A2 Key

Lesson Plan: Reading

This lesson plan accompanies A2 Key, Test 1, Reading, Part 1, 2, 3, 4 and 5, p8 to p15

This lesson is suitable for students coming towards the end of their A2 Key course

Lesson Goals
1. Recognize the use of scan reading when doing text-based exercises
2. Practise and employ the use of rephrasing and synonyms when answering exam questions
3. Use predicting content/answers from context techniques

Time Interaction
needed
1. Warmer 10 mins

• Instruction 1
Show a blank post-it sticky note to students. Elicit from them 2 mins T-S
or tell them what it is often used for and the language used...
(e.g. – to ask a friend to do something…Could you please…)

• Instruction 2
Give each student a blank post-it sticky note and ask them to 3 mins S
write a request on it

• Instruction 3
Tell them to give the post-it to their partner and ask them to 4 mins S-S
clarify with their partner what they have to do.

• Instruction 4
Elicit and identify some of the language they used in 1 min S-T
making these requests (e.g. Could you… Please don’t…. Can
You….)

2. Main activities – Individual copies of Parts 1 to 5, p8 to p15 of 35 mins

the test book. Part 3 on p12 should be cut up into four
separate paragraphs in advance for groups of 4
Part 1
1. Tell students to look only at the note in Q1 (Part 1) on p8 or 2 mins S-T
display on the board. Elicit.
▪ Who is writing?
▪ Why is the person writing (purpose)?

A2 Key Reading Lesson Plan

© Cambridge University Press and Cambridge Assessment 2019
 ▪ What language is used?

2. Now tell Ss to look at the introduction to and the answers for Q1 2 mins S-S
(Part 1) on p8 (i.e. Chloe wants Susie to…) Pair students to
discuss the differences in the answers and think of how to
rephrase the request (i.e. A. tidy up her bedroom B. finish
working C. clean the lounge).

3. Tell students the answer (C) and elicit why (i.e. take out stuff 1 min S-T
from living room and put in your room).

4. Display or ask students to focus on the note in Q2 p8. Pair Ss to 2 mins S-S
identify why the person is writing the note and think of how to
rephrase the request. Elicit the answer (A) and why.
Part 2
5. Display a picture of a campsite on the board - either taken from 3 mins S-T
a magazine, internet or T’s own bank of resources. Discuss what
Ss would expect to see/do at a campsite (e.g. natural
environment, swimming pool, tents, etc.)

6. Ask students to underline indoor swimming pool in Q7 on p10. 1 min S-T

Elicit why this is important (i.e. it contains key information and
possible synonyms i.e. inside place to swim, roof on the pool,
etc.)

7. Give students the answer (B) Ask students to scan the texts to 2 mins S-T
find out why. State what ‘scan’ means in terms of reading skill, if
necessary.

8. Elicit what is the key language in Q8 on p10 (i.e. water sports 3 mins S-T
classes and possible synonyms for water sports classes i.e. learn
surfing, sailing, swimming, skiing etc.) Ask Ss to quickly scan the
texts for the answer, before you tell them (A).

9. Photocopy and cut up the Jack Calder text on p12 into four parts 4 mins S then
(i.e. the four paragraphs). Divide students into groups of four. Ss - Ss
Give each member of the group a separate paragraph. Ask them
to read their assigned texts, identify key points and tell the
content in their own words in their groups
Part 3
10. Ask students to look at Q14 on p13 or display the question on 2 mins S-T
the board. Elicit what Ss think are the key words in the questions
(e.g. only person to play, learned to play on a borrowed
instrument, enjoyed playing as soon as he started). Then discuss
possible rephrasing of the questions (e.g. just Jack played,
someone lent him an instrument, loved playing from the
beginning).

A2 Key Reading Lesson Plan

© Cambridge University Press and Cambridge Assessment 2019
 11. Ask students to do Q15 on their own and give them the answer 2 mins S then S-T
(C). Elicit why (C) is the answer.
Part 4
12. Display the text only on p14 or ask students to look at the text
and cover the answers, Put students into groups of 4. Tell Ss to 3 mins Ss -Ss
look at the surrounding words around each gap Q19 to Q24 in
the text and discuss possible words that can go in these gaps (i.e.
Q19 - managed, wanted, decided, Q20 - place, point, time, etc.)

