You should spend about 25 minutes on this task. You have to write between 100 and 120 words.
What famous person would you like to meet?
Write
- who the person is and what he/she is famous for;
- what you know about him/her;
- why you like him/her;
- what you would tell or ask him/her.
Remember:
Each individual paragraph should be focused on a single idea that supports your topic. Begin paragraphs with topic sentences, support assertions with evidence, and expound your ideas in the clearest, most sensible way you can. Speak to your reader as if he or she were sitting in front of you. In other words, instead of writing the essay, try talking the essay.
Each individual paragraph should be focused on a single idea that supports your topic. Begin paragraphs with topic sentences, support assertions with evidence, and expound your ideas in the clearest, most sensible way you can. Speak to your reader as if he or she were sitting in front of you. In other words, instead of writing the essay, try talking the essay.
Introduction
The first goal in your introduction is to grab the reader's attention, generate some interest about the topic. To grab the reader's attention, you might present: an interesting fact, a surprising piece of information etc. Be sure to mention who is the famous person you would like to meet.
The first goal in your introduction is to grab the reader's attention, generate some interest about the topic. To grab the reader's attention, you might present: an interesting fact, a surprising piece of information etc. Be sure to mention who is the famous person you would like to meet.
Paragraph 2
In the next paragraph explain what he/she is famous for, write the things you know about the person – what one has achieved, some interesting facts you know about the person.
In the next paragraph explain what he/she is famous for, write the things you know about the person – what one has achieved, some interesting facts you know about the person.
Paragraph 3
Then go on to explain why you like or even admire him/her.
Then go on to explain why you like or even admire him/her.
Paragraph 4
In this paragraph you could write that you would really like to meet this person and you have to mention a few questions you would like to ask him/her.
In this paragraph you could write that you would really like to meet this person and you have to mention a few questions you would like to ask him/her.
Conclusion.
It should use relevant information from your second third and fourth paragraphs. It ties everything together. In this case you could mention that you really hope you will be able to meet this person one day and have a chance to ask the questions.
It should use relevant information from your second third and fourth paragraphs. It ties everything together. In this case you could mention that you really hope you will be able to meet this person one day and have a chance to ask the questions.
Remember:
Use a wide range of vocabulary.
Develop your ideas.
Think about organisation it has to be clear and appropriate to the task;
Paragraphs must be linked; use wide range of connectors.
Some linkers and connectors, In spite of / Despite, However / Nevertheless / Still / Yet / Even so / On the contrary / In contrast, Because / As / Since / Seeing that, As a consequence of / As a result of, Moreover / Furthermore / In addition / Besides / What's more, however, nevertheless, even so, on the one hand, on the other hand, on the contrary, because, as since, seeing that, for example, for instance, such as, First of all / Firstly / To begin with / First, As a result of etc.
Use a wide range of vocabulary.
Develop your ideas.
Think about organisation it has to be clear and appropriate to the task;
Paragraphs must be linked; use wide range of connectors.
Some linkers and connectors, In spite of / Despite, However / Nevertheless / Still / Yet / Even so / On the contrary / In contrast, Because / As / Since / Seeing that, As a consequence of / As a result of, Moreover / Furthermore / In addition / Besides / What's more, however, nevertheless, even so, on the one hand, on the other hand, on the contrary, because, as since, seeing that, for example, for instance, such as, First of all / Firstly / To begin with / First, As a result of etc.
Evaluation sheet
P. | Task achievement | Vocabulary | Grammar | Organisation | Spelling |
| 5 | Completes the task convincingly; all required content points are mentioned and appropriately developed. | Uses a wide range of everyday vocabulary accurately. | Shows good control of different grammatical structures and sentence patterns. | The organisation is clear and appropriate to the task; paragraphs are linked; uses connectors. | There are rare nonsystematic spelling mistakes in more complex words. |
| 4 | Completes the task only generally; all content points are mentioned but some of them may lack development. | Moderate range of everyday vocabulary; few errors occur and these do not hinder the message. | Quite accurate use of frequently used grammar structures; some minor errors. | The organisation is quite appropriate to the task; some evidence of linking sentences into paragraphs. | A few spelling mistakes which do not cause misunderstanding. |
| 3 | Produces a text in a list of points; all content points are mentioned but not developed. | Limited range of everyday vocabulary, occasionally misused. | Reasonably accurate use of basic grammatical structures and patterns; systematic errors may occur. | Some evidence of organisation; some ideas are linked; there may be no paragraphs. Can use the most frequently occurring connectors, e.g., and, but, because | Repetitive spelling mistakes which can sometimes affect the meaning. |
| 2 | Attempts to complete the task; at least one of the required points mentioned; very little relevant information. | Very limited range of vocabulary; can produce very simple everyday expressions; misuse of some words. | Grammar sufficient for basic communication only; mistakes appear in simple structures. | Little organisation present. The text mostly consists of a sequence of separate sentences or facts. | Frequent spelling errors are distracting and often interfere with the meaning. |
| 1 | Very difficult to spot any of the required points, though the text bears some relevance to the task. | Very basic vocabulary with frequent mistakes, occasionally is unable to express ideas clearly. | Shows little control of simple grammatical structures and sentence patterns. | Shows the ability to link words or groups of words with very basic connectors like into sentences ‘and‘ or ‘then‘. | Very many spelling mistakes cause strain for the reader. Copied words are correct. |
| 0 | Not enough to evaluate/ The script bears no relevance to the task | Not enough to evaluate / The script bears no relevance to the task | Not enough to evaluate/ The script bears no relevance to the task | Not enough to evaluate/ The script bears no relevance to the task | Not enough to evaluate/ The script bears no relevance to the task |
You have to write between 100 and 120 words.