OXFORD SECONDARY Mediation Worksheet Speaking 1

Teaching notes
• Ask students: What advantages do electric cars have?
Do they have any disadvantages?
• Give each student a worksheet. Go through the task
together. Point out that students will be working
individually.
• Go through the strategy with the class. Point out that
it’s normal to find it difficult to say numbers fluently in
a different language even when you reach a high level.
• Revise how to say years. Write the following numbers
on the board: 1962 2000 2021 and elicit how to
pronounce them. Point out that we usually split years
into two parts, e.g. nineteen sixty-two, twenty twenty-
two but we say two thousand for 2000.
• Revise how to say long numbers. Write the following
on the board: 2,345,678 and elicit how to say it (two
million, three hundred and forty-five thousand, six
hundred and seventy-eight). Point out that we use and
after hundred, but not after thousand or million.
• In pairs, ask students to work through the numbers in
the infographic and practise saying them together.
• Give students 3–5 minutes to write notes and prepare
for the task.
• If you have time, students can practise their
presentation before they give it.
• Students can use a device to record or video
themselves. Tell them to prepare their device.
• Students do the task. They could work in pairs and
take turns to speak, or work individually. Monitor and
provide help if needed.
• Use the assessment grid to assign each student a mark
out of 10.
• To follow up, ask students to watch or listen back to
their recording and say one thing they did well, and
one thing they could improve. If possible, ask students
to repeat the task and try to improve those areas.

Assessment criteria
Criteria
Content Mediation Skill Language
Marks
Student:
• clearly explains all of the
information about electric cars
from the infographic
4 • introduces and ends their
presentation effectively
• structures their presentation into
sections and uses appropriate
language to signpost each section
Student: Student: Student:
• explains most of the information • reads the numbers • uses a good range of more complex
about electric cars from the and statistics mostly language suitable for the task and level:
infographic correctly and without I’d like to talk to you today about …
• introduces and/or ends their unnatural pauses Sales of electric cars have increased
3–2 presentation appropriately • can present significantly …
• structures their presentation infographics orally In 2018 … while in 2022 …
into sections and uses some • uses their own words I’d now like to talk about …
Thanks for listening.
appropriate language to signpost most of the time
each section • makes few mistakes in their use of language
• speaks fluently without significant pauses
Student: Student: Student:
• partially explains the information • reads the numbers and • uses a range of more basic language
about electric cars from the statistics, but with some suitable for the task and level:
infographic errors and hesitation Here is my presentation.
1 • includes minimal introduction • can present infographics A lot of people bought electric cars in …
and/or ending to their orally, but with some Next, …
presentation hesitation Here is something interesting.
• partially structures their • uses their own words, • makes some mistakes in their use of
presentation with minimal but also reads directly language
language to signpost each section from the infographic • speaks hesitantly at times with some pauses
0 Below above criteria for 1 or student did not attempt the task.

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 OXFORD SECONDARY Mediation Worksheet Speaking 2

Teaching notes
• Ask students: What national parks in your country do
you know? Do you enjoy visiting them? What can people
do there?
• Give each student a worksheet. Go through the task
together. Point out that students will be working
individually.
• Go through the strategy together. Explain that they are
not expected to use all of the information in the text,
only what is relevant to the task.
• Ask students to work in pairs and underline key details
in the task. Ask: What do we know about the friends?
(They enjoy camping and walking; they have a dog.)
• Then ask students to read about the national park.
Ask: Can they camp in the national park? (yes, in specific
areas) Can they bring their dog? (Yes, but dogs must be
on a lead at all times.)
• Ask students to underline information about the
national park that they think is relevant.
• Give students 3–5 minutes to write notes and prepare
for the task. Students could prepare in pairs.
• Students can use a device to record or video
themselves. Tell them to prepare their device.
• Students do the task. They could work in pairs and
take turns to speak, or work individually. Monitor and
provide help if needed.
• Use the assessment grid to assign each student a mark
out of 10.
• To follow up, ask students to watch or listen back
to their recording and say how they could improve.
If possible, ask students to repeat the task and try to
improve those areas.

