Reading Lesson 3 – B1
a.
Ignoring words which are not needed for a successful completion of the task set. b.
Using the visual and verbal context. c.
Making use of grammatical markers and categories. d.
Making use of the social and cultural context. e.
Using common patterns with the target language f.
Using cognates and near-cognates. g.
Using common patterns between the target languages.
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Reading Lesson 3 – B2 Notes for Pupils
Reading Strategies – how you can improve your Reading Skills
1.
Before you start: a.
What kind of text is it – newspaper article, letter, advert? b.
Look at the title – what do you think the passage might be about? c.
Look at the picture – does it give you any clues about the text?
2.
As you go through the text a.
Underline all the words that look like English words (cognates). b.
Underline all the words you already know. c.
Under the names of people and places. d.
When you get stuck, look at the rest of the sentence – can you work out what this word means? e.
When you get stuck, look at the rest of the sentence – can you work out what this word means? f.
Use the vocabulary list.
3.
Remember just because it is long, it doesn’t mean it’s difficult!
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Reading Lesson 3 – C1
Questions 11-15
Read the text below about a museum created at a school.
Are sentences 11-15 ‘Right’ (A) or ‘Wrong’ (B)?
If there is not enough information to answer ‘Right’ (A) or ‘Wrong’ (B) choose ‘Not in text’ (C).
For questions 11-15, mark A B or C on your answer sheet.
A School Museum
Pupils at the Grange School have created their own school museum, which shows the history of the school since its beginnings in 1920. One of the main features of the museum is the recreation of a classroom as it was in the early twentieth century. Mary Lancet, a former pupil who attended school at that time and is now in her eighties, provided valuable personal information about the school environment at the time.
Appeals to local residents for any objects that might prove of historical interest soon led to the donation of lots of items, from photographs and postcards to old school uniforms and exercise books. Items not necessarily related to the history of the school, such as old kitchen equipment, have also been given or lent to the museum.
The students were helped by the school’s history teacher in this project but it was up to them to decide what should be included in the museum. They got really involved and it meant that they spent hours writing descriptions of every item, as well as going through old newspaper cuttings and films.
The museum will be open to the public for one afternoon a week from November and pupils will take turns to accompany visitors through it and tell them about the particular objects.
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Reading Lesson 3 – C2 Answers to Reading comprehension
11. The museum at Grange School was opened in 1920. a) Right b) Wrong c) Not in text
12. Mary Lancet said that classes were quieter in her time. a) Right b) Wrong c) Not in text
13. People were willing to give the museum objects to display. a) Right b) Wrong c) Not in text
14. Students made the final decision about what to display. a) Right b) Wrong c) Not in text
15. Students will learn more about the objects displayed from visitors. a) Right b) Wrong c) Not in text
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Reading Lesson 3 – D1 Comprehension Text
Questions 16-20
Read the text below about a sporty chef.
For each question 16-20 mark the correct letter A B or C on your answer sheet.
Sport and the Kitchen
Many people think that chefs spend all their time in hot restaurant kitchens cooking and eating. Mark Brown, however, does not fit this pattern. As a child, he loved running. Even on cold winter days, when his teachers told him to run round the football fields five times as a punishment for coming late,
Mark was not upset. Later, however, while training to be a chef, he almost gave up running due to pressure of work.
When Mark got his own restaurant, he decided to train seriously to enter a marathon race. Mark found that regular running helped him in his work. For an hour between finishing serving lunch and preparing dinner he could think about any problems and return feeling more in control.
Recently, Mark has written a book called ‘Long Distance Chef’. This is for people who want to train for a marathon and gives them ideas on how to stay healthy and achieve their aim.
Mark believes that food does not have to be limited for marathon runners.
They need to be more conscious of what they are eating, but fresh ingredients and plenty of carbohydrates will help. In fact, Mark serves some of his runners’ dishes at his restaurant.
Mark wants to try some longer races. Some friends have told him about a run on the beautiful island of Réunion. The route includes some high mountains and lasts three days. For Mark, the main attraction is the difficulty.
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Reading Lesson 3 – D2
16. When he was at school, Mark a) Preferred playing football to running b) Enjoyed running in all kinds of weather c) Found schoolwork got in the way of his running
17. Mark believes that running every day provides him with a) The space to think clearly about any problems b) A much needed break from his work colleagues c) The energy he needs to work through the evening
18. Mark’s book is about how to a) Become a successful chef b) Prepare for a marathon race c) Achieve your idea weight
19. As a food expert, Mark believes that marathon runners should a) Stick to a strict calorie controlled diet b) Eat as much as they need after training c) Be aware of what they are eating
20. Why does Mark want to do a race on Réunion a) He is interested in seeing such a beautiful place b) He is keen to try something that is really challenging c) He is sure he can complete it faster than some of his friends
© Crown copyright 2011, Department for Education. This resource has been created through the LinkedUp Award Scheme.
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