05 fce skills session 2 the reading paper (1)

8/18/2019 05 Fce Skills Session 2 the Reading Paper (1)

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Session 2 The Reading Paper

What is this session for?This session looks at 13 practical activities to make the reading tasks of the exam more

familiar and more enjoyable. They can help teachers and their students increase their awareness of useful skills such as scanning texts and predicting content and at the same timethey get a chance to act as the examiner and try to get an insight into how the questions aredesigned and what potential pitfalls there may be for the unwary.

A lot of the skills built up here will also help students with their own writing as they focus onwritten discourse and paragraphing.

An example of each task has been included published with the permission of !"#$% fromone of their handbooks & in this case from '((1. This is purely for demonstration purposes inorder to explain the activities more clearly. )or the classroom the same activities should bedone with the students* own coursebooks or with copies of exam papers bought for this

purpose from !"#$%.

Who is this session for?+t is envisaged that this session will be presented to teachers by a senior member of staff as itis written. %ome activities may be presented in full others merely explained. At +, -pole theentire session lasted ( minutes with teachers having a very limited look at each activity andbeing made aware of how this could be expanded in class. The teachers will then use thesetechniques as and when the task types occur in the coursebook they are using and rather than handing out copies of the activities shown here they will adapt the materials in thecoursebook instead.

What does the session include?

/eading task 10 atching paragraphs with headings 3 activities/eading task '0 ultiple choice questions 2 activities/eading task 30 Text insertion 3 activities/eading task 20 ultiple matching 3 activities

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2.1 FCE Paper 1 Part 1: Matching headings to paragraphs

What can e do and h!?

We can help students to:

'.1A look at text organisation'.1 work from the paragraphs.'.1" work from the headings

2.1" #oo$ing at te%t organisation

&o to do itType up a piece of text into a solid block. The students work out where the paragraphs falland by doing that they see how each paragraph contains different information. Allow thestudents time to compare ideas and discuss and justify any differences of opinion they mayhave

Wh! do it?This is a useful introduction to the task as it immediately focuses attention on paragraphs andtheir main topic focus. This idea comes from 4rocess 5riting by 5hite and Arndt published by#ongman and they have an example on pages 16'7163. The text given here 'Session 2Matching Paragraphs With &eadings Wor$sheet 1( is the same as is used in session 1 anoverview of the exam. This means that you may photocopy this for use in class or in sessionsas it is an original text created for this session. This is a fairly easy script to use as it isbasically split into paragraphs based on the different papers.

2.1) Wor$ing fro* paragraphs

&o to do it 8ive all the students the first paragraph of the text along with the title of the text 'Session 2Matching Paragraphs With &eadings Wor$sheet 2(. Then put the students in pairs and askthem to write down on a piece of paper the numbers 1& 9. $xplain that they are going to read9 paragraphs from the text and for each they have to decide between them a short snappyheadline that would sum up the main point of the paragraph. To make the task clear elicitideas whole class for the original paragraph.

-nce they have looked at all the paragraphs and written a possible heading for each theyshould join together with students from other groups to discuss what they wrote and why andfinally as a group decide on the best heading for each paragraph. At this point they can lookat the given headings to see0

i: how close theirs are to what was givenii:how easy it is to match the headings now that they have written their own

Wh! do it?This activity allows the students to see how the examiners and their peers look at informationand what other people consider to be the overall meaning of a piece of writing.

2.1C Wor$ing fro* the headings

&o to do it

The students can either guess a number of key words that they expect to find when they readeach paragraph or they can write a short summary of what they expect the paragraph to be

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about. They then read the different paragraphs to see how well they did and how easy it isnow to match the two.

+n the example given 'Session 2 Matching Paragraphs With &eadings Wor$sheet + ) lookat the first heading as a whole group. Tell them that the text as a whole is on the topic of sailing. The first heading is “Sailing tends to run in families;. )irst of all elicit synonyms givethe group an example to start them off and then let them brainstorm0

families – relatives, relations, brother, father, sister etc <

)eedback ideas from the students and see which actually appear in the text. $ven if their ideas aren*t written in the text they should be able to pick out which paragraph goes with thatheading (paragraph 3) because they have been thinking so hard about the meaning implicit inthe heading.

=ow look at heading > There*s no hiding these sailors* ambitions*. This time with thestudents* help write a short paragraph using their elicited ideas which this heading could

refer to. 5hen finished make sure that all the students are happy with what is written andthen read out the actual paragraph (5) to see how close or far their ideas corresponded to theactual paragraph in the text.

=ow split the group into sub&groups and give each a heading ?"&,:. They do the same asbefore first thinking of key words and then putting them into a short paragraph that they thinkthe heading refers to. -nce all the groups have finished they swap paragraphs !T =-T,$A@+=8%. The students now get the entire text and try to find the paragraph that relates tothe one they now have in front of them. Although they do not know what the original headingwas in theory they should be able to work out which paragraph the other students were tryingto recreate.

Wh! do it?This activity helps to build students* ability to predict content from a heading and thus preparethemselves for what they are about to read.

