Beruflich Dokumente
Kultur Dokumente
Module One
Objectives
By the end of the unit you should have become more familiar with ELT terminology, specifically related to language systems, methodology and approaches be better able to relate underlying principles to classroom practice, particularly in the evaluation and exploitation of ELT published materials feel more confident about tackling these types of task in the exam
1
Unit 2 Exam Training
Module One
Contents
1. Introduction to Paper 1 Tasks One and Two 2. Training: Paper 1 Task One 2.1. 2.2. Identifying the topic and key words Applying terms
3. Training: Paper 1 Task Two 3.1. 3.2. Features of a definition Writing a definition
4. Training: Paper Two Tasks 2 and 3 4.1. 4.2. 4.3. 4.4. Identifying key instructions Task 2a: Identifying the purpose Task 2b: Key assumptions Task 3
2
Unit 2 Exam Training
Module One
3
Unit 2 Exam Training
Module One
An approach to language teaching where learners are given examples of language items in use, and then have to work out the rules from the examples. The rules themselves can be explicitly stated by learners or left unstated. Can you remember the term for this kind of approach where learners work out rules from examples? (See below the box for the answer).
Module One
Exam Tips Only write one answer. Keep your answers short a few words will usually suffice, and sometimes just one word is enough. Dont spend too long on this task if you cant think of the answer, leave a space and come back to it later. There are only six marks at stake.
Follow-up Tasks You can create www.quizlet.com. your own terminology revision flashcards by going to
Why not write some definitions of your own and post them on the Module One forums, to see if other members of your group can work out what you are defining?
5
Unit 2 Exam Training
Module One
3.1.
Features of a definition
Your answer needs to be as full as possible, encompassing all key points, but not writing everything you know about the area, as this takes up too much valuable time. The last two tasks of Paper One (Tasks Four and Five) carry far more marks than the first two, so you should ensure you leave enough time for those. You generally need to write a few sentences (rather than a long paragraph) and you should remember to include an example. Look at the following definition: Term: collocation Definition: words that go together e.g. have breakfast Although this definition is not wrong, it does not go far enough for example, it could apply to a compound word such as headache. To be sufficiently comprehensive and therefore acceptable, it needs to include the issues of i) how many words (i.e. two or more) and ii) frequency (i.e. commonly / more than by chance). So we could improve the definition to: two or more words that commonly co-occur more often than would be expected by chance. E.g. have breakfast There you would have a core definition and an example. You then gain an extra mark by giving further information. Examples for collocation include points such as: the relation between the words could be grammatical (apply for, have breakfast) or lexical (two content words e.g. a close shave) 6
Unit 2 Exam Training
Module One
the collocation can be stronger or weaker depending on how often they co-occur
3.2.
Writing a definition
Exam Tips Remember to only give answers for FOUR out of the six possible terms Dont forget to give an example one correct example is enough Aim for the full three marks by giving some further information about the term
7
Unit 2 Exam Training
Module One
Follow-up Tasks Look through the Delta topic areas (e.g. Discourse, Approaches, Listening, Error) and choose the two you feel least confident about. Set yourself a time limit and a specific source (Distance Delta course materials, chapter in a teachers resource book, article) to read up about them it often makes much more sense a second time around.
8
Unit 2 Exam Training
Module One
9
Unit 2 Exam Training
Module One
3.3.
b Identify a total of six key assumptions about language learning that are evident in the exercises listed in the box above and explain why the authors might consider these assumptions to be important for language learning. State which exercise or exercises each assumption refers to. Task Three (10 minutes) Comment on the ways in which the exercises in Vocabulary Focus (Exercises 1 and 2) and Get ReadyGet It Right (Exercises 9 and 10) combine with the exercises discussed in Task Two.
