00 Writing B1 Presentation Full

TEST SPECIFICATIONS
AND TIPS- WRITING

B1 ENGLISH EOI (BRIT-ARAGÓN)
https://natalialzam.wordpress.com/
WALT (We Are Learning To)
• 1. B1- exam specifications
• 2. Success criteria
• 3. Benchmarking
• 4. Further ideas and resources
EOI exam specifications
• SPECIFICATIONS B1
Text types
Sample tasks- written
interaction
1.You are receiving a group of students from Sweden as

part of a school exchange in three weeks’ time. You write
their teachers an email.
2.An American student who spent last year in your school

has gone back home. You write him/her an email.
3.Spanish fund giving grants.
Sample tasks- written
production
1.Write a blog post describing your favourite invention.
2.Write a blog post explaining your 3 New Year’s Resolutions and how you are going
to keep them.
3.Write a commentary about a film you have liked recently. Give the reasons why
you recommend it to others.
4.Imagine life in 25 years’ time. How will life be different?
5.Write an article for the school magazine called ‘The School Rules I Hate the
Most’.
6.Write a blog post giving 5 tips to visitors to your city/town.
7.Think about teenagers’ eating habits. Write a post for the P.E. blog explaining
how you could improve them.
Companion Volume
(descriptors)- p.75-
• Ove rall wr itten pro ductio n: Can wr ite

straightforward connected texts on a range of
familiar subjects within his/her field of
interest, by linking a series of shorter
discrete elements into a linear sequence.
Companion Volume
• Creative writing:
• Can clearly signal chronological sequence in narrative text.
• Can write a simple review of a film, book or TV programme using a

limited range of language.
• Can write straightforward, detailed descriptions on a range of familiar

subjects within his/her field of interest.
• Can write accounts of experiences, describing feelings and reactions in

simple connected text.
• Can write a description of an event, a recent trip – real or imagined.
• Can narrate a story.
Companion Volume
• Written reports and essays:
• Can write short, simple essays on topics of interest.
• Can write a text on a topical subject of personal interest, using simple

language to list advantages and disadvantages, give and justify his/her
opinion.
• Can summarise, report and give his/her opinion about accumulated factual
information on familiar routine and non-routine matters within his/her
field with some confidence.
• Can write very brief reports to a standard conventionalised format, which

pass on routine factual information and state reasons for actions.
• Can present a topic in a short report or poster, using photographs and

short blocks of text.
Strategies
Can rehearse and try out new combinations and expressions,
inviting feedback.
planning
Can work out how to communicate the main point(s) he/she wants
to get across, exploiting any resources available and limiting the
message to what he/she can recall or find the means to express.
Can define the features of something concrete for which he/she can't
remember the word.
Can convey meaning by qualifying a word meaning something similar

compensating (e.g. a truck for people = bus). ask for confirmation.
Can use a simple word meaning something similar to the concept
he/she wants to convey and invites ‘correction’.
Can correct mix-ups with tenses or expressions which lead to

Can foreignise a mother tongue word and ask for confirmation.
misunderstandings provided the interlocutor indicates there is a
monitoring and problem.
repair Can ask for confirmation that a form used is correct.
Can start again using a different tactic when communication

breaks down.
rubric (based on
specifications)
• A. Communicative achievement/effectiveness (25%)
• B. Organisation (25%)
• C. Range of language (25%)
• D. Accuracy of language (25%)
most common mistakes?
• A. Communicative • C. Range of
achievement/
• B. Organisation • D. Accuracy of
language (25%)
effectiveness (25%)
(25%) language (25%)
• B. Organisation
A. Communicative achievement
achievement/
language (25%)
effectiveness (25%)
• B. Organisation
B. Organisation
achievement/
language (25%)
effectiveness (25%)
• B. Organisation
Linking words
• https://natalialzam.wordpress.com/2018/01/07/linking-
words-for-writing-tasks/
Signposting
• https://
natalialzam.wordpress
.com/2020/01/15/
signpost-language-
b1/
Punctuation
• https://
natalialzam.wordpress.co
m/2019/02/11/
punctuation-display/
C. Range of language
Companion Volume (p.131)
• General linguistic range:
• Has a sufficient range of language to describe

