Cambridge English Proficiency Reading and Use of English Part 3
Cambridge English Proficiency Reading and Use of English Part 3
Cambridge English Proficiency Reading and Use of English Part 3
English Part 3
Description
First, students match grammatical terms with their definitions. They then complete a
sentence-based word formation task and then an exam task. Finally, students summarise
what they have to do in Part 3.
Procedure
1. Make sure students know what they have to do in Part 3. Cover these main points.
Part 3 consists of a text containing 8 gaps (plus one gap as an example).
At the end of some of the lines, and separated from the text, there is a stem word
in capital letters.
Students need to form an appropriate word from given stem words to fill each
gap.
The focus of this task is primarily lexical, though an understanding of structure is
also required.
2. Give out Student’s worksheet 1. To make sure that students can talk about different
types of words, e.g. verb, adverb, etc., ask them to do question 1. If you know your
students will not know these terms, do the question as a whole class activity and write
examples on the board. Otherwise, students could do the question in pairs.
Alternatively, if your students are very familiar with these terms, omit this exercise.
Check the answers (see Key).
3. Ask students to work in pairs to do the second task on Worksheet 1, which is
sentence-based and illustrates the kind of changes that can be made. Point out that
this is not a comprehensive list of all possible types of change.
Check the answers (see Key).
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Additional information
Part 3 consists of a text containing 8 gaps (plus one gap as an example). At the end
of some of the lines, and separated from the text, there is a stem word in capital
letters. Candidates need to form an appropriate word from given stem words to fill
each gap.
The focus of this task is primarily lexical, though an understanding of structure is also
required. It tests the candidates’ knowledge of how prefixes, suffixes, internal
changes and compounds are used in forming words.
Candidates are required to demonstrate understanding of the text beyond sentence
level.
Suggested follow-up idea
Ask students to prepare a table (as below) using the words in the sentence-based
exercise and the Power Naps text. Point out that sometimes there is no example of a part
of speech, indicated by xxx, and that sometimes there are two or more examples of the
same part of speech, for example a positive and negative adjective. (NB some forms can
be found in a dictionary but they are archaic or rarely used and will therefore not occur in
the exam.)
Encourage students to record vocabulary in this way, making sure that they make a note
of the different forms of the same word.
NOUN VERB ADJECTIVE ADVERB
pain(s) It pains me… painful/ painless/ pained painfully/ painlessly
strength(s) strengthen strong/er/est strongly
© UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms
Student’s Worksheet 1
1. 1 D 2 F 3 E 4 B 5 A 6 C
2.
1 economise h
2 productivity f
3 tenderness g
4 strengths e
5 update a
6 painless b
7 misinformed i
8 length d
9 deface c
10 statistically j
Student’s Worksheet 2
Question 1 Question 2
17 alertness 1. Read the instructions carefully
18 executives 2. Read the title and think about the possible
context/content of the text
19 maximize/maximise 3. Read the whole text for gist
20 disorientation 4. Analyse each gap to see what kind of word is
needed, a noun, a verb, an adjective etc
21 comparatively 5. Form the appropriate part of speech
22 designated 6. Check the spelling
23 accompany 7. Continue until text is complete
24 desperation 8. Finally, read the whole completed text again to
make sure the words used are logical in the
text.
9. Transfer the answers to the answer sheet in
pencil, using capital letters.
10. Make sure handwriting is clear
© UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms
2. This exercise demonstrates the different procedures you can use for Part 3.
Complete the sentence by changing the word in capitals. Then match what you
have done with the descriptions a-j.
1. We will need to …… until our finances improve. ECONOMY
2. This factory’s …… has been steadily declining. PRODUCE
3. This romantic film has moments of great …… . TENDER
4. This player’s …… are outweighed by his weaknesses. STRONG
5. The chairman will …… you on the latest sales figures. DATE
6. This new dental treatment is completely …… . PAIN
7. Unfortunately, you have been …… about the price. INFORM
8. The engineers disagree about the …… of the new canal. LONG
9. Vandals have been known to …… the statues in the park. FACE
10. The results of the experiment are not …… valid. STATISTIC
Finally, power-napping should not be confused with the kind of dozing that can
(23) …… a sensation of overwhelming sleepiness during the day, which COMPANY
simply represents the (24) …… experienced in the attempt to compensate DESPAIR
for a poor sleep routine.
© UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms