Cambridge English Proficiency: Reading and Use of

English Part 3
Description
First, students match grammatical terms with their definitions. They then complete a
sentence-based word formation task and then an exam task. Finally, students summarise
what they have to do in Part 3.

Time required: 45 minutes

Materials  Student’s worksheets 1 and 2 (1 copy per student)
required:
Aims:  to familiarise students with Part 3 through guided discovery
 to develop students’ awareness of all the forms of a word

Procedure
1. Make sure students know what they have to do in Part 3. Cover these main points.
Part 3 consists of a text containing 8 gaps (plus one gap as an example).
At the end of some of the lines, and separated from the text, there is a stem word
in capital letters.
Students need to form an appropriate word from given stem words to fill each
gap.
The focus of this task is primarily lexical, though an understanding of structure is
also required.
2. Give out Student’s worksheet 1. To make sure that students can talk about different
types of words, e.g. verb, adverb, etc., ask them to do question 1. If you know your
students will not know these terms, do the question as a whole class activity and write
examples on the board. Otherwise, students could do the question in pairs.
Alternatively, if your students are very familiar with these terms, omit this exercise.
Check the answers (see Key).
3. Ask students to work in pairs to do the second task on Worksheet 1, which is
sentence-based and illustrates the kind of changes that can be made. Point out that
this is not a comprehensive list of all possible types of change.
Check the answers (see Key).

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Cambridge English Proficiency: Reading and Use of
English Part 3
4. Give out Student’s worksheet 2 and go through the instructions and example for
question 1. Elicit from students why it is important:
to read the title (It provides the context and helps the reader to predict the
content.)
to read the whole text before beginning to fill in the gaps. (They have to get
the gist of the text.)
5. Ask the students to do as much of the task as they can on their own first and then to
compare their answers with a partner.
6. Check the answers as a whole class and ask students which answers were easier
and which were more difficult.
7. Finally, ask students to summarise what they have to do in Part 3 to check that have
understood the task (see Key below).

Additional information
Part 3 consists of a text containing 8 gaps (plus one gap as an example). At the end
of some of the lines, and separated from the text, there is a stem word in capital
letters. Candidates need to form an appropriate word from given stem words to fill
each gap.
The focus of this task is primarily lexical, though an understanding of structure is also
required. It tests the candidates’ knowledge of how prefixes, suffixes, internal
changes and compounds are used in forming words.
Candidates are required to demonstrate understanding of the text beyond sentence
level.
Suggested follow-up idea
Ask students to prepare a table (as below) using the words in the sentence-based
exercise and the Power Naps text. Point out that sometimes there is no example of a part
of speech, indicated by xxx, and that sometimes there are two or more examples of the
same part of speech, for example a positive and negative adjective. (NB some forms can
be found in a dictionary but they are archaic or rarely used and will therefore not occur in
the exam.)
Encourage students to record vocabulary in this way, making sure that they make a note
of the different forms of the same word.
NOUN VERB ADJECTIVE ADVERB
pain(s) It pains me… painful/ painless/ pained painfully/ painlessly
strength(s) strengthen strong/er/est strongly

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Cambridge English Proficiency: Reading and Use of
English Part 3
Answer keys

Student’s Worksheet 1
1. 1 D 2 F 3 E 4 B 5 A 6 C
2.
1 economise h
2 productivity f
3 tenderness g
4 strengths e
5 update a
6 painless b
7 misinformed i
8 length d
9 deface c
10 statistically j
Student’s Worksheet 2
Question 1 Question 2
17 alertness 1. Read the instructions carefully
18 executives 2. Read the title and think about the possible
context/content of the text
19 maximize/maximise 3. Read the whole text for gist
20 disorientation 4. Analyse each gap to see what kind of word is
needed, a noun, a verb, an adjective etc
21 comparatively 5. Form the appropriate part of speech
22 designated 6. Check the spelling
23 accompany 7. Continue until text is complete
24 desperation 8. Finally, read the whole completed text again to
make sure the words used are logical in the
text.
9. Transfer the answers to the answer sheet in
pencil, using capital letters.
10. Make sure handwriting is clear

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Cambridge English Proficiency: Reading and Use of
English Part 3
Student’s Worksheet 1
1. Match the grammatical terms with their definitions.

Grammatical terms Definitions

a letter/group of letters added to the beginning of a word to make
1 noun A
a new word

2 verb B a word that describes or gives more information about a verb

a letter/group of letters added to the end of a word to make a

3 adjective C
new word
4 adverb D a word that refers to person, place or thing
5 prefix E a word that describes a noun or pronoun
6 suffix F a word that describes an action

2. This exercise demonstrates the different procedures you can use for Part 3.
Complete the sentence by changing the word in capitals. Then match what you
have done with the descriptions a-j.
1. We will need to …… until our finances improve. ECONOMY
2. This factory’s …… has been steadily declining. PRODUCE
3. This romantic film has moments of great …… . TENDER
4. This player’s …… are outweighed by his weaknesses. STRONG
5. The chairman will …… you on the latest sales figures. DATE
6. This new dental treatment is completely …… . PAIN
7. Unfortunately, you have been …… about the price. INFORM
8. The engineers disagree about the …… of the new canal. LONG
9. Vandals have been known to …… the statues in the park. FACE
10. The results of the experiment are not …… valid. STATISTIC

a. Add a positive prefix f. Change a verb into a noun

b. Add a negative suffix g. Change an adjective into a noun
c. Add a negative prefix h. Change a noun into an verb
d. Make an internal change i. Add a prefix and a suffix to a verb
e. Change an adjective into a plural j. Change a noun into an adverb
noun with an internal change
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Cambridge English Proficiency: Reading and Use of
English Part 3
Student’s Worksheet 2
1. You are going to do a Part 3 task. Work on your own first and then check your
answers with a partner.
For questions 17–24, read the text below. Use the word given in capitals at the end of
some of the lines to form a word that fits in the space in the same line. There is an
example at the beginning (0).
Write your answers IN CAPITAL LETTERS on the separate answer sheet.
Example: 0 EFFECT
POWER NAPS
Power napping is an (0) EFFECTIVE strategy . It involves taking an intense
sleep which dramatically improves (17) ……, making it especially useful for ALERT
those with a demanding schedule such as mothers of babies or travelling
business (18) …… . However, the conditions must be right and practice is EXECUTE
required to (19) …… the effects. MAXIMUM

To prevent (20) …… on awakening, power naps should last about 25 ORIENTATE

minutes. Falling asleep so quickly takes practice, but it is in fact a habit which is
(21) …… easy to acquire. Initially, it is more important to relax for a while COMPARE
than actually fall asleep, and power-napping is not a good idea if you find it
difficult to wake up at the (22) …… time. DESIGN

Finally, power-napping should not be confused with the kind of dozing that can
(23) …… a sensation of overwhelming sleepiness during the day, which COMPANY
simply represents the (24) …… experienced in the attempt to compensate DESPAIR
for a poor sleep routine.

2. Summarise what you have to do in Part 2.

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