worksheet 2 for students to be able to read the information easily. Cut the copies into 3 boxes. Stick or pin the boxes on the classroom walls. 2. Divide the class into two groups, and divide the board into two halves. Ask for one volunteer from each group to come up to write on the board. Ask group 1 to call out the different things they have to write for their school work, in their own language or in English (for example, essays, recounts of experiments, etc). Ask group 2 to call out the different things they write at home or for activities out of school, in their own language or in English (for example, emails, notes, etc). As they call out their ideas, the students at the board should write them down. Allow about 2 minutes for this. 3. Go through some of the ideas that students have given and elicit which ones they enjoy most. Establish as well some of the different people they write to. If possible, highlight a range of different text types and registers. 4. Elicit what kind of texts students think they may have to write in the First for Schools Writing paper, Paper 2. 5. Tell the students that they are going to read some information about the Writing Paper of First for Schools, Paper 2. This information is in three parts, on the walls of the classroom. 6. Put students into groups of 3. Give out Students Worksheet 1. Explain that students must use the information in the paragraphs on the walls to fill in the missing information in the table. Label each student in the groups A, B or C. One of the students (e.g. A) gets up and finds the relevant text (i.e. A). Only they can read this text, and they cannot take the text off the wall or call out answers across the classroom. They should find the relevant missing information, go back to their group and tell one of the other students what to write in the table. (Students can be either a reader or a writer at any one time: they cannot read a text, sit down and write the information themselves.) Repeat with the other texts (the texts can be read in any order).
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First for Schools Writing Paper: Overview teachers notes

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7. When the first group finishes, they should call out Stop! Check answers with the whole class (see Key below). 8. Discuss students reactions to what they have found out about the Writing paper: Which part of the Writing Paper will you find easier: Part 1 or Part 2? Which kinds of text will you find easy/difficult to write? What do you think will be most difficult about the Writing Paper? How can you improve your writing in English? (Point out that writing skills can benefit from both reading and writing as much as possible in English. Contributing to a forum or a social networking websites in English can help as much as writing essays for the teacher.)

Additional information Set text question (Part 2, question 5) This is based on a book, but students can also answer this question if they have seen the film but not read the book. Although it is not obligatory for students to study the book or watch the film in class, it is important for them to know that they are expected to base their answer on the actual book or film. If they attempt the question with no knowledge of the book or the film, they may write answers which are not relevant, and therefore lose marks.

The assessment criteria are as follows: General Impression Mark Scheme *Candidates who do not address all the content points will be penalised for dealing inadequately with the requirements of the task. Candidates who fully satisfy the Band 3 descriptor will demonstrate an adequate performance in writing at Cambridge English: First for Schools level.

Band 5 For a Band 5 to be awarded, the candidates writing fully achieves the desired effect on the target reader. All the content points required in the task are included* and expanded appropriately. Ideas are organised effectively, with the use of a variety of linking devices and a wide range of structure and vocabulary. The language is well developed, and any errors that do occur are minimal and perhaps due to ambitious attempts at more complex language. Register and format which is consistently appropriate to the purpose of the task and the audience is used. Band 4 For a Band 4 to be awarded, the candidates writing achieves the desired effect on the target reader. All the content points required in the task are included*. Ideas are clearly organised, with the use of suitable linking devices and a good range of structure and vocabulary. Generally, the language is accurate, and any errors that do occur are mainly due to attempts
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at more complex language. Register and format which is, on the whole, appropriate to the purpose of the task and the audience is used. Band 3 For a B and 3 to be awarded, the candidates writing, on the whole, achieves the desired effect on the target reader. All the content points required in the task are included*. Ideas are organised adequately, with the use of simple linking devices and an adequate range of structure and vocabulary. A number of errors may be present, but they do not impede communication. A reasonable, if not always successful, attempt is made at register and format which is appropriate to the purpose of the task and the audience. Band 2 For a Band 2 to be awarded, the candidates writing does not clearly communicate the message to the target reader. Some content points required in the task are inadequately covered or omitted, and/or there is some irrelevant material. Ideas are inadequately organised, linking devices are rarely used, and the range of structure and vocabulary is limited. Errors distract the reader and may obscure communication at times. Attempts at appropriate register and format are unsuccessful or inconsistent. Band 1 For a Band 1 to be awarded, the candidates writing has a very negative effect on the target reader. There is notable omission of content points and/or considerable irrelevance, possibly due to misinterpretation of the task. There is a lack of organisation or linking devices, and there is little evidence of language control. The range of structure and vocabulary is narrow, and frequent errors obscure communication. There is little or no awareness of appropriate register and format. Band 0 For a Band zero to be awarded, there is either too little language for assessment or the candidates writing is totally irrelevant or totally illegible There is also a Task Specific Mark Scheme, which is different for each task, used by markers in conjunction with the General Impression Mark Scheme. For more information on assessment criteria, see the First for Schools handbook pp.1920.

Students will look at the sample Writing Paper in the classroom activities for Parts 1 and 2.

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First for Schools Writing Paper: Overview answer keys

Key to Students Worksheet 1

Part 1 1 How many questions do you have to answer? 2 How many questions can you choose from? 3 What type of text should you write? One One this is the compulsory task Letter or email

Part 2 One 4 question 5 is the set text question Article, essay, letter, report, review or story (Questions 2-4), Article, essay, letter, report or review (Question 5) 120180 words Yes You are told what to write (article / story / review, etc.) and given a topic to write about and some questions to answer.

4 How many words should you write? 5 Is there any extra information, apart from the question, to help you write your answer?

120150 words Yes You will be given some information (usually an email or letter and some notes). You must include all the points suggested by the notes in your answer, and expand them with relevant ideas and information.

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First for Schools Writing Paper: Overview Students Worksheet 1

Part 1 1 How many questions do you have to answer? 2 How many questions can you choose from? 3 What type of text should you write? One Part 2 ___________

One this is the _____________ task Letter or ________

________ question 5 is the book/film question Article, _______ letter, report, review or (Questions 2-4), Article, essay, letter, report or review (Question_______)

4 How many words should you write? 5 Is there any extra information, apart from the question, to help you write your answer?

120 _______ words ______ You will be given some information (usually an email or letter and some notes). You must include all the points suggested by the notes in your answer, and expand them with relevant ideas and information.

120 _____ words ______ You are told what to write (article / story / review, etc.) and given a topic to write about and some questions to answer.

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First for Schools Writing Paper: Overview Students Worksheet 1

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First for Schools Writing Paper: Overview Students Worksheet 2

A In the Writing Paper (Paper 2), you have write two pieces of work. In Part 1, there is a task you have to do either a letter or an email and in Part 2 you have to answer one question from a choice of four (questions 25).

B In Part 1, you should write between 120 and 150 words. In Part 2, you should write between 120 and 180 words. For Part 1 you are given information of up to 160 words on the question paper often an email with notes or a letter with notes.

C There is less information given for the Part 2 questions. For questions 24, you have to write an article, essay, letter, report, review or story. If you have studied one of the titles in class for Question 5, then you can choose to answer this question. You may have to write an essay, letter, article, review or report.

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First for Schools Writing Paper: Overview Students Worksheet 2

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