| \ | 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 themCopy 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. 918 Writing Snap! Paper 2, general Acards Formal letter Formal letter ' Formal letter | Formal letter Informal letter | Informal letter Informal letter Informal letterPaper 2, general 18 Writing Snap! A cards (continued) ae18 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. i i any more information, ' ' ' i I would like to apply i | look forward to for the job advertised t hearing from you soon. in yesterday’s I Southampton Echo. : i i 4 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. : i \ i I for and against more i i In conclusion, | would like to In my opinion, live musi because it has more atmosphere. world around us. i i ' : ' i i : ' i i : { respect their parents. t ‘ 4 i i t ‘ i i ' i i i + i say that travel helpsus | _better than recorded music t t ' ' ' i I ! i | understand more about the i i i t 7 { 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! t i18 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. i i 1 i . 7 i In my opinion, the Brighton 7 : : Oxford. i i i | would like to recommend St. | ! I i 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 : : i i i | Hotel is within easy walking! film night. { distance of the school. t : : { i Have you ever wondered what If you want to know more remote and deserted island? Britain, read on! i i it’s like to be stranded ona : about living and working in t : i + 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 i i from the roof of a burger action also takes place on the restaurant. moors in Yorkshire.