cambridge english - cambridgeenglish: writing at c1 advanced and businesshigher

Cambridge English: C1

Writing

Handout: Communicative Achievement assessment

Task 1

Read through the following Part 1 question and candidate script B, and the Part 2

question and candidate script G. Discuss with your partner the reasons why each

script achieved Band 1 for Communicative Achievement.

TEACHING TIPS FOR CAMBRIDGE ENGLISH: C1 WRITING 3

Candidate script B

Hi Alex,

It's great you could find ads! Thanks for sending them. So I had a look and it's true that both

jobs look interesting but I'd go for the Tall Trees Campsite.

Well actually I'd kill for a stay in London but if we are to stay there, I'm not sure how much

we'll achieve

Look, in the holiday resort we will meet lots of British people, which we probably won't in

London and that's all benefit for our English. OK, then we're on the countryside, but we'll get

a good pay and won't have to pay for the accommodation. In London most of our money

would go into renting a room with that money now we'll be able to travel around at the end

of the stay, or even on week-ends. Don't you think so?

Plus, there is one thing, I don't really feel like working in a restaurant... Helping organise

activities will definitely brings no more on a professional level. But well, tell me what you

think.

4 TEACHING TIPS FOR CAMBRIDGE ENGLISH: C1 WRITING

Candidate script G

Schools in Switzerland

I think a typical school in my country is the one I went to. I said I think because I've never

gone to a different school in my school time, which was 9 years long. And because I live in a

really small town, everythig is a bit smaller in this school, but that doesn't affect the style of

it. Grades are separated, that means, the middle school isn't at the same place than the

secondary school, same goes with the elementary school. So I went to 3 three different

schools when I was a student. I think that's a pretty good way to avoid bullying, even

violence against younger students.

A big advantage of Swiss Schools are the well educated teachers. My teachers in secondary

school could teach me everything, even if I didn't undestand the subject at all. We also do a

lot of serious work and are focused on the subject. If I compare all that with the High School

I attended last year, it almost makes me laugh: At high school they take everything easier,

the atmosphere is more related and you only have 2 classes a day. To be honest, I didn't

learn a lot while I was there, besides English, of course. A simple explanation why we learn

more in Switzerland could also be: We go to school for 9 years and pick up more stuff than

others do in 12 years.

Thinking about improvements that could be done for Swiss Schools, one idea is in my head

immediately. I'd really appreciate if the students have more possibilities in choosing the

subjects. That's a thing I like at other high schools. Because if a student doesn't need biology

in his further career, why does he or she have to do it? And it's not just biology, the same

goes with the languges or even some parts of mathematics.

Another type of improvement could also be more guest speakers at the schools. The only

problem about that is to find a subject which is suitable for all students.

Overall, I like the style of Swiss Schools and like I said, only little things could be done better.


Task 2

Now look at candidate script F, which answers the Part 1 question. What makes this

a Band 4 answer? Take into account the following points:

Does the answer follow the conventions of the task type (informal letter)?

Is appropriate register used?

Is the target reader’s attention held?

Are complex ideas communicated?

Candidate script F

Hi Alex,

First of all, thank you for your research. I think you've found two pretty interesting jobs. I

always wondered how it is to work as a server, especially abroad when you're learning a

languge. But here's the first problem i guess, do you think our English is good enough for

serving guests? Because I really wouldn't have fun if I had to ask twice for every order.

Everything else about this restaurant sounds awesome though. I mean, there's nothing

better than learning a languge with international staff. Especially if some of the staff is

learning English as well, it's way easier to help each other out if you run into trouble and you

have good buddies to get you out of there. And, what completes all the great opportunities,

is the location of the place. I don't think there's anything better in the UK than Central

London, think about the parties and all the night life there buddy. We just have to find a

place to live there, that might be harder than it seems. But I'm sure it'd work out with their

help.

Of course, I checked out the other possibillity as well. The work on the campsite sounds

interesting as well. Meeting lots of people means lots of talking and chatting. The beautiful

countryside sounds adorable too, but I don't think it's comparable to Central London.

