English 5

Linguaskill familiarization session

Reading | session 3

LEARNING OBJECTIVE: Learn about the content and format of Linguaskill Module II: Reading
TASK TYPES: Extended reading
 Linguaskill familiarization session
LEARNING OBJECTIVE: learn about the content and format of
Linguaskill Module II: Reading

Session overview

1. GET STARTED: Getting to know the test format

2. PREPARE: Extended reading

3. READING TIPS: Extended reading

4. PAIR WORK: Extended reading

5. PRACTICE: Extended reading

6. CLASSWORK: Reflecting on Extended reading

7. PROGRESS CHECK

8. QUIZ
 GET STARTED: Getting to know the test format

Module Length Number of Types of questions – Speaking tasks

questions
I SPEAKING About 15 minutes 5 • Part 1: Interview
(5 parts) • Part 2: Reading aloud
• Part 3: Long turn 1
• Part 4: Long turn 2
Today you’ll • Part 5: Communication activity
get familiar
II LISTENING Variable Listening tasks
with: & About 60–85 • Listen and select
READING minutes • Extended listening
Reading tasks
• Read and select
• Gapped sentences
• Multiple-choice gap-fill
• Open gap-fill
• Extended reading
 GET STARTED (Optional task)
• Module II: Reading has short and longer texts. You need to understand the texts to answer the questions. There are
also some texts to complete with missing words, which tests you on language structures in a text.
• This is an adaptive test so the computer will give you easier or harder questions based on how you have answered a
previous question. This also means that the tasks don’t come in a specific order and the length of the test varies.

Gapped Multiple-choice Extended

Read and select Open gap-fill
sentences gap-fill reading

Read notices, labels,

memos or letters Read a sentence Read a short text Read a short text
Read a longer text.
containing a short with a missing word with gaps. Choose with missing words
Answer a series of
text . Choose the (gap) and choose the the correct word or (gaps) . Complete
multiple-choice
sentence or phrase correct word to fill the phrase to complete each gap with one
questions.
which gives the best gap. the gaps. word.
meaning of the text.

There are three to There are four There are three

There is one question
four different options different options to different options to
with three possible No options are given.
to choose from for choose from for each choose from for each
answers.
each question. question. question.

Number of questions Number of questions Number of questions Number of questions Number of questions
varies. varies. varies. varies. varies.
PREPARE: Extended reading
In the Extended reading task, you read a longer text and answer a series of multiple-choice questions. There
are three different options to choose from for each question.
This is a longer text. Scroll down to read the whole
text quickly to get a general idea first.

Choose the correct option for each

question. Questions normally
follow the order of the text.

Type of questions in this task

a. incomplete sentences

b. questions
READING TIPS: Extended reading

2. Look at the main part of

1. Read the whole each question first. If they
text quickly to get are questions, try to
a general idea first. answer them before you
look at the options.

4. Pay attention to
3. Eliminate any options questions that may have
that are wrong. See which opinions (what the writer
options you can eliminate thinks) or facts and
first. details (numbers, dates,
etc.).
PAIR WORK: Extended reading
• Read the extract of the text. Then, work with a partner to answer the
questions. Be ready to share your answers with the class.

But …

Is the first part of the review positive or

negative? How does the tone change
after “But…”? What aspects might the customer
discuss in the second part of the review?
How might they describe these aspects?
 PRACTICE 1: Extended reading

1. What does the guest say about the hotel website?

• For these questions, choose the correct answer.

2. When the guest arrived,

3. What does the guest say about check-in?

4. What does the guest say she liked about the bedroom?

5. The guest was disappointed at breakfast because

6. When the guest checked out, the receptionist

PRACTICE 2: Extended reading
For these questions, choose the correct answer.

The reading passage is shown on the next slide.

 PRACTICE 2: Extended reading
For these questions, choose the correct answer.

I’ve always been the sort of person who does exciting, out-of-the-ordinary things. In my job as a builder, when I’m up high on roofs, I’ll slide
down ladders rather than climb down them, or jump into a pile of sand below. I know it’s not dangerous for me as I’m so skilled at it, although I
wouldn’t recommend it to anyone who hasn’t tried it! So learning to fly a plane seemed to be just the kind of exciting activity I needed. I had
great fun and met some fantastic people who were similar to me, and who I still count as my friends.

I learnt how to control a plane very quickly, and found flying straight and level quite easy. My instructor was pleased with my progress – and
then wondered if I’d like to take my flying a stage further and perform a few tricks in the air. I must admit I was a little nervous about it after
he’d explained what was involved, but I agreed to have a go. I tried what’s called a loop-the-loop, when you fly the plane right up into the sky,
then come down again in a complete circle. And it was great!

After that, there was no stopping me, and when one day at the flying club I saw a poster for something called wing-walking, I decided to have
a go. Basically, it meant standing outside on the wings of a plane as it flies, which sounds pretty impossible! In fact, though, lots more people
are becoming interested – in seeing other people doing it, anyway! But I’ve also seen a few people much younger than me, such as
teenagers, having a go at it.