Assessment criteria
Criteria
Content Mediation Skill Language
Marks
Student:
• includes all the relevant
information about the
national park
4
• fully explains why they
are getting in contact
• includes an appropriate
greeting and sign-off
• paraphrases the language
in the text effectively
Student: Student: Student:
• includes most of the • selects all the information that • uses a good range of more complex
relevant information is relevant to the task language suitable for the task and level:
• includes some • selects additional information I know you want to go walking this
explanation about which is useful and avoids weekend …
why they are getting in information that is irrelevant to I’ve seen some information on the national
contact the task park website that I think is really useful …
3–2
• includes a greeting and • can present written texts orally It says that you can/can’t … /
must/mustn’t … / are/aren’t allowed to …
sign-off • uses their own words most of I hope you have a great time!
• mostly paraphrases, the time
Speak to you soon.
but sometimes reads
or repeats directly from • makes few mistakes in their use of
the text language
• speaks fluently without significant pauses
Student: Student: Student:
• includes some of the • includes information relevant • uses a range of more basic language
relevant information to the task suitable for the task and level:
• includes minimal or no • includes some information Here’s some information I found.
explanation about why which is either unnecessary or You can take your dog / camp in the park.
1 they are getting in contact irrelevant to the task The park can be dangerous.
• includes minimal or no • can present written texts orally, Enjoy your visit!
greeting or sign-off but with some hesitation • makes some mistakes in their use of
• sometimes paraphrases, • uses their own words, but also language
but reads or repeats reads from the texts • speaks hesitantly at times with some
directly from the text pauses
0 Below above criteria for 1 or student did not attempt the task.

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 OXFORD SECONDARY Mediation Worksheet Speaking 3

Teaching notes
• Ask students: What type of places can you stay in when
you go on holiday? What places have you stayed in
before? What was good about them? Was there anything
you didn’t like? What do you need to think about when
you choose somewhere to stay?
• Put students into pairs, A and B, and give each student
a worksheet (A or B). Go through the task together and
point out that students will be working in pairs and
each student has a different worksheet.
• Give students time to read the worksheet. Explain any
unknown words. Elicit that a bed and breakfast is a place
to stay – often in someone’s house – where you get a
room and breakfast. Ask students if they think each of
the reviews is generally positive or generally negative.
• Go through the strategy with the class. Explain that
they should look for ideas which are repeated and
summarize these to their partner.
• Ask students to look through the information and
reviews about their accommodation again and think
about how to apply the strategy.
• Give students 3–5 minutes to write notes and prepare
for the task.
• You could ask students to work with another student
who has the same worksheet (i.e. A + A, B + B) to compare
ideas, before they go back to their original partner.
• Students can use a device to record or video
themselves. Tell them to prepare their device.
• Students do the task. Monitor and provide help if needed.
• Use the assessment grid to assign each student a mark
out of 10.
• Ask each pair which place they chose.
• To follow up, ask students to watch or listen back to their
recording and say how they could improve. If possible, ask
students to repeat the task and try to improve those areas.

Assessment criteria
Criteria
Content
Marks
Student:
• includes all of the relevant
information about their place to stay
• gives their own opinions and
justifies them with reference to
4 the task
• considers their partner’s point of
view and responds effectively
• comes to a joint decision within the
time limit
Student:
• includes most of the relevant
information about their place to stay
• gives their own opinions, mostly
justified with reference to the task
• mostly considers their partner’s
point of view and responds
3–2
appropriately
• comes to a partial decision within • can present written texts
the time limit
Student:
• includes some of the relevant
information about their place to stay
• gives their opinions, but not always
justified with reference to the task • partially summarizes the
1 • doesn’t always consider their
partner’s point of view or responds
appropriately
• doesn’t manage to come to a joint
decision within the time limit
0 Below above criteria for 1 or student did not attempt the task.
Mediation Skill
Student: Student:
• successfully identifies and • uses a good range of more complex
communicates general
impressions of their place
to stay
• summarizes the
information and reviews
effectively
orally
• uses their own words
most of the time
• makes few mistakes in their use of
Student:
• partially identifies and
communicates general
impressions
information and reviews
• can present written texts
orally, but with some
hesitation
• uses their own words, but
also reads from the text
Language
language suitable for the task and level:
Let me tell you about …
Looking at the reviews, the (price /
rooms / food) look(s) …
This place seems …
Reviewers say / think …
Both places have advantages and
disadvantages.
I really think we should choose (the
hostel) because …
language
Student:
• uses a range of more basic language
suitable for the task and level:
This place is nice / quiet / expensive /
friendly.
(Clara) liked / didn’t like the (hostel).
I want to stay at (Mike’s B & B).
I agree. / I don’t agree.
• makes some mistakes in their use of
language