,n the e%a* students should read the hole article -uic$l! to get the oerall gist. Thengo /ac$ to each paragraph to see its function as a part of the hole. This should ena/lethe* to understand ho each gien headline could /e applied to the indiidualparagraphs

2.2 FCE Paper 1 Part 2: Multiple Choice co*prehension


2.2 " 8ive the question but not the choices. %tudents identify which lines of the text containthe necessary information2.2 ) 8ive the question but not the choices for the students to find the answer and put intotheir own words.2.2 C 8ive the four choices and ask students to identify which three are wrong and why.2.2 0 8ive the question and ask the students to try to come up with four possible answersthree of which are wrong.

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2.2" Where is the infor*ation?

&o to do it8ive out the text Session 2 Multiple Choice Wor$sheet 1 and the questions Session 2Multiple Choice Wor$sheet 2 . Tell the students to look at the first question and without

answering it or even looking at the four choices available identify the line?s: in the text wherethe answer can be found. +f you don*t trust the learners not to look at the choices give out or dictate the questions only without the choices. The learners work alone or in pairs to identifywhere the necessary information can be found and then get together with others to comparewhat they thought. They should justify their answers if there are any disagreements.

+n this example the relevant section of the text can be found in paragraph 1 of Session 2Multiple Choice Wor$sheet +.

Wh! do it?This is a simple task which increases the students* ability to find relevant information quickly andefficiently. The value of this kind of exercise should be obvious by learning to find relevant

information in the text as quickly as possible the students will then have more time to readaround the section in more detail in order to find the correct answer to the question.

2.2) Wor$ing out the anser ithout the choices.

&o to do it#ook at question ' on Session 2 Multiple Choice Wor$sheet 2The question is >5hat does>that* in line ' refer toB )irst of all we find that the answer is in the second paragraph ?Session2 Multiple Choice Wor$sheet +(. /eading more carefully we can see that before the word >that*the writer refers to some possible examples of star behaviour that you might expect to findamongst radio presenters. 5ithout the choices students might guess >having people doing their make&up or star signs on their doors*. This is unlikely to be a choice so the students have tolearn how to rephrase perhaps >behaviour expected from famous stars*. %tudents then look atthe actual choices ?Wor$sheet Session 2 Multiple Choice 2( and " is the obvious choice.

Wh! do it?The reasons for asking the students to work out the answers for themselves without having thefour choices are0

• ecause the choices are often deliberately designed to mislead and confuse and therefore

students can find it more difficult to choose than to find an answer alone.

• To enable students to think about how the answer in the text may be rewritten so as not to

make the correct choice immediately obvious.

2.2C Wh! are three choices rong?

&o to do it#ook at question 3 on Session 2 Multiple Choice Wor$sheet 2. Again ask students to findwhere the relevant information is written ?answers given on Session 2 Multiple ChoiceWor$sheet +: and then tell the students what the correct answer is ?@:. =ow ask the students toread the paragraph carefully and say why each of the other answers is incorrect.

+n this example0

"0 !ntrue. %he says CThere has been the odd mistake; which implies that there has been morethan one.

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)0 =ot explicitly stated. %he talks about nerves but doesn*t say whether or not nerves causedthe problem mentioned here

C0 %he says CThat*s one occasion that will stay with me forever;. The implication is that shewon*t be able to forget about it not that other people keep reminding her

Wh! do it?-ften the multiple&choice answers seem to give more than one correct choice. This may bebecause it is possible to infer that one answer is correct using our knowledge of the world or thetopic of the text but the text itself does not give us this information. +f it is not explicitly stated inthe text then it cannot be the correct answer. This is after all a reading comprehension not ageneral knowledge quiD. )inding why answers are incorrect can be as important if not more sothan identifying which is correct.

2.2 0 Write !our on choices

&o to do it#ook at question 2 on Session 2 Multiple Choice Wor$sheet 2 with the whole group without looking at the choices given in the question. The question is C-ne point argherita makes abouther job is that she...*. Ask the students to read the relevant section ?Session 2 Multiple ChoiceWor$sheet + paragraph 2 is where this is mentioned: and think of what the answer is. ?Thecorrect answer is that she enjoys talking to the people whose records she plays:. Then ask thestudents in groups to read through the text again and try to think of any other choices that mightbe given. 5hen the students have thought of three other possibilities they join together todiscuss what they thought and why.

At this point you can show them the actual choices given to see if they were similar to those thestudents came up with and if not whether they think the choices in the exam were more or less

difficult than their own and why.

Wh! do it? Asking students to think up four possible answers is very difficult. -ne or two wrong choicesmay be easy to write but not all three. The value of this exercise though is to try to get thestudents thinking like examiners trying to catch each other out by finding answers that at firstglance look correct but with more careful scrutiny prove not to be.

,n the e%a* the students should read the hole te%t to gain an oerall understandingthen scan to find the releant section for each -uestion and then read that section *orethoroughl! to tr! to anser the -uestion for the*seles and if necessar! loo$ at the

alternatie choices to see ho three of the* can /e discounted.

2.+ FCE Paper 1 Part + C"E Paper + Part . Te%t ,nsertion


2.+ " "ut up a text and get students to put it back together examining the words andphrases that enabled them to do this2.+ ) #ook at the removed pieces and ask questions that will be answered if they areinserted in the correct place

2.+ C #ook at the text before and after the missing phrases to see how the two pieces can belinked

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2.+" Cut up te%t

&o to do it+n Session 2 Te%t ,nsertion Wor$sheet 1 this section of the reading paper has been rewritten

and should be cut up where the spaces occur. "lues have been highlighted by changing thefont to bold italic . %imply cut the text up and give to students in pairs. They then have torecreate the text seeing how the marked sections help them to decide where the sections go.

