Aptis for Teachers: Reading Test Part 2

Aptis for Teachers: Reading Test Part 2: Text Cohesion

Aptis for Teachers Reading Test Part 2 follows the same format as that of Aptis General.  But you only have to do one task, not two, and you have to re-order six sentences, not five. The difference, as always, lies in the content. Each component of the Aptis for Teachers Test is set within an educational framework. Topics and situations will always be familiar to teachers.

In the second part of the Reading Test you have to do re-order a very short text. This is to test text cohesion. So let’s begin by looking at what that means in terms of both reading and writing.

As you probably know, cohesion means ‘sticking together’, so a cohesive text is basically one that makes sense. It follows a logical sequence.

In the Reading Test part 2 there are seven sentences. The first sentence is already done for you, and you have to put the remaining six sentences into the correct order to form a very short text. There’s only one correct solution. 

So how do you do that? In the first place, the texts will usually be about everyday educational situations and activities.  So using your common sense can help – you need to look for a logical structure. For example, you enter the classroom, you take the register, then you write the date on the board and introduce the theme of the lesson, etc. Secondly, you need to train yourself to look for clues in the text that will help you re-order the sentences.

What types of words can act as clues?

These could be:

Sequencing words: firstly, then, when, while, before, after, afterwards, finally, etc.

Words that introduce reasons: because, since, so, as, that’s why, etc.

Numerical information: times, dates, the first, the second, etc.

Pronouns: When we first talk about a person, we usually use their name – for example, Chris. Then later we can use the pronouns she or her to refer to Chris again. The same is true with things; we can use the pronouns it or them.

Articles:  Similarly, the first time we mention something, we usually use the indefinite article – for example, a toy. Then later on we use the definite article.

Look at these sentences:

Chris went into class.

She greeted the students, then realised there was a child crying in the room. (She refers to Chris, and this is the first time we hear about a child.)

The child (now we know about the child) was looking at a broken toy on the floor.

Chris picked it up and tried to calm the children down. (It refers to the broken toy.)

Here’s some advice on how to approach the text cohesion tasks

First, quickly read the all the sentences to try to get the general meaning.

Think about what makes a logical sequence of events.

Look for sequencing words – these will help you a lot.

Then look for other clues (see above list).

Put the sentences into order.

Finally, re-read them to check that the text makes sense.

NOTE: Never leave this task unfinished. If you’re not sure, just do your best.

Reading Test Part Two:  Instructions

In the Aptis Tests, the first sentence of the Text Cohesion task is always done for you as an example. Then you have to click and drag the other five to re-order them correctly. 

In the official test you only have to do one of these tasks. But we’ve got four exam-style practice tests for you!  If you’re working on a desktop computer, our practice tests work exactly like in the official exam – you click and drag the sentences.  If you’re doing it on a mobile, you’ll have to use the up/down arrows. 

In both cases press ‘Check’ when you’ve finished.  You’ll also find the solutions at the bottom of the page.

Reading Test Part Two: Text Cohesion 1