cambridge english: preliminary for schools lesson plan ... · this lesson is suitable for students...

Cambridge English: Preliminary for Schools 2 Reading Test 4 Lesson Plan © Cambridge University Press and UCLES 2017

Cambridge English: Preliminary for Schools

Lesson Plan: Reading

This lesson plan accompanies Cambridge English: Preliminary for Schools 2 Test 4, Part 1, Questions 1-5.

This lesson is suitable for students at the middle or towards the end of their Cambridge English: Preliminary for Schools course.

Lesson Goals

1. To develop awareness of the format of Part 1 of the Reading paper. 2. To review the key grammatical areas common in Part 1 (modal verbs, requests, imperatives). 3. To practise the core skills and strategies required in order to improve students’ exam performance.

Activity (see brackets for resources required) Time

needed Interaction

Warmer (Resource 1 and additional realia, such as a mobile phone/text, a label and a notice or poster)

5-10 mins

• Write the exam rubric on the board, leaving spaces where the

underlined words are below: There are five parts to the Reading test. The reading and writing test lasts approx. one hour and 30 minutes. You must complete the answers sheets within the time limit. There are five questions in Reading Part 1. For each question there is one short text. For each question, choose the correct answer A, B or C. Elicit the missing information, using prompts where necessary (e.g. How many parts are there in the Reading test?).

• Explain that in Part 1, students will read different kinds of short texts (for example, signs or messages).

• Show the students different kinds of short text using authentic materials. For example, hold up your mobile phone with a message you’ve typed, ready to send, and elicit that it is a text/text message. Do the same with a handwritten note, an email (you may need to print one out), a postcard, a label, and a notice (e.g. point to one in the classroom). Hold them up and elicit the kind of text each one is.

• Ask the students: o where they might see the different kinds of text o the types of language and text features they might

expect to see

3 mins

1 min

4 mins

2 mins

S-T

S-T

T-S then S-T

S-T


o who might write them and why (e.g. a postcard is written by someone on holiday to send to family or a friend).

Main activities (copies of Part 1 example and Questions 1–5 for individuals)

30-35 mins

Part 1, Example Question

• Explain that in Part 1, the focus of the task is to understand the main message of the text. Write the example text on the board. Ask the students to read the text. Ask:

o What is the text type? (An advert) o What is for sale? (A computer game) o Who is selling the game? (Tom) o Is the game completely new? (No, but it was bought

recently) o How many people can play the game? (2–4) o Is the game in a good condition? (Yes) o What should you do if you want to buy the game?

(Phone Tom) • Write the options on the board. Ask the students to read them

and decide in pairs which answer is correct (remind them that only one option is correct).

• Confirm that the answer is A. Elicit why A is correct (the game was bought last month, it has only been played once and it works perfectly). Elicit why B and C are incorrect (B is incorrect because the advert says that the game works perfectly; C is incorrect because 2–4 refers to number of players, not age).

Part 1, Questions 1–5 • Ask students to quickly look at texts 1–5 and identify the text

type (an email, a text message, a sign, a note/message, a notice). • Elicit modal verbs and write them on the board (can, could, may,

might, must, ought to, should, will, and would). Ask students to underline the modals in the texts and options with a partner. Then discuss their meanings as a class. Answers:

o Question 1: must (be handed in), obligation; won’t (be able to go), impossibility

o Question 3: must (reserve), obligation; should (contact), suggestion

o Question 5: must (have), obligation; have to (limit), obligation; need to (write), obligation

• Now write the following on the board from the texts: Phone Tom, Let me know, Please come to room 3B, Please sign below. Students work in pairs to decide which phrases are imperatives and which are requests. Answers:

o Example: Phone Tom (imperative)

3 mins

2 mins

2 mins

2 mins

3 mins

2 mins

T-S then S-T

S-S T-S then S-

T

S-T

S-T, S-S then S-T

S-S


o Question 2: Let me know (request in the form of an imperative)

o Question 4: Please come to room 3B (request) o Question 5: Please sign below (request)

Part 1, Question 1

• Ask students to look at Question 1. Elicit the meaning of hand in (give) and lose your place (no longer have a place).

• Ask: o Where is the trip to? (Oxford) o Who is the message for? (Students who are going on the

trip) o What do students have to do? (Hand in money) o Where should they do this? (At the school office) o What is the latest time they can hand in the money?

