Professional Documents
Culture Documents
First For Schools Reading Paper: Part 1 - Teacher's Notes: 50 Minutes
First For Schools Reading Paper: Part 1 - Teacher's Notes: 50 Minutes
Description This activity trains students in good exam technique. They skim read to determine the gist of the text. They then look at the questions and try to identify correct / incorrect options, giving reasons. Time required: Materials required: 50 minutes Aims: Students Worksheets 1, 2, 3 and 4 (one copy of one worksheet per student: see below) Sample Task text (one per student) Sample Task questions (one per student) to encourage students to skim read the text before answering the questions to help students to identify correct options and eliminate incorrect options in multiple choice tasks
Procedure 1. Before the class, copy the Students Worksheets so that one quarter of the class has Students Worksheet 1, one quarter has Students Worksheet 2, one quarter has Students Worksheet 3 and one quarter has Students Worksheet 4. 2. Discuss the following questions briefly: What sports do you play? Do you take part in competitions? If so, how do you feel before, during and after the competition? Write some of the feelings on the board, e.g. tense, nervous, focussed, excited, relieved, happy, disappointed. 3. Give out the Sample Task text and ask students to look at the photograph only. Elicit the sport being played. If they dont know what the sport is called, ask the students to find the name in the first few lines of the text. (squash) 4. Tell students they have one minute to skim read the text (read it very quickly) to see what it is about. Remind them of the different reading skills you discussed in the activity: First for Schools Reading Paper: Overview. (Its about a boy called Jamie playing a squash match. Accept any extra information, e.g. against a boy called Danny.) 5. Elicit or tell the class what kind of task they have to do in Part 1 of the Reading paper (multiple choice task; 8 questions or incomplete sentences followed by four options). Divide the class into 4 groups (A, B, C and D). The groups should be of around 4 students, so if your class is large, have 2 or 3 A groups, 2 or 3 B groups, etc. Explain that each group is going to get all the stems (questions or incomplete
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
www.teachers.cambridgeesol.org Page 1 of 11
sentences) and one option for each question so Group A will get all the A options, Group B all the B options, Group C all the C options and Group D all the D options. 6. Give Students Worksheet 1 to Group A, Students Worksheet 2 to Group B, Students Worksheet 3 to Group C and Students Worksheet 4 to Group D. Each student should have a copy of the relevant worksheet. 7. Students work in pairs within their groups. They should look at the stems and the option they have for each question. Then they should read the text carefully to decide whether the option they have is correct or not. If they think an option is correct, they underline the part of the text which confirms their answer. Point out that an option may possibly be true, but that if it isnt stated in the text, then the option will not be correct. When they have decided in their pairs, they should compare answers with the rest of their group and come to a group decision. 8. Now rearrange the class into groups of 4, so that each group has a representative from A, B, C and D. They compare their answers for each question and agree in their new groups on the correct answer (only one option can be correct). They should underline the part of the text which contains each answer. Monitor the discussions. 9. Now give each student a copy of Sample Task: questions and all the options, so they can see the complete test and have a copy to keep. Ask for whole class feedback and put the correct answers on the board (see Key below). 10. Ask the following questions: Did you read through the whole text before you tried to answer the questions? (this strategy is recommended, as it helps candidates to locate the appropriate part of the text for each question and gives them a general understanding of the text before they look at the options.) Did the questions come in the same order as the information in the text? (Yes. Part 1 questions are always in the same order as the text.) Did finding the answer to each question involve finding a single word or phrase in the text? (No, apart from in question 2. In most questions, candidates need to understand a section of the text in order to be able to answer correctly. Using single words which match something in the question is likely to lead to a wrong answer.) 11. Suggest/elicit a strategy for doing multiple choice questions like this: First skim read the text quickly for gist. Then look at the questions and try to find which part of the text answers the question. Then look at the options and try to determine which one is correct.
Additional information Each correct answer in Part 1 receives 2 marks. Part 1 consists of a text, followed by eight 4-option multiple choice questions which test the understanding of content and text organisation. The text may be taken from,
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
www.teachers.cambridgeesol.org Page 2 of 11
for example, an article or a modern novel. Questions may focus on the main ideas or details in the text, and on the attitudes or opinions expressed. Candidates may also be asked to deduce the meaning of a word or phrase (e.g. in qu. 8) and to demonstrate understanding of references, such as pronouns, within the text (e.g. in qu. 2). Additionally, questions may focus on the tone of the text or the writers purpose, as well as the use of exemplification or comparison. These questions may require candidates to infer the meaning from clues in the text, a skill which is an essential part of reading ability. The 4-option multiple choice questions are presented in the same order as the information in the text so that candidates can follow the development of the writers ideas as they work through the questions. The final question may require candidates to interpret an aspect of the text as a whole. Warn your students about the risks of word spotting, that is assuming that an option must be correct simply because it contains a word that is also in the text. Students need to check that the meaning of an option is reflected in the text, not that one word is the same in both. When the questions take the form of incomplete sentences, encourage your students to read both parts of the sentence carefully. They need to check that the whole sentence matches what is written in the text and not just the phrase in option A, B, C or D. Make sure your students read texts in which opinions, ideas and attitudes are expressed, such as interviews with well-known people in which they explain how they started out in their field and what they believe helped them to be successful, or extracts from novels which focus on characters feelings.
