Developing Reading Skills For c2 Proficiency A Guide For Teachers
Developing Reading Skills For c2 Proficiency A Guide For Teachers
Developing Reading Skills For c2 Proficiency A Guide For Teachers
Contents
Who this guide is for ............................................................................................................................... 3 Teachers spend many hours helping to prepare learners for the different types of reading and use of
English tasks that are assessed in Cambridge English Qualifications. This guide is for you. With lots
How to use this guide.............................................................................................................................. 3 of practical tips and real examples, it will help you to develop and practise learners’ reading skills in
preparation for C2 Proficiency.
Key terminology........................................................................................................................................ 4
About C2 Proficiency
Challenges of reading............................................................................................................................... 6
✔ Tests reading, writing, speaking and listening skills ✔ Comes after C1 Advanced
Developing your learners’ reading skills................................................................................................ 7 ✔ C2 Proficiency is aimed at learners who need to show they can: ✔ Tests learners at CEFR Level C2
• study demanding subjects at the highest level, including ✔ Can be taken on paper or on a
Assessing your learners’ reading skills...................................................................................................8 postgraduate and PhD programmes computer
• negotiate and persuade effectively at senior management
Preparing learners for the C2 Proficiency Reading and Use of English paper.................................. 9 level in international business settings
• understand complex pieces of writing
How the paper is assessed..................................................................................................................... 10 • talk about complex or sensitive issues and deal confidently
with difficult questions
Part 1 activities ....................................................................................................................................... 12
You can find out more about C2 Proficiency and other levels on our website.
Part 2 activities ....................................................................................................................................... 14 See cambridgeenglish.org/schools.
Part 3 activities....................................................................................................................................... 16
How to use this guide
Part 4 activities....................................................................................................................................... 18
To get the most from this guide:
Part 5 activities........................................................................................................................................20
• Try the practical ideas and reflect on how these techniques affect the processes of learning and
Part 6 activities.......................................................................................................................................24 teaching in your classroom.
• Throughout the guide, there are links to activities, other online resources, and there are feature
Part 7 activities........................................................................................................................................28 boxes such as ‘Exam strategy’ and ‘Top tips’ for you to try out in your classroom.
2 3
Key terminology
Key terminology
Language assessment is a specialist field and there is some common terminology which might be When other terms appear in this guide, you’ll find an explanation nearby in a glossary box:
unfamiliar to you. Learning to recognise these terms will help you to understand this guide.
Key terminology The CEFR
Term Definition
The Common European Framework of
Words or phrases that are used to connect ideas between different parts of a text. They Reference (CEFR) is an international standard
cohesive devices
include pronouns, synonyms, and transitional words such as and, but, although etc. for describing language ability. It uses a six-point
scale, from A1 for beginners up to C2 for those
A word or phrase that sounds natural and correct when it is used together with another who have mastered a language. This makes it
collocation
word or phrase, e.g. heavy rain. easy for anyone involved in language teaching
and testing, such as teachers or learners, to see
A wrong answer that is similar to the correct answer, designed to see whether the the level of different qualifications.
distractor
person being tested can notice the difference.
A text with some sentences removed. Learners have to select the correct sentence to
gapped text
complete it.
L1 A speaker’s first or native language.
multiple-choice
A text with gaps which learners complete by selecting from multiple-choice options.
(m/c) cloze
open cloze A text with gaps which learners complete with a suitable word.
rubric Instructions on an exam paper that tell learners how to complete questions.
4 5
Challenges of reading Developing your learners’ reading skills
• Learners say that understanding vocabulary is the greatest challenge to comprehension. ✘ Don’t … forget to tell learners that it’s a good idea to underline the key words in an exam question to
help focus on the instructions. Is it a multiple-choice task? Do you have to fill the gap? How many words
• Wanting to understand every word but not being able to do so can be very demotivating.
do you need to write? How much time do you have? Always quickly check these kinds of questions in
• Having enough time is another common issue – especially in an exam context. class so learners get into the habit of asking themselves too.
• Non-literal language and multi-word verbs can be difficult for learners’ comprehension. ✔ Do … ask learners to practise skimming and scanning both shorter and longer texts. It’s a good idea
• ‘False friends’ – words which seem to be similar to a word in your learner’s own language (L1), to encourage learners to always skim-read the text quickly first to get a general idea of what it’s about.
but which have a different meaning in English – can also present a challenge. There is an example of this in the Part 1 Activity.
