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Lesson plan:B2 First for Schools Writing Part 1Time required:60 minutesMaterial:Underlining denotes hyperlink One copy of Student worksheet 1 for each learner One copy of Student worksheet 2 for each learner One copy of Student worksheet 3 for each learner Useful links:B2 First for Schools Writing Guide for TeachersB2 First for Schools Writing ChecklistWrite and ImproveAims: To practise useful strategies for B2 First for Schools Writing Part 1To practise the POWER process of writing: Planning, Organising,Writing, Editing and ReviewingTo provide opportunities for further reading and speaking skillspracticeProcedureLesson stagesLead-in: Student worksheet 1 – Exercise 1To introduce the topic, ask the class what they can see in the pictures and elicit different ways people shopfor clothes. Put the learners into pairs to read and discuss the questions in Exercise 1.Feedback: In open class, nominate some learners to share what they learned about their partners. Note thatlearners will repeat this discussion task again later in the lesson using vocabulary from the model answer, soyou do not have to correct their language use at this stage.Online options: For Exercise 1, put the learners into pairs to discuss the questions in breakout rooms, if it issafe to do so.If not, ask learners to comment in open class and add additional prompts to promote discussion – you mayneed to ask ‘Why? / Why not?’ to encourage learners to extend their answers, for example.Pre-reading task: Student worksheet 1 – Exercise 2Give learners time to read the sample question. Put them into groups of 3 or 4 to brainstorm ideas ofarguments For and Against – it is not important if they agree with each other’s statements or not. Monitor asthey do the task and be ready to prompt learners who are struggling to think of ideas. Make sure they havelooked at the notes given in the task. You could also suggest they think about:-how buying new clothes makes people feel Cambridge University Press & AssessmentAll details are correct at the time of publication in November 20211
-how wearing new clothes makes people feelworking in the fashion industrythe impact on the environmentFeedback: Copy the For and Against table on the board, elicit ideas from the class and write them up on theboard.Online options: Padlet is a useful tool for brainstorming activities – each group can add their ideas to aPadlet wall which the whole class can view.Reading for gist: Student worksheet 2 – Exercise 3Explain to learners they are now going to read a well-balanced essay that gives both sides of the argument.Ask the learners to read the text to see if the writer came up with similar ideas to theirs. Make sure learnersunderstand there are no right or wrong ideas here and that quickly brainstorming ideas is an important examstrategy as it then allows them to choose their best ideas for their essay. For an essay of 140–190 words, twoideas for and two ideas against is usually sufficient.Feedback: Ask learners which of their ideas are mentioned and tick these off on your table on the board. Askthem to tell you any new ideas included in the essay and add these to the table.Online options: Make sure the text is large enough for learners to read easily on the screen. If this is notpossible, consider uploading the worksheet for the learners at the start of the lesson.Analysis of the model answer: Student worksheet 2 – Exercise 4Tell learners they are now going to read the essay again as if they were Cambridge examiners. They need tothink about what the examiners are looking for.Write the four assessment criteria on the board, and ask learners what they think each one means: Content Communicative achievement Organisation LanguagePut the learners into pairs to discuss.Feedback: elicit ideas from the class. You may find it helpful to refer to the Writing Checklist for learnerswhich provides a simplified description of each of the assessment criteria.Learners should work on answering the questions in Exercise 4 in pairs. Monitor this stage actively providingsupport as required. The aims here are to give the learners a better understanding of what the examiner islooking for, and also to focus their attention on how this is achieved in the model text, so they can then usesome of the same techniques in their own writing.Feedback: Allow plenty of time for this as it is important to make sure learners can give you examples fromthe model text to support their answers. See Answer key.If learners have a paper copy of the worksheet, you may wish to show them where they can access the fullversion of the Writing Checklist or print it off for them. Cambridge University Press & AssessmentAll details are correct at the time of publication in November 20212