Another good point is the payment, that they mentioned is fairly high. The best thing, or the

most important fact, however, is the free accommodation there.

After all the comparing though, I think Joe's Italian Restaurant would fit perfect in my view

of living and working in the UK.

Talk to you soon bud,


Handout: Identifying Organisation

Task 1

Look at the following script C and the previous script Fs that answer the Writing Part

1 question (letter). With your partner, decide which of the two scripts achieved a

higher band in terms of Organisation.

Candidate script C

Hi Alex,

Thank you for sending me the two adverts. They both look pretty interesting. I like the fact

that Tall Trees Campsite is a popular British holiday resort. That would mean we would have

the opportunity to improve our English a lot. Furthermore the fact that the accomodation

would be free sounds great. Also to be getting well paid sounds fabelous. But don't you think

in Joe's Italian Restaurant we would also earn enough money?

As far as I know tips are normaly quite good so all in all the aspect of money should be fine

there as well. We would certainly need their offer in helping us to find a place to stay, which

shouldn't be too expensive. In Joe's Italian Restaurant we would have the chance to meet

people from many different cultures but I'm not that sure if this would help us to improve

our English though we don't know wheather they speak fluently. But due to the fact that the

Restaurant is located right in the center of London many of their guests are certainly English.

So we would get the chance to speak English anyway. What I like more about Joe's Italian

Restaurant is the fact that it is located in the middle of London. It would be much easier to

do some sightseeing from there instead of staying out in the countryside and having to

travel much longer distances to get somewhere.

So I would say Joe's Italian Restaurant is more likely to suit us though I think we can improve

our English at both places and staying in the citycentre makes it easier to get around. I am

really looking foreward to our trip.


Task 2

The following statements are comments from the examiner. Which candidate script

does each one refer to – C, F or both?

1) The response is arranged into logical paragraphs.

2) It is a coherent whole.

3) … a variety of cohesive devices and organisational patterns.

4) The candidate uses a variety of cohesive devices and organisational patterns …

This is not always successful, however.

5) … but the use of ‘there’ in the paragraph about London shows a certain lack of

flexibility.

6) There are also numerous places where shorter sentences and fragments could

be co-ordinated to create longer sentences.


Handout: Language – pluses and minuses

Task 1

Look at candidate script F on page 5 (Band 3) and find the following language

examples. Complete the grid, deciding whether the example is a ‘plus’ or a ‘minus’,

and why. (Some answers have been completed already as examples and to guide

you.)

Grammar or

lexis?

Plus or

minus? Comment

run in to trouble lexis plus less common lexis

I’m sure it’d work out

server lacks precision

buddy plus

minus

i guess lexis

grammar

plus

minus

awesome

I really wouldn’t have fun

if I had to ask twice

plus

minus

Another good point is

the payment, that they

mentioned is fairly high.

plus

minus

Task 2

Now look at candidate script B on page 4. It achieved a Band 1 for language. What

differences can you see between it and candidate script F (Band 3), in terms of lexis

and grammar?


Handout: BEC Higher Writing Part 1

Handout: BEC Higher Writing Part 2


Classroom ideas for Cambridge English: C1 Writing

The aim of this activity is to highlight near synonyms that are different because of

register. Appropriate register is an important aspect of Communicative Achievement.

Classroom activity: Register noughts and crosses (tic tac toe)

Timing 5–10 minutes

Materials nine example questions (see suggestions below); whiteboard

Procedure

1. Draw a noughts and crosses grid on the board. Number the squares from 1 to 9.

2. Divide the class into two teams. One will use noughts and the other crosses.

3. Ask the first team to choose a number which refers to a question.

4. Ask the question; if the team answer correctly, they get to keep the square,

marking it with their symbol (nought or cross).

5. Ask the second team to choose a number and follow the same procedure.

6. The first team to get a line of three squares wins.

7. After the game has finished review the answers.

8. Elicit additional synonyms, if possible (for example, in sentence 1 with ‘pal’,

you could also include mate, chum, buddy, etc.).

