PET for Schools Reading Part 1

7/30/2019 PET for Schools Reading Part 1

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PET for Schools Reading Part 1

Activity Notes for teachers

Description

Students look at some Part 1 notices and signs and answer gist questions about them. They

then discuss what Part 1 of the test involves. They do a Part 1 task then complete an

activity which focuses on synonyms and different ways of expressing the same information.

Time required: 45 minutes

Materials

required:

Handout divided into Activity 1 and Activity 2

Sample paper Part 1

Aims: tointroduce Part 1

to analyse the types of text used and to practice answering some

Part 1 questions.

Procedure

1. Review what the students remember about Part 1 from the overview activity, then

explain that Part 1 tests candidates understanding of short texts such as authentic

notices and signs, packaging information, notes, emails, etc.

2. Hand out Activity 1. Ask students to fill in the table below each message. They canwork alone or with a partner if they prefer.

3. Whole class check (see key)

4. Hand out the sample paper Part 1. Explain that Part 1 is always a multiple-choice

task with three options. Direct students to the instructions and check they understand

that they must choose one option (letter) and write it on the answer sheet.

5. Elicit how to approach Part 1 by asking the following questions:

- Should you read the text or the three options first? (the text)

- After choosing an answer, should you go straight on to the next question? (no,you should look at the text again and check your answer)

- What should you do with the other two options? (these are the distractors, i.e.

words or phrases which may look like the correct answer but arent. You should

check that they are wrong by looking at the text again carefully.)

6. Ask students to look at the example question on the sample paper and go through

the following procedure with it:

Read the text first and think about its meaning.

Read the beginning of the statement and the three options and choose one.

UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may nototherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted byany means without the prior written permission of University of Cambridge ESOL Examinations.

PET for Schools Reading Part 1 www.cambridgeesol.org/teachPage 1 of 10


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Re-read the text and check your answer, thinking about why it is correct (almost new

bought last month; in good condition works perfectly).

To confirm, think about why the other two options are incorrect (B played once, so

it does work;C no age given, 24refers to the number of players, not age).

7. Ask students to do questions 1- 5 alone, following the same procedure as above.

8. To help students work out if they have chosen the right answer, hand out Activity 2

and look at the first exercise. Ask students to match the phrases from the texts (in

column A) with the correct answer choice for each question.

9. Explain or elicit what synonyms and paraphrasing are and tell students that these are

used widely in PET for Schools papers. Ask students to identify examples of these in

the paired sentences in Activity 2.

10. Students check in pairs.

11. Whole class check of the sample paper answers, the use of synonyms and

paraphrasing in the answers and why the other two options are incorrect for each

question too (see key).

12. Review the procedure for doing Part 1 by asking students to recap what they do in

this section (see step 6 above). You could put the steps in random order on the

board and get students to order them correctly.

Key to Activity 1

1.

Who is the message from? Stefan

Who is the message for? Peter

Where might you see it? On a mobile phone

What is the situation? Peter is late for their meeting at the cinema and

Stefan wants to check to see if he is still coming

and whether he should wait.

2.

Who is the message from? Natashas Mum

Who is the message for? Natasha, her daughter

Where might you see it? In their home, maybe stuck on the door or table

What is the situation? It is about a phone call from Lina, one of Natashas

classmates, who wants to borrow her school notes.




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3.

Who is the message from? Monica

Who is the message for? Ann

Where might you see it? On Annas book or bag or other personal

possession, or in her locker

What is the situation? Monica wants to know if Anne is going on the

camping trip.

4.

Who is the message from? The organisers of the swimming club

Who is the message for? Anyone in the swimming club or who is interested

in swimming

Where might you see it? On a notice board, maybe at the swimming pool

What is the situation? It is announcing a swimming competition

5.

Who is the message from? Zoes Mum

Who is the message for? Zoe, her daughter

Where might you see it? In their home

What is the situation? Zoes mum cant take her to her dance class so

her friend Emilys mum is taking her instead

Key to the sample task (incorrect answers and explanations in brackets)

1. A (B although Peter might tell Stefan whether he will be there in time to see the film

that is on now or the next one, they dont ask him to do this, C no meeting place is

arranged)

2. C (A Lina doesnt ask about Natashas plans to do her homework, B she has losther notes so she cant compare them)

3. A (B there is no request for Anna to book places, C no date for trip is given,

tomorrowis mentioned as the date when they have to decide by)

4. C (A the length of the competition is not given, one hourrefers to when you should

arrive at the pool, B the practice session is on Saturday, not before Saturday)

5. A (B her mum has already asked Emilys mother, C Emilys mother doesnt have

her dance things, Zoe has them at home and must get them ready before she is

picked up)




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Key to Activity 2

A B

Bought last month and works perfectly 0 Is almost new and in good condition

Text if youre going to be late 1 Let Stefan know if he is delayed

She wants to borrow your history notes 2 Lina hopes she can look at the information

Natasha has for the history homework

I wanted to know if you are going 3 To check if Anna is going on the trip

Arrive one hour before for a practice swim 4 There is an opportunity to swim before the

competition starts

Please be ready for Emilys mum to collect

you at 5

5 Get ready for the dance class before

Emilys mother arrives

Suggested follow-up activities

1. For homework, ask students to collect examples of English signs, notices and

messages, or examples in their own language which the teacher translates.

2. Display these in the classroom.

3. From time to time, use these texts plus any you collect as well to make similar part 1tasks for the students.




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PET for Schools Reading Part 1

Activity 1

1. Read each of the texts below carefully and fill in the table with the correct informationfrom the text.

Who is the message from? Tom

Who is the message for? Anyone

Where might you see it? In a local newspaper or shop window

What is the situation? Tom wants to sell his computer game

Who is the message from?

Who is the message for?

Where might you see it?

What is the situation?




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Where might you see it?What is the situation?








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Activity 2

1. Match the sentences taken from the texts (in column A) to one of the answer choices for

each question. Write the answer choice in column B. Look at the example that has been

done for you first.

A B

Bought last month and works perfectly 0: is almost new and in good condition (A)

Text if youre going to be late 1:

She wants to borrow your history notes 2:

I wanted to know if you are going 3:

Arrive one hour before for a practice swim 4:

Please be ready for Emilys mum to collect

you at 5

5:

2. For each pair of sentences in the table above, underline the paraphrasing or synonyms

(words which mean the same thing) that you can find in both sentences, e.g. in good

conditionand works perfectly.




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Sample paper Part 1




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Documents

PET for Schools Reading Part 1