B1-B2 2018B M2 ACTIVITY 1

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LEVEL B (B1 & B2) 2018 B
MODULE 2 Writing and mediation
Κρατικό Πιστοποιητικό Γλωσσομάθειας
State Certificate of Language Proficiency
Υπουργείο Παιδείας, Έρευνας και Θρησκευμάτων
Ministry of Education, Research & Religious Affairs
• Try to respond to all activities.
• Write your texts in your notebook. Use a pen, not a pencil.
• Do not write your name in or under either of your texts.
• You have 85 minutes to complete this exam.
https://rcel2.enl.uoa.gr/kpg/gr_B_Level.htm

B2 How to write a report

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REMEMBER: It’s a formal piece of writing that means: use a formal, neutral style: no contractions, no colloquial language, no direct questions, no informal punctuation such as exclamation marks.

In the first paragraph, it is quite useful to re-write the topic by adding adverbs or by substituting adjectives with their synonyms.
Useful vocabulary

In the 2nd Paragraph you :

– balance the positive and negative points fairly

– you can use numbering or bullet points to highlight main points

– use a range of specific vocabulary or set phrases e.g. Some thought this was …../ other students said they preferred…

– don’t use a lot of adjectives and dramatic language. A report gives factual information

Phrases you can use to in the 2nd and 3rd paragraph:

Suggesting additional ideas
Another option would be to …
I would also suggest …
Another point to consider is the what and how …
Alternatively…. Moreover. / Furthermore.
Apart from this / In addition to this

Making recommendations
I would strongly / highly recommend …
My first/second recommendation would be to…
It would be (highly) advisable to …
If my recommendations are followed, then …
The best solution/ideas would seem to be …

Listing ideas
I would suggest the following: … might like to consider the following:
The following are highly recommended: 1….. OR 2. ……….
They gave/ suggested the following reasons:
They made the following points: 1….2…

Reporting findings
It appears that the majority of …
The only problem is that….
Most …(students seem)….
Not surprisingly, …
According to …

In the last paragraph you :

– give the recommendations
– generalize
– express opinions impersonally
Phrases you can use to end the letter

Concluding and making recommendations
All things considered, …
We have no hesitation in recommending….

Topic: In the context of your school being a Unesco Aspnet school, you are submitting a report to the Principal of your School and the board of teachers, proposing that a group of 35 students from a school in Iceland would visit your own school. Include in this 190 words report, the possible advantages and disadvantages of such a visit.

Writting a creative story B1

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Helping Students Write a Creative Story
Once students have become familiar with the basics of English and have begun communicating, writing can help open up new avenues of expression. These first steps are often difficult as students struggle to combine simple sentences into more complex structures. This guided writing lesson is intended to help bridge the gap from simply writing sentences to developing a larger structure. During the course of the lesson students become familiar with the sentence connectors ‘so’ and ‘because’.

Aim: Guided Writing – learning to use the sentence connectors ‘so’ and ‘because’

Activity: Sentence combination exercise followed by guided writing exercise

Level: lower intermediate

Outline:

Write a sentence with ‘so’ and a sentence with ‘because’ on the board: Example: We needed some food so I went to the supermarket. | He studied all night because he had a difficult test the next day.
Ask students which sentence expresses a reason (because) and which sentence expresses a consequence (so).
Now, write these variations of the sentences on the board: Example: I went to the supermarket because we needed some food. | He had a difficult test so he studied all night.
Ask students to explain what has changed in the sentences. Check the students understanding of the differences between ‘so’ and ‘because’.
Give the students the sentence matching exercise. Students should match the two sentences that logically go together.
Once students have completed this exercise, ask them to combine the two sentences in each pair using ‘so’ or ‘because’. Check their answers as a class.
Read the example story to the class as a listening exercise which also sets the tone for the follow-up exercise. Ask students some comprehension questions based on the story. Example Story:A young Swedish man named Lars met a beautiful young French woman named Lise. They met in a cafe in Amsterdam during the afternoon. As soon as Lars saw Lise, he fell hopelessly in love because she was so beautiful and sophisticated. He wanted to meet her, so he introduced himself and asked her if he could speak to her. Soon, they were talking about their two countries and having a wonderful time. They decided to continue their discussion that evening so they made a date to have dinner in a wonderful restaurant. They continued to see each other every day because they had such a wonderful time together. Five months later, Lars moved to France and they married and lived happily ever after.Results and Reasons
I had to get up early.
I’m hungry.
She wants to speak Spanish.
We needed a vacation.
They’re going to visit us soon.
I went for a walk.
Jack won the lottery.
They bought a CD.
I needed some fresh air.
She takes evening courses.
Their friend had a birthday.
We went to the seaside.
I had an early meeting at work.
He bought a new house.
We haven’t seen them in a long time.
I’m cooking dinner.

Writing A Short Story
Quickly answer the questions below and then use the information to write your short story. Use your imagination to make the story as enjoyable as possible!

Which man? (nationality, age)
Met who? (nationality, age)
Where did they meet? (place, when, situation)
Why did the man argue about?
What did he do next?
What did the two do together that day?
What did they do after that day?
Why did they continue to see each other?
How does the story end?
Is your story a sad or happy story?