Practising FCE writing part 2 essays

Practising Cambridge English: First Writing Part 2: Essays Contents A TEACHERS’ NOTES A1 Lesson Plan A2 Classroom Handout A3 Classroom Handout A4 Classroom Handout A5 Classroom Handout A6 Suggested homework/self study activities B GUIDANCE FOR FOLLOW UP ACTIVITIES .9 © UCLES 2012 This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms Practising Cambridge English: First Writing Part 2: Essays www.teachers.cambridgeesol.org Page of 11 Practising Cambridge English: First Writing Part 2: Essays A TEACHERS’ NOTES Description Time required: 55 minutes Materials required:  Classroom Handout  Classroom Handout  Classroom Handout  To plan and write a discursive essay  To give a balanced argument using linking devices Aims: A1 Lesson Plan Warmer: Prepare the following questions, either on slips of paper or to show on an OHT or IWB Organise students into groups of or and ask them to discuss each of the questions below: a Do you have a Facebook account? How often you use Facebook? b If you could change anything about Facebook, what would it be? c Is Facebook good for friendship? d Do you think Facebook has a future? Feed back some of their ideas briefly Timing: minutes Give out A2 Classroom Handout Allow a few minutes for students to read the task for Exercise and identify the key words (See A5 Answer keys.) Now discuss the following questions with students They can this in pairs before feeding back with the whole class a) What type of essay should you write? b) Should you use short sentences, colloquial expressions and idioms? If not, why? (See A5 Answer keys.) In pairs, learners should now complete the table in Exercise on A2 Classroom Handout Feed back some of their ideas with the whole class Timing: 10 minutes Give out A3 Classroom Handout Students discuss the statements in pairs and say which ones are for and which are against Facebook Teacher monitors and helps if necessary © UCLES 2012 This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms Practising Cambridge English: First Writing Part 2: Essays www.teachers.cambridgeesol.org Page of 11 Practising Cambridge English: First Writing Part 2: Essays Go through the answers with the whole class (See A5 Answer key.) before asking students to compare their own ideas with the statements and decide which ones they would include in their essays Timing: 15 minutes Give out A4 Classroom Handout 3, a model answer for this question Ask students to read it through once and decide what the writer’s opinion is (The writer believes that Facebook is good for friendship) Students look at Exercise 1, working individually to identify the purpose of each paragraph They should then compare their answers with their partner (See A5 Answer key.) Timing: minutes Elicit quickly some examples of linking words or phrases Ask students to find the examples used in the model answer Discuss whether these are words or phrases they would use when they are talking (probably not, these are more formal and suitable for writing) In pairs, learners complete Exercise 2, grouping the underlined linking expressions from the model answer (See A5 Answer key.) When they have finished, they should try to add some more examples to each category After a few minutes, show the following words and phrases on the board or OHP: On the other hand In conclusion What is more Secondly On the one hand To sum up In addition (to this) However To start/begin with To conclude Another disadvantage is Besides this In pairs, learners organise these expression into the appropriate categories Feed back together (See A5 Answer key.) Timing: 15 minutes Tell students they will now plan and write their own essays, using all of the ideas they have discussed in class They should plan their essay by considering:  what their own opinion is  which ideas they are going to include, and what order they will give them  any useful and appropriate language to use, including linking expressions They can write the essay in class time or for their homework Timing: minutes © UCLES 2012 This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms Practising Cambridge English: First Writing Part 2: Essays www.teachers.cambridgeesol.org Page of 11 Practising Cambridge English: First Writing Part 2: Essays A2 Classroom Handout Exercise Read the following Writing Part task and underline the key words You have had a class discussion about social networking websites Your teacher has now asked you to write an essay giving your opinion on the following question: Is Facebook good for friendship? Write your essay in 120–180 words Exercise Think of as many ideas as possible either in support of Facebook or against Facebook Reasons in favour of Facebook Reasons against Facebook © UCLES 2012 This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms Practising Cambridge English: First Writing Part 2: Essays www.teachers.cambridgeesol.org Page of 11 Practising Cambridge English: First Writing Part 2: Essays A3 Classroom Handout The