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IELTS Academic Writing Task 2 Activity – teacher’s notes www.teachers.cambridgeesol.org
IELTS Academic Writing Task 2 Activity – teacher’s notes
Description
An activity to introduce Academic Writing task 2, involving task analysis, idea generation, essay planning and language activation. Students are then asked to write an essay and to
analyse two sample scripts.
Time required: 130 minutes (90–100 minutes for procedure 1 12. Follow up text analysis another 30–40 mins).
Additional materials required:
ß None – although you might like to prepare OHTs of sample task; OHTs of Worksheets 1, 2, 3 and 4; photocopies of Worksheet 5 and the sample scripts.
Aims: ß^ to give students practice in the main steps required to write a task 2 answer
ß to analyse the task, generate ideas, consider idea relevance
ß to revise language for organising the essay
ß to practise writing a timed essay
ß to show students how to assess essays critically.
Procedure
1. Show the sample task on an OHT to the class. Hand out worksheet 1 or show it on an OHT and ask students to work in pairs to discuss their answers to it. 2. Hold a whole class feedback session, clarifying any points as necessary. 3. Ask students how many sides there are to this question. Make sure students realise there are four. Use an OHT of worksheet 2 or draw four boxes on the board as in worksheet 2 and ask students to copy them onto a piece of A4, or handout worksheet 2. 4. Ask students to brainstorm in pairs some ideas and examples for each box. 5. Show worksheet 3 on an OHT or handout. Ask the pairs of students to discuss which of these ideas are relevant for this essay. Remind students that they will be penalised if they include ideas which are not relevant to the essay question. 6. Red ivide the class so that new groups of four are formed with students who were not working together previously. Do this by taking four pairs and asking one student from each pair to form a group. If class numbers do not allow groups of four, use groups of three.
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IELTS Academic Writing Task 2 Activity – teacher’s notes www.teachers.cambridgeesol.org
7. Students now pool their ideas and organise them to form a plan. They should consider which ideas go together. Perhaps they will need to drop some of the ideas if there are too many, so they will need to consider which ideas are the most relevant and important. 8. Once the groups have decided on the ideas they will use, ask them to consider which of their ideas are claims or views and which ones are supporting evidence. They should be sure to have supporting evidence or examples for each of their claims at this stage. 9. Hand out, or show on an OHT, worksheet 4. As a class, students think of as many expressions as possible for each box. Remind students that they will be penalised if they don’t clearly organise their essay, and if they don’t use a variety of these types of expressions. 10. Add to the worksheet as necessary by going through it with the whole class. 11. Students write their essay under timed conditions (30 minutes, plus 5 minutes self checking at the end). 12. Students exchange their essays with a partner and check them again before handing them to the teacher.
Additional information
Make a copy of the assessment criteria available to the students before this lesson.
If time and interest allows, the follow up activity can be done before they write their own essay i.e. between steps 10 and 11 in the procedure.
Suggested followu p activities/questions (and answers)
- Hand out the two sample scripts plus worksheet 5 either the same day or a following day.
Alternatively use two essays that two of your students have written (ask the student for permission first), plus the worksheet.
- Ask the students to read the sample scripts or essays and complete the worksheet as they read.
- Students discuss their answers in pairs and then as a class.
- Students apply the same questions to their own essay (if this is done as follow up).
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IELTS Academic Writing Task 2 Activity – answer keys www.teachers.cambridgeesol.org
Key to Worksheet 2
Possible ideas are:
Advantages of Nuclear Power
Compared to fossil fuels, nuclear power is: cheaper to produce quicker to produce cleaner to produce (e.g. no smoke as there is from coal)
It cannot run out (compared to e.g. oil – rising prices as it is running low)
Advantages of Nuclear Weapons
The threat of them is enough to stop war breaking out (e.g. USA and former Soviet Union during the Cold War)
Disadvantages of Nuclear Power
Possibility of serious health risks if not handled carefully (e.g. Chernobyl)
Expensive to set up initially
Poor image
Disadvantages of Nuclear Weapons
Only rich countries can afford them, leading to an imbalance of power (e.g. America)
Incredibly destructive
Creates a climate of distrust e.g. North Korea
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IELTS Academic Writing Task 2 Activity – answer keys www.teachers.cambridgeesol.org
Key to Worksheet 3
The ideas in the first column are all irrelevant to this essay while those in the second column could be included.
∑ The development of weapons through history – Although weapons are referred to here, it is only in the context of nuclear technology, so a discussion of weapons in general would be irrelevant here.
∑ The depletion of natural resources – This is one possible reason why more countries are considering nuclear power and so is relevant.
∑ Suggestions for achieving world peace – Although world peace is referred to, it would be a mistake to concentrate on this too much as it will inevitably lead the writer away from the topic of nuclear technology.
∑ The high cost of fuel – This can be argued as a reason why cheaper power sources need to be found.
∑ Our increasing reliance on modern technology – Modern technology is not linked to the theme of nuclear technology.
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IELTS Academic Writing Task 2 Activity – answer keys www.teachers.cambridgeesol.org
Key to Worksheet 5
Sample Script A Sample Script B
THE INTRODUCTION
- Does the introduction tell you exactly what the topic is?
