Assessing reading comprehension with tips for classroom practice
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1 Assessing reading comprehension with tips for classroom practice
2 FOR SCHOOLS GENERAL ENGLISH BUSINESS ENGLISH ACADEMIC ENGLISH
3 Outline Texts in everyday life and in Cambridge English exams across levels Task types in Cambridge English exams and differences across levels Reading skills in everyday life and in Cambridge English exams Preparing students for two task types Suggestions for classroom practice
4 Reading texts
5 What do you read in everyday life? 1. What do you usually read? (in English or another language)?
6 What do you read in everyday life? 1. What do you usually read? (in English or another language)? 2. What are the differences between the types of material you read?
7 Differences in reading material Length Style (formal/informal) Language Purpose for which something is written Subject matter (specialised/general) Nature of information (concrete/abstract) Text structure
8 Text types in Cambridge English exams Extracts from books (fiction and nonfiction) Newspaper and magazine articles Advertisements Public signs and notices Informational material: brochures, guides, manuals Correspondence: text messages, letters or s
9 Criteria for choosing texts for Cambridge English exams The level of world knowledge and language knowledge of the target candidates Text length and topic The nature of information (concrete or abstract) Grammar and vocabulary Text purpose Discourse mode
10 Differences in texts by level Text purpose: to inform (A2) to inform, convey feelings (B1) to inform, convey feelings, entertain, persuade and convince (B2, C1, C2).
11 Differences in texts by level Text purpose: to inform (A2) to inform, convey feelings (B1) to inform, convey feelings, entertain, persuade and convince (B2, C1, C2). Discourse mode: Description, narration, instruction (A2) Description, narration, instruction, argumentation, exposition (B2, C1 and C2).
12 Differences in texts across levels Cambridge English: Proficiency (C2) Sentence Sentence Words length complexity 20 words Complex Wide (average) sentences range Cambridge English: Key (A2) 13 words Only simple Common (average)
13 Reading comprehension task types
14 Can you remember? Which task types can be found in Cambridge English Reading tests?
15 Task types in Cambridge English exams True/False or Right/Wrong/Doesn t say (Cambridge English: Key A2 and Cambridge English: Preliminary B1) Note completion (Cambridge English: Key A2) Multiple choice (all) Multiple matching (all) Gapped text tasks: with missing words (all) with missing sentences or paragraphs (B2 C1) Proofreading (Cambridge English: Business Certificates B1 C1)
16 Which task type is this?
17 Multiple choice
18 Which task type is this?
19 Multiple matching
20 True/False
21 Which task type is this?
22 Gapped text
23 Reading skills
24 How do we read in real life? Which reading skills do you use when you read: A. a timetable?
25 How do we read in real life? Which reading skills do you use when you read: A. a timetable? B. newspapers?
26 How do we read in real life? Which reading skills do you use when you read: A. a timetable? B. newspapers? C. a poem?
27 Types of reading Careful reading Fast reading
28 Practise with your students Careful and fast reading Switching between the two in a single task Skimming, scanning and search reading
29 What we do when we read Recognise and understand a word Understand the basic meaning of a phrase or sentence Understand implied meaning ( read between the lines ) Understand information across sentences or a paragraph Understand information across a whole text Understand and combine information across texts
30 Skilled readers set goals and decide on skills to use use knowledge and make predictions monitor their own comprehension reread, where necessary
31 Reading comprehension in an A2 test Recognise and understand a word Understand the basic meaning of a phrase or sentence Understand implied meaning ( read between the lines ) Cambridge English: Key (A2) Understand information across sentences or a paragraph Understand information across a whole text Understand and combine information across texts
32 Reading comprehension in a B1 test Recognise and understand a word Understand the basic meaning of a phrase or sentence Understand implied meaning ( read between the lines ) Cambridge English: Preliminary (B1) Understand information across sentences or a paragraph Understand information across a whole text Understand and combine information across texts
33 Reading comprehension in a B2 test Recognise and understand a word Understand the basic meaning of a phrase or sentence Understand implied meaning ( read between the lines ) Understand information across sentences or a paragraph Cambridge English: First (B2) Understand information across a whole text Understand and combine information across texts
34 Reading comprehension at C1/C2 Recognise and understand a word Understand the basic meaning of a phrase or sentence Understand implied meaning ( read between the lines ) Understand information across sentences or a paragraph Cambridge English: Advanced (C1) Cambridge English: Proficiency (C2) Understand information across a whole text Understand and combine information across texts
35 Predict Practising reading skills
36 Practising reading skills Predict Set goals
37 Practising reading skills Predict Set goals Monitor your own understanding Reread, if necessary
38 Practising reading skills Predict Set goals Monitor your own understanding Reread, if necessary but Do not dwell on unfamiliar words