Example questions

1) Is ‘pal’ an informal or formal synonym for friend? (informal)

2) What is ‘brolly’ an informal term for? (umbrella)

3) As he felt ‘chuffed’, was he pleased or not? (yes – he was pleased)

4) Is a ‘cop’ a fireman or policeman? (policeman)

5) Which is more formal – telly or television? (television – though it’s neutral rather

than formal)

6) If I want to go up should I ‘ascend’ or ‘descend’? (ascend)

7) Does ‘alight’ mean get on or get off? (get off)

8) If you have ten ‘quid’ do you have ten pounds or ten pence? (pounds)

9) Which part of the body does the adjective ‘cerebral’ refer to? (brain)

Variation

This could also be played with formal and informal sentences, for example:

Can you open the window please?/Would you be so kind as to open the window?


Knowing a wide range of linkers and cohesive devices is useful for students when

it comes to organising their writing. Students should be encouraged to keep this

worksheet and continue to add to it, gradually building up a wide bank of

words/phrases that they can use in the Writing test.

N.B. Being able to identify the idea that a word/phrase is introducing is also a useful

skill for the Reading paper.

Classroom activity: Word bank (linking words)

Timing 10 minutes

Materials worksheet: Word bank

Procedure

1. Prepare one copy of the worksheet: Word bank for each student.

2. Ask them to work on their own to put the words into the correct category. Allow

2 or 3 minutes for this then tell them to compare their answers with a partner.

3. Check answers as a whole class (see key to the worksheet below).

4. Now tell students to work with their partner to try to add at least one word or

phrase to each category. Allow 2 or 3 minutes for this.

5. Elicit whole class feedback. Tell students to make a note of any alternatives

they did not get themselves.

Follow up

Every two weeks, the students could be asked to bring their worksheet to class

to see if they have added any further words and/or phrases, and to share their

knowledge with the rest of the class.

Key to worksheet

Category Category

to add to compare and contrast

and

what’s more

in addition

but

on the other hand

in contrast

to emphasise to illustrate or exemplify

certainly

without a doubt

undeniably

for example

for instance

take the case of

to move on to the next point to summarise or conclude

then

subsequently

next

summing up

as has been shown

in conclusion


Worksheet: Word bank

Put the linking words into the correct category. Add phrases of your own. There is

one example for each category.

as has been shown for instance

in addition in conclusion

in contrast next

on the other hand subsequently

take the case of undeniably

what’s more without a doubt

Category Category

to add to compare and contrast

and

but

to emphasise to illustrate or exemplify

certainly

for example

to move on to the next point to summarise or conclude

then

summing up


Classroom activity: Ordering sentences

Aims to raise awareness of coherence, cohesion and discourse markers

when describing a graphic

Timing 10 minutes

Materials worksheet: Ordering sentences; graphic from Classroom activity:

Descriptive sentences

Procedure

1. Give out the worksheet. Students work in pairs or on their own putting the

sentences in the correct order. Feedback (see key below).

Key

1 F 2 E 3 C 4 A 5 H 6 D 7 B

Sentence to be omitted: G (it’s an interpretation, not information shown in

the graphic).

Worksheet: Ordering sentences

Here is a short report comparing the two sets of sales figures. Decide on the best

order for the sentences. One sentence should be removed.

1 …… 2 …… 3 …… 4 …… 5 …… 6 …… 7 ……

Sentence to be omitted: …... Why?

A. A subsequent rally in domestic sales brought them to their highest level of the

period, while export sales remained static.

B. Overall, export sales saw a significant rise – from £2 million to £6 million –

despite the lack of progress in 2003.

C. The gap was narrowed the following year, with export sales rising sharply, while

domestic sales fell back.

D. To sum up, the value of domestic sales fluctuated between £5 million and

£7 million a year.

E. At the beginning of the period, domestic sales were much more valuable than

export sales, at £6 million compared with £2 million.

F. This report shows the value of Harmon Ltd’s domestic and export sales in the

four years 2001–04.