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 OXFORD SECONDARY Mediation Worksheet Speaking 4

Teaching notes
• Ask students: What type of work does a volunteer
do? Have you ever done any volunteer work? Do
you know any volunteer programmes in your area?
• Put students into pairs, A and B, and give each
student a worksheet (A or B). Go through the
task together and point out that students will
be working in pairs and each student has a
different worksheet.
• Go through the strategy with the class. Then
write the following information about a
volunteer job on the board:
visit elderly people in your area help with cooking
play games and chat driving licence needed
• Elicit the requirements of the job and ask how we
can show this might be a problem: Unfortunately,
you need a driving licence to do this job.
• Ask students to read through their programmes and underline any
information in the programmes which might be a problem for them.
• Give students 3–5 minutes to write notes and prepare for the task.
• You could ask students to work with another student who has
the same worksheet (i.e. A + A, B + B) to compare ideas, before
they go back to their original partner.
• Students can use a device to record or video themselves. Tell
them to prepare their device.
• Students do the task. Monitor and provide help.
• Use the assessment grid to assign each student a mark out of 10.
• Ask each pair which volunteer programme they chose.
• To follow up, ask students to watch or listen back to their
recording and say one thing they did well, and one thing they
could improve. If possible, ask students to repeat the task and
try to improve those areas.

Assessment criteria
Criteria
Content
Marks
Student:
• includes all of the relevant
information about their two
programmes
4
• considers their requirements
and those of their partner
• listens to their partner and
responds effectively
• comes to a joint decision
within the time limit
Student:
• includes most of the relevant • explains their problems with the • uses a good range of more complex
information about their two
programmes
• mostly considers their
requirements and those of
3–2 their partner
• mostly listens to their
partner and responds
appropriately
• comes to a partial decision
within the time limit
Student:
• includes some of the relevant
information about their
programmes
• partially considers their
requirements and those of
1 their partner
• doesn’t always listen to or
interact effectively with their
partner
• doesn’t manage to come to
a joint decision within the
time limit
0 Below above criteria for 1 or student did not attempt the task.
Mediation Skill Language
Student: Student:
programmes effectively language suitable for the task and level:
• signposts the problems with Let me tell you about …
a contrasting phrase or other For this programme, …
appropriate language Unfortunately, / However, …
• acknowledges their partner’s That makes it difficult because …
problems That sounds perfect / interesting /
difficult.
• can present written texts orally
I’m not sure about that because …
• uses their own words most of OK, so I think we should …
the time
• makes few mistakes in their use of
language
Student: Student:
• explains their problems with • uses a range of more basic language
the programmes, but with some suitable for the task and level:
errors I (don’t) want to do that one.
• makes limited or minimal use That’s interesting / different / fun.
of contrasting phrases or other I (don’t) like (animals).
appropriate language I prefer my programme.
• shows limited understanding of I can’t … because …
their partner’s problems • makes some mistakes in their use of
• can present written texts orally, language
but with some hesitation
• uses their own words, but also
reads from the texts

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 OXFORD SECONDARY Mediation Worksheet Speaking 5

