Posted in Exam Preparation Class, Proficiency, Writing Classes

CPE Writing Phrases

Saw this on twitter shared by  could be useful for CPE students for Proficiency writing part 1.

 

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Posted in Exam Preparation Class, Writing Classes

CAE/CPE Writing: Formal Letter of Complaint – Task + Phrase Sheet

Resultat d'imatges de complaint

Image credit: Durham Constabulary

This is a phrase sheet and writing task for CAE/CPE students designed to help them tackle formal letter of complaint tasks. Download the handout below:

Letter of complaint phrase sheet

CAE/CPE – Letter of Complaint

Task – CPE Testbuilder pg 91

You recently stayed at one of a chain of large hotels and encountered a number of problems during your stay. Write a letter to the company’s head office detailing the problems you had, describing what happened when you complained to the hotel staff and suggesting ways the company could improve its service. (CAE 220-260 words – CPE 280-320 words)

Opening

  • Dear Sir or Madam, / To whom it may concern,
  • I am writing to express my disappointment with/dissatisfaction with the service I received in…
  • I would like to lodge a formal complaint against your company for the reasons outlined below:
  • I feel compelled to write to you in order to describe the

Listing Problems

  • First of all,
  • Not only was there a hair in my wife’s soup, but the main course also arrived cold.
  • On top of that…
  • As if that was not enough…
  • To top it all off…
  • The straw that broke the camel’s back was…

Complaining Expressions

  • The standard of the… was not up to scratch.
  • The… was not up to the expected standard.
  • The… left a lot to be desired.
  • The… failed to live up to our expectations.
  • We were left bitterly disappointed by…
  • The quality of the customer service we received was woefully inadequate.
  • The… was an absolute disgrace. (v.strong)
  • Overall, our visit to your (restaurant) was an unmitigated disaster from start to finish.

Requesting Action

  • It seems only fair that you should… (offer a full refund)
  • I would appreciate it if you…
  • I would be grateful if you…
  • Should these demands not be met, you will be hearing from my lawyers.
  • I expect to receive compensation to the tune of (€2000) for the…

Making Recommendations

  • I strongly recommend that your organisation…
  • It would be advisable to…
  • I suggest re-evaluating your procedures regarding…

Sign off

  • I look forward to receiving your reply.
  • I expect to receive a prompt reply to this letter.
  • Yours faithfully,
Posted in Exam Preparation Class, Uncategorized, Writing Classes

CPE/Proficiency Writing Part 1: Phrase Sheet

Imatge relacionada

Image credit: qvictorias.com

Follow me on twitter @RobbioDobbio

I’ve recently started teaching CPE again so I decided to make a phrase sheet for my students to help them tackle part 1 of the writing paper, the formal essay. Download it below:

CPE Writing Part 1 Phrase Sheet

Summarising Texts

  • The first text/passage/extract outlines the benefits/drawbacks of…
  • The second text argues/claims that…
  • The first text advocates… +…ing (supports)
  • The second text puts forward the idea that…
  • It then goes on to espouse the viewpoint that… (say)
  • The text sheds light on the issue/topic of…
  • The text brings the topic of… to light.
  • The writer of the first text is a firm believer in…
  • The writer/author of the second text is highly critical of…
  • Both writers seem to agree that…, where their ideas deviate however is on the topic of…
  • The second text makes bold statements in support of…
  • Not only does the first text state that…, but it also claims that…
  • In addition to the aforementioned point, it also claims that…

Critical Examination

  • One thing the writer fails to mention is…
  • A glaring omission from the first text is…
  • While the writer makes some valid arguments in favour of…, she ignores the fact that…
  • One area which the writer seems to have overlooked is…
  • While I am generally in agreement with the majority of the first writer’s points the obvious hole in their argument is…
  • Were I to pick holes in the writer’s arguments, I would start by pointing out that…
  • I feel it must also be pointed out that…
  • When it comes to the topic of…, the text seems to be lacking somewhat
  • One major weakness in the writer’s argument is that…
  • The text neglects to mention that fact that…
  • The writer seems to have gone overboard in their praise/criticism of…

Expressing Opinion

  • I am of the opinion that…
  • In my humble opinion…
  • My thoughts on the matter are that…
  • As far as I am concerned,
  • As far as my opinions on the matter are concerned,…
  • My initial reaction to the opinions outlined in the text was…
  • I am a firm believer in…
  • On the whole, I tend to agree with… due to the fact that…
Posted in Conversation Classes, Video Classes, Writing Classes, Young Learners

Christmas Video: Buster the Boxer

Image result for buster the boxer john lewis

Image credit: ITV.com

Follow me on twitter @RobbioDobbio

This is another Christmas themed lesson based around the latest John Lewis Christmas advert about Buster the boxer. Download the lesson plan and powerpoint below:

buster-the-boxer – Powerpoint

buster-the-boxer – Lesson Plan

Procedure

Put students in pairs, depending on their level show them either the first slide with 4 photos or the second slide with the word cloud. Give them 10 minutes to invent a Christmas story using all of the words or pictures, monitor while they work and feed in any language that is needed.

Students then read out their stories to the class, discuss any language issues that come up. Students can then vote on which story they liked best.

Then show students the John Lewis advert:

Ask students the following questions:

  • Whose story was the most similar to the advert?
  • How different was your story?
  • Did you like the video? If so, what did you like about it?

Show the word cloud again, have students write out the story of the advert again from memory using the words as prompts. Students then read out their different versions.

Follow up

For homework, students write the next part of the story, what did the girl do next? How did the foxes and the badger spend Christmas day?