TKT Kal Part 4 Discourse Cohesion PDF

TKT: KAL Part 4 Discourse: cohesion trainers notes
Description
This activity explores ways in which textual cohesion is achieved through grammatical and
lexical cohesive devices. Participants understanding of a range of terms is checked and
practised by recognising their use in a range of texts. They also practise a sample TKT: KAL
task.
Time required:
5070 minutes (includes optional exercises)
Materials
required:
Aims:
Participants Worksheet 1 (one copy for each participant)
Participants Worksheet 2 (one copy for each participant)
Participants Worksheet 3 (optional) (one copy for each participant)
Sample Task (one copy for each participant)
to introduce the different ways in which textual cohesion is achieved
to ensure participants understanding of cohesive devices
to practise recognising cohesive devices in texts
Procedure
1. Read the following phrases/sentences/interactions aloud. After each one, elicit what
glues or joins it together. You may want to give the first one as an example. Accept
all answers at this stage.
Fish and chips (and coordinating conjunction)
Potatoes, carrots, peas, broccoli
Ice cream? I love it.
I hate cucumber. Me too.
Jim plays football but Kate plays tennis
Rome and Venice are both big towns in Italy. And Milan.
Its a beautiful island though very cold.
Jan was born in May and Stefan was born in December.
2. Give out Participants Worksheet 1. Participants work on the sentences in pairs

more carefully, trying to find as many different types of cohesion as possible. Feed
back, using the Key below.
3. Elicit from participants a possible definition of cohesion. (the relationship or
connection between different parts of a piece of writing, or speech, based on the
grammar and/or lexis) Make sure participants are aware that cohesion can depend
on both grammar (grammatical cohesion) and the meaning of words (lexical
cohesion).
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4. Refer participants to Participants Worksheet 1 Exercise 2. Point out that there are
examples of both lexical and grammatical cohesion here, and that one example may
contain more than one type of cohesive device. Participants work individually to
match the terms with the examples, then check their answers in pairs. Feed back as
necessary (see Key below).
5. If participants find the previous exercise difficult, ask them to work in their pairs and
discuss their understanding of the meaning of each of the terms used. You may need
to supply further examples. If participants are reasonably happy with the terms, omit
this step.
6. Tell participants they are now going to analyse a text for the different cohesive
devices which are used. Give out Participants Worksheet 2. In pairs, participants
identify what cohesive device is being used for each of the numbers (some numbers
refer to more than one word, as indicated by the arrows). When they have finished,
pairs join with another pair to check their answers. Monitor and feed back as required
(see Key below).
7. Once they have checked their answers, refer the groups of 4 to Participants
Worksheet 2 Exercise 2. In their groups, they should discuss the questions with
reference to the text. Feed back with the whole group (see Key below).
8. Give out Participants Worksheet 3. This looks in more detail at substitution and
ellipsis. You may prefer participants to complete the activities at home for discussion
in another session. Alternatively, participants work through the two exercises
individually or in pairs. Feed back using the Key below.
9. Elicit what sorts of grammatical constructions you can use ellipsis with. (subjects,
auxiliaries, verbs, verb phrases, adverbs, modals, defining relative pronouns, noun
phrases)
10. Give out the Sample Task. Participants complete the task individually in no more
than 9 minutes (candidates have an average of 1 minute per question in the TKT:
KAL exam). Check answers (see Key below). Alternatively, participants can
complete the sample task at home.
11. With the whole group, discuss the following questions:
How might knowledge of cohesion help the teacher in the classroom?

(Knowledge of cohesion helps teachers in the following ways:
to help learners with their reading and writing in particular
to guide learners to notice, make sense of and use cohesive devices.
More serious or academic texts can make considerable use of cohesive
devices. Learners need to be able to recognise them and their functions in
order to understand texts
producing cohesive texts is an important part of getting your message
across.)
Would it be useful or not to teach learners the terms related to cohesion?

(There is no correct answer to this: teachers may have different and valid
arguments either way, according to the context in which they teach.)
Page 2 of 13
Additional information
Understanding of cohesion and the lexical and grammatical devices it uses is tested
regularly in TKT: KAL.
This is often done as in the sample task, through a text and a task that focuses on
several features of cohesion.
Other tasks may work at word level and just focus on a single aspect of cohesion,
such as substitution or ellipsis.
Page 3 of 13
TKT: KAL Part 4 Discourse: cohesion answer keys