10
Unit 2 Exam Training
Module One
11
Unit 2 Exam Training
Module One
12
Unit 2 Exam Training
Module One
Exercise 3 (c ) then requires learners to read the texts in more detail, in order to correct any sentences which are incorrect. These statements include examples of the TL (present simple and continuous) but this is for passive recognition focussing on the differences between the two tenses comes later. Here they simply read for meaning, and by the time theyve finished doing this activity, we can assume they will know the texts in quite some detail. We can therefore identify the purposes of Exercise 3 (c ) as: To encourage learners to read the texts which contain the target language in detail (reading for detail) To expose the learners to further examples of the TL for passive recognition To further check understanding of the context of the TL 13
Unit 2 Exam Training
Module One
Exam Tips Relate your answers to the overall purpose of the extract Use the infinitive of purpose to keep you focussed on the reasons behind the exercises (e.g. to check learners understanding of) Avoid describing what students do here you need to talk about why the exercises are there and why students do them Give more than one purpose for each exercise. Aim for a minimum of 8 purposes over the whole set of exercises writing about the correct exercises
Underline or use a highlighter pen on the exam paper rubric, to ensure you are
4.3
This task will always ask you to Identify a total of six key assumptions about language learning that are evident in some or all of the exercises in the box above and explain why the authors might consider these assumptions to be important for learning. State which exercise or exercises each assumption refers to. This type of task is designed for you to demonstrate your understanding of the thinking behind an activity / a sequence of activities i.e. what is the reason for choosing this particular approach/activity/procedure? It helps to have some knowledge of different theories of learning/teaching and language and how these influence materials design but you do not always have to mention these specifically. You can approach this task by putting yourself in the shoes of the writer of the material. For example, at one extreme, you might believe that it is very important that learners have no 14
Unit 2 Exam Training
Module One
explicit focus on language such as grammar, but simply read or listen to authentic texts which are just above their level and gradually acquire language in this way. If this is one of your fundamental beliefs, your materials might favour a deep-end approach and consist entirely of authentic reading and listening texts of increasing difficulty together with speaking and writing tasks with little or no explicit language work at all. Interestingly, there is no course book (yet?) that has aimed at such a radical approach. On the other hand, you might believe that talking about personal issues is of great value in the language classroom, and that this helps students to engage with the topic and the language, and therefore be more likely to remember what they have learnt. In that case, your materials will provide the students with plenty of opportunities for personalised practice.
Activity
Assumption + Reasons
1. Students talk about their first a) This is based on the idea that a guided discovery day at school of grammar rules is effective because R1 engaging students cognitively may help retention of language as well as being more motivating. R2 it provides useful learner training so students can continue learning outside the classroom 2. Students listen to a model b) The belief is that lexis should be taught not only sentence on a tape and repeat it in individual words but also in combinations, in this paying attention to stress and case collocations because consonant clusters. R1 this is how we learn and store lexis mentally R2 because learning lexis in collocations aids fluency in production 3. Students match verbs from c) The importance of learner-training since one box with nouns from a second box, e.g. to do / your R1 it helps learners to become more aware of their own strategies and find ways to develop these so homework they become better language learners. R2 this can also encourage greater learner autonomy so that learners can continue their learning after the end of their course. 4. Students do some listening, d) The value of personalisation as speaking and writing around the R1 the writers believe that learners are more 15
Unit 2 Exam Training
Module One
motivated by talking about themselves as this makes the activity more meaningful R2 language is more likely to be retained.
5. Students answer a series of e) language is best learnt by repetition since written questions about the form and concept of the past perfect R1 students will learn better if there is an explicit focus on areas of difficulty after reading a text containing it R2 repetition can help learners to remember and produce the vocabulary. 6. Students work in pairs to check f) Teaching language through integrated skills is their answers to a listening effective because comprehensions R1 it mirrors the way we encounter language in real life R2 each skill reinforces the other and the language (functional exponents) 7. Students are given guidance g) The importance of progressing from known to on how to record some lexical unknown and a progression of challenge since phrases R1 it helps learners confidence as they are not overloaded from the beginning and they will have time to absorb the easier target language before moving onto new language. R2 it can also be diagnostic, allowing learners to see which words they dont know and thus helping them to focus their efforts. 8. Learners start with some simple vocabulary and this is extended to more complex forms and then integrated into functional language. h) The value of collaborative learning as R1 learners knowledge can benefit from each others
R2 they can get more practice than can be provided by one on one interaction with the teacher.
See Appendix 7 Commentary It is important to include at least 2 reasons for each assumption as there are two marks available for these. Label them R1 and R2 as above and this will help remind you to include them. Although some reasons may be valid for a variety of assumptions (eg student motivation), you can only gain marks for each reason once so avoid using the same reason for different assumptions.
16
Unit 2 Exam Training
Module One
Exam Tips Only refer to the exercises specified Do not stray off-task into simply describing the material or even evaluating it. Remember the aim is to uncover why the writers have included these particular activities and what beliefs about language learning they hold which has led them to these decisions Make sure you specify which exercise you are referring to each time Aim to include at least 6 assumptions with 2 different reasons each. If you can think of an extra assumption or reason, include them in case one is incorrect. You are awarded marks for your 6 highest scoring assumptions, so here it is worth having a safety net. Lay your answer out as follows: Assumption: R1 R2 Do not repeat the same reason (eg: it aids retention of new language) more than once.