These are as follows0I shouted automatically, ‘That's me!' ...... hat as I sayi"g#

had suggested that e might climb agai" together........ I too$ "o persuadi"g,

small plastic bag filled ith the coolest, clearest ater that you could imagi"e......It ashea%e". I had o"dered hat as ta$i"g so lo"g& he had fou"d some tric$li"g o%er mosses a"d ith great patie"ce had captured half a cupful i" the plastic bag.

e sa that storm clouds ere tumbli"g o%er the a"tile hills li$e a huge aterfall, their

progress slo, but threate"i"g......e ig"ored their prese"ceour heata%e as comi"g to a sudde" e"d.....e collected the rope a"d hurried do" toour camp, raci"g agai"st "ature

the first rumbles of dista"t thu"der se"t us hurryi"g i"to the te"t..... storm i" the hills

e lay there mar%elli"g at the poer of "ature.......5e no longer needed a plastic bag tocatch the water. The rai" came do" i" sheets, drummi"g o" the te"t, but e ere dry i"our ma"made ca%er"

poer a"d the ma*esty of the storm arou"d us.........+i"ally, it died aay l

a"d started up the steep slab abo%e. 5hen + neared the top I could see oh"'s feet dangling in space. ,e had obviously found somewhere comfortable to sit and look at theview........ s I got closer, he peered do"

-nce the students have ordered the text ask them to justify their ordering as listed above. Ascan be seen the clues are sometimes pronouns sometimes synonyms or opposites andsometimes shown by linking words often contrastive ?but however despite etc.:

Wh! do it? Any study of written discourse is useful for this section of the exam. +f a text is cut up intoparagraphs or even less ordered pieces and the students work together to reorder it they willbe looking at overall meaning but also at pronouns conjunctions and other discourse markers. Alternatively the text can be left whole and the students can examine the use of referencingconjunction etc. The cut up text probably makes them think harder and is more interesting. +f the

text is long or the students are not very good at this key words can be highlighted which willhelp them. This will also enable them to see which words are useful when they next try to do theexercise without any help

2.+) "s$ing -uestions

&o to do itThe removed sections of text have been chosen so that it is possible to find where theyoriginally came from. As has been seen in part a: of this section there are many linguistic clueswhich can help us to put a text together pronouns linking words synonyms etc. These are all

what are known as cohesive devices that hold the text together in a meaningful way. Textsshould also have coherence i.e. there should be logical sense as well as grammatical. As anexample0


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The girl walked along the street. %he was cold because it was long.

This is cohesive E >she* refers to the girl and >it* refers to the street. ,owever it isn*t verycoherent. 5here is the logical link between length of road and coldnessB 5e can infer logicalityby assuming that it was a cold day and she wasn*t adequately dressed but we would probablyexpect the writer to make his meaning more clear.

The girl walked along the street. ,e was tired because he had been walking along them for several hours

This is coherent in that there is a logical link between the length of time spent walking and thetiredness but doesn*t have cohesiveness because >he* cannot refer to >The girl* and >they* cannotrefer to >a street*.

)or the student to know that they have made the correct choice there must be bothcohesiveness and coherence and this can be checked by looking at the removed sections of

text and asking questions that you would expect to be able to answer if you were to place thesection of text in the correct place.

5ith the students look at text >A* from Session 2 Te%t ,nsertion Wor$sheet 2 and either give or elicit questions as follows0

Finally, it died away like the outgoing tide and, in the deepening silence, sleep drifted into thetent. The next day would bring another adventure.

5hat died awayB After it died away there was silence. 5hat noise did it makeB 5hat happenedthe next dayB

The correct position for this extract is 1F E see 2 Te%t ,nsertion Wor$sheet Session +

Ask the students to find the answers to the three questions0

They were listening to the ‘poer a"d the ma*esty of the storm arou"d them-The writer had referred to ‘dista"t thu"der- and also ‘the rai" drummi"g o" the te"t- The next day they went climbing again

,ere we have clear answers to our three questions and in addition the correct pronoun ?it: torefer to >storm*

=ow tell the students to do the same with the other extracts. 5rite questions for each one that

they would expect to find answered when the extract is replaced into the text. They then carryout the exam task and check their choices by making sure that they can answer their questions.

As an alternative the students in groups think of their own questions for each extract. Thenwhen each group has decided on the answers they join together and question each other.

%o for example student >A* says that 19 is 8. Then >* asks >A* the questions they ?: hadthought of for 8. >A* then has to find the answers to the questions either just before or just after answer 19. +f they can*t answer >*s questions there is a good chance that they have made thewrong decision.

Wh! do it?

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The asking of the questions gives the students a clear and easy way of checking that their choices are the correct ones.

2.+C )ridging the gap

&o to do it+n this activity the students ignore the choices A&+ and instead concentrate on the body of thetext Session 2 Te%t ,nsertion Wor$sheet +. The idea is to look at what is written before thegap and what comes after the gap and to try to decide what information could link the twotogether

Again look first with the whole group. efore the gap ?(: there is an exciting introduction fromthe middle of a climb. After the gap he states that he was back climbing after a gap of manyyears.