Suggested follow-up activities In a future class, practise doing a past First for Schools Reading Paper Part 1 using these techniques. Past papers for First for Schools will be available in 2011.
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
www.teachers.cambridgeesol.org Page 3 of 11
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
www.teachers.cambridgeesol.org Page 4 of 11
1. In the first paragraph, Jamie noticed that Danny A. wasn't happy with the way he was playing. 2. What does 'it' refer to in line 12? A. the winner 3. What did Jamie feel when he looked at the gallery? A. anxiety about what his father would be thinking 4. In the fourth paragraph, how did Jamie react to the ball? A. He misjudged where it was going to land. 5. What do we learn about Joe in the fifth paragraph? A. He didn't think Danny was a good player. 6. What did Jamie realise in the sixth paragraph? A. He should have concentrated harder on his practice. 7. What did Jamie think when Danny argued with Geoff? A. He expected Geoff to stick to his decision. 8. In the last paragraph, the expression 'played with him like a toy' is used to illustrate the fact that A. the match had become more entertaining.
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
www.teachers.cambridgeesol.org Page 5 of 11
1. In the first paragraph, Jamie noticed that Danny B. wasn't quite so sure of himself as he had been. 2. What does 'it' refer to in line 12? B. the club 3. What did Jamie feel when he looked at the gallery? B. pride that his father was watching him 4. In the fourth paragraph, how did Jamie react to the ball? B. He thought it wasn't a good shot. 5. What do we learn about Joe in the fifth paragraph? B. He attempted to stop Dannys opponents shouting. 6. What did Jamie realise in the sixth paragraph? B. He was tired of the constant pressure he felt. 7. What did Jamie think when Danny argued with Geoff? B. He knew Geoff might ask for his opinion. 8. In the last paragraph, the expression 'played with him like a toy' is used to illustrate the fact that B. the match had gone on for too long.
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
www.teachers.cambridgeesol.org Page 6 of 11
1. In the first paragraph, Jamie noticed that Danny C. was annoyed by the noise from the spectators. 2. What does 'it' refer to in line 12? C. the atmosphere 3. What did Jamie feel when he looked at the gallery? C. annoyance that Danny had more supporters 4. In the fourth paragraph, how did Jamie react to the ball? C. He decided it wasnt worth trying to hit it. 5. What do we learn about Joe in the fifth paragraph? C. He thought Powell should praise his son more. 6. What did Jamie realise in the sixth paragraph? C. He didn't need to worry so much about his skills. 7. What did Jamie think when Danny argued with Geoff? C. He wondered how Geoff would react. 8. In the last paragraph, the expression 'played with him like a toy' is used to illustrate the fact that C. Jamie was no longer serious about winning.
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
www.teachers.cambridgeesol.org Page 7 of 11
1. In the first paragraph, Jamie noticed that Danny D. was being more aggressive than usual in his game. 1. What does 'it' refer to in line 12? D. the semi-final 2. What did Jamie feel when he looked at the gallery? D. pleasure that his friends were watching 4. In the fourth paragraph, how did Jamie react to the ball? D. He tried to hit it and missed. 5. What do we learn about Joe in the fifth paragraph? D. He had little effect on Powell's behaviour. 6. What did Jamie realise in the sixth paragraph? D. He should be more ambitious for the future. 7. What did Jamie think when Danny argued with Geoff? D. He hoped Geoff would sort the problem out quickly. 8. In the last paragraph, the expression 'played with him like a toy' is used to illustrate the fact that D. Jamie had little control over the match.
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
www.teachers.cambridgeesol.org Page 8 of 11
line 12
www.teachers.cambridgeesol.org Page 9 of 11
a toy. He knew then that he could not beat Danny. Not today. Perhaps not ever. Danny was too strong.
In the first paragraph, Jamie noticed that Danny A B C D wasn't happy with the way he was playing. wasn't quite so sure of himself as he had been. was annoyed by the noise from the spectators. was being more aggressive than usual in his game.
What does 'it' refer to in line 12? A B C D the the the the winner club atmosphere semi-final
What did Jamie feel when he looked at the gallery? A B C D anxiety about what his father would be thinking pride that his father was watching him annoyance that Danny had more supporters pleasure that his friends were watching
In the fourth paragraph, how did Jamie react to the ball? A B C D He He He He misjudged where it was going to land. thought it wasn't a good shot. decided it wasnt worth trying to hit it. tried to hit it and missed.
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
www.teachers.cambridgeesol.org Page 10 of 11
What do we learn about Joe in the fifth paragraph? A B C D He He He He didn't think Danny was a good player. attempted to stop Dannys opponents shouting. thought Powell should praise his son more. had little effect on Powell's behaviour.
What did Jamie realise in the sixth paragraph? A B C D He He He He should have concentrated harder on his practice. was tired of the constant pressure he felt. didn't need to worry so much about his skills. should be more ambitious for the future.
What did Jamie think when Danny argued with Geoff? A B C D He He He He expected Geoff to stick to his decision. knew Geoff might ask for his opinion. wondered how Geoff would react. hoped Geoff would sort the problem out quickly.
In the last paragraph, the expression 'played with him like a toy' is used to illustrate the fact that A B C D the match had become more entertaining. the match had gone on for too long. Jamie was no longer serious about winning. Jamie had little control over the match.
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
www.teachers.cambridgeesol.org Page 11 of 11