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18
Teacher's notes
5 Individually, they must decide on the order
Of the sentences in their compositions (ie.,
which comes second, which comes third
and so on) and write the numbers in the
boxes at the end of each sentence.
6 When they have finished, they should get
together with their partner and check their
answers (they have got each other's answers
in the box at the bottom of their sheet).
The student in each pair with the most
correct answers is the winner,
Follow-up
Individually, they write a composition from a
ppast FCE paper or practice tests book, and then
put their sentences into the wrong order. They
‘then pass this to a partner to rearrange. This
task can provide the opportunity for some
constructive peer correction of common
mistakes.
Key
‘The answers are in the boxes at the bottom of
their sheets.
17 Jumbled compositions 2
rime: 15-20 minutes + writing fie
Exam focus: Paper 2, Part 2. Composition
Lexical area/
topic Town and country
Type of actviy:.Pairwork acvty, bosed on
‘identifying and separating two
different compositions about living
intowns and the countryside
Preparation: Copy the Jumbled compositions
sheets on pages 80 and 81 = one
copy per poi
Other materials
required: None
Method
1 Introduce the activity by asking students
about the differences between living in a
large town and living in the countryside.
What are the advantages and
disadvantages of both? Where do/would
they prefer to live?
2. Divide the class into pairs.
3 Give each pair a copy of the jumbled
compositions sheets.
4 Explains Ghat al the top of the fist sheet
there are two typical ECE composition
tasks, Allow them a couple of minutes to
read through these and highlight some of
the key words.
5 Explain that in the grid there are two
answers based on these writing tasks.
However, the two answers have been
mixed together. They must separate them.
6 One student in each pair reads sentence 1,
and decides if it belongs to composition A
or composition B. They write their answer,
Aor B, in the box to the right of the
sentence.
7 The second student then does the same for
sentence 2.
8 This is repeated until all the boxes have
been filled in, You should then check the
answers with the whole class.
9 The winner is the student in each pair who
correctly matched the most sentences with
the composition tasks.
10 Students then highlight some of the key
‘words in the compositions (e.., urban,
depopulation, etc.) and use them to
develop a vocabulary ‘bank’ on towns and
‘the countryside. You should encourage
‘them to do this for the other activities in
this section of the book, and make them
aware of the importance of recycling these
‘words whenever possible so that they
become an active part of their vocabulary.
Follow-up
Give the class the following composition task:
What do you like and/or dislike about the place
where you live?
“The students can write this for homework,
using some of the words they highlighted in
step 10.
Key
Oe 3) ys a) Ga)
8B 9A 10A 11B 12A 13B 14B
1SA 16B 17A 18A 19B 20A 218
22B 23A 24B 25B 26A 27A 28B
29A 30B 31B 32A
18 Writing Snap!
Time: 15 minutes + writing ime
Exam focus: Paper 2. General
Lexical area/
topic General
Type of activiy: Group activity based on matching
diferent types of FCE writing tasks
(e., formal ltr, composition,
repo) wih sentences which might
be used in themCopy ond cut up the A cards on
pages 82 and 8:3 — one set per
‘group of three to four students.
‘Alzo copy and cut ou the B cards
on pages 84 and 85 — one st per
group of three to four students
Keep the two sels separate, but
make sure both sets are well
shold
Preparation:
ther materials
required: None
Method
1. Introduce the activity by asking students
about the different types of writing task
they may be asked to complete in Paper 2
of the FCE exam. These are: formal letter,
informal letter, composition, story, report,
article, set text.
2. Divide the class into groups of three to four.
3. Give each group a set of A cards and a set of
B cards. They must place these face down.
on the table in two separate piles,
4. Explain that they must turn over one of the
cards on both piles and try to decide if the
sentence on the B card would form a part of
the writing task on the A card. If they think
the cards match, they shout ‘Snap!’ If they
are correct, they win the B card. The A card
is put at the bottom of the A cards pile. If
they are wrong, both cards are placed back
in their respective piles, and the student
‘who incorrectly called ‘Snap!’ misses a turn.
5 Students play the game, taking it in turns
to tum over the cards.
6 ‘The game is played until all the B cards
have been used up.
