cambridgeenglish cambridgeenglishfirstwritingandspeaking-140328075807-phpapp02
TRANSCRIPT
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Handout 1 FCE Writing Task types
Complete the task descriptions, numbered 1–7, with the missing task types below.
a letter an email a report an essay
an article a short story a review
1) ........................ is written in response to the situation outlined in the input
information. Candidates can expect to write to, for example, a college principal, an
English speaking friend or a colleague.
2) ........................is usually written for an English language magazine. The main
purpose is to engage the interest of the reader. Effective answers have a clear
storyline which links coherently to the prompt sentence and demonstrates a sound
grasp of narrative tenses.
3) ........................is written for an English language magazine or newspaper, and
the reader is assumed to have similar interests to the writer. The main purpose is
to interest and engage the reader, so there should be some opinion or comment.
4) ...................... is usually written for a superior or a peer group. Candidates are
expected to give some factual information and make suggestions and
recommendations. It should be clearly organised and may include headings.
5) ......................... is written in response to the situation outlined in the question. It
requires a response which is consistently appropriate in register and tone. It could
be written to, e.g. an English speaking friend or colleague, a potential employer, a
college principal or a magazine editor.
6) ..................... is usually written for an English language magazine, newspaper or
website. The main purpose is to describe and express a personal opinion about
something which the writer has experienced and to give the reader a clear
impression of what the item discussed is like. Descriptions, explanation and
recommendation are key functions to this task.
7) ...................... is usually written for a teacher and may be written as a follow-up
to a class activity. It should be well organised with an introduction, clear
development and an appropriate conclusion. The main purpose of the task is the
development of an argument and/or discussion of issues surrounding a certain
topic. Candidates are expected to give reasons for their opinions.
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Handout 3 Part 1 question
FCE Writing Part 1
You must answer this question. Write your answer in 120–150 words in an appropriate
style on the opposite page.
You have arranged to visit your English-speaking friend, Chris, for the weekend. Read Chris’s letter, and the notes you have made. Then write a letter to Chris, using all
your notes.
Write your letter. You must use grammatically correct sentences with accurate spelling
and punctuation in a style appropriate for the situation.
No, because …
Say which and why
Hi! I’m so glad you can come and stay with me for the
weekend. There’s a Science Festival in my city that
weekend and I thought we could go to it.
The Festival Programme looks great. We can go to the
exhibition in the morning, but in the afternoon we have to
choose one of these talks: ‘Can Animals Speak?’ which is
about animal communication, or ‘The Power of the Sun’.
Which would you prefer?
Is there anything else you need to know about
the festival?
Finally, would you like to stay with me for a bit longer?
There’s so much that I want to show you.
See you soon.
Best wishes
Chris
Yes!
Ask Chris about …
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Handout 4: Extracts from answers to Part 1
Here are examples of how some candidates handled the prompts. Each bullet point is
from a separate answer. Identify what the problem is with each one.
Prompt 1
Great to hear from you. I haven’t been back to the park that you and I explored
together last time you came to see me – it was such fun and I still enjoy looking
at the photos.
I don’t mind going to the festival with you.
Prompt 2
I would prefer ‘the power of the sun’.
I would like to go the talk on animal communication because it will be
more interesting.
Both talks seems to be nice but I prefer Can Animals Speak because it is nice
to learn about the communication of for example Mondays.
Prompt 3
Can you pick me up from the station?
Prompt 4
No because I will take an exam next week.
I’m sorry I mustn’t stay in your home longer.
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Handout 5: Teaching ideas for Part 1 prompts
Three strategies for handling Part 1 prompts are:
1. Always get learners to plan their answers before writing and, where possible,
to plan orally with a partner. Set questions for learners to discuss and answer such
as:
What is the scenario?
Who are they writing to?
What reason could they give for not being able to stay longer, etc.
1. This will help them use the appropriate register and include appropriate content.
2. Show learners contrasting sample answers, some strong and some weak. The weak
answers can help learners to understand and avoid weaknesses and the strong
answers can be a source of ideas and language. Vary when you do this – showing
sample answers before learners write their own answers can be a helpful way to
guide learners in their writing, although at times you will want to challenge them
more and show the sample answers after they have written their answers, so they
can compare.