Teaching notes
• Ask students: Who has visited the UK? Where and when
did you go? What did / didn’t you like about it? Which cities
would you like to visit? What do you know about them?
• Put students into pairs, A and B, and give each student
a worksheet (A or B). Go through the task together and
point out that students will be working in pairs and
each student has a different worksheet.
• Go through the strategy with the class. Then write
the following on the board, inside a speech bubble,
labelled David:
1 Liverpool is really cool.
2 It’s got a museum about the Beatles.
3 Liverpool FC is the best football team in England.
4 There are two cathedrals.
Elicit which of the ideas are David’s opinions (1 and 3).
Ask students what phrases they can use to introduce
David’s opinions: Apparently … , I’ve heard that … ,
David says …).
• Ask students to read through their emails and
underline the opinions.
• Give students 3–5 minutes to write notes and prepare
for the task.
• You could ask students to work with another student
who has the same worksheet (i.e. A + A, B + B) to compare
ideas, before they go back to their original partner.
• Students can use a device to record or video
themselves. Tell them to prepare their device.
• Students do the task. Monitor and provide help if needed.
• Use the assessment grid to assign each student a mark
out of 10.
• Ask each pair which route they chose.
• To follow up, ask students to watch or listen back to
their recording and say one thing they did well, and
one thing they could improve. If possible, ask students
to repeat the task and try to improve those areas.

Assessment criteria
Criteria
Content Mediation Skill Language
Marks
Student:
• uses all the information
about their route
• communicates effectively
to persuade their partner to
4 choose their route
• listens to and responds
appropriately to their partner
with counter-arguments
• comes to an appropriate
conclusion in the time limit
Student: Student: Student:
• uses most of the information • demonstrates a good • uses a good range of more complex
about their route understanding of the difference language suitable for the task and level:
• communicates appropriately between fact and opinion (Edinburgh) has a lot to see and do.
to persuade their partner • communicates the opinions There’s a … , which I know we’d really enjoy.
• mostly listens to and well using a range of phrases I’ve always wanted to go to …
I agree that sounds interesting, but …
3–2 responds to their partner to distinguish them from
with counter-arguments the facts I’m not sure about …
• comes to a partial conclusion • can present written texts orally I’ve heard that / Apparently / (Saffi) says
that …
in the time limit • uses their own words most of I really think we should both vote for …
the time
• makes few mistakes in their use of
language
Student: Student: Student:
• uses some of the information • demonstrates a basic • uses a range of more basic language
about their route understanding of the difference suitable for the task and level:
• doesn’t always communicate between fact and opinion (Oxford) has got …
appropriately to persuade • communicates the opinions We can … if we go to …
1 their partner using a limited number of My route is better because …
• doesn’t always listen to and phrases I don’t want to go to …
respond to their partner • can present written texts orally, • makes some mistakes in their use of
• doesn’t manage to come to but with some hesitation language
a joint decision within the • uses their own words, but also
time limit reads from the text
0 Below above criteria for 1 or student did not attempt the task.

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 OXFORD SECONDARY Mediation Worksheet Writing 1

Teaching notes
• Ask students: Do you ever buy second-hand things? What
kind of things do people buy second hand? Do you think
we should buy more things second hand? Why / Why not?
• Give each student a worksheet. Go through the task
together. Ask students: Who is Cody? (Kim’s cousin) Why
is Kim sending you this message? (Cody is selling a bike.)
• Give students time to read the information about the
bike for sale. Explain any unknown words. Ask: Why is
Cody selling his bike? (He’s bought a road bike.) What
problem does the bike have? (The paint is scratched in
places.)
• Go through the strategy together. Draw students’
attention to the notes. Point out that they only contain
key words. Students need to use these to write full
sentences and questions in their message.
• Students work in pairs to expand the notes into complete
sentences or questions. Then ask them to check if they
think their questions and sentences sound natural.
• You could go through an example on the board,
for example: My budget = £150  discount?
Unfortunately, my budget is only £150. Is it possible to have
a discount? / Would you consider giving me a discount?
• Students do the task.
• Use the assessment grid to assign each student a mark
out of 10.
• To follow up, ask students to swap messages with
a partner, and comment on each other’s messages.
Tell them to find one thing that they like, and one thing
that their partner could improve.