following statements are all about Facebook In pairs decide if each one is for or against Facebook a Facebook allows you to find and rediscover friends b There is a limit on the number of people you can have a meaningful relationship with c Facebook creates an environment that allows you to interact easily with others d It helps you to discover your friends’ most relevant stories e The reality is that you cannot maintain relationships with more than a limited number of people f The quality of our relationships depends on the amount of time we invest in them g You can share your photos, videos, links and thoughts with your friends, and respond to what they share in turn h It allows people to maintain and enrich friendships that they might otherwise have been unable to maintain i Users of social networking websites have larger, more diverse social circles, online and offline j Meaningful relationships are about being able to “do stuff” with people, face to face Are any of the ideas similar to yours? Which of the above points would you include in your essay? © UCLES 2012 This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms Practising Cambridge English: First Writing Part 2: Essays www.teachers.cambridgeesol.org Page of 11 Practising Cambridge English: First Writing Part 2: Essays A4 Classroom Handout Exercise Read the model answer below What is the purpose of each of the four paragraphs? The Internet and social networking sites such as Facebook serve a socially valuable function and they clearly have many advantages for those who use them However, there are also some drawbacks On the positive side, Facebook allows you to find and rediscover long-lost school friends or the family member in a different country Another advantage is that Facebook creates an environment that allows you to interact easily with others: you can share your photos, videos, links and thoughts with your friends Furthermore, it allows people to maintain and enrich friendships On the negative side, if you continue to invest in your old friends, you are not using your time to make new friends Moreover, meaningful relationships are about being able to “do stuff” with people, face to face Finally, Facebook will slow down the rate with which relationships decay, but it will not stop that happening eventually All things considered, Facebook is a tool that allows us to stay more deeply connected with a larger and more diverse set of friends This is good for friendship (176 words) Exercise In an essay, it is important to link your ideas Look at the underlined linking expressions in the model answer and say which ones are used to: a) list/add points b) show contrast c) introduce a conclusion © UCLES 2012 This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms Practising Cambridge English: First Writing Part 2: Essays www.teachers.cambridgeesol.org Page of 11 Practising Cambridge English: First Writing Part 2: Essays A5 Answer keys Lesson Plan Step A2 Classroom Handout Exercise your teacher – essay – your opinion – Facebook – friendship a) Students should decide whether they are going to consider both sides of the argument or only one In a “for and against” essay, the language will be more complex because of the comparison of positive and negative aspects Explain that students will get marks in the exam for using a wide range of expressions, so it is good to be ambitious b) No, because discursive essays are written in a formal style A3 Classroom Handout FOR AGAINST a); c); d); g); h); i) b); e); f); j) A4 Classroom Handout Exercise Paragraph 1: a general introduction Paragraph 2: positive aspects/advantages of Facebook + examples Paragraph 3: negative aspects/disadvantages of Facebook + examples Paragraph 4: conclusion/a balanced summary of the topic Exercise To list/add points To show contrast To introduce a conclusion Another advantage is On the positive side, All things considered Furthermore, On the negative side To sum up Moreover, On the one hand In conclusion Finally On the other hand To conclude To start/begin with However Secondly In addition (to this) What is more Another disadvantage is Besides this © UCLES 2012 This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms Practising Cambridge English: First Writing Part 2: Essays www.teachers.cambridgeesol.org Page of 11 Practising Cambridge English: First Writing Part 2: Essays A6 Suggested homework/self study activities In Paper 2: Part Ss’ may have to write an essay in which they have to present an argument One way to this is to present both sides of the argument, and then say which one they agree with Planning the essay: Guide your students through the planning process and stress how important it is, this will ensure that their essay has both cohesion and coherence Discourage them from writing a first draft of an essay, then rewriting it This is not an effective planning strategy, as they will not have time to this in the exam  Focus Ss’ attention on the main topic of their essay In this task the