G. This was due to a major marketing campaign around the world.

H. In the final year of the period, export sales soared, overtaking domestic sales,

which again declined.


Classroom activity: Coming up with ideas

Aims to get students thinking about the content of a report

Timing 10–15 minutes + homework

Materials worksheet: Coming up with ideas

Rationale this activity requires students to invent the content of a report, which is

relevant for Part 2 of the Writing paper

Procedure

1. Distribute the worksheet. Students work in small groups and work through

the questions.

2. Groups exchange ideas; open class feedback (see key below).

Key

1. Manufacturing.

2. Probably marketing.

3. China.

4. South America.

5. Visit major sports goods retailers there; contact import agents based there;

use internet to find government figures showing trends in retail sales.

6. Local manufacturers; sports goods are stylish but expensive.

7. Sports activities are popular, imported goods are fashionable.

8. TV and cinema advertising campaign, sponsorship by local sports personalities,

low prices at launch.

9. Anything about the company you work for, who you are.

10. Suggested answers:

Introduction Research methodology

Existing competition Target customers

Promotional methods


Worksheet: Coming up with ideas

In small groups, look at the report question and answer these questions.

For 3–9 be inventive, but plausible!

Establishing the scenario:

1. What type of company is this?

2. Which department do you work in?

Brainstorming ideas:

3. Which country is the company based in?

4. Which overseas market does the company want to break into?

5. How could you carry out research into that market?

6. What could you say about the existing competition?

7. What could you say about your target customers?

8. How could the products be promoted in the new market?

9. What don’t you need to tell the Marketing Director?

Organisation:

10. What subheadings would be useful for this report?

Now write the report in class or as homework.

Your company would like to break into a new overseas market with your new range

of sports goods. You have been asked by the Marketing Director to investigate ways

of doing this.

Write a report for the Marketing Director, including the following information:

– how you carried out your research into the market

– the existing competition

– your target customers

– ways of promoting the products in the new market.


Classroom activity: Identifying sub-themes and subheadings

Aims to raise awareness of the importance of subheadings and the order

of a report

Timing 10–15 minutes

Materials worksheet: Subheadings

Rationale this activity looks at organising and ordering a report, which is

particularly relevant for Part 2 of the Writing paper

Procedure

1. Give students the exam question and a possible answer (see the

worksheet as an example). Students group the sentences and decide

on a suitable subheading for each group. Students do not need to add

linking words or amend the sentences at this stage.

2. Open class feedback (see key below).

Follow up

Create the final text by adding linking words and other markers as appropriate,

and by ordering the sentences where necessary.

Key

Introduction: G

The site: B, F, J

Advantages: C, I, L

Disadvantages: A, E, H, K

Recommendation: D


Worksheet: Subheadings

A. As this is an area of high employment, it might prove difficult to attract enough

staff, particularly for 24-hour opening.

B. The plot is on the edge of Hartfield, with easy access to a major road.

C. There is currently only one large supermarket in the area, situated in the town

centre, and with limited access and parking.

D. Although a supermarket on this site would be profitable, there is little chance of

gaining planning permission for one, and so I advise against the attempt.

E. The cost of going through the planning process is likely to be considerable,

with a strong possibility of an unfavourable outcome.

F. Until recently, it was used for farming, and contains some small

agricultural buildings.

G. I have been asked to consider the site currently available in Holme Road,

and to assess its suitability for constructing a new supermarket.

H. The government is opposed to further out-of-town development, and might

prevent construction here.

I. The town council is keen to increase shopping facilities in the district, and would

support a new development.

J. The plot is large enough for a major store and a car park.

K. Local pressure groups are likely to object to development on a greenfield site.

L. Nearly a million people could drive to the site within 30 minutes.

You work for a supermarket chain and have been asked by the board of directors to write a report on a site where the company is considering building a new supermarket.

Write your report for the board, including the following information: – a description of the site, including its location – the advantages and disadvantages of the site – your opinion as to whether the site is suitable.

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