Follow-up Task A good place to start investigating the assumptions underlying any course book material, is in the Teachers Book, where these beliefs are laid out. It might be interesting for you to read and take notes of these from the major course book series (for example, Cutting Edge, Speak Out, Headway etc.). However, you do of course need to read with a critical eye because sometimes the stated beliefs are not borne out by the material in the book! For example, communicative and interactive are often bandied about in a rather loose way.
17
Unit 2 Exam Training
Module One
4.4
Paper 2 Task 3
Task 3 always asks you to look at a different sequence of exercises in another part of the extract and comment on the ways they combine with the exercises discussed above. So here you need to relate the specified exercises back to the exercises you looked at in Task 2 and show how they all work together. There are ten marks available for this task, one for each valid point you make. The specified exercises can combine with the exercises in a number of different ways. Here are some guiding questions to consider: Are the exercises preparatory ones e.g. setting the topic, introducing language needed later, providing the context? Do they provide opportunities for teacher and learners to find out how much the learners know? Do they provide opportunities for feeding in new language needed for later exercises? Do they provide further practice of some kind? If so, what kind of practice? Is it written/spoken, controlled/freer, more personalised? Do the exercises move on to a different or additional aspect of the language / skill already looked at, or perhaps to a different skill altogether? Is form now focussed on, now that meaning/use has been covered, or is the focus now on pronunciation? How does the approach in the focus relate to that in the exercises does it mirror an approach taken earlier or later? Is it different, to take into account different learning styles or a different classroom dynamic (eg: a mingle exercise following a lot of individual work, something light and fun after some serious analytical work on language)? Are the same topics maintained, or are new topics introduced? What about the level of challenge do these exercises raise the bar?
18
Unit 2 Exam Training
Module One
Exam Tips Make as many points as you can about each of the exercises under consideration. There are ten marks available in total. Look for areas such as practice (types of practice such as written, spoken, controlled, freer, personalised), the topic (is the topic maintained, extended or changed), level of challenge (is the level of challenge increased), language and skills work (does the exercise bring variety, move from receptive to productive) diagnostic (if the task is an introductory one, does it help teacher and students see how much they know already) and student learning styles (does this appeal to kinaesthetic learners, analytic learners, does it therefore appeal to a variety of different learner styles). These are some ideas you may have more of your own. Use a highlighter pen on the exam question rubric to ensure you are looking at the correct exercises. Dont waste valuable time writing about other exercises which are not part of the task.
Exam Practice
Look at this units exam practice tasks in the Resources section on the Distance Delta website and start or join a discussion thread on the forum to brainstorm ideas. Take care to join the group indicated by the coordinator for each task. Then sit down with your notes and write your answer to upload.
19
Unit 2 Exam Training
Module One
Appendices
Appendix 1: Identifying the topic area and key words
i) Topic areas:
a. Methodology b. Linguistics / First and Second Language Acquisition c. Methodology d. Critical Age (Hypothesis) e. Grammar f. Grammar
ii) Key words a. A question designed to check and guide learners understanding of a new language item by isolating its core meanings e.g. for She used to smoke: Does she smoke now? Did she in the past? Did she do it once or regularly? b. The process by which a sequence of words is fine tuned in order to reduce ambiguity and create a more complex message than just words can express e.g. She work project 3 month Shell be working on the project for 3 months c. A communicative syllabus which is organised according to general meaning categories which are universal concepts e.g. habits, location, frequency, quantity d. The theory that there is an period (e.g. age 2 until puberty) during which language can be acquired rapidly and perfectly, after this it is no longer possible to achieve the same level e. The person or thing that is affected by the action of a transitive verb in a sentence or clause e.g. You heard me f. The ways in the relationship between a verb and the noun phrases associated with it can be changed without changing the basic meaning of the sentence. The active and passive make up the system e.g. Her chauffeur took her to the airport / She was taken to the airport by her chauffeur
20
Unit 2 Exam Training
Module One
A kind of yes/no question that is added to a statement and consists of a subject pronoun
and an auxiliary verb or form of the verb to be e.g. You hated it, didnt you? For the third mark for further information, you could mention different types of question tags eg. positive statements usually take negative tags and vice versa OR how different intonation patterns change meaning etc. 2. Subject The definition here is full but it is important to remember to include an example, otherwise you are throwing marks away.