• How a text is structured and the cohesive devices that hold it together may be very different in ✔ Do … help learners think about different ways they read texts. For example, if they are reading an
a learner’s L1. information leaflet, ask them to scan the text to find some specific information. However, if they are
reading a message, then ask them to think about how they would reply.
✔ Do … encourage your learners to try to work out or guess the meaning of words they don’t know. Get
them to use the context and the rest of the text to help. Ask learners to think about the part of speech
(noun, verb, adjective etc.), if the word has a positive or negative feeling and if there are any similarities
to other words they know or to words in their L1.
✘ Don’t … let your learners waste time. Tell them that if they don’t know a word and they can’t guess the
general meaning from the other words around it, to skip it and just keep on reading the text.
✔ Do … ask learners to predict what the answer might be before looking at the multiple-choice options,
and to then look at the options and choose the one closest to their prediction. There is an example of
this in the Part 5 activity.
6 7
Assessing your learners’ reading skills Preparing learners for the C2 Proficiency
8 9
How the paper is assessed
Multiple-choice Read a single text with eight gaps. Candidates must choose one word or
1
cloze phrase from a set of four to fill each gap.
2 Open cloze Read and complete a modified cloze text with eight gaps.
Read a text containing eight gaps. Each gap corresponds to a word. The stems
3 Word formation of the missing words are given beside the text and must be changed to form
the missing word.
Key word There are six discrete items with a lead-in sentence and a gapped response to
4
transformation complete in 3–8 words, including a given ‘key’ word.
5 Multiple choice Read a text followed by six 4-option multiple-choice questions.
Read a text from which paragraphs have been removed and placed in jumbled
6 Gapped text order after the text. Candidates must decide from where in the text the
sentences have been removed.
Important note: The example exam tasks used in this guide are provided to give you and your
learners an idea of the format of the exam and what is being tested in each part. The tasks have
not been fully pretested and calibrated like our published exams. To assess your learners’
readiness for a live exam, use one of the official sample tests on our website, or go to our
Mock Test Toolkit for tips on using sample tests.
The next section of this guide will look at what is being tested in the questions and texts in each
part of the Reading and Use of English paper for C2 Proficiency. We will analyse why the answers
are correct, and why some possible choices are wrong. Demonstrating this will show your learners
how to analyse the questions and help them get to the correct answers.
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For questions 1–3, read the text below and decide which answer (A, B, C or D) best fits each gap.
There is an example at the beginning (0). Part 1: Activity
Example: Aims: To raise awareness of semantic precision and collocation.
0 A task B
job C
chore D
grind Preparation: Print out copies of the Part 1: Extra activity – gap-fill sentences and Part 1: Sample exam task
– full part (Adventure Travel) in the attached Handout.
A biographer’s challenge
Steps:
Writing the biography of an intellectual can be an uphill (0) …………… . In truth, most intellectuals
don’t lead interesting lives. Unlikely to dabble in politics or intrigue, they tend to be rather like Adam 1. Write the title of the Part 1 sample exam task (Adventure Travel) on the board and ask learners some
Smith, the (1) …………… father of modern economics.
Here is a man whose affairs of the heart were, (2) …………… we know, non-existent. He spent most
questions on the topic, e.g. Visiting what kind of places would make it an adventure? Do you have to
do a physically demanding or extreme activity for it to be an adventure? Make a note of your learners’
predictions on the board but don’t comment yet, as they will find out in the next step.
of his adult years living quietly with his mother. Little remains of his private correspondence, and
what there is suggests a calm, thoroughly rational character. His only passion was buying books.
2. Give out the gapped text, Adventure Travel, but do not give out the questions 1–8, A–D just yet. Ask the
We don’t even have a (3) …………… sense of Smith’s physical appearance: unlike so many of his learners to skim-read the text, not worrying about the gaps, and check if any of their ideas from step 1
contemporaries, he never sat for a portrait. were mentioned. Briefly feed back with the whole class.
3. Now give out the questions 1–8, A–D, and ask learners to complete the task by looking again carefully at
1 A inventing B establishing C founding D initiating the words before and after each of the gaps in the text. Elicit/remind them to consider the slight differences
2 A as soon as B
so long as C as well as D so far as in meaning and usage of the four choices, as well as collocations with other words in the text.
3 A strong B deep C right D pure
4. Now give out the Part 1: Extra activity and ask learners to complete the gap-fill sentences. This creates an
opportunity for further exploration of the differences in meaning and use between the words. Ask learners
to compare their answers with a partner and discuss why they chose the answers they did. During feedback,
Answer key the learners should again try to explain why an answer is correct or, as importantly, why it’s incorrect.
