2. Paper/Timing Test content No. Of Qs Test focus
ReadingReading and Use
1 hr 15 mins
Part 1. Multiple choice
Part 2. Open cloze
Part 3. Word formation
Part 4. Key word
Part 5. Multiple choicePart 5. Multiple choice
Part 6. Gapped textPart 6. Gapped text
Part 7. Multiple matchingPart 7. Multiple matching
52 Apply knowledge and control of
language system by
completing a series of tasks
Understanding of specific
Text organization features
3. Part 5. Multiple choice cloze
Read the introduction to the task. It may tell you where the text
comes from and may say something about the main topic.
Read the title of the text and any subheading, and skim the text quickly. Don’t stop
to think about individual words.
Read each question carefully but NOT the options. Decide what information is
Mark the part of the text it relates to the question (stem).
Read the text carefully. When you reach a part you have marked, look at the
question and the options and decide on the correct answer.
Check your answer by trying to eliminate the other three options.
Make a sensible guess if you are still not sure. Do not leave any question
4. Part 6. Gapped text
Read the gapped text quickly. Think about what information might be missing and
make a brief note in each space.
Read all the missing sentences (A-H). Underline any reference words, such as, main
nouns, pronouns, and times.
When matching the sentences with the gaps:
- Check your notes to identify topic links.
- Check what is before and ahead the gaps.
- Check that any reference words and other language connections fit in the context.
e.g. synonyms, parallel expressions.
Read the whole text to check that it makes sense.
If you are not sure, make a sensible guess. Don’t leave any spaces empty.
5. Part 6. Recognizing linguistic devices help us matching sentences with gaps
They mark the logical and cohesive development of the text. They are words and phrases
Repetition of key term and phrases. This helps to focus your ideas and to keep your reader on track.
Synonyms. Synonyms are words that have essentially the same meaning, and they provide some variety in your word
choices, helping the reader to stay focused on the idea being discussed.
Pronouns. This, that, these, those, he, she, it, they, and we are useful pronouns for referring back to something previously
mentioned. Be sure, however, that what you are referring to is clear.
The problem with contemporary art is that it is not easily understood by most people. Contemporary
art is deliberately abstract, and that means it leaves the viewer wondering what she is looking at.
Myths narrate sacred histories and explain sacred origins. These traditional narratives are, in short, a
set of beliefs that are a very real force in the lives of the people who tell them.
When scientific experiments do not work out as expected, they are often considered failures until
some other scientist tries them again. Those that work out better the second time around are the
ones that promise the most rewards.
6. -Transitional Words
There are many words in English that cue our readers to relationships between sentences, joining sentences
together. See below for a table of transitional words. There you'll find lists of words such as however, therefore,
in addition, also, but, moreover, etc. See the example below.
I like autumn, and yet autumn is a sad time of the year, too. The leaves turn bright shades of red and the
weather is mild, but I can't help thinking ahead to the winter and the ice storms that will surely blow through
here. In addition, that will be the season of chapped faces, too many layers of clothes to put on, and days
when I'll have to shovel heaps of snow from my car's windshield.
Note that transitional words have meaning and are not just used at beginnings of sentences. They can also be
used to show relationships between different parts of the same sentence. As mentioned above they cue
readers to relationships between sentences/clauses. If you use the wrong transitional word then you confuse
your reader. It would be better if you didn’t use any transitional word rather than the wrong one.
Furthermore you do not need a transitional word at the beginning of each sentence. Good writers rarely use
them as they achieve coherence by using other techniques. Many students overuse transitional words. Your
instructor will guide you as to what problems you may have with transitions.
Part 6. Recognizing linguistic devices help us matching sentences with gaps
7. Part 6. Recognizing linguistic devices help us matching sentences with gaps
Transitional words (See the link provided on the aula virtual)
-Cause and effect. E.g. Consequently, so that, …
-Exemplification E.g. For example, such as, …
-Contrasting arguments E.g. but, however, …
-Summary of previous information E.g. in all, in brief, …
-Adding new information E.g. in addition, furthermore, ..
-Comparison. E.g. Similarly, likewise, …
-Concesion. E.g. It may appear, certainly,
Sometimes, repeated or parallel sentence patterns can help the reader follow along and keep
ideas tied together. Example: (from a speech by President John F. Kennedy)
Other linguistic devices:
Concordance of tenses
Time phrases. E.g. At first, before, …
And so, my fellow Americans: ask not what your country can do for you--ask what you can do for
8. Part 7. Multiple matching
Read the questions quickly to find out what information you are looking for.
Read the text for general understanding. Make a note of any answers that
Look at the questions again. For each question, identify the key words, then
read the part of the text where the information is mentioned. Don’t read
Go on to the next question if you can’t find the information quickly.
Make a sensible guess if you can’t find the answer. Don’t leave questions