3. Examine prompts from past papers, identifying:
exactly what they have to do (e.g. expand, ask a question, give a reason)
the functional language required (e.g. explaining, suggesting, requesting
information)
what each should be about (focus on relevance).
Candidates could then brainstorm several variations of what they could write.
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Handout 6: Part 1 gapped answer
Dear Chris,
Thank you very much for your quick reply. I’m so happy that I found a free weekend to
visit you.
1 __________________________________________________________________
___________________________________________________________________
You know, because of my job I haven’t so much time to visit such festivals.
2 __________________________________________________________________
___________________________________________________________________
But if you would rather listen to the other one it’s okay as well.
I have two questions about it. I would like to know
3 __________________________________________________________________
___________________________________________________________________
Unfortunately, I can’t stay longer because
4 _________________________________________________________________.
___________________________________________________________________
I’m looking forward to seeing you soon!!
Lots of love
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A It would be fantastic if we could go to this Science Festival in your city.
I’m very keen on science and it would be a great chance for me.
B I would like to go to the festival with you.
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A I think the ‘Power of the Sun’ is more interesting.
B I would prefer the talk about animal communication. I love animals
and when I was a child I always annoyed my mother with questions
about them.
3
A how long it would be in your city and are there any facilities for example
games or exhibitions especially for children?
B I can see other talks at the festival and they are interesting.
4 A Next week I have an important exam and I failed it.
B I have so much to do for my job.
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Handout 7: Key to Part 1 gapped answer
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A It would be fantastic if we could go to this Science Festival in your city.
I’m very keen on science and it would be a great chance for me.
B I would like to go to the festival with you. The candidate hasn’t given
a reason.
Sample improved version: I would love to go to the festival with you
because science is my favourite subject at school.
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A I think the ‘Power of the Sun’ is more interesting. The prompt isn’t
developed so there is a very limited range of language
Sample improved version: I think the ‘Power of the Sun’ sounds
fascinating as global warming is such an important issue.
B I would prefer the talk about animal communication. I love animals
and when I was a child I always annoyed my mother with questions
about them.
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A how long it would be in your city and are there any facilities for example
games or exhibitions especially for children?
B I can see other talks at the festival and they are interesting. The candidate
hasn’t formed questions.
Sample improved version: if I can see other talks at the festival and
whether there are any other interesting ones?
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A next week I have an important exam and I failed it. The candidate hasn’t
used the correct tense and so it is confusing.
Sample improved version: next week I have an important exam and
I must study hard because I don’t want to fail it
B I have so much to do for my job.
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Handout 8: Key to ‘Frequently confused words’
Key:
1. The festival will take part next weekend.
The festival will take place next weekend or I will take part in the festival
next weekend.
The candidate is confusing the phrasal verbs take part and take place, perhaps
because they look very similar and they can both be used when talking about
festivals, shows, etc.
2. We don’t want to lose our visit to the museum.
We don’t want to miss our visit to the museum.
The candidate is confusing the verbs miss and lose as both can mean something is
absent.
3. I was there and it was greatful.
I was there and it was great.
The candidate is confusing the adjectives great and grateful, thinking that they
are one word or belong to the same family as they are pronounced the same.
4. I’m writing a book named ‘The World’.
I am writing a book called ‘The World’.
The candidates is confusing named and called as they both refer to what
something’s name is and they are using the more formal named instead of
the less formal called.
5. You can’t miss to order the wine.
You shouldn’t forget to order the wine.
The candidate is confusing the modal verbs for advice shouldn’t and can’t as well
as miss and forget, as in some languages there aren’t two separate words for these
concepts, and they both express absence.
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Handout 9 Worksheet: What kind of mistake?
Impeding – prevents understanding
Non-impeding – we understand despite the mistake
1. I hate it when Mum asks me to keep a foot on my little
sister. I don’t like looking after her.