1
✔ C is correct – founding forms a strong collocation with father – none of the other choices do so.
5. When you have established the correct choices for the gap-fill sentences, ask the learners to look again
It refers to the person who sets up or develops an institution, organisation or an idea.
at their answers for the Part 1 sample exam task, Adventure Travel, and change any answers that they
2
✔ D is correct – so far as we know is very similar to as far as we know and is used to express something now think might be wrong.
you think is true, although you do not know all the facts. The meanings of the other options are quite
different: ✘ A as soon as means at the same time, ✘ B so long as is very similar to as long as – meaning 6. Round off the lesson by discussing the quotation in the first sentence of the Part 1 text. For example, ask
provided that, and ✘ C as well as means in addition. learners if they agree that, ‘We live our lives second-hand’.
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Here is an example of three questions from Part 2. 1. To generate interest in the text, dictate or write the following three questions on the board.
• What films or stories do you know that feature robots?
For questions 9–11, read the text below and think of the word which best fits each gap. Use only • In reality, what kind of tasks are robots commonly used for?
one word in each gap. There is an example at the beginning (0). • In the future, how do you imagine robots and humans will interact?
2. Ask the learners to discuss the questions in pairs or small groups. Ask a few learners to report to the class
Clouds
any interesting points raised.
Clouds have provided food (0) …for… thought throughout history. But, in (9) …contrast…
to animals, every known species of (10) …which… had been classified many times over since 3. Give out the extra activity text, My new friend’s a robot, and ask the learners to skim-read it to see if it
antiquity, clouds, certainly in the particular case of Western culture, remained unclassified until the mentions any of the ideas they discussed. Tell them not to worry if the text looks a little strange and if they
early nineteenth century. This was when the Latin terms, currently used internationally to identify notice some grammatical errors, they can just underline them at this stage and look at them later.
cloud formation, that is to (11) …say… cirrus, cumulus and stratus, were proposed by an
amateur meteorologist called Luke Howard. 4. Ask the learners to turn over their paper and tell their partner about what they read. In open class, ask if
the text mentioned any of their ideas from step 1.
5. Now explain that the text comes from a Part 2 task and ask the learners if they noticed anything
Answer key about it. Elicit that it contains no gaps – they have been removed. Write the first sentence on the board:
9 ✔ contrast is needed here to complete the expression in contrast to which is used to show that you In fiction robots have a personality, reality is disappointingly different – ask if they can see where the gap
are mentioning discussing a very different situation from the one you have just mentioned. should be and to call out the word that needs to go in the gap (but goes after the comma). Explain that
10 ✔ which is needed to complete the non-identifying relative clause in this sentence. It refers to this is the example, and they should now try to identify where the eight remaining gaps should go.
animals earlier in the sentence and follows the expression of quantity every … of.
6. Ask the learners to compare their ideas with a partner – explaining why they think a word is missing, and
11 ✔ say completes the fixed expression that is to say, which is used when you want to give further
to think about what the missing word could be.
details or be more exact about something.
7. Give out the full exam task and ask them to complete it. Get the learners to change partners and to
then compare their answers and explain their choices. Then feed back with the whole class, highlighting
some of the collocations, fixed expressions and grammatical points as they arise.
Exam tip
This activity provides a different way of focusing learners’ minds on the structure of
language and the understanding of a text. If your learners enjoyed the challenge of
finding the gaps, then try repeating the idea with other gapped texts.
14 15
2. Divide the class into pairs or groups of three, give each group a set of dominoes and ask them to share
For questions 17–20, read the text below. Use the word given in capitals at the end of some of the lines
them out equally.
to form a word that fits in the gap in the same line.
There is an example at the beginning (0). 3. Explain that the first person to play places a domino face up and the next learner places one of their cards
at either end if they can make a word using the prefix and the base word cards they have.
4. Tell the learners they can challenge their partner if they think a word is incorrect – if they cannot agree
Rubik’s cube then the teacher will decide if it’s incorrect; if this is the case, the turn goes to their partner.
Rubik’s Cube is a game of logic that can turn into an (0) …obsession… . The aim is to OBSESS
manipulate the cube until you end up with six faces, each of a single colour – one red, one 5. Learners continue to take turns to play a domino at either end of the chain until someone has used all
yellow, and so on. The game calls for both mental (17) …agility… and manual dexterity. their dominoes and they are then the winner.