$licit ideas from the students and write to the board or if the students are unable to think of what might come in the gap try to help them with ideas. There could be an explanation of where he is ?which mountains:. There could be an idea of howhe was feeling ?exhilaration fear:. 5e would certainly expect some sort of further detail of whathe was doing.

=ow look at the correct extract , 'Session 2 Te%t ,nsertion Wor$sheet 2 :. There is the further explanation of what he was doing. An implied indication of how he was feeling?surprise7astonishment at where he was and what he had just said: and more detail of where hewas ?%nowdonia:

This is another possible approach to this task using the student*s ability to predict likely contentof the missing extracts and then looking for the extract that most closely resembles what theypredicted. They can then double check by using the questioning approach in part ?b:.

Wh! do it?This activity is another method of increasing the students* awareness of how a text holdstogether and therefore helps them to predict likely content of missing information.

,n the e%a* the students should read the hole te%t -uic$l! to get an oerallunderstanding and then atte*pt to place the indiidual sentences *a$ing sure that allreferents lin$ logicall! to the te%t around the gap and that once the! hae /een inserted

the te%t flos coherentl! and cohesiel!.

2.3 FCE Paper 1 Part 3 C"E Paper 1 parts 1 and 3: Multiple Matching

This is not a difficult task but requires good scanning skills and a logical approach by thestudents so that they are not wasting time unnecessarily


2.3 " 4redict tasks from the individual section headings

2.3 ) )ind synonyms2.3 C %ummarise texts for important information

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2.3" Predicting fro* headings

&o to do it+n this example give the students the introductory paragraph at the top of Session 2 Multiple

Matching Wor$sheet 1 and get them to predict five words they would expect to find in the text.)eedback from the students to the board and see what different words were chosen and why.Then give them the text ?Session 2 Multiple Matching Wor$sheet 2( and ask them simply tofind as many of their words as possible within a very limited time period ?1 minute:.

Wh! do it?%tudents need to build their scanning skills and one way of doing this is to give them a textheading and get them to predict five or so key words that they think may appear in the text.They then have a very limited time to see how many of these words they can find. This not onlybuilds scanning skills but also encourages students to predict content before carrying out areading task.

2.3) Finding s!non!*s

&o to do it.5ith the students look at the first question on Session 2 Multiple Matching Wor$sheet 1.

4Which person deeloped sporting s$ills?5

5ith the students brainstorm what they might expect to find in the relevant text. These could bedirect synonyms of key words0

+it"ess, trai"i"g, ability, co"trol ?for sporting skills:

-r they could be as in ?a: above words that they predict on the topic of sport.

pecific sports (football,cric$et etc), /0uipme"t (ball, pads, "ets, goals, pitch) etc

-nce the students have made a comprehensive list they look at the texts and find as quicklyas possible which section?s: referred to sporting skills and also which of their ideas werementioned.

#ooking at Session 2 Multiple Matching Wor$sheet 2 we find that it is 4eter who played asport (football)

and lear"ed ho to co"trol, dribble a"d $ic$ the ball

=ow with the other 1' questions split the class into groups and give each group 3 or 2 differentquestions. @on*t let them see any of the other questions. The students do the same as abovewriting synonyms or predicted words. These are passed to a second group who still don*t knowwhat the original question was that elicited these ideas. They try to work out what the questionasked. +f it is easy to guess the choice of words was obviously clear and well made. +f notperhaps the group need to think a bit more about their prediction skills.

The students now carry out the reading task for their own four questions and feedback on howclose their predictions were.

Wh! do it?

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5hilst some of the words that students need may be exactly as written in the questions therewill often be times when the same information is given but using an alternative word or phrase.Therefore it is not just a case of scanning for specific vocabulary but also working out inadvance what items of vocabulary may be used in the text to give the same information as thatasked for in the questions.

The more students do this the easier and quicker it will be for them to find information in thetext and the more time they will have to read around the relevant section to make sure that itdoes indeed refer to the question they are trying to answer.

2.3C Su**arising te%ts

&o to do it+nstead of giving the task as normal give each student or group of students a different part of the text from Session 2 Multiple Matching Wor$sheet 2 and a very limited time in which toread and understand it. They then turn their paper over so they can*t refer back to it. Thequestions are then drawn out of a hat one by one and if the students have memorised and

understood their section for each question at least one student should be able to provide theanswer.

-nce the students have got used to this sort of activity you can extend it by getting them all toread the whole thing again without having seen the questions. Hou then read the questions andthe students try to remember which section each appears in and if possible what synonyms or other information was given and what the text actually said in answer to each question. 5hatyou*re building up here is the ability to remember large amounts of information from a textwithout necessarily having questions in advance in order to focus their attention on specificaspects of the text.

Wh! do it?This is a vital skill here as the students will be able to read each extract quickly and should thenbe able to memorise large chunks of each so that they will remember approximately where thenecessary information can be found when they look at the questions. +t is far more timeconsuming to look at each question and have to trawl through all the texts until you find therelevant section than to read quickly through the whole thing and be able to remember roughlywhat each section is about and so go directly to that information on reading the question. Thisexercise will help students to improve their skimming skills

,n the e%a* the students should read all the te%ts /efore referring to the -uestions. )!re*e*/ering here *uch of the infor*ation is the! ill sae the*seles a lot of ti*e.The least efficient a! of doing this is to go through each -uestion one /! one as thisre-uires re6reading the te%ts ti*e and ti*e again. Students should also re*e*/er toread around the $e! ord once the! hae found it as occasionall! it can /e *isleading.