2. I always help my mother make the housework.
3. Jane likes opera and nor do I.
4. I’ll take an umbrella so that it rains.
5. I have a really high tree growing in my garden.
6. You can walk – the post office is far from here.
7. He doesn’t really enjoy to play tennis.
8. I’m interested on history – I love reading historical books.
9. I met him tomorrow.
10 If you had studied harder, you will pass the exam.
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Handout 10 Part 1 answers Script A Dear Chris Thank you for your answer. I'am very happy to hear from you again. I would love to join you at the Science Festival. It must be a lot of fun. I am very fond of going to the exhibition in the morning. I would like to choose the talk about animal communication. It must be very interesting to hear about the different possibilities for communication with animals. I heard about a monkey which can remember arround 250 signs and is able to use them for communication with its trainer. Can you imagine that? It is maybe possible to discuss that. Can we see some chemistry experiments in the morning? Unfortunately I can't stay a bit longer with you, because I have a lot of work to do and a very important exam to prepare for. I am looking forward to see you again. Best regards Script B Hi Chris
I'm looking forward visiting you in London. It's a nice idea to go to this Science Festival. I didn't know, that there's going to be one in your city. We're going to take this chance. It will be interesting. Now here are my toughts about the two different talks. The first one named "Can Animals Speak?" would be funny for sure, but the other one named "The Power of the Sun" would be better, because it is something for the future. Maybe I can use something from it for my job as IT‐ Specialist. This one has a bit more to do with techniks. By the way, what's the name of the festival? I want to read in the internet about it, what's important to see at this festival. How many people will be there? It's a pitty that I can't stay longer. I have to go, to school on Monday. Best wishes
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Handout 11 Part 2 question
You have seen this announcement in an international
magazine.
Write your article.
Talk about what you would expect in terms of:
1. Content
2. Communicative conventions
3. Organisation
4. Language
MY FAVOURITE TEACHER
Tell us about a favourite teacher of yours and say what
you remember about him or her.
We will publish the most interesting articles next month.
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1) You have seen this announcement in an international magazine:
Friendship Today
How do you make friends?
Do friends have to agree on everything?
The best articles will be published in next month’s magazine.
Write your article.
Handout 12 Part 2 answer
Part 2 question
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Handout 13 Part 2 answer
Friendship Today
What is the basic of a real friendship?
The new electronic world give us a lot of opportunities about friendship. With
differant tools like Facebook is it easier to keep relations actif even if you're
fare away from your friend and thats great.
But is it necessary to comunicate in the same way with friends which are
next to you? If we do so, we will loose the face to face contact and that's not
great.
Friendship is something very individual and is based on differant
circumslances as I already mentionned. The most important thing is to be
honest with your friends, even if he/she has another opignon. The basis of a
friendship is confidence, acceptance and it doesn't matter where you're
friend is located.
Sometimes is it ok to have another point of view to build up a deeper own
meaning.
Take care of your friends!
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Discourse management definitions
Here are some areas which are assessed under the broad heading of Discourse
management. Can you match an item to its definition?
Relevance 1) Words and phrases which explicitly state the
relationships between sentences, paragraphs and
ideas. Examples are: so, as a result, and, in addition,
however, on the other hand, finally.
Coherence and
cohesion
2) The stretch of language produced (which is more than
just a short phrase) should be appropriate to the task.
Long turns expect longer stretches of language, but a
task involving discussion will include shorter responses.
Cohesive devices 3) What the candidate says should be related to the task
and not about something else.
Extent 4) This means that a contribution is unified and structurally
organised, and it is easy to follow the progression of
ideas. One way of doing this is to use cohesive devices,
but candidates can also use related vocabulary and
reference pronouns.
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Sample Speaking test: Ottavia and Hannah
Part 1
Watch Ottavia and Hannah in Part 1 of the Speaking test, and decide whether the
following comments refer to Ottavia, Hannah or both of them:
Answers questions fluently and mostly accurately.
Answers questions with little hesitation, only to gather thoughts.
Speaks rather hesitantly at times.
Speaks rather fast at times (maybe due to nerves) but shows good fluency.
Occasional inappropriate usage.
Sometimes tails off at the ends of her utterances.
Some inaccuracies but corrects herself naturally.
Extends where necessary.
Part 2
Listen carefully to the interlocutor’s instructions to Ottavia. Does he ask her to
describe the two photos? Her other task is to say why the people have chosen to
communicate in the different ways shown in the photos.