Assessment criteria
Criteria
Content Mediation Skill Language
Marks
Student:
• fully explains who they are
and why they are writing
(because they are interested
in buying Cody’s bike, but
have some questions)
4 • includes questions about
all the notes on the advert
clearly explained
• provides context and
includes an appropriate
greeting and sign-off for a
social media message
Student: Student: Student:
• mentions who they are and/ • clearly communicates • uses a good range of more complex language
or why they are writing the meaning of suitable for the task and level:
• includes questions about the notes I’m writing about … I’m interested in your hybrid
3–2 most of the notes on the • expands all the notes bike, but I’ve got several questions.
advert reasonably well into complete, correct You mention that (the paint is scratched in places)
explained questions/sentences in Would you consider (a discount)?
• includes a greeting and the context of a message Would you mind (sending a photo of the bike)?
Is it possible to (deliver the bike)?
sign-off phrase
• makes few mistakes in their use of language
Student: Student: Student:
• partially explains who they • doesn’t always • uses a range of more basic language suitable
are and/or why they are communicate the for the task and level:
writing meaning of the notes I have some questions.
1 • includes some or a few • expands most/some I want to know …
questions about the notes of the notes, but not Please send me …
on the advert always into complete It’s too expensive.
• doesn’t include a complete correct questions for the • makes some mistakes in their use of language
greeting and/or sign-off context of a message
phrase
0 Below above criteria for 1 or student did not attempt the task.

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 OXFORD SECONDARY Mediation Worksheet Writing 2

Teaching notes
• Ask students: What services does your town hall provide
for people in your area? Do you use any of them? Are
they free or do you have to pay? What would you do if
your local town hall wanted to close down a service like a
sports centre or a swimming centre?
• Give each student a worksheet. Go through the task
together. Ask students: What type of service is the task
about? (a community centre) What is going to happen
to the community centre? (The town hall is going to
close it down.) What are you going to do? (write an
email to persuade them not to close the community
centre) Ask: What language should you use to write your
email? (their own language)
• Give students time to read the comments in the
forum. Explain any unknown words. Ask students:
Which comments are the most popular?
• Go through the strategy with the class. Point out
that when you disagree with someone’s decision, it
is a good idea to show how people are affected by a
situation and suggest solutions. This is more effective
than just describing negative consequences.
• Ask students to underline comments that would be
useful in persuading the town hall not to close the
centre, and what the town hall could do instead.
• Students do the task.
• Use the assessment grid to assign each student a mark
out of 10.
• To follow up, ask students to swap emails with
a partner, and comment on each other’s emails.
Tell them to find one thing that they like, and one
thing that their partner could improve.

Assessment criteria
Criteria
Content Mediation Skill Language
Marks
Student:
• clearly explains who they are
and why they are writing
• clearly outlines the reasons
why they think the closure is a
bad idea, giving examples and
4
explaining their consequences
• finishes with an appropriate
conclusion like a request
for follow-up action, or that
the reader will consider the
information provided
Student: Student: Student:
• mentions who they are and • builds a strong argument using • writes clearly in their own
why they are writing examples of the consequences of language making few spelling
• outlines the reasons why they the closure in the community mistakes
think the closure is a bad idea, • gives a clear recommendation for • fulfils the aims of the task and gets
3–2 not always explained clearly or an alternative course of action, their message across clearly
with examples from the forum expressed appropriately • uses appropriate language to
• gives some explanation • writes persuasively throughout present the comments in an email
of what they would like to • uses their own words most of • makes few mistakes in their use of
happen the time language
Student: Student: Student:
• gives minimal or no • partially builds an argument, not • writes adequately in their own
explanation of who they are always explained clearly or with language making some spelling
and why they are writing examples of how people will be mistakes
• partially outlines why they affected, or the consequences of • partially fulfils the aims of the
think the closure is a bad idea the closure in the community task and doesn’t always get their
1 with minimal reference to the • partially recommends an message across
material alternative course of action, • presents the comments in an
• partially explains what they expressed appropriately email, but with some errors
would like to happen • doesn’t always write persuasively • makes some mistakes in their use
• translates word for word, rather of language
than using their own words
0 Below above criteria for 1 or student did not attempt the task.