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Session 2 Matching Paragraphs With &eadingsWor$sheet 1

For use with activities in Section .!

The )"$ exam is an upper intermediate level exam in which students take 6 papers/eading 5riting !se of $nglish #istening and %peaking. %tudents don*t need toachieve a pass mark in every section it is the overall mark that is important. $achsection carries an equal share of the overall mark i.e. '(I. The "A$ exam has thesame 6 papers and the same allocation of marks and is very similar in task type to the)"$ the difference being that the students need to show a far greater degree of accuracy and range at "A$. The reading paper requires different reading skills.%kimming and scanning for gist or to find specific items of vocabulary intensivereading in order to answer multiple choice questions or to insert removed sectionsback into the text. Although seemingly straightforward there can be problems for students especially in the multiple choice section where the wrong choices are oftendeliberately written to confuse and mislead. The writing paper involves a compulsoryletter writing task in which the student has to carry out the task set in an appropriatelogical style using both writing conventions as well as showing their own linguisticability both in terms of grammatical accuracy and range of vocabulary. The secondsection involves a choice from a range of writing types including articles reportsstories and informal letters. There is also a question on a set book and students needto realise that they shouldn*t answer this question unless they have read the book inquestion. Jague waffle will not be enough to obtain a pass. +n fact this is true of all

parts E straying from the point and writing a memorised script will not fool theexaminers and will fail. Task completion is vital. %ection 6 is the speaking paper.8enerally there are two students who are interviewed by one interlocutor whilst asecond examiner simply listens and makes most of the decisions on what grades toaward. %peaking is not simply a matter of how well the students speak $nglish butalso involves timing sticking to the point and turn taking E skills which don*t alwayscome naturally even in the students* own language. 5hilst passing "ambridge $xamsis in a large part down to ability in $nglish alone exam technique can make a bigdifference in deciding how well the student performs and in borderline cases canmean the difference between a pass and a fail.

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Session 2 Matching Paragraphs With &eadingsWor$sheet 2

Roc$ the )oat

( 2

+t was windy when + arrived in #args. =otmuch sun but perfect for sailing + thought. As + fought the gale to shut my car door +noticed there were lots of people around butno sailing boats in the choppy grey water. +twas race day so what was going onB

Jarying degrees of hard work go into theirpreparation but =icky does the most. %he trainsin winter and says it is hard Kespecially when allyour friends are out partyingK. Then shepractises techniques boat handling and windstrategy. eanwhile $lliot had learned how theshape of clouds and hills affects the wind. $ddieis more relaxed and a bit more confident aboutit0 K+ donKt like training. +Kve got better things to

do.K1 6

The boats or K-ppiesK as they areaffectionately called were lying bottom&upon the beach their sails tightly wrappedbeside them. >ThereKs been a delayK therace organiser said pointing at two flagswaving in the breeDe. ,e said the red&and&white&striped one meant that there was adelay while the red white and blue onemeant it would be for three hours.

They all get on well joking and teasing eachother but out on the water competition is fierce.4aul doesnKt hesitate to say the best thing aboutsailing is winning. TheyKve all had nastymoments but no one will admit to falling in. Theboys happily told me of ickyKs fear of fish and$lliot tells a good tale about his boat being hit bya shark.

' =o one looks disappointed probablybecause they are accustomed to being ruledby the weather. "ompetitors L casuallydressed in baggy shorts T&shirts deckshoes and an assortment of anoraks andbaseball caps L played on bikes or skateboards or just chatted to kill the time.%pectators sat in groups in the clubhouseeating rolls and drinking tea.

-ther sports they stressed tend to take secondplace0 $lliot could play cricket for his area butdoesnKt and =icky plays hockey Kbut +Km notallowed to do it before big eventsK. Thecomments of their non&sailing friends about their boatie lifestyles ranged from >a bit weirdK toKreally coolK. $lliot thinks that only people whoare jealous want to make fun of them.

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+ suddenly felt very pale and KindoorsyK as +sat down with some of the tanned blondchamps. =icky arnes 16 $lliot 5illis 12$ddie ,untley 13 and 4aul "ampbell&Mones 12 have been sailing for years andcertainly have the sea in their blood. 4aulKsdad sailed in the -lympics and =icky startedsailing because her dad dragged her along.K+ was terrified at firstK she confesses./ecently they successfully competed at theworld championships.

5ith the three&hour delay nearly up theexcitement was building. 4eople struggled intotheir wetsuits and started preparing their boats.The wind was still strong and the black cloudsracing but they couldnKt wait to get out. +t might just have been the weather but + had to agreethat the -ppie sailing scene was Kreally coolK.

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Session 2 Matching Paragraphs With &eadingsWor$sheet +

Hou are going to read a newspaper article about sailing in single&handed boats known as

>-ppies*. "hoose the most suitable heading from the list A&+ for each part ?1&9: of the article.

There is one extra heading which you do not need to use.