39 Teaching reading skills: multiple matching
40 Multiple matching
41 Multiple-matching activity (A2) How would you explain this at A2 level?
42 Multiple-matching activity (A2) How would you explain this at A2 level? If your child is one or two years old, their food doesn t cost anything.
43 Multiple matching (A2)
44 Multiple matching (A2)
45 Multiple matching (A2)
46 Find your partner Some activities
47 Some activities Find your partner Learners create the statements to go with a set of notices
48 Some activities Find your partner Learners create the statements to go with a set of notices Play snap
49 Some activities Find your partner Learners create the statements to go with a set of notices Play snap Work on paraphrase as much as possible
50
51 Multiple matching (C1) Consultant B: Do not be too dispirited if you are turned down for a job, but think about the reasons the employers give. The careers consultant says
52 Multiple matching (C1) Consultant B: Do not be too dispirited if you are turned down for a job, but think about the reasons the employers give. The careers consultant says Item 52: Stay optimistic in spite of setbacks.
53 Multiple matching (C1) Consultant B: Do not be too dispirited if you are turned down for a job, but think about the reasons the employers give. The careers consultant says Item 52: Stay optimistic in spite of setbacks.
54 Multiple matching (C1) Consultant B: Do not be too dispirited if you are turned down for a job, but think about the reasons the employers give. The careers consultant says Item 52: Stay optimistic in spite of setbacks.
55 Cross-text multiple-matching task
56 Cross-text multiple-matching task You are going to read four extracts from articles in which academics discuss the contribution the arts (music, painting, literature, etc.) make to society. For questions choose from the academics A D. The academics may be chosen more than once.
57 Cross-text multiple-matching task
58 Cross-text multiple-matching Which academic task has a different view from North regarding the effect of the arts on behaviour towards others? expresses a different opinion to the others on whether the human species has a genetic predisposition towards the arts?
59 Cross-text task: a class activity Divide class into four groups: A, B, C and D.
60 Cross-text task: a class activity Divide class into four groups: A, B, C and D. Give Text A to group A, and so on.
61 Cross-text task: a class activity Divide class into four groups: A, B, C and D. Give Text A to group A, and so on. Learners read their text, identify opinions/ attitudes expressed and check understanding in their group.
62 Cross-text task: a class activity Divide class into four groups: A, B, C and D. Give Text A to group A, and so on. Learners read their text, identify opinions/ attitudes expressed and check understanding in their group. Regroup: A, B, C and D together in fours.
63 Cross-text task: a class activity Divide class into four groups: A, B, C and D. Give Text A to group A, and so on. Learners read their text, identify opinions/ attitudes expressed and check understanding in their group. Regroup: A, B, C and D together in fours. Compare opinions/attitudes expressed in the different texts orally, using paraphrase and identifying similarities and differences.
64 Cross-text task: a class activity (continued) Write the first statement on the board. Elicit from class what that person s view is, and where it comes from in his/her text. Ask groups to identify similar or different opinions. Elicit the answer, and where it comes from in the text.
65 Cross-text task Other ideas for activities: Produce your own tasks with sets of texts on a similar topic, e.g. book reviews Learners find internet news articles on the same topic and prepare questions for other groups to complete.