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 OXFORD SECONDARY Mediation Worksheet Writing 3

Teaching notes
• Ask students: What kind of music do you listen to?
How do you listen to music? What kind of music did
people listen to in the past? How did they listen to music?
• Give each student a worksheet. Go through the task
together. Ask students: What is your project about?
(how technology has changed the world) What do you
need to do? (persuade your group to use this topic for
your group presentation)
• Ask students to read the article and make a list of
the different forms of technology that it mentions.
(Walkman™, radio, gramophone, vinyl record player,
cassettes / tapes, CDs, MP3 player, streaming music online)
• Go through the strategy with the class. Check that
students understand what a summary is (a short
version of a text which contains the main ideas).
Point out that a summary should include both the
main idea or topic of a text and the different sections
or subtopics.
• To give students an example, refer students to one
of the Reading texts in their Student’s Book that they
have read recently. In pairs, ask them to summarize the
ideas of the text, or a paragraph, then check as a class.
• Before they do the task, tell students to work in pairs
and discuss the main idea of the text as a whole and
each section of it.
• Students do the task.
• Use the assessment grid to assign each student a mark
out of 10.
• To follow up, ask students to swap summaries with a
partner, and comment on each other’s summaries.
Tell them to find one thing that they like, and one
thing that their partner could improve.

Assessment criteria
Criteria
Content Mediation Skill Language
Marks
Student:
• effectively summarizes the
information about music
technology from the article
• effectively convinces the
reader to choose the topic
4 for their presentation
• explains the ideas clearly
• consistently follows the
conventions of an email
with a greeting, a sign-off
phrase and an explanation
for writing
Student: Student: Student:
• mostly summarizes the • effectively summarizes the • uses a good range of more complex
information about music main idea of the text language suitable for the task and level:
technology from the article • effectively summarizes the I’ve read an article on … and I think it would
• mostly convinces the reader ideas of the different sections be great for our presentation.
to choose the topic for their of the text Here’s a summary of what it’s about.
3–2
presentation • avoids details which are The article talks about …
• mostly explains the ideas unnecessary for the summary Finally, the writer of the article explains that …
• mostly follows the • uses their own words most of Ipresentation
think this is the perfect topic for our
because …
conventions of an email the time
Think about it and let me know if you agree.
• makes few mistakes in their use of language
Student: Student: Student:
• partially summarizes the • summarizes the main • uses a range of more basic language
information about music ideas of the text and of the suitable for the task and level:
technology from the article different sections, but with I read an article about …
1
• partially convinces the some errors The article is about music technology.
reader to choose the topic • includes details which It mentions the radio, cassettes, CDs, …
for their presentation are unnecessary for the It’s a great topic and we should use it.
• partially explains the ideas summary Reply to me, please.
• follows the conventions of an • uses their own words, but • makes some mistakes in their use of
email, but with some errors also repeats from the text language

0 Below above criteria for 1 or student did not attempt the task.

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 OXFORD SECONDARY Mediation Worksheet Writing 4

Teaching notes
• Ask students: What’s your favourite subject? What do
you do when you miss a class?
• Give each student a worksheet. Go through the task
together. Ask students: Who do you need to send a
message to? (a classmate) Why? (They missed today’s
geography class and want to know what you studied.)
• Ask students to look at the notes. Elicit the topic of
the lesson (urbanization). Ask students what this
means (when people move from the countryside to cities
and towns).
• Go through the strategy with the class. Point out
that students need to use the notes to explain the
geography lesson.
• Focus on an example: loss of jobs in countryside –
people before, now machines. Elicit that this refers to a
change in the past, and people before, now machines
gives a reason for the change. Students will need to
change some of the notes to full sentences (e.g. loss
of jobs becomes jobs were lost / people lost their jobs
because machines were now doing their jobs).
• Before they do the task, students work in pairs to
expand the notes into full sentences. Tell them to pay
attention to the tenses they use.
• Students do the task.
• Use the assessment grid to assign each student a mark
out of 10.
• To follow up, ask students to swap messages with
a partner, and comment on each other’s messages.
Tell them to find one thing that they like, and one
thing that their partner could improve.