A %ailing tends to run in families

There*s no hiding these sailors* ambitions

" %ailors are used to waiting around

@ -vercoming problems is part of the challenge of sailing

$ $nthusiasm about sailing was infectious

) There*s always more you can learn about sailing

8 %ome basics about sailing were explained

, These sailors have other talents

+ The sailing conditions weren*t as good as + thought

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Session 2 Multiple Choice Wor$sheet 1

For use with activity ."

Hou are going to read a magaDine article about a radio presenter. )or questions 1& choose the answer

?A " or @: which you think fits best according to the text

A =ew Joice on the /adio

#argherita Taylor talks to Sarah $dghill about what it%s like being at &apital 'adio

argherita Taylor is the only femalepresenter at "apital /adio one of #ondonKs topmusic radio stations. %he got into radio while shewas a student in irmingham. Along withhundreds of other hopefuls she and a friendqueued for hours in the rain to take part in aK%earch for a %tarK competition held by a local

radio station /. K+ had to read a travel scriptand a weather script talk about myself for aminute then introduce a record. After that theysent me back out into the rain* she says. utwithin days the phone call came to say that her voice had earned her a regular show on /.Truly the stuff dreams are made of. After workingthere for eighteen months she was offered a jobwith "apital. argherita is a #ondon girl and arrivingat "apital was like coming home. >+ grewup listening to "apital /adio* she says. K4eople

say N5asnKt it frightening joining suchwell&known presentersBN ut everyone here is sodown to earth. +t would be off&putting if theothers had people doing their make&up or star signs on their office doors. ut thereKs none of that L ick rown for instance finishes hisshow and wanders off to get the bus home witheveryone else*.

argherita claims never to get nervousbefore a show L nerves are for the weak. KHoucanKt get nervous because then you makemistakes* she says. -f course there has been

the odd disaster. K)or instance when + did my firstlive concert show at / +Kd only done oneprogramme. +n front of a crowd of 6(((( + wenton stage to introduce a certain well&knownsinger. + said0 N4lease welcome our nextperformer Hou know her best for hits like ...N Then+ just went blank. There was this silence from thecrowd and for the life of me + couldnKt think whatsheKd sung. ThatKs one occasion that will staywith me for ever.K

argherita says that her own musicaltastes are varied. ut she doesnKt pick her ownmusic for her shows. The "apital computer selects the records in advance from a listapproved by the station managers. KThe stationhas a certain sound and if we all picked our own music it wouldnKt sound like "apital* she

says. K ut for someone who likes music this is adream job. + get to go to concerts and meet thebands you can hear on my show. +tKs great tohear the Nbehind the scenesN gossip.*

ost people would expect that apresenterKs most important qualities are a nicevoice and huge amounts of confidence butargherita says that basic maths is handy aswell. KHou have to make sure that youKve got aneye on everything thatKs going on in the studiobut youKve got to be able to add and subtractand think in minutes and seconds* she says.

KHouKre dealing with timed records and withannouncements and commercials that are alsotimed precisely and you have to be ready toswitch to the news at exactly the right second. +f youKre going over to a live event you need to beready for that on time not a second earlier or later.*

This isnKt the sort of girl to let the rock >n*roll lifestyle go to her head. $ven if she did her family would bring her down to earth. K5hen +started at "apital the only thing my brothersasked was whether theyKd get free records* sheremembers. KAnd my mum couldnKt even find the

station on her radio.K argherita Taylor is very nice and veryeasy&going but very much in control. %he is somuch a K"apital /adio girlK that you mightthink she is just doing a good job for thestationKs publicity department although youknow what sheKs saying really comes from theheart. %he smiles a lot laughs a lot and isgenerally a great advert for "apital.

12

Line 25


15/21

Session 2 Multiple ChoiceWor$sheet 2

For use with activities .", .(, .& and .)

! *hat do we learn about #argherita in the first paragraph+

A %he became a radio presenter by chance. %he expected to win the competition." %he was keen to become a radio presenter.@ %he practised before the competition.

*hat does %that% in line refer to+

A The fame of the other presenters argheritaKs fear of the other staff

" %elf&important behaviour by the other presenters@ ad treatment of argherita by the other staff

- *hat do we learn about #argherita%s first live concert show+

A +t is the only time she has made a serious mistake. eing nervous was not the cause of the problem." 4eople often remind her of what happened then.@ %he had not expected to have the problem she had.

/ne point #argherita makes about her 0ob is that she

A has changed her attitude to music.

is unhappy that the records she plays are chosen for her" likes most of the music that she plays on her show.

D enjoys talking to the people whose records she plays.

*hat does #argherita say about presenting a show+

A +t is essential to keep in mind what is going to happen next. +t is more complicated than she had previously thought." The ability to add and subtract is the most important requirement.@ The content of a show is sometimes changed suddenly.

1 2ow have #argherita%s family reacted to her success+

A 5ith caution 5ithout interest" 5ith surprise@ 5ithout excitement.

1 3n the final paragraph, the writer says that #argherita

A was different from what she had expected. genuinely believes that "apital is a good radio station." feels it necessary to talk about "apital /adio all the time.@ has already changed her job at "apital /adio.

16


16/21

Session 2 Multiple ChoiceWor$sheet +

Finding the answers to the multiple choice 4uestions

For use with activities .", .(, .& and .)