(Wednesday lunchtime) o What will happen if students do not hand in their

money? (They won’t be able to go on the trip). • Check students understand the vocabulary in the options.

Students then answer the question by choosing A, B or C. • Check the answer. Elicit why A is correct and B and C are

incorrect.

Part 1, Question 2 • Ask students to read the text. Ask a stronger student to rephrase

the message (e.g. I’ve got two tickets for the concert tonight. Do you want to come? Tell me if you do. If you don’t, I’ll ask Helena if she wants to come).

• Ask students to answer the question and check in pairs. Then check as a class. Elicit why B is correct and A and C are incorrect.

Part 1, Question 3

• Ask students to read the text. Ask them where they might see this text and who might read it (a campsite, people who want to stay there).

• Ask students to answer the question and check in pairs. Then check as a class. Elicit why C is correct and A and B are incorrect.

Part 1, Question 4 • Ask students to read the text. Point out the title and ask who the

message is for (i.e. students who like writing). Remind students to read titles, as important information could be included there. Then ask what the students will do in room 3B (i.e. discuss ideas for articles).

• Ask students to answer the question and check in pairs. Then check as a class. Elicit why A is correct and B and C are incorrect.

1 min

2 mins

1 min

1 min

2 mins

2 mins

2 mins

2 mins

2 mins

2 mins

S-T

S-T

T then S

S-T

S-T

S-S then S-T

S-T

S-S then S-T

T-S then S-T

S-S then S-T


Part 1, Question 5 • Ask students to read the text and options. Point out permission

in option A and permitted in the text. Ask if they refer to the same thing. (No. The text says students cannot do more than two races; A says they need to get permission to take part in the sports day). Explain that they should be careful not to choose an option just because some of the words are similar. They should think carefully about the meaning of the message.

• Ask students to answer the question and check in pairs. Then check as a class. Elicit why B is correct and A and C are incorrect.

2 mins

2 mins

S then

T-S

S-S then S-T

Extension activity 15 mins

• Elicit and recap what students have learned about Part 1 of the Reading test.

• Simon says please game (variation on Simon says): Give the students instructions or make requests (for example, Sit down! Please close your books). When you make a request, students should carry out the action. When you use an imperative, they should not. Students are knocked out of the game if they carry out an action they shouldn’t have done, or fail to carry out an action they should have done.

• You could also include sentences with modal verbs (e.g. you must pick up a pencil), which students should not carry out.

• Alternatively, choose students who are out of the game to call out an imperative or request for the class.

3 mins

12 mins

S-T then T

T-S

S-S


Resource 1


Resource 1 Continued

74

Test 4

PAPER 1 READING AND WRITING TEST (1 hour 30 minutes)

R E A D I N G

Part 1

Questions 1–5

Look at the text in each question.What does it say?Mark the correct letter A, B or C on your answer sheet.

Example:

0

Rainforest Computer Game2–4 players

Bought last monthPlayed once – works

perfectlyPhone Tom: 255324

FOR SALE The advert says the computer game

A is almost new and in good condition.

B does not work on the seller’s computer.

C is only suitable for younger players.

Answer: 0 A B C

1 A Those who don’t pay punctually won’t be able to go to Oxford.

B There are very few places left on the Oxford trip.

C This is the last chance for students to register for the Oxford trip.

© Cambridge University Press 2012

Reading

75

2 If Steph wants to go to the concert she should contact

A the school offi ce.

B Jill.

C Helena.

3 A All campers must reserve a place in advance.

B Groups bigger than four are not allowed on this site.

C Groups of more than three should contact the campsite before arriving.

4This message is for students who

A want to write things for others to read.

B have extra writing classes in room 3B.

C want magazines to be provided in the lunch break.

5A You must have signed permission to

take part in sports day.

B You have to limit the number of sports day races you take part in.

C You need to write your name here to get more information about sports day.


147

Key

Test 4

PAPER 1 READING AND WRITING

READING

Part 11 A 2 B 3 C 4 A 5 B

Part 2

6 D 7 A 8 E 9 H 10 C

Part 3

11 B 12 A 13 B 14 A 15 B 16 A 17 B 18 B 19 A 20 A

Part 4

21 C 22 B 23 D 24 B 25 C

Part 5

26 D 27 C 28 B 29 B 30 C 31 C 32 A 33 C 34 A 35 A

WRITING

Part 1

1 wrote2 unable / not able3 travelling / traveling4 (were) easy5 fi rst time


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