AGILE
The original version of the game became an (18) …overnight… sensation after its invention NIGHT
6. Feed back with the whole class, finding out who the winners were and eliciting the completed words.
in the 1980s, and recent years have witnessed a (19) …revival… of interest, not least REVIVE
because of the growing popularity of ‘speedcubing’, a (20) …competitive… form of the game. COMPETE 7. You could round off the activity by asking the learners to choose some of the prefixed words and make
example sentences using them. Tell the learners that the sentences must be true for them. Then ask
which part of the C2 Proficiency Reading and Use of English paper might test their knowledge of prefixes
(Part 3), and the next time you do a Part 3 task elicit/remind the learners to consider prefixes when
Answer key answering.
17
✔ The noun form is needed as it follows the adjective mental.
18
✔ An adjective is required here to complete the noun phrase an … sensation. The prefix over forms
the adjective overnight, which gives the meaning of suddenly or unexpectedly.
19
✔ A noun is needed here to complete the construction noun + of + noun.
20
✔ An adjective is required here to complete the noun phrase a … form of the game.
16 17
6. Tell the learners to turn over the worksheet they were using and close any notebooks. Give out the
Answer key attached Part 4: Example exam task –full part; learners should work on their own to complete the
questions. They will remember some of the paraphrasing from the game, which will help them to get
25
✔ The first given sentence has the structure no idea + of + noun, while the key word how will be
the correct answer – building confidence in their ability to tackle this difficult task. Ask them to compare
followed by an adjective or adverb, so the of + noun pattern can be replaced by the pattern how +
answers with a partner before feed back with the whole class.
adjective + it + be + infinitive with to. The dummy subject it must be used here as an adjective cannot
be a subject and the verb form is needs a subject before it. The verb organise takes an _ing form in
the first sentence as it follows a preposition (in), whereas in the second sentence it needs to be an
infinitive as it follows an adjective (difficult/hard).
26
✔ The first given sentence uses an adverb + adjective structure (completely astonished), which
needs to be changed. As the key word complete can be an adjective, we can use the construction
to + determiner + adjective + noun (to my complete astonishment). The first given sentence has the
pattern of adjective + to + infinitive (astonished to discover), which then needs to change to a clause
(subject + verb): I discovered.
18 19
✔
nourishment for the very different aesthetic of the second half of the nineteenth century. For this Aims: To raise awareness of the types of question in Part 5 and to practise strategies to help get the
x
achievement he has been hailed as a pioneer. Yet he never rejected the principles of his earliest training, correct answer.
✔
as a coherent whole.
x
nor did the development of his art follow a simple path. It has always been difficult to grasp Corot’s work
Preparation: Copy the Part 5: Example exam task – full part in the attached Handout.
Apart from his work Corot left few clues to his outlook. The rather cloying persona, crafted by others with Steps
Corot’s acquiescence late in his life, is no more than a blank mask. His statements, or rather those of his
1. Tell the class they are going to practise some strategies to help manage Part 5 of the C2 Proficiency
✔ x
statements that his disciples chose to record, only rarely escape cliché. At work in a milieu of controversy,
Corot was unusually aloof from worldly affairs and even from artistic disputes. From an early stage in his
Reading and Use of English paper. Elicit what types of text might appear in Part 5. (The texts include a
range of fictional or non-fictional sources, such as newspapers, books and magazines. They may also
x
career, however, he displayed a high and searching ambition, and he persisted in it through more than
two decades of indifference and even hostility to his work. For better and for worse, Corot was devoted
have an academic or professional angle).
to painting. 2. Write the title on the board – Lucy gets a new job on a newspaper – and ask what kind of text they think
31 ccording to the writer, Corot stands out amongst landscape painters of the ‘neoclassical’
A it is (an extract from a novel). Ask the learners to tell their partner what kind of job Lucy might get, if it
school because was a positive or negative experience for her and why that might be.
A it is possible to trace a clear line of development in his work.
B his work provided inspiration for a later generation of artists. 3. Now give out the text (but not the questions) and ask learners to skim the text and check their
C he broke away from the ideas he learned as a young artist. predictions. Get them to compare what they discover with a partner before you do feedback with the
D the art he produced reflected the cultural changes of the time. whole class.
32 What point is made about Corot in the second paragraph? Go to step 4: Activity
A He reacted badly to lack of interest in his work.
B He distrusted even his closest supporters.
C He preferred to keep a low public profile.
D He tended to fall out with other artists.