No, it could be more fully developed or clearer.
Yes, though the second sentence introduces a new idea.
- Do any of the ideas need more information?
It is not clear why present sources of energy will finish.
No.
- What connectors have been used to improve the cohesion of the paragraph?
None. Which; During these years; but
THE BODY OF THE
ESSAY
- What benefits of nuclear technology does the writer give?
The same as the question
- nuclear technology can help in the field of medicine and the engineering sector and nuclear rays can treat cancer.
No threat of pollution; limitless; effective for industrial purposes.
- Are the benefits given different to the ones in the title?
Some are. Yes.
- What disadvantages of nuclear technology does the writer discuss?
None. Limited only to a few countries; if mishandled there is a risk of contamination to nearby population.
- What connectors are used to link the ideas together?
And; that is why; because; then; so; though; but; on the other hand; in conclusion
And; this is due to; since; in fact; when and if ... then; the following; as stated before; the advantages are that ...; the disadvantages are that ...; also; as we all know; it is clear that; in conclusion; so that
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IELTS Academic Writing Task 2 Activity – answer keys www.teachers.cambridgeesol.org
- Is there enough evidence to support the writer’s claims and ideas?
No. No examples given of disadvantages; no examples of how nuclear technology can help in engineering; can nuclear rays cure cancer?
Yes.
- Do any of the ideas need to be developed further?
Yes (see above) + why do other energy sources need ‘large involvement like works, machineries etc’?
Perhaps more information about the ‘energy crisis’ and what will cause it.
- Are any ideas repeated too often?
No. The advantages are repeated.
THE CONCLUSION
- Is it clear where the conclusion begins?
Yes – ‘In conclusion ...’ though a separate paragraph would be better.
Yes. ‘In conclusion ... ’ and it is also marked with a separate paragraph.
- Does the conclusion summarise the ideas used in the body of the essay?
No, the problems are never discussed.
Yes.
- Is the question ‘Do you agree or disagree?’ answered?
Not directly. The writer’s position is made clear ‘Nuclear power is good’.
- What connectors are used in the conclusion?
In conclusion; but In conclusion; it is up to ...; so that
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IELTS Academic Writing Task 2 Activity – Student’s Worksheet 2 www.teachers.cambridgeesol.org
IELTS Academic Writing Task 2 Activity – Student’s Worksheet 2
Advantages of Nuclear Power Advantages of Nuclear Weapons
Disadvantages of Nuclear Power Disadvantages of Nuclear Weapons
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IELTS Academic Writing Task 2 Activity – Student’s Worksheet 3 www.teachers.cambridgeesol.org
IELTS Academic Writing Task 2 Activity – Student’s Worksheet 3
Which of these ideas could be included in this essay?
The development of weapons through history
Suggestions for achieving world peace
Our increasing reliance on modern technology
The depletion of natural resources
The high cost of fuel
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IELTS Academic Writing Task 2 Activity – Student’s Worksheet 5 www.teachers.cambridgeesol.org
IELTS Academic Writing Task 2 Activity – Student’s Worksheet 5
Look at Sample scripts A and B and answer the following questions:
Sample Script A Sample Script B
THE INTRODUCTION
- Does the introduction tell you exactly what the topic is?
- Do any of the ideas need more information?
- What connectors have been used to improve the cohesion of the paragraph?
THE BODY OF THE
ESSAY
- What benefits of nuclear technology does the writer give?
- Are the benefits given different to the ones in the title?
- What disadvantages of nuclear technology does the writer discuss?
- What connectors are used to link the ideas together?
- Is there enough evidence to support the writer’s claims and ideas?
- Do any of the ideas need to be developed
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IELTS Academic Writing Task 2 Activity – Student’s Worksheet 5 www.teachers.cambridgeesol.org
further?
- Are any ideas repeated too often?
THE CONCLUSION
- Is it clear where the conclusion begins?
- Does the conclusion summarise the ideas used in the body of the essay?
- Is the question ‘Do you agree or disagree?’ answered?
- What connectors are used in the conclusion?
© 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
IELTS Academic Writing Task 2 Activity – Sample Script A www.teachers.cambridgeesol.org
IELTS Academic Writing Task 2 Activity – Sample Script A
© 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
IELTS Academic Writing Task 2 Activity – Sample Script A www.teachers.cambridgeesol.org
Examiner comment
Band 5
Although the script contains some good arguments, these are presented using poor structures and the answer is not very coherent. The candidate has a clear point of view but not all the supporting arguments are linked together well and sometimes ideas are left unfinished. There is quite a lot of relevant vocabulary but this is not used skilfully and sentences often have words missing or lapse into different styles. The answer is spoilt by grammatical errors and poor expression.
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IELTS Academic Writing Task 2 Activity – Sample Script B www.teachers.cambridgeesol.org
Examiner comment
Band 7
The answer is well written and contains some good arguments. It does tend to repeat these arguments but the writer’s point of view remains clear throughout. The message is easy to follow and ideas are arranged well with good use of cohesive devices. There are minor problems with coherence and at times the expression is clumsy and imprecise. There is a wide range of structures that are well handled with only small problems in the use of vocabulary, mainly in the areas of spelling and word choice.
