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The Distance Delta

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Exam Thread: Paper 1 Tasks 1 & 2 and Paper 2 Tasks 2 & 3


Summary
In this unit we will be looking at Tasks One and Two from Paper 1. We will be working through the tasks in some detail, reviewing mainly the grammatical system and methodology and approaches. We will also look at Paper 2 Tasks 2 and 3 and consider the assumptions about learning in coursebook materials. You will then have the opportunity to do another task of each type and upload them for marking and feedback from your Course Tutor.

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

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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

5. Exam Practice Appendices

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1. Introduction to Paper 1 Tasks One and Two


Tasks One and Two test your understanding of key ELT terminology, focusing on a broad spectrum of the syllabus: knowledge of language systems and skills, methodology and approaches, and assessment. In this initial exam training thread for these tasks we will focus principally on language systems, methodology and approaches. Whilst knowledge of terminology may not be a valid aim in itself, ELT terminology is a key part of our professional language and increased familiarity with it will give you access to a wide range of ELT literature for teachers. Preparation for these exam tasks is not a matter of learning long lists of terminology and definitions. Rather, as you read and research different areas of the syllabus, you will find you gradually pick up the various terms, until they are all very familiar and you can use them comfortably, without any particular effort. In addition, it is anticipated that preparing for this part of the examination will mean candidates need to understand the ELT-related concepts they are introduced to. This is the positive effect of Tasks One and Two. As well as providing a specific focus on exam techniques, training for these tasks will give you the opportunity to review and deepen your understanding of many areas of the syllabus.

2. Training: Paper 1 Task One


For this task you are given six definitions of ELT-related terms. You need to supply the correct term. This is a very short answer, usually just one or two words, not a whole clause or sentence. Dont hedge your bets by offering two different answers for any definition as you will not be awarded any marks at all if you offer two possible responses. You only have five minutes to do this task and it is important to note that timings for each task give an indication of the number of marks available. There are 6 marks available for this task and it can be viewed as a quick warm-up task for the exam. Essentially you either know the term or not, so while it may be an easy way to gain a few marks, if you cannot get a particular term quickly, it is important to leave it and move on. It will continue working away at the back of your mind as you work on the rest of the paper, and you may well find it comes to you suddenly, perhaps prompted by something elsewhere in the paper. Then you can quickly go back to fill in the missing term.

2.1. Identifying the topic and key words


We suggest you underline key words in the definition to help prompt the terms and ensure you do not stray off target. You may find it helpful to identify the topic area first. Where there is an example given, you may find this the most effective prompt. Example: 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.

The topic area here is an approach

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Key words you might underline are:

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).

ACTIVITY 1: Identifying the topic area and key words (5 minutes)


Look at the task below. i) identify the topic area ii) underline the key words Task One (5 minutes) Provide the term for each definition. Please provide only one answer per question. a. The name for a type of 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 lexical items 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 universal concepts or meanings, and the exponents used to express them e.g. habits, location, frequency, quantity. d. The theory that there is a period (e.g. age 2 until puberty) during which language can be acquired rapidly and perfectly, and after which 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 which 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.

See Appendix 1 for answers

Answer: Inductive (learning / approach) 4


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2.2. Applying Terms

ACTIVITY 2: Applying Terms ( 3 minutes)


Now try to do the task: Write down the terms for the definitions above. See Appendix 2 for answers

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?

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3. Training: Paper 1 Task Two


In this task you are given six terms. You need to choose four of them and supply a definition, an appropriate example and some further information about the term. You have slightly longer for this task, 15 minutes, a clear indication that there are more marks available for it. There is a total of 12 marks for this task: for each item, you will get one for the core definition, one for the example and an extra one for any relevant additional information. This means you need to ensure your answer is as comprehensive as possible, include all the key information and any relevant extra information you know e.g. the author/researcher linked to a particular methodology, or when it was first introduced. For language items, you could list other examples of the type (eg: types of subordinate clause). You must also remember to give an example just one example is sufficient. As you can choose which four of the terms to define, we suggest that, as you read through the list for the first time, you tick the ones you know. In this way you know how many you really have to choose from. You are likely to find some definitions easier to word than others. If you are struggling with one definition, it is helpful to know if you have another option you can choose instead and can move on, or whether you need to keep working away at that definition because you have used up all your possible options. We will look at how to write a sufficiently full definition so that you stand a good chance of gaining the extra mark. Whereas during the exam and in your uploaded exam practice task you should choose four of the six, in training we will be working with all the terms to ensure as full a process as possible. In the exam, however, it is important to remember only to do 4 as extra answers will not be considered for this particular task only the first four will be marked.

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
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the collocation can be stronger or weaker depending on how often they co-occur

ACTIVITY 3: Improving Definitions (10 minutes)


Look at the following examples of answers for this task. For each one decide what key element is missing. 1. Question Tag A kind of yes/no question e.g. You hated it, didnt you? 2. Subject The agent in a sentence or clause that causes the event expressed by the verb. 3. Multiword Verb A construction which is a combination of a verb and a preposition e.g. cut off See Appendix 3

3.2.