Assessment criteria
Criteria
Content Mediation Skill Language
Marks
Student:
• includes all of the key
information from the notes:
a definition of urbanization,
reasons for it, percentages
of urban population in
4 different years
• includes all the details of the
homework task including
the changes
• effectively follows the
conventions of a text message
Student: Student: Student:
• explains most of the • effectively expands on the • uses a good range of more complex
information from the notes, notes using appropriate language suitable for the task and level:
but leaves out some points language and expresses Here’s what we studied today.
• mentions the homework task the ideas clearly The definition of urbanization is …
but omits some information • effectively structures the Another reason for / effect of urbanization is …
3–2 • mostly follows the notes to make them easy It’s predicted that in … , … % will live in …
Let me know if there’s anything that you
conventions of a text to understand
message • successfully identifies the don’t understand.
There’s been a change in homework, we
relationship between ideas
(reasons, examples, results) need to …
and uses appropriate • makes few mistakes in their use of language
language to link them
Student: Student: Student:
• includes information from • expands on the notes, but • uses a range of more basic language
the notes, but not fully doesn’t express the ideas suitable for the task and level:
explained clearly Urbanization is …
1 • doesn’t mention the • partially structures the It happened / happens because …
homework task or fails to notes, but not always in a Urbanization is happening now.
mention the changes way easy to understand That’s everything. See you tomorrow!
• follows the conventions of • doesn’t always identify the • makes some mistakes in their use of
a text message, but with relationship between ideas language
some errors and link them appropriately
0 Below above criteria for 1 or student did not attempt the task.

9 A2 Mediation Pack PHOTOCOPIABLE © Oxford University Press

 OXFORD SECONDARY Mediation Worksheet Writing 5

Teaching notes
• Ask students: Is there a festival in your town or city every
year? What happens during the festival? What can people
do? Do you like it? Do you think some people don’t like
it? Why?
• Give each student a worksheet. Go through the task
together. Point out that students need to write an
article for their school magazine. Ask what language
they should use (their own language).
• Ask students to read the quotes quickly and say who
has a positive opinion of the festival, and who has a
negative opinion of the festival.
• Go through the strategy with the class. Point out that
students shouldn’t use all the quotes, and they don’t
need to use entire quotes; they can select the quotes
and sections which are most useful.
• Focus on one of the quotes as an example – e.g. Duane’s.
Ask students what the main message of Duane’s quote is.
Then ask how they would express it in their own words.
(According to Duane, the festival is amazing. / Duane says
that the festival makes him very proud of the city.)
• Before they do the task, students identify popular
opinions or ideas about the festival and think about
how they can combine them.
• Students do the task.
• Use the assessment grid to assign each student a mark
out of 10.
• To follow up, ask students to swap texts with a partner,
and comment on each other’s articles. Tell them to
say one thing that they like, and one thing that their
partner could improve.

Assessment criteria
Criteria
Content Mediation Skill Language
Marks
Student:
• clearly describes the feelings
and opinions about the festival
• gives good examples of things
that people like and dislike
4 about the festival
• structures their article clearly
into sections
• includes a short introduction
and conclusion
Student: Student: Student:
• describes the feelings and • includes a good range of quotes • writes clearly in their own
opinions about the festival • effectively combines the opinions language making few spelling
appropriately and ideas in the quotes mistakes
• gives examples of things that • effectively identifies and uses • fulfils the aims of the task and
3–2 people like and dislike about the most relevant parts of the gets their message across clearly
the festival quotes well • uses appropriate language to
• mostly structures their article • uses their own words to present the opinions in an article
into sections summarize people’s opinions • makes few mistakes in their use
• includes an appropriate • mentions the people who gave of language
introduction and/or conclusion the quotes
Student: Student: Student:
• partially describes the feelings • selects some quotes to include • writes adequately in their own
and opinions about the festival • doesn’t always combine quotes language making some spelling
• gives few or no examples of successfully mistakes
things that people like or dislike • includes quotes without • partially fulfils the aims of the
1 about the festival explaining their relevance task and doesn’t always get their
• doesn’t always structure their • translates quotes rather than message across
article into sections properly using their own words. • presents the opinions in an
• doesn’t include an appropriate • doesn’t mention the people who article, but with some errors
introduction or conclusion gave the quotes • makes some mistakes in their use
of language
0 Below above criteria for 1 or student did not attempt the task.

10 A2 Mediation Pack PHOTOCOPIABLE © Oxford University Press