unpredictable situations, explain the main points in an idea
or problem with reasonable precision and express thoughts
on abstract or cultural topics such as music and films.
• Has enough language to get by, with sufficient vocabulary

to express him/herself with some hesitation and
circumlocutions on topics such as family, hobbies and
interests, work, travel, and current events, but lexical
limitations cause repetition and even difficulty with
formulation at times.
• Vocabulary range:
• Has a good range of vocabulary related to familiar

topics and everyday situations.
• Has a sufficient vocabulary to express him/herself

with some circumlocutions on most topics pertinent
to his/her everyday life such as family, hobbies and
interests, work, travel, and current events.
achievement/
language (25%)
effectiveness (25%)
• B. Organisation
D. Accuracy of language
• Grammatical accuracy:
• Communicates with reasonable accuracy in familiar

contexts; generally good control though with
noticeable mother tongue influence. Errors occur,
but it is clear what he/she is trying to express.
• Uses reasonably accurately a repertoire of

frequently used ‘routines’ and patterns associated
with more predictable situations.
achievement/
language (25%)
effectiveness (25%)
• B. Organisation
Benchmarking
• Samples
Giving feedback to students
Benchmarking
• In your departments: agree on a grade, discuss-

following the rubric.
• Seesaw: https://natalialzam.wordpress.com/2019/01/18/
seesaw-to-give-feedback-and-create-tutorials/
• Talk and comment
• https://natalialzam.wordpress.com/2019/01/22/kaizena-y-
otras-herramientas-para-dar-feedback-a-los-alumnos/
• Seesaw: https://app.seesaw.me/pages/shared_item?
item_id=item.35eb66d8-c5b2-4838-bf82-
cd9a98407b12&share_token=p2tPxhg0Q6KiK0JmtB5Daw
&mode=share
Dictionaries (and how to use
them)
• https://natalialzam.wordpress.com/2017/03/13/how-to-
improve-your-english-year-1/
• https://natalialzam.wordpress.com/2016/12/06/how-to-
improve-your-writing-tasks-b2-c1/
7-minute writes
• https://www.youtube.com/watch?
v=ZeaO-0_Kc3g&feature=youtu.be
Daily writing prompts: https://writingprompts.tumblr.com/
natalialzam.wordpress.com
• https://www.writersdigest.com/prompts
• writing prompts: https://thebusywritersnotebook.com/category/

writing-prompts
• writing prompts (kids-teenagers): https://www.journalbuddies.com/
• https://daily-prompts.tumblr.com/
natalialzam.wordpress.com
Can I write at B1 level?
• DIALANG
• Write and Improve
DIALANG
Write and improve

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TEST SPECIFICATIONS

AND TIPS- WRITING

• 1. B1- exam specifications

• 4. Further ideas and resources

1.You are receiving a group of students from Sweden as

2.An American student who spent last year in your school

3.Spanish fund giving grants.

4.Imagine life in 25 years’ time. How will life be different?

6.Write a blog post giving 5 tips to visitors to your city/town.

• Ove rall wr itten pro ductio n: Can wr ite

• Can clearly signal chronological sequence in narrative text.

• Can write a simple review of a film, book or TV programme using a

• Can write straightforward, detailed descriptions on a range of familiar

• Can write accounts of experiences, describing feelings and reactions in

• Can write a description of an event, a recent trip – real or imagined.

• Can narrate a story.

• Can write short, simple essays on topics of interest.

• Can write a text on a topical subject of personal interest, using simple

• Can write very brief reports to a standard conventionalised format, which

• Can present a topic in a short report or poster, using photographs and

Can convey meaning by qualifying a word meaning something similar

Can correct mix-ups with tenses or expressions which lead to

Can start again using a different tactic when communication

• A. Communicative achievement/effectiveness (25%)

• C. Range of language (25%)

• D. Accuracy of language (25%)

• Has a sufficient range of language to describe

• Has enough language to get by, with sufficient vocabulary

• Has a good range of vocabulary related to familiar

• Has a sufficient vocabulary to express him/herself

• Communicates with reasonable accuracy in familiar

• Uses reasonably accurately a repertoire of

• In your departments: agree on a grade, discuss-

• Talk and comment

• writing prompts: https://thebusywritersnotebook.com/category/

• writing prompts (kids-teenagers): https://www.journalbuddies.com/

• Write and Improve

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