Module 1 · Exam Foundations & First Contact · Lesson 04
Writing the Essay
Writing Part 1 essay (compulsory). Plan, 2 body paragraphs, clear linking, one strong opinion — in 8 steps.
Get talking · Section 1
5 minOn the board: 'Schools should ban mobile phones.' Spend ONE minute deciding your opinion. Tell your partner in TWO sentences — one position, one reason. Notice how naturally a B2 essay is born.
When you last wrote an essay in English, did you plan first or start writing immediately? What happened? Share with your partner.
In pairs, list the five linkers you would never write a B2 essay without. Compare lists across the class — which appear most often?
Grammar focus · Section 2
8–10 minFCE essay architecture: 4 paragraphs, 2 ideas, 1 opinion
The Part 1 essay is 140–190 words. Every upper-band essay has the same skeleton. Paragraph 1: introduction (2 sentences — reformulate the question + state your position). Paragraph 2: first idea given in the task, developed with one reason + one example.
Examples
→ Para 1 opener: 'It is often said that ___. In my view, …'
→ Para 2/3 opener: 'Firstly, … For example, …' / 'In addition, …'
→ Concession (lifts you a band): 'Although ___, I still believe …'
→ Conclusion opener: 'To sum up, / On balance, …'
→ Word count math: 4 paragraphs × ~40 words = ~160 words — safely in band.
Question 1.Best opener for paragraph 1 (introduction):
Question 2.Which linker shows CONCESSION?
Question 3.Best opener for paragraph 4 (conclusion):
Question 4.How many words should an FCE Part 1 essay be?
Question 5.Which sentence shows the upper-band 'concession' move?
Quick check 1.The FCE Part 1 essay task gives you a statement and TWO ideas. You must…
Quick check 2.Why is planning for 5 minutes worth it?
Vocabulary · Section 3
5–7 minWords & phrases to own
to put forward an argument
to present a point of view: 'The text puts forward two arguments.'
to take the view that
to hold an opinion: 'I take the view that…'
a counter-argument
an opposing point — useful for the concession move.
to concede that
to admit a point against you: 'I would concede that phones can be useful…'
on balance
weighing everything up — a strong conclusion linker.
to bear in mind
to remember as relevant: 'It is worth bearing in mind that…'
a viable solution
a workable answer — useful in conclusions.
to back up a claim
to support an opinion with evidence: 'with a recent example…'
discourse marker
a word/phrase that signals how ideas connect ('however', 'furthermore', 'on balance').
register
the level of formality — essays should be neutral to formal: no slang, no contractions.
Tap an item on the left, then tap its match on the right.
Pronunciation · Section 4
3–4 minReading your essay aloud to catch register breaks
Say it aloud
- • 'don't' → do NOT (read aloud, stretched)
- • 'can't' → CAN-not
- • 'a lot of' → MANY / a GREAT deal of
- • 'kids' → CHIL-dren
- • 'stuff' → things / aspects / matters
Reading · Section 5
8–10 minAnatomy of an upper-band essay
Read the passageTap to openTap to hide
When examiners read a Part 1 essay, they spend the first ten seconds looking for a shape: four paragraphs, visible white space, clear topic sentences. If the essay is one giant block or three lopsided paragraphs, they have already started to mark it down before reading a single argument. That is harsh, but it is how trained markers work at speed.
The upper-band essay does five things, every time. It reformulates the task statement in its own words rather than copying it. It states a position by the end of the first paragraph — not the last. It develops each of the two given ideas in its own paragraph, with one reason and one example. It introduces a third idea of its own (this is required by the task and forgotten by most candidates). And it closes with a conclusion that restates the position without simply repeating the introduction.
The band-3 essay misses one of these. The band-2 essay misses two or more, often the third idea or a clear position. The band-5 essay does all five AND uses concession ('Although it is true that…, I still believe…') somewhere in the body. Concession is what tells an examiner that the candidate is engaging with the other side, not just reciting their own.
Notice: none of this requires advanced vocabulary. It requires a plan.
Question 1.What do examiners do in the first ten seconds?
Question 2.Which is described as 'required by the task and forgotten by most candidates'?
Question 3.What separates a band-5 essay from a band-3 essay, according to the text?
Question 4.The text's final point is that the upper-band essay requires…
Q1.Copying the task statement word-for-word is a sign of an upper-band essay.
Q2.Stating your position by the end of paragraph 1 is recommended.
Q3.You can skip the third (your own) idea if you cover both task ideas well.
Q4.Concession ('Although…') is a feature of band-5 essays.
Listening · Section 6
8–10 minA writing teacher walks through planning live (about 2:00)
Written task the class is planning
In your English class you have been talking about modern life. Now your teacher has asked you to write an essay. Some people believe that working from home is better than going to an office. Do you agree? Write your essay in 140–190 words.
- time
- social contact
- … your own idea
Listening audio
Tap play to listen. Drag the timeline to jump anywhere.
Show transcript
Teacher:Right — Sarah, read the task aloud.
Sarah:'In your English class you have been talking about modern life. Now your teacher has asked you to write an essay. Some people believe that working from home is better than going to an office.