Writing a definition

ACTIVITY 4: Writing a definition (10 minutes)


Now have a go at writing your own answers from scratch. Provide a full definition, including further information, and an appropriate brief example or illustration for the terms below. a. Proper noun b. Total Physical Response c. Style d. Relative clause See Appendix 4

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

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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.

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Training: Paper Two Tasks 2 and 3


In Paper Two Tasks 2 and 3, you will be provided with an extract from published adult ELT materials that are used in class. These can be course books, accompanying resource packs, workbooks, student grammar, vocabulary or pronunciation reference books, skills books or learner training books. Task 2 asks you to identify the purposes behind each one of a set of exercises in the extract and then list and explain assumptions about language learning underlying all or part of the material, giving reasons why these assumptions would be considered valid; Task 3 asks you to comment on the ways in which a selection of the remaining exercises in the rest of the extract combines with (all or some of) the exercises already discussed in Task 2. These tasks are quite weighty in terms of available marks: Task 2 has 30 marks and Task 3 10 marks. For task 2a, you will get 2 marks for each purpose for the activity which you identify correctly, and for task 2b, 3 marks for each assumption about language learning which you identify, and for the reasons you give. Check in Exam Tips below for more information about exactly how many items we recommend you should attempt to cover in your answer.

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3.3.

Identifying key instructions

ACTIVITY 5: Identifying key instructions (2 mins)


Read the tasks and the extract below. Underline key words in the tasks. (You may find yourself underlining a fair amount of the rubric). See Appendix 5 for suggested answer.

Cambridge ESOL Sample Paper


Unit 3B of face2face Pre-Intermediate, Chris Redston and Gillie Cunningham, Cambridge University Press, 2005, pages 22 23. The text for tasks two and three is reproduced on pages 5 and 6. Task Two (25 minutes) The purpose of the extract as a whole is to teach the differences between the present continuous and the present simple to pre-intermediate level learners. a Identify the purpose of the exercises listed in the box below in relation to the purpose of the extract as a whole. Exercises for Task Two Exercise 3 Exercise 4 Exercise 5 Exercise 6

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.

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Task 2a: Identifying the Purpose


The first part of the task asks you to Identify the purpose of the exercises below in relation to the purpose of the extract as a whole. The rubric will always specify the overall purpose for you. It is important to limit your answer to how each exercise relates to this overall purpose, and not include any other purposes you can identify in the exercises without relating them to the overall purpose. So for example, a discussion activity will give learners freer speaking practice, but will also probably be designed to practise target language which has been introduced earlier in the extract. A gist reading exercise will probably be designed to ensure students have grasped the overall meaning of a text which will then be used to focus on some target language in the following exercises. Examples of this target language will be in the text. The purposes of these two tasks then (the discussion/the gist reading exercise) need to be considered within the overall purpose of the extract, and not simply to provide freer speaking practice or to provide practice reading for gist. You do not need to write much for each purpose a brief sentence is fine, but it is important to remember that each exercise usually has more than one purpose, or you risk losing out on marks. It is also a good idea to use the infinitive of purpose to keep you focussed on the task, and to help you avoid describing what students do (which is easy), rather than why they are doing it (more difficult!). Here the overall purpose of the extract is to teach the differences between the present continuous and the present simple. Look back at Exercise 3 in the extract. Exercise (a) asks learners to first look at the two photos and describe whats happening in them, and then in (b), to match the photos and letters. To do this, they will be reading the text (the two letters) quickly for gist but whats key to the overall purpose is that the text contains examples of the target language (present simple and continuous) in context. We can therefore identify the purposes of Exercise 3, (a) and (b) as: To introduce the context/topic of the lesson/to activate schemata To encourage learners to read the texts which contain the TL for gist To expose the learners to the TL (as they arent focussing on the tenses at this point) To contextualise the TL (as the text they are reading gives the language in context, thus making the meaning easier to work out) To check understanding of the context of the TL (as if the learners can correctly match the photos and texts, we can assume theyve understood the contexts)

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
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ACTIVITY 6: Identifying the Purpose


Look at the remaining exercises below and identify the purpose(s) of each in relation to the purpose of the material as a whole. Exercise 4 Exercise 5 Exercise 6 See Appendix 6 for suggested answer

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

Task 2b: Key Assumptions

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
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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 7: Underlying Assumptions (10 mins)


a) Look at the two columns below. On the left, you will see activities and on the right, assumptions. Match each activity to an assumption and its associated reasons (R1 and R2). NB this is not related to the extract discussed above. b) Underline phrases in the assumptions column which would help you in formulating assumptions and their associated reasons, e.g. X is important because

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
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same topic and functional area.