66 Teaching reading skills: gapped text
67 Gapped text (A2)
68 Gapped text (B1) For a good night, having a comfortable (31)... to sleep is very important. Also, there should be (32)... of fresh air in the room. 31 A point B place C position D part 32 A plenty B much C many D several
69 Gapped text (B2)
70 Gapped text (C1)
71 How do you fill the gaps? Candidates have to look for: lexis repetition, paraphrase, etc.
72 How do you fill the gaps? Candidates have to look for: lexis repetition, paraphrase, etc. grammar tenses, pronouns, etc. time sequence of events cause and effect exemplification contrast overall text structure, cohesion and coherence.
73 What comes next? My first race was a cross-country race in It wasn t an amazing success.
74 My first race was a cross-country race in It wasn t an amazing success. A I ve fallen off more times than I care to remember. B I usually have to stop during practice sessions. C The courses were twice as long and the crowds were twice as big. D I m not strong enough in my arms, so I ve been doing a lot of upper-body training this year. E The attitude was: how much skill do you need to sit on a saddle and point a bike in the same direction for a few minutes? F I finished last, but it didn t matter as I really enjoyed it. G Nothing could be further from the truth. H It s not all stardom and glamour, though.
75 Another example: This year I m riding for a famous British team and there are races almost every weekend from March through to September In fact, there s quite a lot of putting up tents in muddy fields.
76 Another example: This year I m riding for a famous British team and there are races almost every weekend from March through to September. It s not all stardom and glamour though. In fact, there s quite a lot of putting up tents in muddy fields.
77 Gapped text how to do the task 1. Read the heading/subheading.
78 Gapped text how to do the task 1. Read the heading/subheading. 2. Skim-read the text.
79 Gapped text how to do the task 1. Read the heading/subheading. 2. Skim-read the text. 3. Look at the options.
80 Gapped text how to do the task 1. Read the heading/subheading. 2. Skim-read the text. 3. Look at the options. 4. Read the text again, and select a possible option for each gap, paying attention to how it is linked.
81 Gapped text how to do the task 1. Read the heading/subheading. 2. Skim-read the text. 3. Look at the options. 4. Read the text again, and select a possible option for each gap, paying attention to how it is linked. 5. Check that the one remaining option is definitely wrong.
82 Gapped text how to do the task 1. Read the heading/subheading. 2. Skim-read the text. 3. Look at the options. 4. Read the text again, and select a possible option for each gap, paying attention to how it is linked. 5. Check that the one remaining option is definitely wrong. 6. Reread the whole text to check it all makes sense.
83 Teaching reading skills: focusing on reading in class
84 Reasons for focusing on reading in class You can combine it with other skills
85 Reasons for focusing on reading in class You can combine it with other skills You can make it more interesting
86 Reasons for focusing on reading in class You can combine it with other skills You can make it more interesting You can foster enthusiasm for reading
87 Reasons for focusing on reading in class You can combine it with other skills You can make it more interesting You can foster enthusiasm for reading You can teach reading sub-skills
88 Reasons for focusing on reading in class You can combine it with other skills You can make it more interesting You can foster enthusiasm for reading You can teach reading sub-skills You can use the text to focus on language
89 Practising reading skills At higher levels, practise reading faster
90 Practising reading skills At higher levels, practise reading faster Ask learners to bring in their own texts
91 Practising reading skills At higher levels, practise reading faster Ask learners to bring in their own texts Set up a class book club
92 Practising reading skills At higher levels, practise reading faster Ask learners to bring in their own texts Set up a class book club Learners make their own tasks to go with a text
93 Summary Types of texts we read in real life Texts included in Cambridge English exams, and how they differ by level Task types in Cambridge English exams Different reading skills how we read Preparing students for two task types Suggestions for practising reading skills in class
94 Further information Engaging parents in their children s English language learning 21 and 23 September 2015 University of Cambridge Cambridge English Language Assessment 1 Hills Road, Cambridge, CB1 2EU, UK Tel: +44 (0) Fax: +44 (0) helpdesk@cambridgeenglish.org Keep up to date with what s new via the Cambridge English Language Assessment website: For information on Cambridge English webinars for teachers:
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