CAE Reading Part 5

• Engels
• HBO
• Studiejaar 1

Language Skills Week 2.6

Reading Part 5: Multiple-choice

Reading: Recap

• Part 1 (5) = Multiple-choice (1 text)
  
• Part 2 (6) = Cross-text multiple matching (4 shorter texts)
  
• Part 3 (7) = Gapped text (1 text with six paragraphs removed)
  
• Part 4 (8) = Multiple matching (1 long text or several short texts)
  

Part 5: Multiple-choice

• A text followed by six 4-option multiple-choice questions (A,B,C,D)
  
• Focus: Detail, opinion, attitude, tone, purpose, main idea, implication, text organisation features (exemplification, comparison, reference).
  
• Tests detailed understanding, including opinions and attitudes expressed; the ability to distinguish between apparently similar viewpoints, outcomes or reasons.
  
• The final question may depend on interpretation of the text as a whole, e.g. the writer’s purpose, attitude or opinion.
  

Part 5: Multiple-choice 

Test technique

• Don’t rush: give yourself 15 minutes
  
• Read the instructions, title and sub-heading
  
• Read the text for gist
  
• Read the questions carefully
  
• Answer the questions in order
  
• Look out for key words in the questions
  
• Use a pen/highlighter to mark the part of the text where the answer can be found
  
• Read the section more carefully
  
• Look at all the options and decide which one is the best
  
• Avoid simply ‘matching’ words from the question to the text
  
• To check: make sure you can explain why the other options are not possible
  

https://www.caeexamtips.com/readingparts5and6

Example

Read the text and answer the question.

https://www.caeexamtips.com/readingparts5and6

Reading Part 5: Teenage self-portraits

You need:

Your textbook page 64-65

Do exercise 1 on page 64: prepare for reading by first reviewing some vocabulary. Match the words 1-10 with their definitions a-j.

grimace

misunderstood

enliven

courageous

exuberance

grin

angst

quirk

engaged

eager

to twist the face in an ugly way ...

having the ability to control your fear ...

interested in things

to make some-thing more interesting

strong anxiety and unhappiness ...

an unusual part of someone's personality ...

energy

wanting very much to do or to have something ...

having qualities that people do not recognise or appreciate

a wide smile

To get a general idea of what the article on page 64 is about, read it quickly and answer this question:
What sort of portraits did the judges generally prefer?

Suggested answer:

The judges generally preferred portraits which were unselfconsciously presented, less 'finished', more natural and spontaneous, drawn from life using a mirror rather than a photo.

Now do exercise 3 on page 65

1. Read the six questions.

2. Then read the text again and underline where it answers the six questions.

3. Summarise your answers in your own words.

---

4. When all done, check on the next  6 slides if you underlined the same key words to find the answers.

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Exam advice: Use a similar procedure for the Multiple-choice questions in Part 5

1. Read the six questions. Underline important words in the question.

2. Read the text again in more detail and underline the words in the text which answer the six questions.

3. For each question, read the options A-D carefully and choose the one that matches the meaning of the text you underlined.

Page 65, exercise 4

Now answer the actual multiple-choice questions on the next 6 slides

Extra practice

The next step in brain evolution pp.34-35

1. In the first paragraph, the writer says the judges discovered that

1. they shared the same objectives as the competitors.
2. both entrants and judges were equally satisfied with the results.
3. the entrants' and the judges' differing objectives were achieved.
4. the winning entries combined good looks with other positive qualities.

2. According to the writer, what do all self-portraits have in common?

1. They reflect exactly what the artist sees in the mirror.
2. They are used to improve the artist's image.
3. They deceive both the artist and the viewer.
4. They reflect the artist's attitudes and concerns.

3. How did the children's work generally differ from that of the adolescents?

1. It was livelier.
2. It was more honest.
3. It was more absurd.
4. It showed more self-awareness.

4. How does the writer feel about the way competitors drew their hair?

1. It suited them better when it was untidy.
2. It deserved more attention from the artists.
3. It was more attractive than their spots.
4. It took up too much time for some artists.

5. The English Martyrs Sixth Form College is an example of

1. how schools can help pupils to develop their natural abilities.
2. why schools should teach unfashionable subjects.
3. how some schools teach all their pupils to draw in the same style.
4. why only naturally gifted pupils should be taught how to draw.

6. In the final paragraph, what impression does the writer have of those who took part in the competition?

1. They suffer from the typical anxieties of teenagers.
2. They are extremely interested in what they are doing.
3. They generally prefer drawing to writing or mathematics.
4. They are more artistically talented than previous generations.

Answers extra practice 

The next step in brain evolution pp.34-35

1 C

2 A

3 C

4 D

5 C

6 B