Lesson Plan B2 First for Schools Reading and Use of English Part 4 PDF

The TSIA2 English Language Arts and Reading (ELAR) test covers four main categories: As used in sentence 8 “readily” most nearly means. A. easily.

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To learn a language without studying it just by hearing and/or reading it and Sentences that describe learners' language use or an aspect of it on a ...

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B2 First - Handbook for teachers

31 mar. 2021 you can read about Part 1 of the Reading and Use of English paper in the Tasks section ... understanding of the text beyond sentence level.

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Read the following example sentences and revise any that do not use parallel structure. Remember that there are many ways to revise a sentence to reflect

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31 mar. 2021 Reading and Use of English Tasks sentence which does not fit in any of the gaps. Candidates are required to decide from where in the text ...

Lesson Plan B2 First for Schools Reading and Use of English Part 4

his or her sentence in a different way. This is called paraphrasing and is a useful skill for learners to develop. It is also the skill tested in Reading

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Listen to the sound of the sentence as you read it The first couple times don’t be afraid to read it aloud The first couple times don’t be afraid to read it aloud Eventually you will have to work on developing an inner ear so you can “hear” the sentences in your head

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Searches related to read usage in a sentence filetype:pdf

mar and usage rules And all without memorizing! This book will help you improve your language skills through encouragement not frustration An Overview 501 Grammar and Writing Questionsis divided into six sections: Section 1: Mechanics: Capitalization and Punctuation Section 2: Sentence Structure Section 3: Agreement Section 4: Modi?ers

How do you read a sentence aloud?

Listen to the sound of the sentence as you read it. The first couple times, don’t be afraid to read it aloud.Eventually, you will have to work on developing an inner ear so you can “hear” the sentences in your head. Repeat the underlined sections, still listening for something wrong.

What type of sentence should a writer use?

Because each type of sentence can serve various functions, the writer should use the type of sentence that best communicates the purpose of his or her idea. Choose the sentence type that will most clearly and accurately convey the logic of your idea.

How do you write a good sentence?

Directions: Practice composing your own sentences given the information provided. Consider what sentence type will be best to express the information. You are telling the reader about three important qualities of a character in a book. 2. You are showing both sides of an argument. 3.

Which sentence provides reasons for the procedure described in the topic sentence?

Sentence 1 provides reasons for the procedure described in the topic sentence. Sentence 3 gives further de?nition as a conclusion. 352. d. The word Yetat the beginning of Sentence 1 is a clue that this is not the beginning sentence. Sentences 4 and 1 are the only ones that logically follow each other, so the other choices can be ruled out. 353. c.

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All details are correct at the time of publication in December 2021 1

Lesson plan

B2 First for Schools Reading and Use of English Part 4 Time required: 60 minutes Materials: Underlining denotes hyperlink

One copy of Student worksheet 1

for each learner

One copy of Student worksheet 2 for each learner

One copy of Student worksheet 3 for each learner Extra activity: Mingle activity- International celebrity party - supply

one sentence transformation card for each learner

Useful links:

B2 First for Schools Reading Guide for Teachers

Storyboard That

Aims: To practise useful strategies for B2 First for Schools Reading and

Use of English Part 4

To provide opportunities for further speaking skills practice

Procedure

Lesson stages

Lead-in:

Student worksheet 1

Important: Before you give the worksheet out, fold it in half, along the dotted line, so that the first

version of the story is visible

Exercise 1:

Put the learners into pairs to read

the cartoon story and discuss the two questions. Check ideas quickly as a class

Feedback: Check the learners understand that in the story the student has not understood the teacher, so

there has been a communication breakdown. Encourage learners to exchange ideas about what the teacher

and the learner could have done differently. Accept all possible ideas at this stage.

Exercise 2: Ask the learners to fold out the worksheets to read the alternative version of the story. Give

learners time to read and discuss what the teacher and learner say that is different in this version. Ask

whether they understand the conversation this time.

Feedback: In open class, nominate some learners to share their ideas. The key point to establish that in the

alternative version - 1) the learner says he or she doesn't understand the teacher and 2) the teacher repeats

his or her sentence in a different way. This is called paraphrasing and is a useful skill for learners to develop.

is also the skill tested in Reading and Use of English Part 4. Talk through the Top Tips box on Student

worksheet 1 with the class.

© Cambridge University Press & Assessment.

All details are correct at the time of publication in December 2021 2

Online options: For Exercises 1 and 2 show the cartoon story on a slide and put the learners into pairs to

discuss the questions in breakout rooms if it is safe to do so. If not, you could ask learners to comment in

open class. Encourage the learners to speak by giving additional prompts such as:

How do you think the student feels here?

What is he or she thinking?

Does he or she understand that the teacher said something nice?

Student worksheet 1 - Exercise 3 Speaking task

Give the learners

some time to think about their own experience of communication breakdown. Ask them if

they have ever misunderstood a conversation in English and what happened. You might have a funny story

of your own to share with them.

To get learners started

, provide some prompts on the board, such as:

Where were you?

Who were you with?

What were you trying to say?

What went wrong?

What did you do?

What would you do differently now?

Now put learners into pairs or small groups to share their stories. To make sure they listen to each other, ask

them to decide whose story was the funniest or most embarrassing and who resolved the situation in the best

way. Monitor as the learners do the task and make notes of good language use and common errors for feedback.

Feedback: Ask learners to share any interesting stories they heard. Write examples of good language use on

the board and write up any common errors for the learners to correct.

Top tip: to give learners extra practice in paraphrasing, you can ask learners to share a story they heard from

their partner or in their group, rather than retelling their own story.

Online options: Put the learners in groups in breakout rooms to share their stories if safe to do so. If you do

not have access to breakout rooms, learners could create stories in the form of a cartoon strip using Storyboard That or a similar cartoon creation site.

Student worksheet 2 - Exercise 4

Give learners time to

read the Part 4 sample task instructions from the exam paper. Ask them to decide whether the four statements are True or False. Put them into pairs to compare their answers. Feedback: Check the answers with the whole class (see Answer key Draw learners" attention to the Top Tips box on Student worksheet 2 to help them complete the task.

Complete the

sample task as a worked example with the class, using the example question (0) in the box.

Elicit answers to the

se questions from the learners:

All details are correct at the time of publication in December 2021 3

Which part of the first sentence do you need to change? They have to change the phrase quotesdbs_dbs14.pdfusesText_20

[PDF] Lesson Plan B2 First for Schools Reading and Use of English Part 4

How do you read a sentence aloud?

What type of sentence should a writer use?

How do you write a good sentence?

Which sentence provides reasons for the procedure described in the topic sentence?

© Cambridge University Press & Assessment.

Lesson plan

One copy of Student worksheet 1

One copy of Student worksheet 2 for each learner

Useful links:

B2 First for Schools Reading Guide for Teachers

Storyboard That

Use of English Part 4

Procedure

Lesson stages

Lead-in:

Student worksheet 1

Exercise 1:

Put the learners into pairs to read

© Cambridge University Press & Assessment.

How do you think the student feels here?

What is he or she thinking?

Student worksheet 1 - Exercise 3 Speaking task

Give the learners

To get learners started

Where were you?

Who were you with?

What were you trying to say?

What went wrong?

What did you do?

What would you do differently now?

Student worksheet 2 - Exercise 4

Give learners time to

Complete the

Elicit answers to the

© Cambridge University Press & Assessment.