PLANTILLA PARA ENTREGA DE CONTENIDOS

MÓDULO EXAMEN DE CERTIFICACIÓN: CALEX

PRESENTACIÓN DEL MÓDULO

PRESENTACIÓN DE LA UNIDAD
Al final de esta unidad el estudiante podrá identificar, entender e
interpretar diferentes tipos de texto de lectura y auditivo y podrá
responder adecuadamente los diferentes tipos de preguntas presentados
en el examen de certificación CALEX.

CONTENIDOS
Reading Skills & Text Types
Let's start by having a close look at the seven reading skills. 
1. Previewing a text means looking at things like the heading and layout of a text to get an
idea of what the text is about before starting to read. For instance, before reading an article
in a newspaper, we look at the headline and/or the picture so we have an idea of what it's
about, and can decide whether we want to read it. We know, for Instance, that it is a
newspaper article rather than an advert by the way it looks. Previewing is an important skill
because it helps us to anticipate the content and this makes it easier to understand the text. 
2. Predicting content and structure involves using your knowledge of the topic of the text
to guess what it's going to be about. For instance, if you see an advert for a car, you can
guess that the purpose of the text will be to sell the car and that there is likely to be
vocabulary related to cars.Predicting is an important reading skill because we can make
more sense of a text if we use what we know already about the topic. 
3. Skimming for main ideas means reading a text quite quickly for a general idea of the
overall topic. When we do this, we are looking for main ideas rather than specific details. For
instance, we might skim a review of a film to get a general idea of what it's about before
deciding whether to go and see it.Skimming is an important skill because if our purpose is to
get a general idea about something, we don't need to read the text carefully. In life we often
don't have time to read everything in detail! 
4. Scanning to find key information also involves reading a text quite quickly, but we use
this reading skill when we want to find a particular fact. For instance, we might scan a TV
guide to find out what time a particular programme is on. Scanning is an important skill that
we use every day to find out facts such as times, dates or places. 
5. Intensive reading or reading for detail means careful study of a text or part of a text. We
do this when all the content is important. For instance, if you bought a new computer and
you wanted to know how it worked, you would need to read the instructions carefully. We
also read a text intensively when we need to understand exactly what the writer means, or
to find out more details. For instance, having skimmed a film review for a general Idea of
what it's about, you might read the review again, this time intensively, to find out details of
the plot. Intensive reading is an important skill because we often have to read things very
carefully to understand exactly what the writer is saying.
6. Guessing words from context. A good reader will sometimes be able to work out the
meaning of a word by using the context provided by the text and their knowledge of the
world, rather than having to look the word up in a dictionary. For instance, if you were
reading a car manual and you came across a part of the engine you didn't know, you might
be able to work out what it is from the description of what it does. Guessing words from
context is not always easy for learners, but it is an important skill that can sometimes help
us to understand a text even if it contains unknown words.
7. Understanding opinion and attitude means understanding what the writer is thinking or
feeling, even when this Is not directly stated. For instance, if someone on holiday wrote in
an email, 'I wish didn't have to leave tomorrow,' you would understand that the person was
having a good time.
Understanding attitude and opinion is an important reading skill because writers often do not
state directly what they are thinking or feeling.
 
Problems faced by Most Learners
1.    Learners keep stopping to look up words In a dictionary. -> guessing words from
context
2.    Learners are so slow -they find it really difficult to pick out the main ideas quickly. ->
skimming
3.    Learners don't read carefully enough so they get the wrong meaning. -> intensive
reading
4.    Learners just start reading without thinking about what they know about the topic. ->
predicting
5.    Learners can never tell me what the writer thinks about something. -> understanding
opinion and attitude
6.    Learners aren't able to search a text to find particular pieces of information. -> scanning
7.    Learners always start reading a text straightaway before looking at the headings and
pictures first to help them understand the text. -> previewing
 
The different task types
In real life, the reading skills that we use when we are reading a text will greatly depend on
the type of text and our reason for  probably be looking for the time of a specific train so we
would use scanning skills. If we were reading a recipe, all the information given would be
important because we would need to know exactly what to do at each stage, so we would
read it intensively. In the IELTS Reading test, the purpose is provided by the questions. The
different task types test the different reading skills that you have looked at. 
Let's have a quick look at all the different task types in the Reading test. We will look at
these task types one by one over the three reading units and look at how you can help
learners deal with them by teaching them certain strategies. As previously stated, the task
types in the Academic reading test and the General training reading test are almost the
same. Any differences will be mentioned where relevant. 
 
Here are the different types of question: 
Task type 1- Multiple choice 
Task type 2 - Identifying information 
Task type 3- Identifying writer's views/claim 
Task type 4- Matching information 
Task type S - Matching headings 
Task type 6 - Matching features 
Task type 7 - Matching sentence endings 
Task type 8 - Sentence completion 
Task type 9 - Summary, note, table, flow-chart completion Task type 10 - Diagram label
completion 
Task type 11- Short-answer questions 
 
Examples
•    Which paragraph contains the following information? (matching information)
•    Complete the sentences below. Use NO MORE THAN ONE WORD from the text.
(sentence completion)
•    Choose the correct heading for paragraphs A-H from the list of headings below.
( matching headings)
•    Do the following statements agree with the information given in the text? (identifying
information)
•    Answer the questions below. Choose NO MORE THAN THREE WORDS from the text.
(short answer questions)
•    Match the inventions with the scientists listed A-C. (matching features)
•    Choose the correct letter A, B, C or D. (multiple choice)

BIBLIOGRAFÍA
Council of Europe (2001). Common European Framework of Reference for
Languages: learning, teaching, assessment. Taken from:
https://rm.coe.int/16802fc1bf P.24/26
Council of Europe (2018). Common European Framework of Reference for
Languages: learning, teaching, assessment companion volume with new
descriptors. taken from: https://rm.coe.int/cefr-companion-volume-with-new-
descriptors-2018/1680787989

Virtual sites
https://www.gradbound.com/blogs/ielts-reading-skills-text-types-b-23
https://www.britishcouncil.co/en/english-exam/ielts/preparation/test-format
www.bbc.co.uk/learningenglish/
learnenglish.britishcouncil.org/en/english-grammar/verbs/past-tense/past-
simple
www.cambridge.org/elt/
www.cambridgeesol.org/
http://www.cookbooks.com
www.ef.com/english-resources/english-grammar/simple-past-tense/
www.elllo.org
www.englishexercises.org
www.englisch-hilfen.de/en/grammar/sim_past.htm
www.eslflow.com
www.eslgamesplus.com/irregular-verbs-interactive-hangman-game-for-esl-
grammar/
www.esl-lab.com
www.lyricstraining.com
www.manythings.org
realworldesl.blogspot.com
www.bbc.co.uk/worldservice/learningenglish/radio/specials/1728_people_

MATERIAL COMPLEMENTARIO
Libro guía
Artículo científico # 1
Artículo científico # 2
Artículo científico # 3
Artículo científico # 4
Artículo científico # 5 (en
inglés)
Recurso opcional #1
Recurso opcional #2
Recurso opcional #3
Recurso opcional …