Online options: Put learners into breakout rooms to discuss the questions if safe to do so and your learningplatform allows. You may also wish to give your learners the link to the full Writing Checklist so they candownload it. You can find it here.Vocabulary focus: Student worksheet 3 – Exercise 5.Give learners some time to find words in the text to match the definitions. If you think this might bechallenging for your learners, you can tell them they can ask for a clue. For example, the paragraph in whichthe word can be found:1. fashionable (paragraph 1)2. a person paid by a company to show and describe its products and services on social media(paragraph 1)3. expensive products made by a particular company (paragraph 2)4. to get rid of something that you don’t want any more (paragraph 2)5. a set of clothes worn for a particular occasion or activity (paragraph 3)6. something you say to praise or show admiration for someone e.g. That colour looks great on you!(paragraph 3)7. to buy (paragraph 4)8. to reduce (paragraph 4)9. to keep money so that you can buy something in the future (paragraph 4)Feedback: See Answer key. Model and drill the pronunciation of any new words or phrases as necessary.You may also want to point out that throw away and save up are separable phrasal verbs e.g. throw clothesaway and throw away clothes are both possible. However, cut down on is not separated.Speaking focus: Student worksheet 3 – Exercise 6Tell learners they are going to discuss the questions from Exercise 1 again with a new partner. This time theyshould try to include some of the vocabulary from the matching exercise in Exercise 5. Give them a fewminutes to think about how they could use some of these words in their answers.Put the students into pairs to discuss the questions. Monitor discreetly and write down any good examples orcommon errors for correction.Feedback: Nominate some learners to share whether they and their partner have the same or differentattitudes to fashion and why. Write some examples of good sentences on the board and sentences witherrors for learners to correct.Recap of exam strategies: Student Worksheet 3 – Exercise 7Ask learners to look at the strategies in Exercise 7 and think back to what they did in the lesson. Put theminto pairs to decide on the best order.Feedback: Whole class – see Answer Key.Online options: If you prefer to make the ordering task interactive, you could try an online game maker likehttps://flippity.net/Manipulatives.htm. Simply, copy and paste the strategies listed in Exercise 7 into thebox and click ‘generate’. Share the link with your students.Writing task: Student worksheet 3 – Exercise 8The aim here is for learners to now write their own answer to the sample task. They can use some of theother ideas they brainstormed in class. The task is best done for homework so that learners can try and Cambridge University Press & AssessmentAll details are correct at the time of publication in November 20213
complete their essay in the 40 minutes they would have in the exam. Encourage learners to make a plan andto time themselves. If they have not been practising long it is OK if they can’t complete the task in 40 minutesat first. They should take a note of how far they get but then take the extra time needed to complete theiressay.After they finish, they should use the Writing Checklist for learners to check their work.You can also find more information about how to correct learners’ written tasks and follow-up activities youcan use with your learners in the B2 First for Schools writing guide for teachers.Online options: The sample question about the fashion industry is taken from the B2 First practice materialson the Write and Improve website. Online learners could also sign up and complete the task on the website.The task is automatically timed and counts the words as well as providing immediate feedback.Extra activityThis article from BBC Bitesize can be used for a follow-up reading activity / homework task. It recycles muchof the vocabulary from the lesson and introduces some further useful phrases.Five ways your wardrobe could save the planetAsk learners to read the ‘five ways’:1.2.3.4.5.Buy second-handRe-wear your clothes as much as possibleSwap clothes with your friendsLearn how to revive items of clothingRediscover your wardrobeTask 1: Put the ‘five ways’ in order from most likely to try to least likely to try. Give reasons for your choices.Task 2: Use a dictionary such as the Cambridge Dictionary online to look up any new words or phrasesrelated to the topic. Record these in your vocabulary notebook.In the following lesson, learners can discuss and compare their answers to Task 1. They might even beinspired to start their own clothes swaps. Cambridge University Press & AssessmentAll details are correct at the time of publication in November 20214
Teacher ReflectionHow did your lesson go? Make some notes under the headings below or add your own ideas.Student engagement(e.g. usefulness, attention, variety, fun, level of challengeMy classroom management(e.g. instructions, timing and pace, balance of teacher talk to student talk)My materials(e.g. presentation, clarity, usefulness, variety)What would you do differently next time? Cambridge University Press & AssessmentAll details are correct at the time of publication in November 20215
