In Paper 1 the reading section asks you to work across texts. You choose several correct options, answer in a few words, and trace how a writer builds an argument or shows a purpose. Try each task below on our own original passages before you reveal our notes.
Then check the syllabus for exactly how many answers each question wants. Anything still unclear is a good focus for a one-hour paid trial.
1Multiple-response. Read our original passage, then tick every statement the writer supports; more than one is correct, and the number to choose is set on the paper. Passage (our own): 'The town council switched off half its street lamps at midnight to cut its electricity bill.
Residents were told the change would also darken the sky for a new stargazing group and reduce the glare that kept some families awake. Within a month, complaints about noise fell, though a few shopkeepers said the darker streets made them nervous about closing up late.' Options: (a) The council saved money; (b) The lamps were removed permanently; (c) Some residents slept better; (d) Every shopkeeper welcomed the change; (e) A stargazing group benefited.
Show plan, model opening & checklist
Plan: This is a select-several question, so test each option against the text, not against what feels likely. (a), (c) and (e) are stated or clearly implied. (b) says 'switched off', not removed.
(d) is contradicted by 'a few shopkeepers said... nervous'. Choose only what the passage supports and match how many the paper asks for.
Model opening: The lamps were 'switched off... to cut its electricity bill', so (a) is supported; they were switched off, not removed, so (b) is not.
Checklist:
- Each option checked against the text, not guessed
- No more answers than the question asks for
- Every rejected option can be explained
- Distractor words like 'permanently' and 'every' spotted
2Short-answer. Read our original notice and answer each question in a few words, as the paper requires. Notice (our own): 'The library's study rooms are free but must be booked online at least a day ahead.
Rooms hold up to four people and can be used for two hours. Food is not allowed, but covered drinks are. Bookings not claimed within fifteen minutes are given away.' (i) How far in advance must a room be booked?
(ii) What may you bring to drink? (iii) What happens if you arrive twenty minutes late?
Show plan, model opening & checklist
Plan: Short answers reward the precise detail, not full sentences. Scan for the phrase that answers each question: 'at least a day ahead', 'covered drinks', and the fifteen-minute rule. For (iii) apply the rule, since twenty minutes is past fifteen, so the room is given away.
Model opening: (i) At least a day ahead. (ii) A covered drink.
Checklist:
- Answers are short and exact
- Detail lifted from the right sentence
- No extra words copied in
- The inference in (iii) actually applies the rule
3Following an argument. Read our original opinion paragraph, then answer in your own words. Paragraph (ours): 'People say cycling to school is dangerous, and on busy roads it can be. But the danger is not the bicycle; it is the lack of safe lanes.
Where councils have built separated paths, more children cycle and injuries have fallen. The problem, then, is a planning problem, not a cycling one.' (i) What objection does the writer raise first? (ii) How does the writer answer it?
A trial lesson can start from your child's attempt at Reading comprehension (ESL) practice for Pearson Edexcel 4ES1, with feedback from an experienced teacher.
(iii) In one sentence, what is the writer's overall point?
Show plan, model opening & checklist
Plan: Following an argument means tracking the moves: concession, then rebuttal, then evidence, then conclusion. The writer admits cycling 'can be' dangerous, shifts the cause to missing lanes, uses the councils' paths as evidence, and lands on 'a planning problem'. Answer (iii) in your own words rather than lifting the last line.
Model opening: (i) The writer first raises the objection that cycling to school is dangerous.
Checklist:
- Concession and rebuttal both identified
- Evidence linked to the writer's point
- Overall point put in your own words
- Nothing added from outside the passage
4Identifying purpose. Read our two short original openings and, for each, state its main purpose (to inform, to persuade, to instruct or to entertain) and quote one word or phrase that signals it. A: 'Turn the dial to the blue setting, wait for the light, then press start once.' B: 'Surely no one still believes that a longer school day helps children learn?' Answer in a few words per text.
Show plan, model opening & checklist
Plan: Purpose questions want the effect plus the evidence for it. A is a chain of commands ('Turn', 'wait', 'press'), so it instructs.
B uses a loaded rhetorical question ('Surely no one still believes') aimed at swaying the reader, so it persuades. Name the purpose and quote the signal briefly.
Model opening: Text A: to instruct; the signal is the chain of commands, such as 'Turn the dial... press start'.
Checklist:
- Purpose named from a valid set
- A short signal quoted for each
- Instruction and persuasion not confused
- Answers kept brief
5Multiple-response across two texts. Read our two original mini-texts on the same topic, then answer. Text 1: 'Our canteen should sell only water and milk.
Sugary drinks crowd out better choices and leave children restless in afternoon lessons.' Text 2: 'Banning sugary drinks won't teach anyone to choose well; it just moves the problem to the shop next door.' (i) Tick each statement supported by at least one text: (a) sugary drinks affect afternoon behaviour; (b) a ban may simply shift where drinks are bought; (c) milk should be banned. (ii) In a few words, how do the two texts differ in view?
Show plan, model opening & checklist
Plan: Read both texts, then judge each option against either one. (a) comes from Text 1 ('restless in afternoon lessons'). (b) comes from Text 2 ('moves the problem to the shop next door').
(c) appears in neither. For (ii), note that Text 1 argues for the ban while Text 2 doubts it would work.
Model opening: (a) is supported by Text 1's claim that sugary drinks leave children 'restless in afternoon lessons'.
Checklist:
- Each option traced to a specific text or rejected
- The 'at least one text' rule applied, not 'both'
- Difference in view stated briefly
- No option invented from general knowledge
See the method and an annotated model on the reading comprehension (ESL) page for Pearson Edexcel 4ES1, or the technique in our reading comprehension (ESL) skills guide.