So that’s how I found myself one weekend strapped onto a frame on top of a small plane. As the engine started and we took off, I was too
excited to wonder what on earth I was doing. Some people say it’s like sticking your head out of the window of a fast-moving car, but it’s a bit
more than that, as your whole body is blown by the wind. But it was the most amazing experience, especially as from right up in the sky; I
could see the area where I lived – although I could hardly recognise it!

Since then, I’ve done all sorts of wing-walks, and I’m now seen as a bit of a celebrity around where I live, although that hasn’t persuaded
anyone else to join me on a trip. I’ve also done a flight where we were trying to break a record, and that wasn’t so enjoyable as it was cold and
wet on the day we’d planned it. But I was determined to do it, so off we went. And now I’m often contacted by people asking me if I’d like to try
this or that route for my wing-walks. I only hope no one suggests wing-walking across the ocean, because I might just be tempted to give it a
try!
 PRACTICE 2: Extended reading
For these questions, choose the correct answer.

1. When describing the kind of person he is, Henry says he 4. On his first wing-walking trip on a plane, Henry
discovered that
a. finds it very easy to make new friends.
b. constantly takes unnecessary risks. a. being blown around by strong wind was
c. often does adventurous things when he’s working. uncomfortable.
d. enjoys testing out his own abilities. b. familiar locations looked very different from high up.
c. hearing the engine start up was a difficult moment.
d. the speed of the plane was similar to that of a fast
2. How did Henry feel when he was learning to fly? car.

a. He was prepared to try some difficult techniques. 5. Henry says that since his first wing-walk, he
b. He found it more challenging than he'd expected.
c. He worried about what his instructor sometimes asked him to do. a. has got used to doing flights in poor weather
d. He was surprised at what he achieved in a short time. conditions.
b. has become well known in his local area for his
3. What does Henry explain about wing-walking? flights.
c. has been invited to do a very long flight over the sea.
a. It's an activity that's best suited to young people. d. has started encouraging others to do similar flights.
b. Increasing numbers of people are taking it up.
c. It's almost impossible to do it well.
d. People enjoy it as an exciting sport to watch.
CLASSWORK: Reflecting on Extended Reading and the
Reading Module
We’re going to have an open class discussion about your experience with the
Linguaskill reading module. Please share your thoughts on:

a. What strategies were most effective for understanding the reading passages?

b. Which type of reading task did you find most challenging, and why?

c. How will you use what you’ve learned to improve your reading skills before the exam?

Feel free to respond to each other’s comments and ask

questions. Let's have an open conversation about your
reflections and any final tips for the exam.

Read and Gapped Multiple- Extended

Open gap-fill
select sentences choice gap-fill reading
READING TIPS (Optional task)
• Remember to always skim the text first to get an overview, then you
can read it more carefully.
Read and select • Look for words or phrases in the answer options that connect to parts
of the text. Find similar or different meanings.

Gapped Gapped sentences, Multiple-choice gap-fill and Open gap-fill:

sentences • Read the whole text quickly first to understand the main idea and
don’t worry about the gaps.
• Before you look at the options, decide what part of speech is missing
• from the gap (a noun, verb, adjective, adverb, preposition, etc.).
Multiple-choice • Then, pay special attention to the words before and after the gap.
gap-fill
Gapped sentences and Multiple-choice gap-fill:
• Try putting each option in the gap. Eliminate any options you think
Open gap-fill are definitely wrong.

• Read the whole text quickly to get a general idea first.

Extended • Look at the questions and try to identify the answer before you look at
reading the options.
• See which options you can eliminate first.
PROGRESS CHECK

Now I know . . .

❑ the content and format of Linguaskill

Module II: Reading - Extended reading.
QUIZ TIME
Go to Aula virtual Blackboard.

Go to quizzes.

PA Quiz score is your

5 questions
session PA grade (*).
(*) El puntaje del quiz es válido como
10 minutes calificación PA solo si el alumno está presente
durante toda la sesión de familiarización
Linguaskill.
2 attempts
SOURCES
❑ Linguaskill Reading and Listening: Reading and Listening test
advice for the candidate
https://www.cambridgeenglish.org/es/exams-and-
tests/linguaskill/information-about-the-test/test-formats-and-task-
types/
❑ https://www.cambridgeenglish.org/teaching-english/resources-for-
teachers/
❑ Official Quick Guide to Linguaskill PDF pages 7-8-9
❑ Linguaskill Reading and Listening: Reading and Listening test
advice for the candidate
❑ Linguaskill_Reading and listening_(General)_Tutorial_vid_FINAL
❑ Cambridge Assessment English - Official QuickGuide to Linguaskill
❑ Linguaskill Lesson Plans l
English 5
Thank you!