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Part 5: Activity
Part 5: Activity
4. Elicit the types of questions that might be asked in Part 5 (candidates will typically be asked to identify
detail, opinion, attitude, tone or purpose in a particular section of the text, and the final question may
need an interpretation of the text as a whole). Show the learners this question from the sample paper or
display it on the board:
36 The impression given of the editor is that he is
A anxious to please his colleagues.
B unable to make up his mind.
C prone to act on impulse.
D quick to take offence.
Ask the class which aspect (detail, opinion, attitude, tone or purpose) the question is asking you to
decide on (attitude of the editor). Explain that it’s important to look at the wording of the questions
in detail. In this case ‘The impression given … ’ suggests that you are not looking for a specific piece
of language in the text. Instead, you need to evaluate the section as a whole. Then you can make a
judgement about the editor’s personality and attitude and answer the question confidently.
5. Give out the questions and ask the learners to highlight the key points in the questions only – ignoring
the multiple-choice options. They should then scan the text for the section that deals with the first
question and underline the part of the text which gives the answer. They should then reread it carefully
before reviewing the options A, B, C and D one by one, and eliminating the wrong ones until they find
the option that fits best.
6. Ask the learners to compare their answers with a partner – make sure they justify their choices by
referring back to the text and explaining why a choice is wrong or right. Insist on them doing this in
feedback with the whole class as well.
7. Ask the learners to reflect on the task and tell their partner what they found difficult and if they think the
strategies they practised helped them to get the right answer.
Exam strategy
In step 2 you can see an example of activating
schemata. This is when learners predict what they
are going to read and gets them thinking about the
subject matter. This is not only motivating, but also
activates subject knowledge and vocabulary to help
them understand a text.
22 23
Digging London
Answer key
Roff Smith takes a look at archaeological activity in London
40 ✔ The correct answer is C as before the gap Roff Smith explains how a 12-metre deep excavation pit
One of its earliest chapters came to light in 2010 at a three-acre building site in the financial district. turned out to be one of the most significant early Roman sites ever found in London. Then in text C he
Located in the ancient district of Cordwainer, where leather workers had plied their trade since Roman goes on to describe the process of revealing the more than 14,000 artefacts (which) were found. The
times, a 12-metre deep excavation pit turned out to be one of the most significant early Roman sites ever description of the richest haul continues after the gap with more details of the impressive trove.
found in London.
40 C
41 ✔ B
is correct because, before the gap, Smith explains that the finds were very good quality due to a
forgotten little stream … which helped preserve them. In paragraph B this idea is supported by a
leading archaeologist who agrees that Thanks to the river and its tributaries, London has one of the
Part of the impressive trove included nearly 400 rare wooden writing tablets, some of which still displayed best environments for keeping artefacts intact. He goes on to explain that … objects that would
legible letters, legal agreements, and financial documents. The quality of these extraordinary recent rot … come out of the ground here in amazingly good condition. This idea is referenced after the
finds is thanks to a forgotten little stream called the Walbrook, which flowed through the heart of Roman gap as Smith states Despite that, not all of London’s archaeology is underground.
Londinium on its way to the Thames. Its marshy banks and waterlogged soils preserved almost anything
that fell into them.
Go to Part 6: Activity
41 B
Despite that, not all of London’s archaeology is underground. Imposing segments of the original second-
century Roman wall that once encircled the city can still be seen in places such as Tower Hill. And if you
get your hair cut at the barbershop on the corner of Gracechurch Street and Leadenhall Market, you can
see an arch support for the second-century Roman basilica in the basement downstairs.
A
The science of archaeology really found its feet when 19th-century engineers began building an
extensive sewer system under the city. Amateur antiquarian Charles Roach Smith cast aside social
convention, put on old clothes, and dropped down into the tunnels to follow the workmen. There he
observed their digging, took notes, made drawings, and salvaged the few artefacts he could.
24 25
Part 6: Activity
Part 6: Activity
Aims: To raise awareness of text structure and cohesion.
Preparation: Print a suitable Part 6 text (from a sample paper or coursebook). Cut the text into eight
paragraphs, i.e. cut up the text where the gaps occur – you need one set of eight paragraphs for each group
of four learners.
Steps:
1. Write the title of the text you have chosen on the board and ask the class to predict what they think it
will be about. Don’t confirm or reject their ideas as you want this to provide a motivation for reading the
text. Ask a few questions on the topic to further generate interest and to provide an opportunity to share
and discuss vocabulary that might help.