Student worksheet 1i1 Discuss the questions with a partner. Givereasons for your answers.1.How have shopping habits changed in thelast five years?2.Where do you prefer to shop for clothes?3.What was the last item of clothing youbought or received?4.Do you think people spend too much moneyon clothes?ii2Read the sample question. You are going to work with your group and think of ideas that give bothsides of the argument in response to a B2 First for Schools Writing Part 1 question.1. Use the notes and brainstorm For and Against ideas the writer could include to present awell-balanced argument in the essay.2. Think of your own ideas.3. Write all of your arguments into the For and Against table.Sample questionIn your English class you have been talking about the fashion industry. Now, your English teacher hasasked you to write an essay.Some people say the fashion industry has a bad effect on people’s lives. Do you agree?Write an essay using all the notes and giving reasons for your point of view.Notes Write about:1. whether people’s appearance is important2. the price of clothes3. (your own idea)FOR (bad effects of the fashion industry)Example: It is expensive to keep up with fashionbecause it changes all the time.AGAINST (good effects of the fashion industry)Example: It provides a lot of jobs in sales, designand manufacturing. Cambridge University Press & AssessmentAll details are correct at the time of publication in November 20216
Student worksheet 23 Read the model answer. How many of your For and Against ideas are mentioned? Add any extra ideasthe writer mentions to your FOR and AGAINST table.It is hard to ignore the fashion industry. Advertising, celebrity news and social media constantly showus stylish stars and influencers but despite fashion’s popularity, there are some people who believe ithas negative effects.Firstly, fashion advertising and social media pressurises people into buying expensive, luxury brands.Some people end up in debt by using credit cards to keep up with fashion. In addition, clothes do notalways last for a long time and fashions change quickly. As a result, clothes are thrown away aftervery little use. A lot of water and energy is used to produce these clothes, which has a negative impacton the environment.However, the fashion industry is not all bad. It provides a lot of jobs from fashion designers tosalespeople. It is also true that wearing a new outfit can make people feel good about themselves andtheir appearance. It can give you more confidence, especially if you receive a lot of compliments.Personally, I love fashion, but I believe that it is important to cut down on how much we buy. Forinstance, we could purchase second-hand clothes or save up to buy better quality clothes that will lastlonger. In this way we can enjoy fashion without doing so much environmental harm.4 Now read the model answer again and answer the questions below. This is also the kind of informationthe examiner will look for when they mark your essay.Content1. Has the writer covered all the key information in the notes?Underline each point.2. Have they added some of their own ideas?Which ideas?Communicative 3. Are the writer’s opinions clear?achievementHas the writer presented both FOR and AGAINST arguments?4. Have they written in a suitable style?Is this formal or informal?Organisation5. Has the writer organised their ideas into clear paragraphs?What is the topic of each paragraph?6. Is the connection between ideas clear and easy to follow? (For example, havethey used appropriate linking words, pronouns, etc. to refer to different thingswithin the text?)Circle the examples of linking words.Language7. Has the writer used a wide range of vocabulary?8. Have they avoided repeating the same words and phrases? Find examples.9. Have they used a range of simple and more complex grammatical structures?Underline examples.You can download a complete version of this writing checklist to help you check your own work from the B2First for Schools preparation website. Cambridge University Press & AssessmentAll details are correct at the time of publication in November 20217
Student worksheet 35 The writer uses a range of vocabulary related to the topic. Look for words in the text that mean thefollowing:1.2.3.4.5.6.fashionablea person paid by a company to show and describe its products and services on social mediaexpensive products made by a particular companyto get rid of something that you don’t want any morea set of clothes worn for a particular occasion or activitysomething you say to praise or show admiration for someone e.g., That colour looks great onyou!7. to buy8. to reduce9. to keep money so that you can buy something in the future6 Speaking focusAsk and answer the questions from Exercise 1 again with a new partner. Try to use some of the wordsand ideas from the essay.7 Read the exam strategies in the box and put them in the correct order.Exam strategies for Writing Part 1 Read over your essay quickly and edit yourwork – check that you have a good range ofgrammar and vocabulary. Brainstorm ideas then choose your best ones.Make sure you can support each idea withsome extra information or an example. Write an outline plan. Proofread for common mistakes like thirdperson ‘s’ and missing articles (a, an, the). Underline key parts of the question. Write your essay – don’t waste time countingwords. Make sure you know what 140 to 190words looks like in your handwriting.8 Writing taskNow use the exam strategies to write your own essay. Try to use at least one different idea from yourFor and Against table. Cambridge University Press & AssessmentAll details are correct at the time of publication in November 20218