Now listen to Ottavia speaking for a minute. Does she do as the interlocutor
instructed?
How well does Hannah answer her follow-up question about the internet?
Hannah is asked what people might find difficult about learning to ski or to cook.
Does she address her task well?
How well does Ottavia answer her follow-up question about cooking?
As a teacher, what correction point would you focus on, to deal with accuracy, after
watching this part?
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Part 3
According to Cambridge ESOL assessors, both candidates interact well, Hannah very
well. Watch the clip and note how the two candidates interact.
What phrases do they use to develop the interaction?
How could they interact better with each other?
What does Hannah do that Ottavia does not in terms of developing the discussion?
How do they move the discussion along?
Do they reach a decision?
Part 4
Below are some comments by Cambridge ESOL examiners on the performances of the
two candidates. Watch the video clip of Part 4, then fill in the gaps with a suitable word
from the list.
pronunciation, fluency, little, extends, range, structures, fully, personal, all,
vocabulary, hesitant, grammatical, develops, inaccurate
Ottavia answers ………… her questions and tries to extend her answers a ……...... . She
is less hesitant when talking about …………….. experiences. This seems to give her
confidence and her …………… improves. She shows a good range of ……………. and
……………., but is sometimes rather ………………. .
Hannah answers all her questions ………….. , she ……………… her ideas and
…………… where she can. She is sometimes …………………. when she is trying to
explain complex ideas, and has occasional …………………… problems (for example
with singular and plural), although her ……………. of vocabulary is good.
The …………………… of both candidates is easily understood.
Why have the people chosen to communicate in these different ways?
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How could these different things help the students to learn about life in another country?
Which two would be most useful for the students?
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Worksheet: What is the best answer?
A) Read these extracts of different students completing Part 1 of the Cambridge English:
First Speaking test. Then answer the questions that follow.
Student 1:
Examiner: Where are you from?
Student: Barcelona
Examiner: Do you like living there?
Student: Yes.
Examiner: Why?
Student: My family. My friends.
Student 2:
Examiner: Where are you from?
Student: Barcelona, in Spain.
Examiner: Do you like living there?
Student: Of course! All my friends and my family live there and there are many
things to do. Barcelona is a very popular city!
Student 3:
Examiner: Where are you from?
Student: I am from Barcelona. It is the second-biggest city in Spain and the
biggest city in Catalonia in the north-east of Spain. It has a population
of more than 4 million people. Barcelona is very popular with tourists
because it is a beautiful city and has many attractions for visitors to see,
especially the famous architecture of Gaudi. It is also an industrial city
and the textile, chemical and pharmaceutical sectors are all big
employers in the region. It is also famous for football …
Which answer do you think is the best? Which one sounds most natural?
B) To practise for Part 1 of the Cambridge English: First Speaking test, discuss
these questions with your partner. Try to make your answers as natural-sounding
as possible.
How do you get to work/school/college every day?
What is your favourite time of the year? Why?
Do you like listening to music? What kind of music do you listen to?
Are you more of a morning person or an evening person?
What do you like to do with your friends?
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Classroom activity: Part 2 – answering the question
Timing 10 minutes
Materials One copy each of worksheet (A): Answering the question for half the
class, and one copy each of worksheet (B): Answering the question for
half the class.
Rationale This activity helps students focus on answering the second question
in Part 2 of the test, going beyond simply comparing and contrasting the
photographs. It could be used at any time during a Cambridge English:
First preparation course.
Procedure
1. Ask students to remind you of the format of Part 2 of the Cambridge English: First
Speaking test. Clarify that they must speak alone about two photographs. They
always have two questions to answer, one is to compare and contrast
the two photographs and the second usually develops on the theme of
the photographs.
2. Before giving out the worksheets, explain to students that they cannot show their
worksheet to their partner, and that after they read their questions, they must fold
their worksheet so that their partner can see their photographs, but not the question.
You might want to demonstrate by folding the page appropriately for students. Tell
students that while they are speaking, their partner’s job is to guess what the second
question is.
3. Distribute the worksheet (A): Answering the question to one person in each pair.
Ensure that they read the question before folding the page and showing the
photographs to their partner. Give student A a minute to speak and then ask student
B in each pair to guess what the question was.