Do you agree? Notes: (1) time, (2) social contact, (3) … your own idea.'
Teacher:Good. Pencils down for five minutes. We plan first.
What's the question really asking?
Sarah:Is working from home better than the office?
Teacher:Right. So your introduction reformulates that and STATES your position. Don't sit on the fence — pick one.
Ben:What if I genuinely see both sides?
Teacher:Pick the side you can defend in 80 words. The concession in paragraph 2 or 3 covers the other side. Now — the notes.
Time. Social contact. And we need a third idea.
What's mine?
Sarah:Mental wellbeing, maybe.
Teacher:Perfect. Now I want you to write five micro-notes per paragraph, no full sentences yet.
Teacher:Paragraph 1 — reformulate + position. Paragraph 2 — time, one reason, one example. Paragraph 3 — wellbeing, one reason, one example, with a concession on social contact.
Paragraph 4 — restate + a forward-looking comment.
Ben:Why are we doing 'social contact' as the concession instead of its own paragraph?
Teacher:Because it's the strongest counter-argument. Putting it inside your wellbeing paragraph shows the examiner you've engaged with it, but you still come out the other side with your position intact. That's a band-5 move.
Sarah:OK. Five minutes of plan, then thirty-five minutes of writing?
Teacher:Exactly. And five minutes at the end to read it aloud quietly and fix contractions. Don't skip the read-aloud.
Question 1.How long does the teacher say you should plan?
Question 2.Why does the teacher fold 'social contact' into the wellbeing paragraph as a concession?
Question 3.What is the recommended time split for 1 hour 20 / 40 minutes for the essay?
Question 4.What does the teacher say NOT to skip at the end?
Exam skills · Section 7
5 minEssay planning — the 5-minute scaffold
Your task
Before writing a single full sentence, build a 5-minute scaffold on scrap paper. This is the single highest-ROI thing you can do in Writing Part 1.
Example
Topic: 'Schools should ban mobile phones.' SCAFFOLD: P1 — 'Often said phones disrupt class. In my view, ban is right.' P2 — 'Distraction → notifications → my own example.' P3 — 'Concentration & wellbeing → less screen time → CONCEDE: useful for research → but supervised access is enough.' P4 — 'On balance, ban with limited exceptions. Schools that have trialled it report calmer classrooms.'
Practice · Section 8
8–10 minFill in the blank
Question 1.It is often ___ that working from home increases productivity.
Question 2.Firstly, remote work saves time. ___, it reduces commuting costs.
Question 3.___ it can feel isolating, working from home offers real flexibility.
Question 4.On ___, the advantages of remote working outweigh the drawbacks.
Question 5.I would ___ the view that screen time should be limited at home.
Question 6.To ___ up, schools should restrict but not entirely ban phones.
Q1.Concession linker (single word): '___ phones can be distracting, they also support learning.'
Q2.Add-a-point linker: 'Firstly, … ___, …'
Q3.Conclusion phrase (two words): 'On ___, the benefits outweigh the costs.'
Writing · Section 9
5 minPut it in writing
Your task
Mini-scaffold task (NOT the full essay — that's in the FCE Exam Practice block below). Spend exactly 5 minutes writing a 4-paragraph SCAFFOLD (notes only, no full sentences) for this task: 'Some people think exams improve learning. Do you agree? Notes: (1) motivation, (2) stress, (3) … your own idea.' Then compare with your partner.
Show model answer
P1: Reformulate — Do exams help learning? Position — Partly: yes for motivation, no when stress dominates. P2: MOTIVATION — exams give a deadline → I revise 3× harder before mine → without them I'd drift. P3: STRESS / wellbeing (own idea) — too much testing damages mental health → drop in concentration in exam-heavy weeks → CONCEDE: stress can sharpen focus short-term → but harmful long-term. P4: On balance — exams useful as ONE tool, not the only one. Forward-looking: schools should mix exams with project work.
Speaking · Section 10
10–15 minMake it a real conversation
Roleplay
ROLEPLAY — Peer-editor swap. After you complete the FCE Exam Practice essay below, swap with your partner. Read theirs out loud (quietly) once. Use the 5-point editor checklist: (1) is the position stated by end of P1? (2) does each body paragraph have idea + reason + example? (3) is there a third idea? (4) is there a concession? (5) are there any contractions or slang? Give your partner ONE win and ONE fix.
Useful phrases
- • Your position is really clear here — you say it by line three.
- • I couldn't quite find your third idea. Maybe combine these two sentences?
- • This is your concession — can you sign-post it with 'although'?
- • Watch the contractions — 'don't' should be 'do not' in this register.
- • Strong conclusion — 'on balance' lands well.
- • Topic sentence missing in paragraph 3?
Teacher notes
Optional · Teacher-led
Teacher Activities
Two short in-class extensions that focus on the essay's most-skipped moves. ~18 min total
FCE Exam Practice · Section 11
20–30 minReal FCE tasks
One authentic Writing Part 1 task. Treat it as the real exam: plan for 5 minutes, write for ~30, read aloud and fix for ~5. Word count: 140–190.
