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Sfl Writing l1 Simple Non-Academic Reports (1)

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Report writing tutorial
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    Skills for Life Level 1 Writing Non-academic Reports – teacher’s notes Description This activity examines simple non-academic reports at Level 1 and looks specifically at identifying what is required and structuring simple reports. Students assess sample reports, and write a report based on a task taken from a past test. Time required: 40 minutes Materials required:    Student’s Worksheet 1 (one copy for each student)    Student’s Worksheet 2 (one copy for each student)  Aims:    to familiarise students with simple non-academic report writing tasks and what is expected of them    to assess sample reports    to practise writing reports Procedure 1. Establish that one of the text types students may have to write in their Skills for Life Writing exam is a report. Discuss if anyone has read or written a report, in their own language or English, at work or college. Together, establish the key features of written reports to reach a definition (a document giving factual information, which may also make suggestions or recommendations. It is clearly organised and may include headings.) 2. Give out Student’s Worksheet 1 . Establish that this is a particular type of report in which the writer reports back on an event or incident. Discuss if anyone has ever needed to write this type of report, e.g. when reporting a crime, an item of lost property, etc. Point out that this is a Task 1 question, so all candidates must answer it. In this lesson, you will be looking at this type of report writing task. 3. Ask them to look at the sample task and ask the following questions:   a. Who is the report for? b. What points should you include in the report? c. Should your writing style be informal, formal or somewhere in between? d. How many words should you write? e. How many minutes should you take? f. How many marks does this question have? g. Can you remember (from the Overview activity) the total number of marks? (See Key to Procedure steps. )   4. Ask students to underline the key words in the task, i.e. the ones that will help them most when writing the report. Check the answers together (see Key to Student’s Worksheet 1 .) © UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo Skills for Life Level 1 Writing Non-academic Reports – teacher’s notes www.teachers.cambridgeesol.org Page 1 of 8   5. In pairs, students now put the five sentences A–E in the best order to answer the task. Check the answers (see Key to Student’s Worksheet 1.)  6. Refer students to the questions in Exercise 2, and ask them to answer the questions in pairs. Check answers together as necessary (see Key to Student’s Worksheet 1 ). Point out that it’s important to use the scenario and follow all the instructions in the task. If they’re at work and their boss wants a report on February’s sales figures, the boss won’t be happy if the report is on January’s staff absences instead. 7. Give out Student’s Worksheet 2 . Ask students to look only at Exercise 1 , so they should either cover Exercise 2, the sample question, or to fold the paper over so they can’t read it. They should read the report at the top of the page and discuss with their partner whether they think this is a well-written report or not. (It contains factual information, e.g. the train time, its destination, etc but also some irrelevant information e.g. He rang me and I had to drive to Peterborough ...). 8. Now ask students in pairs to look at Exercise 2 ,   underline the key words in the task and answer questions 1–7 about the report in Exercise 1. They should discuss whether their opinion changes, and why. Feed back answers (see Key to Student’s Worksheet 2 ). 9. Working individually, they are now going to write a better answer to this task. Allow them 2–3 minutes to plan what they are going to write and about 5–6 minutes to write (in the test, the remaining time should be spent reviewing their answer). Ask them to exchange their answers and check their partner’s answer against the questions in Exercise 2.  Additional information   Writing is assessed in terms of Text, Sentence and Word features. Among the text features assessed is ‘organisation’, and appropriate paragraphing will help greatly in this respect. It is worth explaining to students that they should think about text organisation, and paragraphing in particular, in all the text-types they are asked to write – articles, letters, emails, notes, reports, etc.   All the Basic Skills Standards descriptors are assessed in the Writing paper (see the Skills for Life Handbook p.26). Planning and drafting are assessed through the organisation of the candidate’s final piece of writing. Candidates are not required to submit drafts, plans, or other evidence of their planning and drafting stages. Similarly, proof-reading may be assessed through the accuracy of spelling and grammar in one or more output tasks.   For further information about assessment, format and marking, see the Skills for Life Handbook pp. 26–32. Past papers are available at: https://www.teachers.cambridgeesol.org/ts/exams/generalenglish/sfllevels12  For more report writing tasks, see past paper: Sample Paper Version 1 Task 1 © UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo Skills for Life Level 1 Writing Non-academic Reports – teacher’s notes www.teachers.cambridgeesol.org Page 2 of 8    Suggested follow-up activities/questions For an activity looking at writing longer non-academic reports (as used in Task 3 of the Writing test), see the activity: Structuring longer reports. For an activity looking at writing academic-style reports based on date, see the activity Writing Academic Reports. © UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo Skills for Life Level 1 Writing Non-academic Reports – teacher’s notes www.teachers.cambridgeesol.org Page 3 of 8    Skills for Life Level 1 Writing Non-academic Reports – answer keys Key to Procedure step 4 a) Who is the report for? The owner of the parked car, and possibly for his/her insurance company  b) What points should you include in the report? 1.   where you were. 2. details of what happened. 3. description of the damage to the parked car c) Should your writing style be informal, formal or somewhere in between? formal or somewhere in between (neutral)  d) How many words should you write?  About 80  e) How many minutes should you take?  About 10  f) How many marks does this question have? 9  g) Can you remember the total number of marks? 36   Key to Student’s Worksheet 1 Task 1 (About 10 minutes) You were in the town centre recently when you saw a minor accident. A lorry hit a parked car but the lorry driver didn’t stop. The owner of the parked car has asked you to write a witness report to describe what you saw. In your witness report:    say where you were    give details of what happened    describe the damage to the parked car. Write about 80 words.  (Total: 9 marks) Exercise 1 1 C 2 E 3 D 4 A 5 B © UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo Skills for Life Level 1 Writing Non-academic Reports – answer keys www.teachers.cambridgeesol.org Page 4 of 8
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