students are asked to give their opinion on Facebook  Encourage them to underline the key words in the question  Before they begin writing, they must decide on their own opinion  Organise their ideas into logical paragraphs, using a wide range of expressions & linking words (See Ex.5 answers for paragraph outline)  Remind them to write between 120 and 180 words  Remind them to check their work when they have finished, it can be difficult to understand an essay if it contains repetitions and mistakes  Instead of handing their essays to you (the teacher) you could ask your students to check each others’ essays and make some comments & suggestions  Students study the feedback from their peers and consider any errors in their writing This is a good learning skills objective as students learn to accept feedback from their peers  Some students may wish to write an improved version in response to the evaluation, which they can give in later to the teacher © UCLES 2012 This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms Practising Cambridge English: First Writing Part 2: Essays www.teachers.cambridgeesol.org Page of 11 Practising Cambridge English: First Writing Part 2: Essays B GUIDANCE FOR FOLLOW UP ACTIVITIES 1) In A2 Classroom Handout Ex.1 we asked the students to discuss some questions to introduce the topic of Facebook 2) In Ex.2 to create the rubric for the task I used an article from The Times Eureka magazine  To create a similar exercise you can find a suitable article from a website, magazines, newspapers, FCE coursebooks, and adapt it to suit your Ss’ needs as I have done  We asked the students to read the task carefully and to underline key words, this helps the students to understand the rubric  In the FCE, students lose marks if they fail to answer the question correctly For some students the most difficult thing about writing essays is getting ideas together For this reason in Ex.2c we asked them to brainstorm ideas for and against Facebook 3) In A3 Classroom Handout 2: Ex.3 I selected some for & against statements for them to identify from the same article 4) In Ex.4 we asked them to compare the statements with their own ideas This is a good idea, because:  It helps students to focus on the process of writing an essay  It encourages them to think about what is required for the specific task i.e to use the information to complete the task  to choose the right style of language to use  to encourage students to make a plan before they write anything 5) In A4 Classroom Handout using the same article I created a model answer and we asked the students to identify the purpose of each paragraph This is essential for the planning process and will ensure that their essay has both cohesion and coherence 6) In Ex.6 we asked the students to group the underlined linking expressions The emphasis here was on giving a balanced argument Planning an essay or other written task before writing is vital as it helps students to avoid making mistakes Planning is useful, because: © UCLES 2012 This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms Practising Cambridge English: First Writing Part 2: Essays www.teachers.cambridgeesol.org Page of 11 Practising Cambridge English: First Writing Part 2: Essays  Students are less likely to make mistakes and are unlikely to include unnecessary or irrelevant information or miss out information altogether  It helps them to connect their ideas clearly and use logical paragraphs  It teaches students that they need to write in a style suited to the situation and target reader 7) In Classroom Handout 4: Ex.7 we asked students to read the examples of linking devices and add them to the appropriate groups paying attention to the linkers for organising ideas Encourage them to add more linking expressions as and when they come across them 8) In Ex.8 we asked the students to write the essay for homework If you have a double lesson, get your students to write the actual essay in the class as a timed task, so that they get a feel for the exam Marking students work:  Use a green or blue pen (red can be discouraging)  Either write the correct answers in the margin or use a correction code (see below)  Write nothing and go through it with the individual students  Get students to mark each other’s work using a checklist  Use errors from a number of different students writing and devise a quiz, or get the students to it themselves © UCLES 2012 This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms Practising Cambridge English: First Writing Part 2: Essays www.teachers.cambridgeesol.org Page 10 of 11 Practising Cambridge English: First Writing Part 2: Essays Correction code Gr = grammar Ww = Wrong word Wo = Word order Vt = Verb tense Vf = Verb form Sp = Spelling P = Punctuation ? = Meaning or handwriting not clear ^ = Missing word © UCLES 2012 This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms Practising Cambridge English: First Writing Part 2: Essays www.teachers.cambridgeesol.org Page 11 of 11