2. Divide the class into groups of four, sharing out the paragraphs so that each learner has two.
Ask them to read their paragraphs and to write a summary of the main points in their paragraphs
in one or two sentences.
3. Tell them to now work together to try to work out a logical order for the text. The person who thinks
they have the first paragraph should begin by reading out their summary, then they should take it in
turns to try to decide how the text is structured.
4. When they have decided on an order, ask them to compare ideas with another group explaining why
they think that is the correct order.
5. Now give them the original base text to check their ideas. Encourage them to discuss the reasons for any
differences in order. Was it something connected to the text, such as the use of flashbacks, or references
back to an idea discussed earlier? Or a problem with a summary?
6. Feed back with the whole class before eliciting how this task can help them to get the right answers in a
Part 6 task. (The focus of Part 6 is on the understanding of cohesion, coherence, text structure and global
meaning – all of which they did in Steps 2–3).
7. Now give out the missing paragraphs (A–H) and ask the learners to work on their own to decide which
paragraph best fits each gap. They need to think about the thematic links as well as the language that
shows cohesive development – for example, words and phrases indicating time, cause and effect,
contrasting arguments, paraphrasing, use of pronouns, and repetition.
8. Remind learners that there is one extra paragraph they do not need.
9. Ask them to compare their answers with a partner and to refer back to the text to explain why they have
chosen that particular answer, before feedback with the whole class.
26 27
B We’re reluctant to admit to being bored, mainly because of the fallacy – at least, I hope it’s a fallacy Go to Part 7: Activity
– that only boring people get bored. But boredom, that almost indefinable absence of something-or-
other, hangs as a backdrop to modern life – and not even a very interesting one at that. We spend
huge amounts of time as passive bystanders, bemoaning our boredom and accusing pretty much
everything of being boring. There have never been so many opportunities to express this, and a
brief dip into the pool of social media on a Friday afternoon reveals that over the course of a single
minute, some 200 people confess to being bored senseless.
28 29
Extra resources
Extra resources
Part 7: Activity
Aims: To raise awareness of the types of question in Part 7 and to practise paraphrasing.
Preparation: Print out the Part 7: Extra activity – matching paraphrasing in the attached Handout. Lesson plans and resources for teachers
• A variety of free resources for preparing learners for Cambridge English Qualifications
Steps:
• Free sample exams and other preparation resources that you can give your learners
1. Write the title of the attached sample text, Photography – a historical background, on the board and
get the class thinking about the topic by asking a few questions. e.g. What images have been captured • Webinars for teachers on different levels and different topics
through history and pre-history? What impact has photography had in culture, science … etc.? What • C2 Proficiency Handbook for Teachers
might life be like without photography?
• Blog posts on Cambridge English Qualifications, different levels and exams, different skills,
2. Give out the Part 7 extra activity questions 44–53 and tell learners that it is a useful strategy to technology and much more
underline the key ideas in the questions so that they can find paraphrases in the text. Explain that
• Kahoot! quizzes:
key ideas in questions 44–47 have been done as examples. Ask learners to underline key ideas in the
remaining questions. Feed back with the whole class (see suggested answers in the attached answer key). • See some ready-made Kahoots for your learners …
• … or see our Kahoot! guide for how to develop your own games.
3. Give out the text for the Part 7 extra activity. Remind learners that the text will contain paraphrases
of the key ideas in the questions and that recognising paraphrasing is the most important skill that • Watch our How to use kahoots webinar …
students need in order to tackle this task. Explain that some parts of the text have already been • … or see How to play a kahoot as a challenge.
underlined to help them and that they should first scan the text to match questions 44–47 to those
underlined sections. They should then look for paraphrases in the text for the key parts of the remaining
questions 48–53. Ask them to underline the paraphrases in the text as they find them.
• Graded readers: Cambridge University Press has a range of books with graded language levels
for you or your learners to buy.
4. Get the learners to compare their choices with a partner, making sure they explain and justify their ideas Learn more about research into second language learning
by referring back to the text, before feeding back with the whole class, again making sure the learners
explain their answers by referring back to the text. As you go through the answers, highlight the way Cambridge University Press has published over 20 free and easy-to-read research papers about
paraphrasing is used between the question and the main text (see the answer key). second language learning and teaching. For example:
5. Ask the learners to reflect on the task and to discuss with their partner what they found more difficult
• Giving feedback to language learners
and if the strategies they practised helped them to get the right answer. • Learning language in chunks
30 31
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