The agent in a sentence or clause that causes the event expressed by the verb. e.g. He
gave her the money back. Further information: In passive sentences it is the thing or person affected by the action OR Subjects can be realised by nouns, noun phrases or clauses. 3. Multiword Verb You need to give more information about the form: there can be one or two particles and they could be an adverb or preposition or both
A construction which is a combination of a verb and one or two particles. The particle can
be an adverb or preposition or both e.g. cut off Further information: The meaning (often idiomatic) can often not be deduced from each of the component parts as they operate as one unit of meaning OR Phrasal verbs can be categorised into different 21
Unit 2 Exam Training
Module One
how
they
function
grammatically
(transitive/intransitive,
22
Unit 2 Exam Training
Module One
b Identify a total of six key assumptions about language learning that are evident in the exercises listed in the box above and explain why the authors might consider these assumptions to be important for language learning. State which exercise or exercises each assumption refers to. Task Three (10 minutes) Comment on the ways in which the exercises in Vocabulary Focus (Exercises 1 and 2) and Get ReadyGet It Right (Exercises 9 and 10) combine with the exercises discussed in Task Two.
23
Unit 2 Exam Training
Module One
Exercise 5: Exercise 6 To encourage learners to read for gist in order to check understanding of a context for practice of the TL (the e-mail) To provide learners with controlled written practice of distinguishing between the two forms Present Simple and Continuous To provide learners with controlled written practice to distinguish between the use of Present Simple and Continuous To encourage peer checking and peer teaching in feedback, and to provide an opportunity for learners to verbalise the rules they have just learnt To provide learners with a model of the pronunciation of the TL To encourage learners to improve their pronunciation of the TL To focus learners on sentence stress/prominence
Note useful sentence starters to help you phrase your answer: This is based on the idea that The belief that because The importance of this can lead to The value of.. as.. The assumption/principle is that since..
and you can add to these: It is important to.. so that. Language is best learnt by because. This assumes that as . 24
Module One
The writers believe that.since The principle behind this is that. in order to..
Assumption (Ex(s)) R1 R2 For example, this exercise assumes that personalisation aids learning is insufficient because it doesnt provide any reasons and means you miss out on most of the available marks. When doing this task in the exam it is essential to specify which exercise(s) you are referring to if you dont you wont get any marks!
25
Unit 2 Exam Training
Module One
Assumption Learners need to see language in context (ex: 3) R1 so that they can see how it is used R2 it mirrors how L1 is learnt R3 context gives a guide to meaning and students may be able to work out the meaning in this way Assumption Learners need a task to focus them on the overall meaning of a text (ex: 3a) R1 to prevent them from trying to understand every word R2 in real life we usually have a purpose for reading a text so this mirrors real life Assumption Learners need to understand a text in detail before focussing on language (ex: 3c) R1 if they dont understand the context, they may not understand the language R2 - at lower levels, a superficial reading of the text (as in ex: 3a) may not be enough for learners to process the text for meaning Assumption Guided discovery approaches to studying grammar are useful (ex: 4) R1 cognitive engagement with language, thinking and working things out leads to greater retention of the language R2 learners often understand things they have worked out for themselves better than things they are told Assumption Explicit grammar rules using metalanguage are useful for learners (ex: 4) R1 this is what many learners expect and are used to R2 this approach appeals to analytic learners R3 learners can learn and use this metalanguage in their own research and this makes them more autonomous Assumption Pronunciation work is useful for learners (ex: 5) R1 this gives them a complete picture of language, so that meaning, form and pronunciation are all covered R2 pronunciation is a key feature of language work R3 learners may not have exposure to natural features of spoken English if they are not studying in an ES environment Assumption Controlled/restricted practice exercises are useful for learners (ex: 6) R1 this increases learner confidence at manipulating forms of language R2 this type of exercise allows for quiet study time and for students to get further practice at discriminating between tenses
26
Unit 2 Exam Training
Module One
Assumption Contrasting language forms is a good way to focus on meaning (all exercises) R1 learners may have learnt both these forms separately and this helps them distinguish between them R2 the use of a tense may only be clearly seen when it is contrasted with another one close in meaning Assumption Comparing answers and collaborative learning is useful for lower level learners (ex: 6c) R1 learners can learn from each other R2 it gives learners confidence if they can explain language rules to each other
27
Unit 2 Exam Training
Module One
Exercise 2
Exercise 9
28
Unit 2 Exam Training