13. Ask students to look at the possible answers for each question,
elicit if they got the right one. 2 mins S-T
Part 5
14. Display Part 5 on p15 or ask students look at the part in their
books. Elicit how many words Ss have to put in each gap. 1 min S-T

15. Write ‘two or three letter words’ on the board and ask a few
students to write one of these on the board. 2 mins S-T

16. Tell students to look at the surrounding word in the text and use
these two or three letter words to answer Q25 to Q30 Elicit their 3 mins S-T
answers.

17. Extension activity – A few pictures (depending on size of class) 15 mins

of campsites (possibly used in stage 5 of this lesson), that
will generate a small text based on a holiday on a campsite.

● Display a picture of a campsite, put students into groups of four 2 mins T-S
and ask them to imagine they are on summer holiday there and
discuss what they would do on such a holiday. Tell them to refer
to p11 (campsite texts) for ideas if necessary.

7 mins S-S
● Tell them they are going to write a short text like the one in Part
5 about a day spent on a campsite. In their groups, they should
decide on a writer and write a text of about 30 words.

● Ask them to rewrite this text, but blank out 5 two to three letter 4 mins S-S
words and record separately these words missed out

● Groups can then exchange texts to fill in these missing words

2 mins S-S
before they get the answers from the group who wrote the text.

● The following questions are best set as homework Q3, Q4, Q5,
Q6, Q9, Q10, Q11, Q12, Q13, Q16, Q17 and Q18 part 1.

A2 Key Reading Lesson Plan

© Cambridge University Press and Cambridge Assessment 2019
 ● Alternatively, Q3, Q9, Q16 can be done in class for more practice,
but doing this will affect the overall timing.

A2 Key Reading Lesson Plan

© Cambridge University Press and Cambridge Assessment 2019
Test 1
READING AND WRITING  (60 minutes)

PART 1
QUESTIONS 1–6
For each question, choose the correct answer.

1
Chloe wants Susie
Susie,
Can you take your
work stuff out of the A to clean her room.
living room and put
it in your room? Liz is B to stop working at home.
coming for coffee.
Chloe
C to tidy up the living room.

2
What is this message asking students to do?
STUDENTS!
Cleaners are here A help keep the kitchen tidy at all times
every Friday, but please
wash up and put things
away after you’ve used B let the cleaners know when the kitchen’s free
the kitchen.
Thank you! C stay out of the kitchen when the cleaners are there

What does Anna want Pete to do?

Hi Pete,
A order a taxi to pick her up from the station
Could you get me
from the train station B text her when he gets to the station
later tonight? I don’t
think there’ll be any C give her a lift from the station
taxis there. Text me
back now!
Anna

8
 Reading and Writing

4
A New students should go to Reception
before they collect their books.
NEW STUDENTS
Go to Reception to B Course books will be available at Reception
collect your course for students.
books before seeing
your teacher C Teachers will meet the new students at
Reception.

5
Apartment for rent, Redbridge
A This flat is in a new building.
One double bedroom
Just been painted, B This flat is ready to move into.
with new kitchen
C This flat is too small for two people.
ryt@ukmail.com

6 Why did Gemma contact Simon?

A to tell him about a book she liked

Simon, B to ask him to return her book

Don’t forget to
bring that book I C to offer to lend him a book
lent you to school
tomorrow. It was
so good I want to
read it again.
Gemma

9
Test 1

PART 2
QUESTIONS 7–13
For each question, choose the correct answer.

Sandy Bay High Wood Black Lake

7 Which campsite has an indoor swimming pool? A B C

8 Which campsite offers water sports classes? A B C

9 Which campsite has great views? A B C

10 Which campsite has a shop where people can A B C

buy food?

11 Which campsite offers evening activities? A B C

12 Which campsite has lots of space for your tent? A B C

13 Which campsite has bikes you can borrow? A B C

10
 Reading and Writing

Three great campsites to try this summer

Sandy Bay
This campsite is on an excellent beach, and has its own surfing school with special prices for
campers. You can also learn to windsurf and sail there. The sea is safe for swimming, so it’s
a great place for families. The large swimming pool is great in summer, and has a wide area
of grass around it. Its small supermarket has long opening hours. It doesn’t matter what size
tent you bring, as the campsite is large and you won’t be too near your neighbours!

High Wood
There are lots of activities you can do at High Wood campsite, from fishing to cycling, and
they’ll lend you any of the equipment you need. It’s not as large as some campsites, but it’s
clean and modern. It has a fantastic pool with a roof window which can open and close.
There’s also a special area where you can watch films or dance under the stars to local
bands. For food shopping, try the shop in the nearby village.

