La parte de “Reading” o comprensión escrita del examen de Aptis para profesores tiene la misma estructura que el examen Aptis General. Consta de 4 ejercicios diferentes con una duración total de 30 minutos. Su única diferencia es que el vocabulario y las temáticas de los textos giran entorno al campo educativo. Aquí os dejo un ejemplo de cada uno de los ejercicios para practicar:

Examen de Reading – Aptis para profesores

1. Texto con huecos

Complete with the correct answer:

Comprehension skills in the classroom

Strong _______(1) think actively as they read. They use their experiences and _________(2) of the world, vocabulary, language structure, and reading ________ (3) to make sense of the text and know how to get the most out of it. They know when they have problems with _________ (4) and what thinking strategies to use to resolve these problems when they pop up.

__________ (5) can play a critical role in helping students develop their comprehension skills. Reading research ______ (6) that comprehension instruction can help students do a _______ (7) job of understanding and remembering what they read. Good instruction can also help _______ (8) communicate with others, verbally and in writing, about what they’ve read.

1. readers – parents – teachers
2. books – knowledge – skills
3. strategies – experience – books
4. imagination – parents – understanding
5. Parents – Pupils – Teachers
6. showing – had shown – has shown
7. better – worse – similar
8. students – parents – teachers

Answers: readers – knowledge – strategies – understanding – Teachers – had shown – better – students

2. Poner en orden

Two people tell about their experiences at school. Put the sentences in order:

3. Opinion matching

Read the opinions of four people about education system and answer the questions:

Agnes: I really think the education system needs to be reviewed all over again. It has many, many flaws that somehow gets unnoticed by practically everyone. I could be speaking all day about this subject. For example, achieving good academic results is interpreted as “intelligence” by most people. An intelligent person will become a “successful person”. What schools basically do is pick some kids, shape them up like a game and make them the “successful people who will build the future.”

Peter: This question deserves a much longer response than I’m going to give it. My dad has been a high school English teacher for over 20 years, and I’ve heard a lot of interesting stories. I’m only going to only argue one point. It’s wrong to tell all students that their success in school is a measure of how successful they will be in life.

Lucas: In my humble opinion, the current form of education is too long and most subjects and courses are simply irrelevant. Depending on which country you live in it might take you between 16 to 17 years to obtain a degree. This includes primary, secondary and university years. that is simply too long, using an random figure of 75 years as an average life extancy for us humans, we spend almost 20 percent of our time studying. Considering that we are in average 4 or 5 before getting into primary school most us would have spent arround 30 percent of our time studying before starting any meaningful contribution to the world.

Maria: I think the government should spend more public money on education. Nor should people be prohibited from paying their own money for private education, but with public funds you must ensure that each public school has an equal share in the talent of teachers and the physical and financial resources of the state.

• Who thinks we spend too much time studying in our lives?
• Who believes that success in school does not ensure success in life?
• Who believes that the government should spend more money on education?
• Who has a teacher as a close relative?
• Who believes that being intelligent doesn’t mean getting good grades?
• Who believes the public school should have talented teachers and good resources?

Answers: L – P – M – P – A – M

4. Relaciona los títulos

Read the following experiences at school and match each one with its title.

1. The school had organized a complementary activity that would last 5 classes. In the first class I was nervous. Our teacher wanted us to enjoy the experience and develop our cooking skills. Our culinary experience ranged from “absolutely no culinary experience” to “almost no culinary experience”. I didn’t know there were so many ways to ruin a plate. The bad news was that we had to eat what we cooked.
2. I wore my hair in a long ponytail all winter, but when spring came around, I decided it was time for a change and had my locks cut short and coloured. Not long after, when I arrived at the Grade 1 class I was teaching, one student commented, “Teacher, you got a new head!
3. Being a teacher is fun because when you’re sitting at your desk, kids will act as though there’s a soundproof force field around you. The false confidence that they won’t be heard leads to entertaining moments, like this exchange in which two Grade 11 boys in a science class were discussing their futures. “You know what I wanna be when I grow up?” the first student said. “An astronaut.” The second student adopted a quizzical look, as if to suggest he’d seen his classmate’s science mark and doubted a job at NASA was on the horizon. Still, the first student continued, “I want to be an astronaut because I’m going to be the first person to land on the sun.”
4. In a conversation with one of my fourth grade students, a book on my desk had mysteriously disappeared. After doing a little research, the school counselor and I discovered that the student had taken it and was boasting about a friend. I brought the boy to my office for another conversation. “My book is lost,” I told him. “Do you know anything about that?” When he said no, I kept going: “You were the last one in my office before he disappeared. I think you took it. What you think?” Without hesitation, he replied: “I think everything is crazy from your imagination.”
5. In my Grade 2 class, students are encouraged to work independently and to use their problem-solving skills. One day, a pupil began following me throughout the classroom. Whenever I turned around, he would be standing there. Eventually I said, jokingly: “You don’t need to follow me. Would you follow me over a cliff if I jumped off?” He looked at me very seriously before responding, “Yes, to see if you were okay!” 
6. We were having a discussion in our kindergarten class about the languages spoken by the students. I teach in a multicultural school, so most children responded that they spoke two languages: English and their mother tongue. One little boy raised his hand and declared proudly that he spoke three languages. When asked which ones, he replied confidently: “English, Urdu and Bonjour!” 
7. My Grade 4 students knew the only acceptable excuse for incomplete homework was a note from their parents. One morning, everyone had turned in their assignments except for Robbie. When he told me his dog had eaten it, I couldn’t help but laugh. “Nice try,” I said. “That’s the oldest excuse in the book!” Since he was usually a responsible student, I gave him another copy of the work and told him to return it the next day. Later on, as I was heading to my car after school, I spotted the student walking his dog with his dad. I teased: “Robbie, is this the dog that ate your homework?” I was shocked when his father replied very seriously: “Oh yes, Mrs. Jones. Robbie was so worried he would get in trouble!”

A – Out this world

B – A loyal following

C – Imagine that

D – Bad dog

E – My School’s Kitchen Catastrophe

F – Spoken words

G – Heads up

H – It was a joke!

Answers: 1E – 2G – 3A – 4C – 5B – 6F – 7D

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