KET and PET
Readings in Lessons
Margaret Horrigan
Overview of seminar
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Ways we read
Texts we read
KET Reading
PET Reading
Intensive Reading
Tasks for class
An example
Theory into practice
Roundup
Ways we read…
Ways we read
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Intensive
Extensive
Skimming
Scanning
Top down
Bottom up
Reading every single word for meaning
Bringing our world knowledge to the text
Reading to get the main idea
Reading for specific details or items
Reading a lot of different types of texts
Ways we read
 Intensive
Reading every single word for meaning
Ways we read
 Intensive
 Extensive
Reading every single word for meaning
Reading a lot of different types of texts
Ways we read
 Intensive
 Extensive
 Skimming
Reading every single word for meaning
Reading a lot of different types of texts
Reading to get the main idea
Ways we read




Intensive
Extensive
Skimming
Scanning
Reading every single word for meaning
Reading a lot of different types of texts
Reading to get the main idea
Reading for specific details or items
Ways we read





Intensive
Extensive
Skimming
Scanning
Top down
Reading every single word for meaning
Reading a lot of different types of texts
Reading to get the main idea
Reading for specific details or items
Bringing our world knowledge to the text
Ways we read






Intensive
Extensive
Skimming
Scanning
Top down
Bottom up
Reading every single word for meaning
Reading a lot of different types of texts
Reading to get the main idea
Reading for specific details or items
Bringing our world knowledge to the text
Reading every single word for meaning
Texts we read
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Intensive/ Bottom up
Extensive
Skimming
Scanning
Top down
1.
Notices
2.
Newspaper articles
3.
Magazine articles
4.
Dictionary definitions
5.
Postcards
6.
Letters
7.
Diary entries
8.
Messages
9.
Adverts
10. Emails
11. Labels
12. Novels
KET Reading Tasks
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Insert single words into sentences
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Paraphrase notices from 3 options
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Complete conversations from a choice of prompts
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Insert the correct word from 3 options into a gapfilled text
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Decide if sentences relating to a short text are right or wrong
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Complete a message/note based on information from other
adverts/messages
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Write a word based on its definition
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Complete a gapfilled text
PET Reading Tasks
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Match personal profiles to short texts
Paraphrase notices from 3 options
Insert the correct word from 4 options into
a short gapfilled text
Decide if information about an article type
text is correct or not
Choose the correct answers, from 4
options, to questions about a short text
Sometimes
we loose
the bigger
picture
when we
read at
word
level!!!
Tasks to enhance intensive
reading…
 Predicting text content using co-textual
information such as headlines/titles/images
 Skimming texts for general idea
 Scanning for specific details
 Using questions to predict text content
 Scanning texts for key words used in
questions
 Inferring meaning to unknown words from
contextual clues
 Brainstorming vocabulary before reading
Example 1…
•For rent: Spacious 2 bedroom city flat near the
underground. Parking spaces infront of flat. No
smokers need apply.
•For rent: Quaint old country house, large
garden. 4 bedrooms, dining room, parlor, large
kitchen with pantry. Outdoor toilet.
•For rent: Large estate house. 10 bedrooms.
Ample living quarters. Cellar converted into
large home theatre.
•For rent: Small country home. 3 bedrooms with
ensuite bathroom in master bedroom. Large
garden.
Example 2…
I liked to read what they liked to read: what
they enjoyed, delighted me; what they
approved, I reverenced. They loved their
sequestered home. I, too, in the grey, small,
antique structure,with its low roof, its latticed
casements, its mouldering walls, its
avenue of aged firs--all grown aslant under the
stress of mountain winds; its garden, dark
with yew and holly--and where no flowers but
of the hardiest species would bloom--found a
charm both potent and permanent.
Example 3 …
Indoors we ___(1)___ equally well. They
were both more accomplished and
___(2)___ read than I was; but with
eagerness I followed in the path ___(3)___
knowledge they had trodden before me. I
devoured the books they ___(4)___
me: then it was full satisfaction to discuss
with them in the ___(5)___ what I had
perused during the day. Thought fitted
thought; opinion met opinion: we
coincided, in short, ___(6)___ .
Strategies used in the Jane Eyre examples
 Top down: Brainstorming the specific needs of a person from
their picture
 Intensive: choosing a single text from 4 possibilites based on
key words.
 Top down: what do you know already about Jane Eyre?
 Top down: Brainstorming content for the possible titles
 Scanning: ’How much time did Jane spend reading?’
 Skimming: to see if your ideas were mentioned
 Intensive: inferring meaning to words in the text
 Intensive: filling in gaps (open cloze test)
 Intensive: filling in gaps (multiple choice cloze test)
 Intensive: correct/incorrect statements
 Extensive: we divided a rather long text into 2 and read them
as completely seperate texts.
Theory into practice
 Choose a KET/PET reading
 Decide how you could get students to
predict text content
 Use the exam tasks to draw students
into predicting more about the text
 You have only 5 minutes to do this!
 You may refer to ideas used in this
seminar to help you!
Roundup
Ways we read
Texts we read
KET Reading
PET Reading
Intensive Reading
Tasks for class
An example
Theory into practice
Cambridge ESOL Websites
www.CambridgeESOL.it (in Italian)
www.CambridgeESOL.org (in English)