7 The winner is the student who has collected
the most B cards at the end of the game.
8 Individually, students should then write
between five and ten other sentences tat
could form part of the writing tasks on the
‘Aeards, They then pass these to a partner,
‘who should decide to what kind of waiting
task they belon,
Follow-up
Students can choose one of the B cards and
use the sentence on that card to form part of a
complete essay or letter, 120-180 words.
Page 84: The frst four cards are from formal
letters. The second four cards are from
Informal letters. The next four cards are from
compositions. The last two cards are from
stories.
Teacher's notes
Page 85: The first two cards are from stories.
‘The next fous cards are from reports. The next,
four cards are from articles. The last four cards
are from set text tasks.
19 The wrong register
Time: 15-20 minutes + wring fime
Exom focus: Paper 2, Parts 1 or 2. Informel
loters
Lexical orea/
topic Informa eters ~ useful
expressions
Type of acivity: Pairwork activity based on
identifying ond correcting
incorrect register in an informal
leer
Preparation: Copy the informal leer ond grid
‘on page 86 ~ one copy per pal.
Other materials
required: None
Method
1. Introduce the activity by asking your class
to review some useful expressions that
could be used in informal letters (e.g.
"Thanks for your letter’, ‘How are you’,
Long time, no see’, ‘Keep in touch, etc.)
2. Divide the class into pairs.
3. Give each pair a copy of the informal letter
and the grid on page 86.
4 Explain that in the letter there are ten
expressions that would be considered
inappropriate in an informal letter.
5. The students should take it in tums to.
identify these expressions, then write them
in the left-hand column of the grid. They
should then think of a more appropriate
expression that could be used to replace it.
6 When they have finished, they get together
with another pair to compare their answers.
7. In their original pairs, students then write
the original letter that Michel should have
sent to Mi Hyun. They should try to use
some of the appropriate expressions that
they have written in the right-hand column
of their grid.
918 Writing Snap! Paper 2, general
Acards
Formal letter Formal letter
' Formal letter | Formal letter
Informal letter | Informal letter
Informal letter Informal letterPaper 2, general
18 Writing Snap!
A cards (continued)
ae18 Writing Snap! Paper 2, general
B cards (continued)
Thank you very much f you would like
for your letter of
18 July. please do not hesitate
to contact me.
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any more information, '
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I would like to apply i
| look forward to for the job advertised t
hearing from you soon. in yesterday’s I
Southampton Echo. :
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It was great to hear
from you again.
Thanks a lot for your
letter.
Take care,
and keep in touch.
Give my love to your
mum and dad.
On the one hand, | believe
children should have more
freedom. On the other hand, I
think it’s necessary for them to
I would like to present
the argument
freedom for children.
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In conclusion, | would like to In my opinion, live musi
because it has more
atmosphere.
world around us.
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say that travel helpsus | _better than recorded music
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A few years ago, my family | | was horrified to discover that
decided to visit relatives in ! the box contained my
Canada. { grandmother's false teeth!
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i18 Writing Snap! Paper 2, general
B cards (continued)
To my surprise, he smiled at | It wasn’t until | got home that | :
me and offered me one of his | realised | had forgotten to buy |
biscuits. any food! i
For our exchange programme,
Centre would be an ideal
Blodwyn’s, a large school in venue for our conference.
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In my opinion, the Brighton 7
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Oxford. i
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| would like to recommend St. |
!
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In addition to the excellent
1am sure you will agree that
facilities, the Royal Neasden
these two films are the best
choice for our international
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| Hotel is within easy walking!
film night. { distance of the school. t
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Have you ever wondered what If you want to know more
remote and deserted island? Britain, read on!
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it’s like to be stranded ona : about living and working in
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+
British food is often criticised
by foreign students, but having
read this, | feel sure you'll want
to try some!
So what are you waiting for?
Write to the Student Review
and tell us what you think!
Rebecca is both a love story
and a mystery, full of action,
romance, intrigue and
atmosphere.
here are two main characters
in the story, but we never get
to find out their names.
=a
It ends very dramatically, with | The story is mainly set in New
the hero jumping to his death | York, although some of the
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from the roof of a burger action also takes place on the
restaurant. moors in Yorkshire.