Reasons · Stated details
Use the reason actually given; a plausible reason from outside the text is not enough. Keep the requested person, time, place or amount attached to the correct event.
We meet inside because it is raining.
A2
A school project
About this lesson
A school project · A2. Use the reason actually given; a plausible reason from outside the text is not enough. Keep the requested person, time, place or amount attached to the correct event.
Read the original English material and answer with evidence. The level is an editorial guide, not a certified result.
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ReadingA2
A map for new students
Read the original English material and answer with evidence. The level is an editorial guide, not a certified result.
Our class wanted to help new students find their way around school. At first, we planned to make a paper map. Then Amir pointed out that room numbers often change, so we decided to create an online map instead. We worked in groups of three. One person took photographs, another checked the room names, and the third added the information to the map. We did not include photographs of students because we had no permission to share them. Before showing the map to the whole school, we asked six new students to test it. Four found the science room quickly, but two could not understand one arrow. We changed that arrow and added a short instruction. Our teacher was pleased that we had tested the map rather than just decorating it. Next term, the office team will send us any changes to room names, and our class will update the map every month.
A little clarity first
Viewpoint and evaluation · Stated details
Look for evaluations and reservations; do not turn a positive fact into unconditional approval. Keep the requested person, time, place or amount attached to the correct event.
The writer likes the idea but asks for one change.
Learning material
ReadingA2
A map for new students
Read the original English material and answer with evidence. The level is an editorial guide, not a certified result.
Our class wanted to help new students find their way around school. At first, we planned to make a paper map. Then Amir pointed out that room numbers often change, so we decided to create an online map instead. We worked in groups of three. One person took photographs, another checked the room names, and the third added the information to the map. We did not include photographs of students because we had no permission to share them. Before showing the map to the whole school, we asked six new students to test it. Four found the science room quickly, but two could not understand one arrow. We changed that arrow and added a short instruction. Our teacher was pleased that we had tested the map rather than just decorating it. Next term, the office team will send us any changes to room names, and our class will update the map every month.
01 / 8D01Save it to find it in My collection.
A map for new students
Why did the class choose an online map?
Your learning route
01
Step 1 · Warm-up
0/2Warm-up
02
Step 2 · Build the skill
0/1Reasons · Stated details
Use the reason actually given; a plausible reason from outside the text is not enough. Keep the requested person, time, place or amount attached to the correct event.
We meet inside because it is raining.03
Step 3 · Build the skill
0/1Viewpoint and evaluation · Stated details
Look for evaluations and reservations; do not turn a positive fact into unconditional approval. Keep the requested person, time, place or amount attached to the correct event.
The writer likes the idea but asks for one change.04
Step 4 · Related practice
0/2Related practice
05
Step 5 · Text challenge
0/2Text challenge
Practice notes in this unit
0Make mistakes useful.
Keep your first attempt, check the evidence and try another question. A follow-up on the same material does not prove transfer to a new text.
No practice notes yet. Try a short warm-up.
Lesson map
A2A school project
Lesson points
Reasons · Stated details
Use the reason actually given; a plausible reason from outside the text is not enough. Keep the requested person, time, place or amount attached to the correct event.
We meet inside because it is raining.Viewpoint and evaluation · Stated details
Look for evaluations and reservations; do not turn a positive fact into unconditional approval. Keep the requested person, time, place or amount attached to the correct event.
The writer likes the idea but asks for one change.Questions & answers
Opening an answer records help for that question.
A map for new students
Why did the class choose an online map?
- Paper was too expensive.
- The teacher banned drawings.
- Students had no phones.
- Room numbers often change.
Answer & explanation
Room numbers often change.
Answer: “Room numbers often change.”. Evidence: “room numbers often change, so we decided to create an online map instead.”. Check “Paper was too expensive.”: The text does not give this detail. Do not add it. Check “Students had no phones.”: The text does not give this detail. Do not add it.
A map for new students
Why were there no student photographs?
- The website could not show images.
- The students were all absent.
- No one had a camera.
- The class lacked permission to share them.
Answer & explanation
The class lacked permission to share them.
Answer: “The class lacked permission to share them.”. Evidence: “we had no permission to share them.”. Check “No one had a camera.”: This says the opposite of the relevant detail. Evidence: “One person took photographs”. Check “The students were all absent.”: The text does not give this detail. Do not add it.
A map for new students
How many new students tested the map?
- Six.
- Four.
- Two.
- Three.
Answer & explanation
Six.
Answer: “Six.”. Evidence: “we asked six new students to test it.”. Check “Three.”: This is the wrong number for the thing asked about. Evidence: “We worked in groups of three.”. Check “Four.”: This is the wrong number for the thing asked about. Evidence: “Four found the science room quickly”.
A map for new students
What did the teacher value?
- Finishing without feedback.
- Testing whether the map worked.
- Adding many decorations.
- Replacing all room names.
Answer & explanation
Testing whether the map worked.
Answer: “Testing whether the map worked.”. Evidence: “we had tested the map rather than just decorating it.”. Check “Adding many decorations.”: This says the opposite of the relevant detail. Check “Finishing without feedback.”: This says the opposite of the relevant detail.
A map for new students
How many students had trouble with an arrow?
- Two.
- Six.
- Four.
- Three.
Answer & explanation
Two.
Answer: “Two.”. Evidence: “two could not understand one arrow.”. Check “Six.”: This is the wrong number for the thing asked about. Evidence: “we asked six new students to test it.”. Check “Four.”: This is the wrong number for the thing asked about. Evidence: “Four found the science room quickly”.
A map for new students
What did the class do after the test?
- Removed all photographs.
- Cancelled the project.
- Printed the original map.
- Changed an arrow and added an instruction.
Answer & explanation
Changed an arrow and added an instruction.
Answer: “Changed an arrow and added an instruction.”. Evidence: “We changed that arrow and added a short instruction.”. Check “Removed all photographs.”: The text does not give this detail. Do not add it. Check “Printed the original map.”: This was the earlier plan, not the final one. Evidence: “At first, we planned to make a paper map.”.
A map for new students
Who will provide information about room-name changes?
- The six testers.
- The office team.
- The person adding information to the map.
- The person taking the photographs.
Answer & explanation
The office team.
Answer: “The office team.”. Evidence: “the office team will send us any changes to room names”. Check “The six testers.”: This gives the action or role to the wrong person or group. Evidence: “we asked six new students to test it.”. Check “The person taking the photographs.”: This gives the action or role to the wrong person or group. Evidence: “One person took photographs”.
A map for new students
Which action will keep the map useful next term?
- Removing the instructions.
- Only improving its colours.
- Updating it every month.
- Keeping every detail unchanged.
Answer & explanation
Updating it every month.
Answer: “Updating it every month.”. Evidence: “our class will update the map every month.”. Check “Keeping every detail unchanged.”: This says the opposite of the relevant detail. Check “Only improving its colours.”: The text does not give this detail. Do not add it.