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.

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ACTIVITY 8: Underlying Assumptions (20 mins)


Write an answer to Task 2 of the material above (from Face2Face) See Appendix 8 for the Guideline Answer

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.

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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?

ACTIVITY 9: Paper 2 Task 3 (10 mins)


Now write an answer to Task 3 in the sample exam task. Use the guiding question prompts above to help you.
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.

See Appendix 9 for suggested answer.

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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.

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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

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Appendix 2: Applying the terms


a. Concept (questions) b. Grammaring / grammaticisation c. Notional (syllabus) / notional functional (syllabus) d. Critical age (hypothesis) e. Object f. Voice

Appendix 3: Improving Definitions


Suggested answers: 1. Question Tag Here you need to include some information about the structure. It is added to a statement and consists of a subject pronoun and an auxiliary verb or form of the verb to be.

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
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groups according to separable/inseparable).

how

they

function

grammatically

(transitive/intransitive,

Appendix 4: Writing a definition


Suggested answers: NB: more than one example is given to give you a clearer idea of what is acceptable. However, in the exam you only need to give one example for each definition. There are some examples below of possible further information items, but this is in no way a definitive list for each item. a. Proper noun: These nouns refer to a person or thing which is unique. e.g. New York, Maria. Further information: They all have capital letters and are typically personal or geographical names OR Other types of nouns are abstract nouns, concrete nouns and collective nouns. b. b .Total Physical Response: A language teaching method where language items are presented as orders, commands and instructions, requiring the learners to respond by carrying them out e.g. Teacher says stand up, students stand up. Further information: Developed by James Asher in the 1970s OR Often associated with low levels and young learners. c. Style: Variation in speech or writing, usually in a range from casual to formal, depending on the situation, the person addressed etc e.g. Good morning / Hi. Further information: There are several types of style, such as frozen, formal, informal and business. Relative clause: A clause which is attached to a noun phrase, which it modifies by giving extra information.. E.g. The restaurant that we ate in last week has closed down; Jules, who had left before all the others, still had not arrived. Further information: The information can be essential (defining relative clauses) or additional (non-defining). OR They are often introduced by a relative pronoun such as who, which, that etc

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Appendix 5: Identifying Key Instructions


Suggestions for underlining:
The purpose of the extract as a whole is to teach the differences between the present continuous and the present simple to pre-intermediate level learners. a Identify the purpose of the exercises listed in the box below in relation to the purpose of the extract as a whole. Exercises for Task Two Exercise 3 Exercise 4 Exercise 5 Exercise 6

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.

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Appendix 6: Identifying the Purpose


Suggested answers: Exercise 4: To focus on the forms (positive, negative and question) of the TL To encourage students to use the context to work out the meaning/use of the TL To check learners understanding of the difference between state and action verbs To provide learners with a written record of the target language

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

Appendix 7: Underlying Assumptions


1d) 2e) 3b) 4f) 5a) 6h) 7c) 8g)

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

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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!

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Unit 2 Exam Training

The Distance Delta

Module One

Appendix 8: Underlying Assumptions


Guideline Answer
Here are some suggested answers. Please note that some reasons may also apply to other assumptions but remember you cannot use one reason more than once.

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

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Unit 2 Exam Training

The Distance Delta

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

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Unit 2 Exam Training

The Distance Delta

Module One

Appendix 9: Paper 2 Task 3


Guideline Answer: Exercise Exercise 1 How exercise combines with exercises in task two Provides vocabulary which can be used in the later exercises when students manipulate the target language Pre-teaches vocabulary that learners may need to know for reading exercise 3 Gives the teacher an opportunity to find out how much vocabulary on the topic students know, so it acts as a diagnostic exercise It introduces the topic of work, so sets up the topic for the whole unit Students focus on stress here, as they do later in ex: 5 Exercise 10 This exercise allows learners to manipulate the vocabulary in preparation for possible use in exercises 8 and to a lesser extent 9 & 10 Gives students the opportunity to personalise the vocabulary by talking about themselves and people they know This provides an opportunity for students to practise distinguishing between state and action verbs, after this was highlighted in ex: 4 (c) It provides further practice at distinguishing between Present Simple and Continuous (use) following on from ex: 4 (b) Students are given material for the semi-controlled spoken practice exercise (10a) This combines the work on vocabulary in ex: 1(b) with the grammar in ex: 4 Students get further practice at forming questions in both present simple and continuous (ex: 4b) so a focus on form This provides a change of focus and interaction (a mingle exercise) for kinaesthetic learners A more fun activity after the serious study of the grammar Students can personalise the language by providing their own answers This extends the language and provides freer practise of questions forms in ex: 4a (follow up questions) This provides meaningful freer communicative practice of the target language, especially in ex: 10 (b) This moves the exercise away from accuracy and more towards fluency.

Exercise 2

Exercise 9

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Unit 2 Exam Training

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