Black Lake
The wonderful thing about Black Lake campsite is waking up in the morning and seeing the
beautiful mountains all around you. You don’t have to bring your own tent – there are some
already there you can pay to use. There’s lots to do – you can swim in the lake or walk in the
forest. And don’t forget to bring your mountain bike with you! If you want to cook for yourself,
the shop in the next village has a good variety of food.

11
Test 1

PART 3
QUESTIONS 14–18
For each question, choose the correct answer.

Jack Calder
Violin player Jack Calder plays in the Australian band, Ocean Blue.

Jack Calder started playing the violin when he was ten. ‘My music teacher played and one
day he asked if anyone wanted to learn. Some girls put up their hands and so did I. I didn’t
have a violin, but my uncle said I could use his. The lessons were really hard at first, but
playing the violin soon became important to me.’

After leaving school, Jack moved to Melbourne. For a time, he preferred listening to music
to playing it. The rock music he listened to sounded very different from violin music, so he
bought an electric violin, and started putting the things he liked about rock music into the
music he played on his violin.

A year later, Jack met a small group of Melbourne musicians. ‘We all thought about music in
the same way and started Ocean Blue together. A year later, we were playing lots of concerts,
and our music was selling well. But we didn’t want this to make us different people. We didn’t
want to stop being friends.’

Jack meets many people who think playing the violin is an unusual career, but he doesn’t
agree with them. ‘I think it’s the best thing in the world. I guess I’m lucky that way. The
internet has changed music, but when I walk into a violin shop it’s like entering another
world – one where time has stopped. Someone has looked after these beautiful old
instruments that are two or three hundred years old. I think that’s amazing.’

12
 Reading and Writing

14 What do we learn about Jack in the first paragraph?

A He was the only person at school to play the violin.

B He learned to play on an instrument that he borrowed.

C He enjoyed playing the violin as soon as he started learning.

15 What is the writer doing in the second paragraph?

A explaining why Jack thought some music was easy to play

B saying why only a few people liked the music Jack played

C describing how Jack changed the kind of music he played

16 What does Jack say about Ocean Blue?

A Nobody in the band liked travelling far to play in a concert.

B The band members were interested in different kinds of music.

C Everyone wanted to stay friends when the band became successful.

17 Why does Jack think he is lucky?

A He meets lots of people.

B He loves what he does.

C He has an unusual career.

18 Jack thinks it is a good idea

A to keep some things that people used in the past.

B to make more music available on the internet.

C to teach more people to play an instrument.

13
Test 1

PART 4
QUESTIONS 19–24
For each question, choose the correct answer.

The London Marathon

In 1979, two British men called John Disley and Chris Brasher (19)  to run the New

York Marathon. This 42-kilometre race goes through the city, past many of its famous tourist

sights. Disley and Brasher found that it was very different from marathons in the UK.

At that (20)  in the UK, nobody was interested in marathons, but in New York, there

were large (21)  of people watching. Afterwards, the two men had the

(22)  of starting a similar race in London.

The first London Marathon was in 1981, and over six thousand runners (23)  part.

Since then, the race has happened every year, and has become popular with runners from

all over the world. Over a million people have completed it, and it is (24)  on TV in

nearly 200 countries.

19 A thought B said C decided

20 A year B day C time

21 A members B crowds C visitors

22 A idea B answer C fact

23 A stayed B took C made

24 A shown B made C held

14
 Reading and Writing

PART 5
QUESTIONS 25–30
For each question, write the correct answer.
Write ONE word for each gap.

Example: 0 to

Welcome (0)  my blog! My name is Mark and I’m 23 years old. I was born in

Australia, but I grew (25)  in France. (26)  the moment, I am working in

Paris, as a photographer for a fashion magazine.

I live near my office and (27)  only takes me ten minutes to get there. Sometimes

I have to travel to other countries to work, (28)  example, last month I went to

(29) USA to take photos at a big fashion show.

I get to meet a lot of very interesting people. Leave me a message (30)  you want

to ask me any questions.

15
Test 1 answer key
Reading and Writing Further feedback
available in the
Part 1
downloadable
1 C     2 A     3 C     4 B     5 B     6 B resources
Part 2
7 B     8 A     9 C     10 A     11 B     12 A     13 B

Part 3
14 B     15 C     16 C     17 B     18 A

Part 4
19 C     20 C     21 B     22 A     23 B     24 A

Part 5
25 up     26 At     27 it     28 for     29 the     30 if

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