4. Distribute the worksheet (B): Answering the question to the students who listened
the last time. Ensure that they read the question, fold the page and show the
photographs to their partner. Give them a minute to speak and then allow time for
student A to guess the supplementary question.
5. In feedback, you can discuss whether students guessed right or wrong and you
could give (or elicit from students) some good examples of ways to answer the
questions that they have just discussed.
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Worksheet (A): Answering the question
Student A
You are going to answer the following questions about the photographs. Read the
questions, but do not tell your partner what the questions are. Fold the sheet and show
the photographs to your partner, but do not show them the questions.
Here are two photographs of people eating. Compare and contrast the
photographs and say what you think the people are enjoying about eating
in these situations.
****************fold here***************************fold here*********************************
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Worksheet (B): Answering the question
You are going to answer the following questions about the photographs. Read the
questions, but do not tell your partner what the questions are. Fold the sheet and show
the photographs to your partner, but do not show them the questions.
Here are two photographs of people with animals. Compare and contrast
the photographs and say why you think the animals are important to these
people’s lives.
****************fold here***************************fold here*********************************
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Practising comparative structures
Timing 20–30 minutes, depending on the number of students in class
Materials Pairs of photographs brought in by the students
Rationale This relates to Part 2 of the test. It should be more motivating for students
if they bring in their own photographs, for example of singers, actors,
sports, animals, etc. This activity works best when the photographs are all
on the same theme. Students will practise using comparative structures
and focusing on the language as they write sentences, then try to match
them to visuals. Students need to be able to use comparatives structures
– this is a good practice activity after doing written exercises on this
language point. The activity also involves moving around the room, which
is another advantage when teaching restless teenagers.
Procedure
6. Put the students’ pairs of photographs around the classroom, keeping each pair
together. Give pairs of students some strips of paper to write each sentence on.
7. Students walk around in pairs, and write one sentence for each pair of photos. Tell
students not to make it too obvious which pictures the sentences refer to.
For example, for a pair of pictures showing cycling and walking, ‘the first sport
is more demanding than the second’ is less obvious than ‘cycling is more demanding
than walking’.
8. When students have finished, collect all the sentences they have written.
9. Students now choose a strip of paper (not their own), walk around again and put it
beside the photographs it describes. They continue doing this until all the strips of
paper are gone.
10. Feedback can be conducted by asking a student to hold up the photographs for the
class to see, while another student reads the sentences chosen to match those
visuals. There may well be lively discussion if opinions differ, for example, on the
merits of one singer or band over another. Hopefully the discussion will also include
plenty of comparative structures.
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What are the challenges of the Writing paper?
Answering the question and completing the task fully
Using a good range of grammar and vocabulary
Using an appropriate style and register
Understanding the format and style of different types of texts
Using different grammatical forms accurately
Covering all the content points and using their own words in
Part 1
Organising their ideas clearly
Giving clear opinions and expanding their ideas effectively
Strategies for handling Part 1 prompts
Plan answers before writing: orally or in writing.
Set questions for discussion, e.g.:
What is the scenario?
Who are you writing to?
What reasons can you give?
Show contrasting answers (strong and weak):
• Weak answers help understanding and how to avoid
problems
• Strong answers help by giving ideas and language
Examine prompts from past papers.
Identify:
• What learners have to do
• The functional language required
• What each prompt is about.
Brainstorm a range of answers.
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How do you help your students learn to use confusing
words correctly?
• Students gap-fill sentences, choosing from options of
frequently confused words.
• Look at sentences in class containing frequently confused
words and focus on context and sentence structure in
each one, to help understand the differences.
• Students write personalised sentences using frequently
confused words.
• Focus on frequently confused words within a topic, e.g. an
interview which contains the words ‘say, tell, speak, talk’.
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Useful links
1. Main Cambridge website:
www.cambridgeenglish.org
2. Access to handouts and teaching blog:
www.TeachingTogether-CambridgeEnglish.blogspot.com
3. Courses and information:
www.CambridgeEnglishTeacher.org
4. Teaching resources:
www.teachers.cambridgeesol.org
The link to handbooks, sample papers, listening recordings, etc. is:
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