Exam task
In your English class you have been talking about modern life. Now your teacher has asked you to write an essay. Write an essay using all the notes and giving reasons for your point of view. 'It would be better if everyone worked from home instead of going to an office.' Do you agree? Notes — Write about: 1. time 2. social contact 3. … your own idea
- Use BOTH given ideas (time and social contact).
- Add a THIRD idea of your own (it is required, not optional).
- Take a clear position by the end of paragraph 1.
- Use at least one concession ('Although…', 'However…') somewhere in the body.
Planning template
- Minute 1: reformulate the question and DECIDE your position.
- Minute 2: body para 1 = TIME → one reason + one example.
- Minute 3: body para 2 = SOCIAL CONTACT or your OWN idea → one reason + one example + where you concede.
- Minute 4: conclusion = restate position + forward-looking comment.
- Minute 5: circle one discourse marker per paragraph (Furthermore / However / For example / On balance).
- Now write. Stop at 30 minutes. Read aloud quietly and fix any contractions.
Success criteria (Cambridge band descriptors)
- Content: All three points covered (time + social contact + own idea); clear position stated.
- Communicative achievement: Neutral register held throughout; reader is convinced; tone consistent with an academic essay.
- Organisation: Four clear paragraphs with topic sentences; discourse markers used to link ideas; concession signalled.
- Language: Range of B2 structures (modals of speculation, conditionals, passive); accurate enough not to interfere with meaning; lexical range beyond basic vocabulary.
0 words · saved automatically
Show upper-band model answer
It is often said that the modern workplace would be more efficient if everyone simply worked from home. In my view, while remote working brings real benefits, it cannot fully replace the office for most people. Firstly, working from home clearly saves time. The average commute in a large city can easily reach two hours a day, and that time can be redirected into rest, family or focused work. In my own experience, working remotely two days a week has noticeably reduced my stress levels and improved the quality of my output. However, the question of social contact is harder to dismiss. Many people find that informal conversations in the office spark ideas and build trust in a way that a video call never quite manages. Although technology has narrowed the gap, it has not closed it. Furthermore, junior staff in particular often learn the most by simply watching experienced colleagues handle problems live. On balance, I believe a hybrid arrangement, combining the focus of home with the human contact of the office, is the most sensible way forward.
Examiner commentary
Upper-band essay. Content covers both given ideas (time, social contact) plus a third (junior staff learning by observation) and states a clear position. Communicative achievement: neutral register held; no contractions; the reader is convinced. Organisation: four paragraphs, visible topic sentences, concession move ('However… Although…') used naturally. Language: range across modals ('would be', 'cannot'), passive ('is often said'), comparatives, plus precise lexis ('redirected', 'sparks ideas', 'hybrid arrangement'). Length lands comfortably inside 140–190.
Homework · Section 12
Take-homeTake it home
Writing Part 1 essay — timed (40 min)
Plan 5 min · write 30 min · read aloud 5 min.
State your position clearly in the intro, develop each note in its own paragraph, end with a concession + final stance.
Discourse-marker bank — choose the function
Match each marker (1–8) to its function (A–F). Some functions repeat.
Items
- 1) Moreover
- 2) On the other hand
- 3) For instance
- 4) Owing to
- 5) In my view
- 6) All things considered
- 7) Admittedly
- 8) As a result
Meanings
- A) add
- B) contrast / concede
- C) example
- D) cause/result
- E) opinion
- F) conclude
Register upgrades — rewrite the sentences
Rewrite each weak sentence in essay register (B2).
- Kids these days spend too much time on their phones.
- I think pollution is a really big problem and we need to do stuff about it.
- Lots of things can be done by the government.
- Schools should get more money so they can buy stuff for science.
- It's basically not a great idea to ban cars in the city centre.
Spot the structure — annotate the model
Read the model essay below. Find and label each move.
Underline: (a) the writer's POSITION in the intro, (b) the THIRD IDEA, (c) the CONCESSION move. Use 3 different colours.
Model — 'Are exams the best way to assess students?'
It is often argued that traditional exams remain the fairest way of assessing what students know. In my view, however, exams alone give a narrow picture of a learner's ability and should be combined with other forms of assessment.
Firstly, exams test only what can be recalled under pressure in a short period of time. As a result, creative, slow or anxious thinkers are often penalised, even when they fully understand the material.
Moreover, modern workplaces value collaboration, research and problem-solving — none of which a silent two-hour exam can measure. Project work and oral presentations, by contrast, capture these skills far more accurately.
Admittedly, exams are easier to mark consistently and harder to cheat in. However, this convenience comes at the cost of a true picture of each student.
All things considered, exams should remain part of assessment, but not the whole of it.
Recap · Section 13
2–3 minWhat you've learned
- The FCE Part 1 essay is 140–190 words, four paragraphs, neutral register.
- Plan 5 minutes, write ~30, read aloud and fix ~5 — never write before you plan.
- Cover BOTH given ideas + add a third of your own (required, not optional).
- Use concession ('Although…') to lift into the upper band.
- Discourse markers + a stated position by end of P1 = the basic shape examiners reward.
Module 1 · Next step
Exam Review Lab 1 — Candidate Orientation
Mock orientation day — interview, cloze and essay opener in teams.