Description
A B1-level ESL lesson on Cycling Courses and Reading Part 2 Practice
Perfect for B1-level Cambridge exam preparation, this ESL lesson focuses on cycling-themed Reading Part 2 practice. Students complete a questionnaire about their cycling interests, write short personal profiles, and match them to course descriptions. The lesson includes guided exam task analysis, reading for gist activities, and wrap-up discussions — ideal for building confidence and accuracy in Cambridge PET Reading tasks.
Warmer: Sharing cycling preferences
Pair students up and have them fill out a questionnaire about their cycling experiences and what they like.
Writing: Your Cycling Profile
Students write up short descriptions about their cycling preferences based on the questionnaire.To make it easier for them to understand what you expect from them, try completing the task yourself and sharing a brief written description of your profile. I based my answer on the examples found in Reading Part 2. Take a look at your text to ensure students can see how it connects to the questionnaire.
Joanna is an experienced cyclist. She enjoys riding a bicycle in the city, but she would like to find out more about road safety. She wants to learn alongside other bikers. As she works during the week, she can only attend the course once a week at the weekend.
Reading Introduction: Matching profiles to cycling courses
Once everyone has their short descriptions ready, you can have them swap their info with their partners. Point them towards the eight cycling courses listed in exercise 3. They should quickly read through all the descriptions and pick the one that fits what they’re looking for best. Make sure to highlight the parts that match your description and explain why it’s a perfect fit. Take some time to read through all the texts and choose the ones that work best for each student. Then, the students can share the courses they think suit their needs and explain why they chose them.
Task Analysis: Understanding profiles and matching courses
In the exam, students encounter profiles of random individuals they might not find engaging. Take a look at Nancy’s profile. As a group, discuss what kind of person she is and what she envisions for her cycling course. If the task feels a bit challenging, consider reviewing each course one by one and narrowing down the options as necessary. For more advanced groups, give them around 3-4 minutes to identify the ideal course for her. Be sure to highlight all the pieces of information that align with her description.
Wrap-Up Discussion: Why we choose courses
The class ends with a chat about why people sign up for after-school or work courses. It’s a good idea to throw out some questions to see what has everyone interested. Then, focus once again on cycling courses. Think about how popular these courses are overall and in the students’ own countries too.
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