Assessing reading comprehension with tips for classroom practice

FOR SCHOOLS GENERAL

ENGLISH

BUSINESS

ENGLISH

ACADEMIC

ENGLISH

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

Reading texts

What do you read in everyday life?

1. What do you usually read? (in English or another language)?

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?

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

Text types in Cambridge English exams

• Extracts from books (fiction and non-fiction)

• Newspaper and magazine articles

• Advertisements

• Public signs and notices

• Informational material: brochures, guides, manuals

• Correspondence: text messages, letters or emails

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

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).

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).

Differences in texts across levels

Sentence Sentence Words

length complexity

20 words Complex Wide

(average) sentences range

Cambridge

English:

Proficiency

(C2)

Cambridge

English:

Key

(A2)

13 words Only simple Common

(average)

Reading comprehension task types

Can you remember?

• Which task types can be found in Cambridge English Reading tests?

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)

Which task type is this?

Multiple choice

Which task type is this?

Multiple matching

True/False

Which task type is this?

Gapped text

Reading skills

How do we read in real life?

Which reading skills do you use when you read:

A. a timetable?

How do we read in real life?

Which reading skills do you use when you read:

A. a timetable?

B. newspapers?

How do we read in real life?

Which reading skills do you use when you read:

A. a timetable?

B. newspapers?

C. a poem?

Types of reading

Careful

reading

Fast

reading

Practise with your students

• Careful and fast reading

• Switching between the two in a single task

• Skimming, scanning and search reading

What we do when we read

• Understand the basic meaning of a phrase or sentence

• Understand implied meaning (‘read between the lines’)

• Understand information across a whole text

• Understand information across sentences or a paragraph

• Recognise and understand a word

• Understand and combine information across texts

Skilled readers …

• set goals and decide on skills to use

• use knowledge and make predictions

• monitor their own comprehension

• reread, where necessary

Reading comprehension in an A2 test

• Understand the basic meaning of a phrase or sentence

• Understand implied meaning (‘read between the lines’)

• Understand information across a whole text

• Understand information across sentences or a paragraph

• Recognise and understand a word

Cambridge English: Key

(A2)

• Understand and combine information across texts

Reading comprehension in a B1 test

• Understand the basic meaning of a phrase or sentence

• Understand implied meaning (‘read between the lines’)

• Understand information across a whole text

• Understand information across sentences or a paragraph

• Recognise and understand a word

Cambridge English:

Preliminary

(B1)

• Understand and combine information across texts

Reading comprehension in a B2 test

• Understand the basic meaning of a phrase or sentence

• Understand implied meaning (‘read between the lines’)

• Understand information across a whole text

• Understand information across sentences or a paragraph

• Recognise and understand a word

Cambridge English:

First

(B2)

• Understand and combine information across texts

Reading comprehension at C1/C2

• Understand the basic meaning of a phrase or sentence

• Understand implied meaning (‘read between the lines’)

• Understand information across a whole text

• Understand information across sentences or a paragraph

• Recognise and understand a word

Cambridge English:

Advanced

(C1)

Cambridge English:

Proficiency

(C2)

• Understand and combine information across texts

Practising reading skills

• Predict

Practising reading skills

• Predict

• Set goals

Practising reading skills

• Predict

• Set goals

• Monitor your own understanding

• Reread, if necessary

Practising reading skills

• Predict

• Set goals

• Monitor your own understanding

• Reread, if necessary

but …

• Do not dwell on unfamiliar words

Teaching reading skills: multiple matching

Multiple matching

Multiple-matching activity (A2)

How would you explain this at A2 level?

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.

Multiple matching (A2)

Multiple matching (A2)

Multiple matching (A2)

Some activities

• ‘Find your partner’

Some activities

• ‘Find your partner’

• Learners create the statements to go with a set of notices

Some activities

• ‘Find your partner’

• Learners create the statements to go with a set of notices

• Play ‘snap’

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

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 …

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.

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.

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.

Cross-text multiple-matching task

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 37–40 choose from the academics A–D. The academics may be chosen more than once.

Cross-text multiple-matching task

Cross-text multiple-matching task

Which academic

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?

Cross-text task: a class activity

• Divide class into four groups: A, B, C and D.

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.

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.

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.

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.

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.

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.

Teaching reading skills: gapped text

Gapped text (A2)

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

Gapped text (B2)

Gapped text (C1)

How do you fill the gaps?

Candidates have to look for:

• lexis – repetition, paraphrase, etc.

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.

What comes next?

My first race was a cross-country race in 1995. It wasn’t an amazing success.

My first race was a cross-country race in 1995. 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.

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.

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.

Gapped text – how to do the task

1. Read the heading/subheading.

Gapped text – how to do the task

1. Read the heading/subheading.

2. Skim-read the text.

Gapped text – how to do the task

1. Read the heading/subheading.

2. Skim-read the text.

3. Look at the options.

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.

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.

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.

Teaching reading skills: focusing on reading in class

Reasons for focusing on reading in class

• You can combine it with other skills

Reasons for focusing on reading in class

• You can combine it with other skills

• You can make it more interesting

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

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

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

Practising reading skills

• At higher levels, practise reading faster

Practising reading skills

• At higher levels, practise reading faster

• Ask learners to bring in their own texts

Practising reading skills

• At higher levels, practise reading faster

• Ask learners to bring in their own texts

• Set up a class ‘book club’

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

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

Further information

University of Cambridge

Cambridge English Language Assessment

1 Hills Road, Cambridge, CB1 2EU, UK

Tel: +44 (0)1223 553997

Fax: +44 (0)1223 553621

Email: helpdesk@cambridgeenglish.org

Keep up to date with what’s new via the

Cambridge English Language Assessment website: www.cambridgeenglish.org

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www.cambridgeenglish.org/webinars

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