PRACTICE TESTS PLUS

Teaching Ideas
FIRST
NEW EDITION 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
• Copy 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.

© 2018 PEARSON PHOTOCOPIABLE