{"id":41338,"date":"2019-11-25T14:19:40","date_gmt":"2019-11-25T13:19:40","guid":{"rendered":"https:\/\/oxfordhousebcn.com\/?p=41338"},"modified":"2019-11-25T14:19:40","modified_gmt":"2019-11-25T13:19:40","slug":"passing-c1-advanced-part-3-reading-and-use-of-english","status":"publish","type":"post","link":"https:\/\/oxfordhousebcn.com\/en\/passing-c1-advanced-part-3-reading-and-use-of-english\/","title":{"rendered":"Passing C1 Advanced: Part 3 Reading and Use of English"},"content":{"rendered":"

The Cambridge C1 Advanced exam<\/a> (CAE) is a high-level qualification, designed to show that candidates are confident and flexible language users who have the linguistic skills to live, work and study in English-speaking environments. But like any exam, achieving a good mark isn\u2019t necessarily just to do with your subject knowledge – exam technique is important too.<\/p>\n

This series of blog posts is designed to help you achieve the best mark possible. Each article will show you what you can expect from the various parts of the exam, give you a number of tips and tell you how to make the most of the time available.<\/p>\n

In today\u2019s article, we\u2019ll look at what\u2019s required in C1 Advanced: Part 3 Reading and Use of English <\/span>. Many students feel this part of the exam is quite easy, especially compared to Part 2, but it\u2019s still crucial to take your time, and stay focused on the task at hand.<\/p>\n

What is in Part 3?<\/strong><\/span><\/h1>\n

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As in Parts 1 and 2, there is a short text with 8 gaps in it, and one example labelled (0).<\/p>\n

On the right-hand side, next to the text, are 8 stem<\/strong><\/em><\/span> words. These words are all related to the missing ones, and are on the same lines as the gaps you need them for.<\/p>\n

You need to change these stem words to ones which are related to them, for example turning<\/strong><\/em><\/span> an adjective into<\/strong><\/em><\/span> a noun, and put them in the gaps. You must change these words – they cannot be used as they are. Don\u2019t attempt to move the words to a different line or gap – they are already where they are supposed to be.<\/p>\n

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What are they testing me on in Part 3?<\/strong><\/span><\/h1>\n

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Part 3 focuses on three different areas, so let’s start with the most important:<\/p>\n

1. Vocabulary<\/strong><\/p>\n

Above all, this section is a vocabulary test. Do you know all the different words related to the stem word? This sounds overwhelming, but to make this easier, we only need to think about doing this in three different ways.<\/p>\n

Affixation:<\/strong> This is where you add to the beginning or end of a word. For example fortune<\/em> can change to misfortune<\/em> (adding to the beginning of the word), fortunate<\/em> (adding to the end of the word) or unfortunately<\/em> (both).<\/p>\n

Changing the middle of the word:<\/strong> Here, the beginning of the word stays the same, but then there is a radical<\/strong><\/em><\/span> change from the middle onwards. For example deep<\/em> can change to depth.<\/em><\/p>\n

Compounding:<\/strong> This is where two words are combined. You\u2019ll be given one word which you then have to combine with another word, such as count<\/em> changing to countdown<\/em>.<\/p>\n

2. Word relationships<\/strong><\/p>\n

Along with the vocabulary test, you need to think about the technical side of the English language. This can range from the relationships between nouns and adjectives, to how you identify the need for adverbs.<\/p>\n

If you look at this example from the Cambridge English website, can you recognise what type of word we need here?<\/p>\n

…this means that pasta is more (20) \u2026\u2026.. than eggs or meat.<\/em>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0BENEFIT<\/strong><\/em><\/p>\n

Before the gap we have a noun (pasta), followed by the verb to be (is), and then finally the adverb (more). After the gap we have the conjunction (than) and more nouns (eggs or meat). If we examine this then we can recognise that we\u2019re making a comparison between the nouns, and work out what part of speech is missing. If you guessed that we\u2019re looking for an adjective, then you\u2019re right!<\/p>\n

Now we\u2019ve identified the need for an adjective, we need to work out how to change the stem noun Benefit<\/em> into its adjective. There are many common adjective suffixes<\/strong><\/em><\/span> such as -ful, -able, -ic, -ial and -ive, so you need to choose wisely. The correct answer in this context is BENEFICIAL. In this example the T changes to a C, so be careful of potential spelling changes in this section.<\/p>\n

3. Overall comprehension<\/strong><\/p>\n

Finally, Part 3 is also a test on how well you can follow the overall meaning of the text. This is usually done by using affixation to create negative meanings of the stem words. Let\u2019s have a look at an example:<\/p>\n

Failure to follow a sensible diet can result in the (21) \u2026\u2026.. to maintain stamina.<\/em>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 ABLE<\/strong><\/p>\n

With this sentence, we can immediately see we need a noun because it follows the definite article (the) and comes before a preposition (to). So, if we change able<\/em> to its noun, we get ABILITY.<\/p>\n

However, if we fill the gap with ABILITY, the sentence doesn\u2019t make any sense. We need to look closely at the meaning of the sentence: it\u2019s not about the ability<\/strong> to maintain stamina<\/em>, but the failure to maintain stamina<\/em>.<\/p>\n

So, what\u2019s the negative prefix<\/strong><\/em><\/span> for the noun ability<\/em>? Common negative prefixes include un-, dis-, in-, non-, ir- and many more. But if you chose INABILITY, congratulations! We have a noun, and it works in the context!<\/p>\n

 <\/p>\n

How should I answer the questions?<\/strong><\/span><\/h1>\n

 <\/p>\n

You need to aim to complete Part 3 in about 7 minutes, which is possible if you follow these five simple steps:<\/p>\n

1. Focus on the global meaning of the text, as it lays the groundwork for the rest of the exercise. Read the text the whole way through and underline the sections where you think you\u2019ll need a negative prefix. At this stage you don\u2019t need to worry about the stem words.<\/p>\n

2. Think about what type of word goes in each space? Do you think it\u2019ll be an adjective, noun, adverb or verb? Make a quick note in each gap now, and keep an eye out for possible negative words.<\/p>\n

3. Fill the gaps. First, complete the gaps with the answers that you\u2019re confident about. Then, for the remaining gaps, try to list all the words you can make from the stem word. Hopefully this quick exercise will help remind you of the one you need for your answer.<\/p>\n

4. Read through the text again, making sure that it all makes sense. If you\u2019re not convinced, then change the word and read the sentence again. Is it any better? Changing your mind at this stage is not uncommon, or a bad thing!<\/p>\n

5. Check your spelling. Both British and American spelling options are fine, but consistency is important.<\/p>\n

 <\/p>\n

Tips for Studying and Resources<\/strong><\/span><\/h1>\n

 <\/p>\n

We\u2019ve previously mentioned the importance of reading authentic texts in our Passing C1 Advanced series. By spending a little time each day flicking through<\/strong><\/em><\/span> an English magazine you\u2019re interested in, or by scrolling up and down<\/strong><\/em><\/span> on Instagram, you\u2019ll find some really useful language.<\/p>\n

However, Part 3 is a little different to the other sections of the Reading and Use of English paper. It requires a technical understanding of English, which means you\u2019ll need to approach your reading in a couple of different ways.<\/p>\n