Practice Tests Plus

First 2
New Edition

Teaching ideas
Writing

Using the sample scripts

1 Write the question
To focus students on the importance of reading the question properly and answering it fully, give
students a copy of the strongest script without the task. Ask them to work in pairs and try to write
the task. Then ask them to get into groups of four and compare the tasks they have written.

2 Brainstorm ideas in pairs or groups

Give students a task and ask them to brainstorm ideas for it. Then give them the strongest script and
ask them to underline the ideas that the writer has used, e.g. ideas for improving the environment
(Test 1, Part 1, Question 1), reasons for wanting to do the drama course (Test 2, Part 2, Question 3), etc.
Get them to compare their ideas with those in the script. Then, in pairs or groups, they write down at
least two new ideas they might use.

3 Use interesting vocabulary

Give students a copy of a good script but remove some words, e.g. all the adjectives. Students work in
pairs to think of words they might use.

4 Use connectors to make complex sentences

Give students a copy of a good script but remove all connectors or linking words. Students work
in pairs to fill the gaps. They then discuss other ways of writing those sentences, by reordering the
clauses or using other connectors.

5 Use paragraphs
Give students a copy of a good script in one block, without any paragraphs. Ask them to decide where
they would start a new paragraph or paragraphs and give reasons for their decisions.

6 Be an examiner
C
 opy the three sample scripts without the examiner comments. Ask students to work in small
groups to rank the scripts. Each group must give three reasons for their ideas. Take feedback then
discuss the examiner comments with the class.
Give students the weakest script. Ask them to work in pairs and write their own examiner
comments. Then hand out the examiner comments so that they can compare their ideas. Students
then work in pairs to rewrite and improve the script.
Give students the task and the strongest script. Ask them to read it and discuss its strengths in one
particular area, e.g. how the ideas have been grouped into paragraphs or how the writer has used
linking words to make complex sentences.

7 Match the scripts and the comments

Give students a copy of all three scripts, and the examiner comments separately, without the final
assessments. Students read the scripts and match the comments to the correct scripts, noting down
examples in the scripts of what the examiner has said.

8 Improve a script
Give students a copy of the task and a copy of a satisfactory script. Ask them to work in pairs to
improve it so that it becomes a good answer. In order to do this, they may have to add content and/
or remove irrelevant content, but they should keep within the required number of words.

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