1argherita Taylor is the o"ly female prese"ter at apital adio, o"e of 4o"do"'stop music radio statio"s. he got i"to radiohile she as a stude"t i" irmi"gham. lo"g ith hu"dreds of other hopefuls, shea"d a frie"d 0ueued for hours i" the rai" tota$e part i" a 'earch for a tar' competitio"held by a local radio statio", 1. 'I had toread a tra%el script a"d a eather script, tal$ about myself for a mi"ute, the" i"troduce a

record. fter that, they se"t me bac$ out i"tothe rai",- she says. ut ithi" days the pho"ecall came to say that her %oice had ear"ed her a regular sho o" 1. Truly the stuff dreams are made of. fter or$i"g there for eightee" mo"ths, she as offered a *ob ithapital. (6) argherita is a #ondon girl and arriving at"apital was like coming home. >+ grew up listeningto "apital /adio* she says. K4eople say N5asnKt itfrightening joining such well&known presentersBNut everyone here is so down to earth. It ould

be offputti"g if the others had people doi"g their ma$eup, or star sig"s o" their officedoors. ut there's "o"e of that(7) L ickrown for instance finishes his show andwanders off to get the bus home with everyoneelse*.

argherita claims never to get nervousbefore a show L nerves are for the weak. KHoucanKt get nervous because then you makemistakes* she says. -f course there has beenthe odd disaster. '+or i"sta"ce, he" I did my

first li%e co"cert sho at 1, I'd o"ly do"e o"e programme. I" fro"t of a crod of 58,888, I e"t o" stage to i"troduce a certai"ell$"o" si"ger. I said9 :;lease elcomeour "e>)

ost people would expect that apresenterKs most important qualities are a nicevoice and huge amounts of confidence butargherita says that basic maths is handy aswell. '=ou ha%e to ma$e sure that you'%e got a"eye o" e%erythi"g that's goi"g o" i" thestudio, but you'%e got to be able to add a"d subtract a"d thi"$ i" mi"utes a"d seco"ds-, she says. '=ou're deali"g ithtimed records, a"d ith a""ou"ceme"ts

a"d commercials that are also timed precisely, a"d you ha%e to be ready tositch to the "es at e


17/21

Session 2 Te%t ,nsertionWor$sheet 1

For use with activity .-". $xample of 5aper !, 5art - text. From 6&7$S F&$ 2andbook, 8une

99!. Spaced and highlighted for cutting up and re:ordering task .

elsh 1ou"tai"s

KTaking inOK The words floated down from on high to be swiftly followed by the tightening of theclimbing rope by my feet. I shouted automatically, ‘That's me!'&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&hat as I sayi"g and what was + doing standing on a thin rock ledge tied to a spike of rockwith space below my feet and the mountains of %nowdonia spread out before meB&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&+t all seemed very familiar but for many years my climbing rope had hung frustratingly at thefoot of my stairs and + was now sixty. Mohn my old climbing partner on so many climbs had suggested that e might climb agai" together.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&I too$ "o persuadi"g, and so here + was. The legs didnKt bend so easily now but the spirit wasmore than willing. The thrill of climbing was still the same and conquering the next few feet of rock was just as exciting as always.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Mohn and + had shared so many memorable climbs. y mind went back to the last long climbthat we had enjoyed together which was on #liwedd mountain during a Mune heatwave. Thestreams had dried up and all the grasses were burnt yellow by the sun. As we neared the cliff and stopped for a rest Mohn suddenly disappeared to return some considerable time later clutching a small plastic bag filled ith the coolest, clearest ater that you could imagi"e.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&+t was heaven. + had wondered what was taking so long& he had fou"d some tric$li"g o%er mosses and with great patience had captured half a cupful in the plastic bag. 5e took it in turnsto have a sip until it had gone and then plodded across the hillside to our chosen route.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&5e climbed in the shadow of a great cliff. 5e finally arrived at the top of the climb on the westsummit. To our amaDement e sa that storm clouds ere tumbli"g over the =antile hillslike a huge waterfall their progress slow but threatening.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

e ig"ored their prese"ce and relaxed in the evening sunlight watching their relentlessprogress out of the corner of our eyes for some considerable time until the truth suddenlydawned upon us0 our heata%e as comi"g to a sudde" e"d.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&5e collected the rope and hurried do" to our camp, raci"g agai"st "ature. Mohn cookedour dinner as the first rumbles of dista"t thu"der sent us hurrying into the tent&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& storm i" the hills is an experience not to be missed. 5e completed our meal and crept intoour sleeping bags. Thunder echoed around the hills and lightning lit the landscape. %leep wouldnot come and we lay there marvelling at the poer of "ature&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&5e no longer needed a plastic bag to catch the water. The rai" came do" i" sheets,drummi"g o" the te"t but we were dry in our man&made cavern fascinated by the poera"d the ma*esty of the storm arou"d us.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&+i"ally, it died aay like the outgoing tide and in the deepening silence sleep drifted into the

tent. The next day would bring another adventure.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Then suddenly + felt a gentle tug on the rope followed by a more urgent one suggesting that +make a move. K"limbingOK + shouted and started up the steep slab above. 5hen + neared thetop I could see oh"'s feet dangling in space. ,e had obviously found somewherecomfortable to sit and look at the view.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&& s I got closer, he peered do", grinning from ear to ear. K@aydreamingBK he enquired.=othing had changed. Time had marched on and my limbs were a little stiffer but the hills werethe same.&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&+ can still share the wild hills with the wind and the rain. They are my mountains of longingwhen + am not there my only wish is to return for they have been my friends for so long.

