Success In C1 Advanced : Reading

Success in C1 Advanced: ReadingPreparation tips and strategiesWebinar for Estonian teachersSummer / Autumn 2019Simona PetrescuAssessment ServicesCambridge Assessment English

C1 AdvancedKey facts4 papers: Reading ( Use of English) Writing Listening SpeakingOverall length: about 4 hoursCambridge English Scores:180-199

Extended certificationScores: 180-210 – results C1Advanced certificate 200-210 (grade A) – C1 Advancedcertificate with CEFR C2 levelcertifiedScores: 160-179 – results B2(not B2 First!) certificateScores: 142-159 – results, nocertificate

Typical challengesReading yParaphrasingCollocations,chunks

Reading and Use of English90 minutes8 parts, 56 questionsA range of texts (magazines, newspapers, fiction): opinions,attitudes, tone, implication, organisation features, text structure,cohesion & coherence, global meaningUse of English integrated with reading skills

Overview of Reading task formatsPartTask typeFormat?What does it test?5Multiple choice6Cross-text multiple 4 short texts, 4matchingMMQsopinion, attitude7Gapped text(paragraphs)Text, 6 paragraphsremoved andjumbledcohesion, coherence,text structure, globalmeaning8Multiple matchingText(s) preceded by10 MMQsdetail, opinion, attitude,specific informationText 6 4-optionMCQsdetail, opinion, tone,purpose, main idea,implication, textorganisation

Reading competencesUnderstand meaning within contextCapture gist, detailDistinguish fact vs opinion; identify writer purpose / point, whole textmeaningRecognize similarities and differences in meaning (alternative wording)Search for specific information (and dismiss irrelevant text)Understand text and sentence structure and integrate with meaningDeal with unknown vocabularyInterpret meaning but check textual evidenceUse different reading strategies for different tasksTime management

To be successful in Reading, students willneed to be able to Choose answers based on text evidenceIdentify distractorsRecognize paraphraseRecognize coherence of a text, and cohesive signposts, e.g.this / that / it / howeverApply different reading strategies, e.g. skimming andscanning, both quickly and accurately

ReadingStrategies and tactics for preparationFind evidence in the text Language (collocations, reference words) Critical thinking skills Train differentiated reading strategies for timemanagement (skim, scan etc) Combine detailed with holistic interpretation Matching is never word-spotting

How to approach Part 5? Skim the whole text For each question read the corresponding section andunderline relevant parts. Select the answer, then check thatthe other options are wrong. If question stem incomplete, search in the text for thecomplete idea (stem one of options A-D).

How to develop reading skills for Part 5?Classroom ideasCover choices A-D, open questionDelete 2 distractors, only leave 2 options instead of 4Identify text evidence for the correct answer, and against eachof the 3 distractorsOnly provide open questions (no options) and have studentsdiscuss each question in pairs / groupsStudents re-write relevant text section so as to fit one of thedistractorsStudents draw idea maps of the text

Open a street map of any city and you see a diagram of all thepossible routes one could take in traversing or exploring it.Superimpose on the street map the actual traffic flows that areobserved and you see quite a different city: one of flows. The flowsshow how people actually travel in the city, as distinct from how theycould. This helps in thinking about the internet and digital technologygenerally. In itself the technology has vast possibilities, as severalrecent books emphasise, but what we actually wind up doing with it is,at any point in time, largely unknown.The reviewer starts with the metaphor of a city map in order to illustrate ?

Open a street map of any city and you see a diagram of all thepossible routes one could take in traversing or exploring it.Superimpose on the street map the actual traffic flows that areobserved and you see quite a different city: one of flows. The flowsshow how people actually travel in the city, as distinct from how theycould. This helps in thinking about the internet and digital technologygenerally. In itself the technology has vast possibilities, as severalrecent books emphasise, but what we actually wind up doing with it is,at any point in time, largely unknown.The reviewer starts with the metaphor of a city map in order to illustrate:A the difficulty in understanding the complexity of the internetB the degree to which the internet changes as time passesCC thethe differencedifference betweenbetween potentialpotential andand realreal internetinternet useuseD the importance of the internet in people‘s lives today.

Open a street map of any city and you see a diagram of all thepossible routes one could take in traversing or exploring it.Superimpose on the street map the actual traffic flows that areobserved and you see quite a different city: one of flows. TheThereare soflowsmanydifferentwaysof representinga city.helps inthinkingaboutshow howpeopleactuallytravel in thecity, Thisas distinctfromhow theytheinternetand digitaltechnologyInanditselfdigitalthe technologycould.This helpsin thinkingabout generally.the internettechnologyhasvast possibilites,several recentbooksemphasise,it‘sgenerally.In itself the astechnologyhas vastpossibilities,as butseveralessentialthat emphasise,we understandto usefor,doingwhichwithmayit notrecent booksbut what we wantactuallywindit upis,besuchan easytask.at anypointin time,largely unknown.The reviewer starts with the metaphor of a city map in order to illustrate:A the difficulty in understanding the complexity of the internetB the degree to which the internet changes as time passesC the difference between potential and real internet useD the importance of the internet in people‘s lives today.

