English Reading and Writing Camp
Part 5 of the A2 Key for Schools Reading and Writing paper presents students with an email — often two emails in exchange — and asks them to complete six gaps using one word per gap. Unlike Part 4, where students choose from three vocabulary options, Part 5 requires students to produce the correct word independently — from grammar knowledge, collocation, and contextual understanding working together. It is the reading task that most directly tests grammatical accuracy, and it is the one that most consistently catches students who have good passive vocabulary but unreliable active grammar.
An English reading and writing camp in Thailand for M3 students at ILC Hua Hin develops the Part 5 skill through Cambridge’s official lesson plan approach — which places the open cloze task in the context of genuine email communication between students, so that the grammar being tested feels like a functional tool rather than an examination requirement.
Why Grammar in Context Is More Effective Than Grammar in Isolation
The Cambridge lesson plan for A2 Key for Schools Reading Part 5 anchors its instruction in a text about moving to a different country — a topic that is immediately relevant to M3 students who have been in Hua Hin for several days, living away from their own environment for the first time, and who have genuine feelings and observations about the experience of being somewhere new.
The lesson asks students to predict what topics someone writing about moving to a different country might cover — and then to read the text and check their predictions. This prediction stage is the skim reading strategy applied to an email format, and it develops the contextual understanding that Part 5 requires. When students arrive at a gap in the open cloze, they are not trying to fill it in isolation — they are trying to fill it in a text whose overall meaning they have already understood, which makes the grammatical choices more accurate and more confident.
The English reading and writing camp in Thailand for M3 students practises this whole-text approach to grammar through morning sessions that use the native teacher’s naturally accurate spoken English as a continuous model — not a list of grammar rules, but a living demonstration of how the words and structures of A2 level English fit together in natural communication.
The Compare It Activity — Building the Comparative and Superlative Grammar Part 5 Requires
The Compare It activity from Cambridge’s classroom warmers booklet — in which students are shown two pictures and work together to form a grammatically correct comparative sentence — is used in the English reading and writing camp in Thailand for M3 students as a warm-up for the open cloze session. The activity develops comparative and superlative grammar through genuine communicative production — students earn a point for a correct sentence and an extra point if no other student produced the same sentence — which makes the grammar of comparison genuinely competitive and genuinely memorable.
Comparative and superlative structures are among the most common grammar targets in A2 Key for Schools Part 5 gaps, and developing them through the Compare It activity in a class of twelve ensures that every student has produced and self-corrected these structures before the formal open cloze task begins.
The Afternoon: Sam Roi Yot National Park
Sam Roi Yot National Park — the coastal wetland park about forty minutes south of Hua Hin — is the afternoon destination that generates the most extended comparative English of the week. The park’s dramatic limestone karsts, mangrove forests, and freshwater marshes provide a context in which comparative language is genuinely necessary — students compare the karst landscape to places they know, compare the mangrove environment to the beach and the forest they have visited earlier in the programme, and express superlatives about what is most beautiful, most surprising, and most different from their everyday experience.
The native teacher facilitates this comparative conversation throughout the visit, using the exact grammatical structures that the English reading and writing camp in Thailand for M3 students developed in the morning’s open cloze session. Students who practised comparative grammar as an examination exercise in the morning are now using it to describe a real landscape in genuinely motivated conversation — and that shift from practice to use is where the grammar becomes durable rather than examination-specific.
ILC Hua Hin provides 24/7 supervision for all residential and off-site elements of the programme. Full welfare details are available for school directors before booking. The British Council’s young learner framework and Cambridge’s A2 Key resources provide useful context.
Use the ILC Hua Hin English level test to confirm your M3 group’s level before booking.
Find out more about the Residential English Speaking Camp and how the English reading and writing camp in Thailand for M3 students develops all seven parts of the reading and writing paper. Speak to our team to discuss what the programme would deliver for your school.