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18/21

Session 2 Te%t ,nsertion Wor$sheet 2

For use with activities .-( and .-&

#ook at the following paragraphs. $ach of them has been extracted from the text on Wor$sheet Te%t

,nsertion +.

A )inally it died away like the outgoing tide and in the deepening silence sleep drifted into

the tent. The next day would bring another adventure.

+ took no persuading and so here + was. The legs didnKt bend so easily now but the spirit

was more than willing. The thrill of climbing was still the same and conquering the next few feet

of rock was just as exciting as always.

" As + got closer he peered down grinning from ear to ear. K@aydreamingBK he enquired.=othing had changed. Time had marched on and my limbs were a little stiffer but the hills were

the same.

@ +t was heaven. + had wondered what was taking so long he had found some trickling over

mosses and with great patience had captured half a cupful in the plastic bag. 5e took it in turns

to have a sip until it had gone and then plodded across the hillside to our chosen route.

$ A storm in the hills is an experience not to be missed. 5e completed our meal and crept

into our sleeping bags. Thunder echoed around the hills and lightning lit the landscape. %leep

would not come and we lay there marvelling at the power of nature.

) + neednKt have worried0 he was up in no time and it was all that + could do to take the rope

in fast enough. 5e set off down the mountains as fast as we dared in the conditions.

8 5e ignored their presence and relaxed in the evening sunlight watching their relentless

progress out of the corner of our eyes for some considerable time until the truth suddenly

dawned upon us0 our heatwave was coming to a sudden end.

, 5hat was + saying and what was + doing standing on a thin rock ledge tied to a spike of

rock with space below my feet and the mountains of %nowdonia spread out before meB

1G


19/21


20/21

Session 2 Multiple Matching Wor$sheet 1

For use with activities ." and .(

Hou are going to read a newspaper article in which people talk about where they played aschildren. "hoose from the people ?A&8: and choose which personKs play area ?,&=: is referredto. The people and play areas may be chosen more than once. 5hen more than one answer isrequired these may be given in any order.

Which person

A developed sporting skillsB

mentions not going straight home from schoolB

" still retains a sense of wonder at something seen in childhoodB

@ enjoyed a game that could only be played with a specially shaped objectB

$ enjoyed both being alone and with friendsB

) played with a family memberB

8 now realises how lucky they wereB

Whose pla! area's(

, were neglectedB

+ is no longer the sameB

M seemed similar to a jailB

P are described as a contrast to the home environmentB

# were made to substitute for something elseB

= was in a forbidden area

'(


21/21

Session 2 Multiple Matching Wor$sheet 2For use with Section .

Si*on Patricia

The playground was quite small. The floorwas covered with flat bricks and there weremany that were cracked or broken ormissing and a few weeds struggled through.+t was totally enclosed on one side by theschool and on the other by high brick walls. +twas more like a prison yard & on top of thewalls was a layer of cement into whichpieces of broken glass had been stuck. Afterschool was finished my friends and + wouldclimb a lamppost outside the school and siton top of the wall slowly breaking off the bits

of glass. 5e never thought of ourselves asvandals.

-ne of my earliest playground memories isof the railed playground in front of theschool + attended. -ur favourite game washopscotch which was played by markingout a rectangle divided into squares andkicking a flat rounded stone from square tosquare. +t was important to find a stone ofprecisely the right siDe and weight. -urplayground at weekends was moreexciting0 the banks and paths whichsurrounded #udlow "astle and the watermeadows that stretched down to the river. +

doubt whether + fully appreciated howfortunate we were.

Peter 7ic$

1y favourite childhood play area was theback garden. 3ack in the days when + wasgrowing up on a large housing estate theKgoalsK would be a pair of garage doors ortwo jackets laid out in the garden. + wouldspend hours kicking a ball about with mydad learning how to control dribble or kick it.

+ was strictly banned from the obviousplayground a long overgrown ditchrunning through waste ground mainly builtto take away the rain. +t was irresistible tous local schoolchildren. +ts charmcompared with the surrounding tenniscourts football pitches and farmland waspurely because it was out of bounds. Thatarea was truly where + grew up more than

in the rest or the little townKs correct andneat suburbia where my house was.

"lan 8ulie

+ come from an area of terraced housespavements and streets. There were nogardens. 1y first school was 4rinceKs %treet4rimary and the room in which + received myfirst lessons had large folding glass doorsthat opened onto a small playground that hadgrass bushes and flowers. 1y amaDementat seeing these items which are normal tomost of the world has stayed with me all my

life.

!ntil + was twelve + was brought up onairforce camps and each camp had a smallplayground in the middle of the houses. +twas always a great meeting place and +remember sitting with my friends on theswings many evenings until dark. Houwould often go out and swing for hours untilsomeone else came out. + always likedswinging.

7igel

1y favourite play area was & it still is & called/oundhead 5ood although it has fewertrees and more barbed wire now. ,ere fouror five of us roared around building campsclimbing trees and riding bikes around thelittle chalk pit in the middle. +t stood for everywoodland every jungle and even the surfaceof other planets.

05 fce skills session 2 the reading paper (1)

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