How to approach Part 6? Skim the texts, identify general attitude of each writer Underline any relevant parts reflecting attitude or opinion. For each question underline the key words. Search forinformation in the relevant text(s).

How to develop reading skills for Part 6?Classroom ideasEncourage discussion (compare / contrast) of viewpoints intexts before attempting task (hide questions)Draw idea maps or fill in tablesProvide one text at a time (in groups), discuss attitudesexpressed – students agree / disagree

Why are arts significant to society?Is the taste for arts in the humans‘ DNA?What aspects of our lives do arts contributeto?What is a wrong approach to evaluating theimportance of the arts?Agree?Disagree?

I know many people will strongly disagree with me, but Ibelieve .I’m still not convinced that I agree withthis,partsby theofway textsUnderlinethetheIt’s obvious that .whichcould most appropriately be replaced by:Although nobody can argue with this .In spite of the validity of this argument, I’m not convincedit’s entirely relevantI’m absolutely convinced that I can’t find any grounds for disagreement .

LanaEsslettHeatherCharltonMikeKonecki The effect of the arts onbehaviour towards others The value of studying the artscompared to other academicsubjectsThe human species has a geneticpredisposition towards the artsThe arts relate to demands toconformSeth North

How to approach Part 7? Skim text ignoring the gaps Skim the jumbled paragraphs Read text, examine and underline clues before and aftereach gap For each gap select the missing paragraph Read the whole text again at the end Check why the extra paragraph does not fit anywhere

How to develop reading skills for Part 7?Classroom ideasProvide isolated paragraphs and ask: what do you think wassaid before / what do you think will be said next?For each gap provide 2 paragraph options, students select theright oneRaise awareness of, and practise, various reference andcohesive devicesAsk students to provide headings for each paragraph in thetext, draw idea maps

Various commentators have putforward suggestions for coping withchange on a personal level.Most people find changeunsettling and difficult toadapt to.Many societies have experiencedsuch rapid change in the earlyyears of the 21st century, that lifecan feel very daunting at times.Apparently, many people facedHowever, thinking instead of three with change respond bypotential solutions is a strategyconsidering two possible courseswhich, according to research,of action, but invariably tend toprovides a reliable way of finding reject both of these.a solution to the initial problem.One suggestion involves thinkingof three solutions to a problem,rather than two.

One suggestion involves thinking of threesolutions to a problem, rather than two.Apparently, many people faced withchange respond by considering twopossible courses of action, but invariablytend to reject both of these. However,thinking instead of three potential solutionsis a strategy which, according to research,provides a reliable way of finding a solutionto the initial problem.Most people find change unsettlingand difficult to adapt to. Manysocieties have experienced suchrapid change in the early years of the21st century, that life can feel veryAnother strategy advocates learning todaunting at times. Variousavoid set patterns of routine behaviour.commentators have put forwardSomething simple, like taking anothersuggestions for coping with change route to work at least once a week, ison a personal level.seen as encouraging confidence in theface of uncertainty. Despite the simplicityof these ideas, they nevertheless helpprepare people mentally to managemajor change if necessary.

How to approach Part 8? Underline key words in the questions. Skim the text. Scan the text searching for equivalent of the key words ineach question. Once the answer seems to be found, read thesection in detail. Check at the end (similar info may be provided in twodifferent sections).

How to develop reading skills for Part 8?Classroom ideasRaise awareness of, and practise, skimming and scanning, e.g.as a lead-in to any other reading taskDo timed skimming / scanning exercisesPractise paraphrase and synonymsIntegrate sentence transformations („say it in other words“)

PredictTimed scanTell students thetopic of the text.What might they All instances ofthe word “job”read about?All timeexpressionsWhat do theexpressionsrefer to?SkimProvide headingto each sectionDo taskHand outquestions,students answertask

Preparation: resources

Free materialswww.cambridgeenglish.org2 free sample tests (Handbook for -english/resourcesfor-teachers/ Download audio files Search for lesson plans by skill Guide on assessment (Writing, Speaking)YouTube channel Cambridge English TV: Speaking tests Webinar recordings

Free materialswww.cambridgeenglish.org2 free sample tests (Handbook for -english/resourcesfor-teachers/ Download audio files Search for lesson plans by skill Guide on assessment (Writing, Speaking)YouTube channel Cambridge English TV: Speaking tests Webinar recordings

Cambridge University Press

What are the next steps?After CEPT results C1 Advanced (Handbook)Mock Test If possible, all papers; average 65% Identify weak areasDiagnosis Decide on which exam sessionWork Next session: practice tests Spring session: practice tests with languagerevision / remedial work

Thank you!Simona PetrescuAssessment Services Europepetrescu.s@cambridgeenglish.org

Cambridge Assessment English. C1 Advanced Key facts 4 papers: Reading ( Use of English) Writing Listening Speaking Overall length: about 4 hours. Cambridge English Scores: . global meaning. Use of English integrated with reading skills. Reading and Use of English.