In your English class you have been talking about the fashion industry. Now, your English teacher hasasked you to write an essay.Some people say the fashion industry has a bad effect on people’s lives. Do you agree?Write an essay using all the notes and giving reasons for your point of view.Notes Write about:1. whether people’s appearance is important2. the price of clothes3. (your own idea) Cambridge University Press & AssessmentAll details are correct at the time of publication in November 20219
Answer key (i)Exercise 4Content1. Has the writer covered all the key information in the notes? Yes.See underlined points in the text below.2. Have they added some of their own ideas? Yes.Ideas about the impact on the environment and that the fashion industryprovides jobs.Communicative 3. Are the writer’s opinions clear? Yes – they believe it is OK to like fashion, but itachievementis important not to buy too many clothes and to consider the environment.4. Have they written in a suitable style? Yes – formal.Organisation5. Has the writer organised their ideas into clear paragraphs? Yes.Introduction: States the topic of the essay.Paragraph 2: Describes the drawbacks.Paragraph 3: Describes the benefits.Conclusion: Gives the writer’s opinion.6. Is the connection between ideas clear and easy to follow? (For example, have theyused appropriate linking words, pronouns, etc. to refer to different things within thetext?) Yes – linking words are circled in the text below.Language7. Has the writer used a wide range of vocabulary? Yes, e.g. luxury brands, outfits,influencers and some phrasal verbs – thrown away, save up8. Have they avoided repeating the same words and phrases? Yes, e.g.fashionable/stylish, buy/purchase, outfit/clothes,9. Have they used a range of simple and more complex grammatical structures?Yes, e.g. modal verbs (can, could), passive voice (are thrown away), relativeclauses (which has a negative impact), prepositional clauses (withoutdoing).It is hard to ignore the fashion industry. Advertising, celebrity news and social media constantly show usstylish stars and influencers but despite fashion’s popularity, there are some people who believe it hasnegative effects.Firstly, fashion advertising and social media pressurises people into buying expensive, luxury brands. Somepeople end up in debt by using credit cards to keep up with fashion. In addition, clothes do not always lastfor a long time and fashions change quickly. As a result, clothes are thrown away after very little use. A lotof water and energy is used to produce these clothes, which has a negative impact on the environment.However, the fashion industry is not all bad. It provides a lot of jobs from fashion designers to salespeople.It is also true that wearing a new outfit can make people feel good about themselves and their appearance.It can give you more confidence, especially if you receive a lot of compliments.Personally, I love fashion, but I believe that it is important to cut down on how much we buy. For instance,we could purchase second-hand clothes or save up to buy better quality clothes that will last longer. In thisway we can enjoy fashion without doing so much environmental harm. Cambridge University Press & AssessmentAll details are correct at the time of publication in November 202110
Answer key (ii)Exercise 51. stylish2. influencers3. luxury brands4. thrown away5. outfit6. compliments7. purchase8. cut down on9. save upExercise 71. Underline key parts of the question.2. Brainstorm ideas then choose your best ones. Make sure you can support each idea with some extrainformation or an example.3. Write an outline plan.4. Write your essay – don’t waste time counting words. Make sure you know what 140–190 words lookslike in your handwriting.5. Read over your essay quickly and edit your work – check that you have a good range of grammar andvocabulary.6. Proofread for common mistakes like third person ‘s’ and missing articles (a, an, the).AcknowledgementsImages fromiPexels by Cottonbro (boy shopping online)iiUnsplashby sangga-rima-roman-selia (shopping mall) Cambridge University Press & AssessmentAll details are correct at the time of publication in November 202111
2 Read the sample question. You are going to work with your group and think of ideas that give both sides of the argument in response to a B2 First for Schools Writing Part 1 question. 1. Use the notes and brainstorm For and Against ideas the writer could include to present a well-balanced argument in the essay. 2. Think of your own ideas. 3.
