Cambridge English: Advanced (CAE) Writing Part 2

Transcription

1 Cambridge English: Advanced (CAE) Writing Part 2 Teacher s notes Aims of the lesson to familiarise students with the text types, focus and word limit in Part 2 of the Cambridge English: Advanced (CAE) Writing paper to help students understand the requirements of a Part 2 task to familiarise students with writing reports Time needed 25 minutes Materials required Cambridge English: Advanced (CAE) Handbook Procedure 1. Ask students, in pairs, to complete the Key Facts in Exercise 1. They should use the Cambridge English: Advanced (CAE) Handbook to check the information. 2. Check the answers with the whole class. Ask if there are any other questions about Part 2; you could look through the Writing section of the Handbook to see if there are any points there you would like to raise with your class. 3. Ask students when people usually write a report (in order to give feedback on something such as a language course or a new coursebook). Ask students to read the Part 2 question very carefully, and discuss with a partner what they have to do to answer the question. Ask students to complete the table in Exercise Check the answers with the whole class (see key). Emphasise the importance of answering the specific points in the question, writing in an appropriate format and style, and keeping to the word limit. 5. Ask students to read the sample answer (see Exercise 3) and to underline the parts where they find the answers to the question. 6. Check the answers. Use this sample answer as a model for writing reports.

2 Suggested follow-up activity If you want to look at the sample task in more depth, you could get students to look through the examiner comments and say whether they agree with them or not. You could then do an error correction exercise and ask the students to look for and correct the errors in the sample question (as language accuracy is what needs work in this answer). Get students to write their own report to answer the questions. Exchange with a partner and get students to think about whether the answer has covered all the content points, what examiner comments they would give, etc.

3 Cambridge English: Advanced (CAE) Writing Part 2 answer keys Key to Student s worksheet Exercise 1 Key facts: Part 2 offers a choice of three questions. The tasks may include any of the following: a) a letter b) a proposal c) a report d) a review. Candidates will be expected to show awareness of the style and tone required by a task, and must be prepared to demonstrate appropriate use of two or more of the following functions as specified in the task: describing, evaluating, hypothesising, persuading, expressing opinions, comparing, giving advice, justifying and judging priorities. Candidates must write words. Exercise 2 Who is going to read this? What am I going to write? a report, a review, etc. What style/format is it going to be in? How many content points are there? What are the content points? What sort of language do I need to use? the programme organiser a report formal/clearly organised in sections it s a good idea to use headings to give the report a clear structure. Note that the headings in the sample task clearly indicate where the content points are located so are very helpful to the examiner. Three content points: evaluate the programme explain which part was more useful suggest changes you would recommend for next year. formal

4 Exercise 3 Report on the three-week study and work programme Introduction The purpose of this report is to evaluate the efficiency of the three week study and work programme. It is based on my personal experience, which I received while taking part in the aforementioned programme. General findings The programme as a whole was very engaging and helpful. As it took place in the language environment, many aspects of the English-language, which will not be taught in the class room, could be learned through the programme. Points worthy of praise The programme has found many businesses, with which they cooperate, therefore I could choose between many companies in which to complete the work part of the programme. While working for a company I learned a substantial amount of phrases and other jargon specific to that field, which makes the programme very useful, should you manage to be employed by a company, which deals with a subject you are interested in. Issues No issues can be raised about the work part of the programme. However the English classes that take place in the morning offer no substantial benefit over classes taken in my home country, even if they are taught by a native speaker. Suggestions Firstly the organiser of the programme should increase the amount of time, that is spent working during the programme and reduce the amount of classes taken. Moreover the organiser should keep finding more companies with which to cooperate, to make the programme attractive to more people with different interests. (251 words)

5 Cambridge English: Advanced (CAE) Writing Part 2 Student s worksheet Exercise 1: Key facts for Writing Part 2 Working in pairs, complete the Key facts below. The first word of each answer is given and each _ represents one letter. Use the Cambridge English: Advanced (CAE) Handbook to check the information. Key facts: Part 2 offers a choice of three questions. The tasks may include any of the following: a) a letter b) a p _ c) a r t d) a r w Candidates will be expected to show awareness of the s and t _ required by a task, and must be prepared to demonstrate appropriate use of two or more of the following functions as specified in the task: describing, e _, hypothesising, persuading, expressing o _, comparing, giving a _, justifying and judging priorities. Candidates must write _ _ words. Exercise 2: Writing plan Look at the Part 2 question below and complete the writing plan. 1. Who is going to read this? 2. What am I going to write? a report, a review, etc. 3. What style/format is it going to be in? 4. How many content points are there? What are the content points? 5. What sort of language do I need to use? Writing plan

6 Part 2 Write your answer in words in an appropriate style. You have just finished a three-week study and work programme in an English-speaking country. You studied English language in the mornings and worked for a local company in the afternoons. The programme organiser has asked you to write a report about your experience. In your report, you should evaluate the programme, explaining which part of the programme was more useful, and suggest changes you would recommend for next year s programme. Write your report.

7 Exercise 3: Sample answer Now read the sample answer and underline the information that was asked for. In this way you can check to make sure the question has been answered. Report on the three-week study and work programme Introduction The purpose of this report is to evaluate the efficiency of the three week study and work programme. It is based on my personal experience, which I received while taking part in the aforementioned programme. General findings The programme as a whole was very engaging and helpful. As it took place in the language environment, many aspects of the English-language, which will not be taught in the class room, could be learned through the programme. Points worthy of praise The programme has found many businesses, with which they cooperate, therefore I could choose between many companies in which to complete the work part of the programme. While working for a company I learned a substantial amount of phrases and other jargon specific to that field, which makes the programme very useful, should you manage to be employed by a company, which deals with a subject you are interested in. Issues No issues can be raised about the work part of the programme. However the English classes that take place in the morning offer no substantial benefit over classes taken in my home country, even if they are taught by a native speaker. Suggestions Firstly the organiser of the programme should increase the amount of time, that is spent working during the programme and reduce the amount of classes taken. Moreover the organiser should keep finding more companies with which to cooperate, to make the programme attractive to more people with different interests.

8 Examiner comments Subscale Mark Commentary Content 5 All content relevant and the target reader is fully informed. The candidate addresses the question and evaluates the usefulness of the programme, compares the benefits of the lessons and the work experience, and finally suggests what could be done to improve the programme. The report is written from a personal perspective, using the candidate s experience to inform the reader. The recommendation reflects this, but also adds a more general suggestion (the organiser should keep finding more companies with which to cooperate). Communicative Achievement 4 The text uses the conventions of report writing to communicate ideas effectively. There is good use of a title and sub-headings and each section is focused on one topic. There is a range of language of evaluation, comparison and suggestion which is used to fulfil all the communicative purposes of the task. The target reader s attention is held and both straightforward and more complex ideas are expressed using an appropriate tone and register. Organisation 4 The text is a well-organised and coherent whole. Good use is made of appropriate organisational patterns for the genre in terms of layout, such as sub-headings and the order of information, with general points being mentioned before specific ones. A variety of cohesive devices, relative clauses and referencing are used to connect the ideas across and within sentences (While working for a company I learned...;... which makes the programme). The structure of the report overall is clear and logical. Language 3 There is a range of vocabulary which is used appropriately to describe the programme and how the candidate feels about it. Certain points are paraphrased rather than repeated, showing a flexible approach to language (Points worthy of praise; a substantial amount; specific to that field; substantial benefit). There is a range of simple and some complex grammatical forms used with control. The overall tone of the report is quite formal and this is in part achieved by the choice of expressions and the use of passives and modals. There are some errors, but these do not impede communication.