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© UCLES 2013
Learning intentions of the seminar
• to give information about the Cambridge English:
Preliminary Reading Test Parts 2, 3 & 4
• to look at these reading tasks in detail
• to suggest classroom teaching ideas & give guidance
on preparing candidates
© UCLES 2013
The reading skill
Challenges
Time (1hour 30 minutes to do 5 reading tasks and 3
writing tasks)
Lack of training
Lack of awareness that different reading tasks test
different sub-skills
© UCLES 2013
Cambridge English: Preliminary Reading Component
Task Text type Task focus
1 5 short texts Understanding ‘real-world’ notices and messages
2 5 descriptions and 8 short texts
Specific information and detailed comprehension
3 Long, usually factual text
Specific information and disregarding redundant text
4 Text containing attitude and opinion
Detailed comprehension, writer purpose, opinion and global meaning
5 Short, usually factual text
Understanding vocabulary and grammar
© UCLES 2013
Cambridge English: Preliminary Reading Component
Task Text type Task focus
1 5 short texts Understanding ‘real-world’ notices and messages
2 5 descriptions and 8 short texts
Specific information and detailed comprehension
3 Long, usually factual text
Specific information and disregarding redundant text
4 Text containing attitude and opinion
Detailed comprehension, writer purpose, opinion and global meaning
5 Short, usually factual text
Understanding vocabulary and grammar
© UCLES 2013
Cambridge English: Preliminary Reading Component
http://www.cambridgeenglish.org/teaching-english/resources-
for-teachers/
© UCLES 2013
Part 2: Texts
Candidates read
short profiles of 5
people with
information about:
•habits and lifestyle•likes and dislikes•age and personal interests
© UCLES 2013
Part 2: Texts
• Candidates read 8 short
adapted authentic texts
• Factual material
• Topics: e.g.: visiting museums,
staying in hotels, buying books,
choosing holidays, etc
© UCLES 2013
Part 2: Reading Skills
Candidates must:
• skim texts to identify topic and gist
• scan to find detailed information
• Lots of similar information to retain
• Working memorymight be overloaded
What’s themain problemstudents havewhen doingthis part?
© UCLES 2013
Which of these things are candidatesadvised to do in Part 2?
Word spotting
Quick matches at word level
Recognizing alternative ways of saying the same thing
(paraphrasing)
© UCLES 2013
Handout: worksheets A & B
Worksheet A: Main aim of activity?
Worksheet B: Questions in worksheet
© UCLES 2013
Answers worksheet A
Raise awareness of the importance of reading quickly, of
scanning for information and of short-term memory.
Highlight the importance of paraphrasing
© UCLES 2013
Answers worksheet B
The personal profiles include lots of information points (4–6 in
this example), several of which are redundant
In a correct answer three information points match
In a nearly correct answer one or two information points
match.
© UCLES 2013
Worksheet A & B: Reading styles
Worksheet A: aim of doing this activity?
Worksheet B: Reflection & suggestions for Part 3
© UCLES 2013
Worksheet C: Paraphrasing
What suggestions for candidates can you find in theworksheets?
© UCLES 2013
Type of questions
Multiple choice (5 questions, 4 options each)
First question writer’s purpose
Last questionglobal meaning
1 of the other three attitude or opinion
This is the part of the test which demands the
widest range of reading skills and the most complete understanding of text.
© UCLES 2013
Answers
1. writer's main purpose
2. facts about … (options A and C) likes and dislikes (options B
and D)
3. likes and dislikes (options A and C) opinions (options B and D)
4. likes and dislikes (options A and C) facts about … (option B)
opinion (option D)
© UCLES 2013
Learning intentions of the seminar
• to give information about the Cambridge English:
Preliminary Reading Test Parts 2, 3 & 4
• to look at these reading tasks in detail
• to suggest classroom teaching ideas & give guidance
on preparing candidates