Key to Participants Worksheet 1
Exercise 1
a) Fish and chips (coordinating conjunction)
b) Potatoes, carrots, peas, broccoli (lexical set)
c) Ice cream? I love it. (pronoun reference)
d) I hate cucumber. Me too. (substitution)
e) Jim plays football but Kate plays tennis. (parallelism, coordinating conjunction)
f)
Rome and Venice are both big towns in Italy. And Milan. (ellipsis)
g) Its a beautiful island though very cold. (ellipsis, subordinating conjunction)

h) Jan was born in May and Stefan was born in December. (parallelism,
coordinating conjunction)
i)
Exercise 2
1. c
2. h
3. a, i
4. b, e
5. d, f, g, j
6. b, e
7. d, g, j
8. i
Participants Worksheet 2
Exercise 1
1. word family
7. reference to something outside the text

(exophoric)
2. repetition
8. ellipsis
3. parallelism
9. back reference, substitution
4. linking
10. lexical set

Exercise 2
1) What kinds of words are often used for reference? Pronouns
2) Do the reference words in the text refer
i.
back to something previously mentioned (anaphoric reference)? Yes, see 5,

6, 10
ii.
forward to something coming later in the text (cataphoric reference)? no
Page 4 of 13
iii. to something outside the text (exophoric reference)? Yes, see 7

3) What is the difference between substitution and reference? Reference is a way
of substituting.
4) List 5 other linking words you can think of. Accept any correct answers.
5) What is the difference between a linking word and a discourse marker? A
linking word is a conjunction joining two sentences or parts of sentences, but
sometimes discourse markers are also called linkers, e.g. However. Discourse
markers signal the kind of information that follows/precedes.
6) What other lexical sets can you find in the text? Chocolate, strawberry, banana or
vanilla; milkshakes, smoothies; on a diet, healthy; low fat, low calorie; blender, mixer,
recipe
Participants Worksheet 3
Exercise 1
1) Ive never seen a dodo but I think Id recognise one.(dodo)
2) I used to have loads of CDs but now Ive got none.(CDs)
3) I love going ski-ing so I make sure I often do it. (go skiing)
4) Most of my friends like Skyping and my parents do too. (like Skyping)
5) He asked me to go to the cinema with him but I said Id rather not.(go to the cinema)
6) They wanted to know if Id go on holiday with them. I said I wouldnt. (I would not go
on holiday with them)
7) I needed to know exactly where the restaurant was so that I could meet him there.
(at the place where the restaurant was)
8) Hes run out of money. Thats the reason why he cant come. (hes run out of
money)
9) I dont know exactly what time he leaves but I must be there then. (time he leaves)
10) I can speak a few words of Arabic. Thats the sum of my foreign languages. (a few
words of Arabic)
11) They thought it was funny but I didnt think so. (it was funny)
12) I arrived late but so did everyone else.(arrived late)
Exercise 2
1) A
Is he there?
B. I Cant see
2) A
When are you leaving?
B. Im leaving Tomorrow morning.
3) A
Im getting a new job.
B. Are you getting a new job?
4) A
Can you help me?
B. Maybe I can help you
Page 5 of 13
5) A
Ill be going then
B. Ok, Ill see you then
6) A
Thats excellent news
B, Yeh, its great.
7) You must tidy your room and you must hoover it.
8) I wanted six pairs but they only had five pairs.
9) They went to America and the others went to Scotland.
10) The reporter spoke to the man who was standing next to the prime minister.
11) When he was walking along the beach he spotted a gold ring.
12) I decided to take the bus and she decided not to take the bus.
Key to Sample Task

1C
2A
3E
4C
5B
6F
7F
8A
9D
Page 6 of 13
TKT: KAL Part 4 Discourse: cohesion Participants Worksheet 1

Exercise 1
Here are some examples of different kinds of cohesion. How many kinds can you see?
a) Fish and chips
b) Potatoes, carrots, peas, broccoli
c) Ice cream? I love it.
d) I hate cucumber. Me too.
e) Jim plays football but Kate plays tennis
f)
Rome and Venice are both big towns in Italy. And Milan.
g) Its a beautiful island though very cold.

h) Jan was born in May and Stefan was born in December.
Exercise 2
Match these terms related to cohesion with the examples of them.
1. Repetition
a. boots, maps, climbing
2. Word families
b. I like Buenos Aires. Its an exciting

city.
3. Lexical sets
c. hard, hard, hard
4. Substitution
d. Helen wants to go away in the

summer, but I dont.
5. Ellipsis
e. Towns are getting so big. This

makes travelling difficult.
6. Reference
f. Coming to the cinema tonight?
7. Linkers
g. Firstly Id like to swim, then have a

nice cool drink
8. Parallelism
h. decision, decisive, decided

i. Camels have humps. Kangaroos
have pouches. Elephants have tusks.
j. Jo is a really hard worker, and her
sister is.
Page 7 of 13

Exercise 1
Look at this text and label the arrows with the name of the type of cohesion being indicated.
1
A delicious alternative to sugar laden soda pop are tasty Milkshakes

and Smoothies. Whether you're on a diet or just trying to eat healthier,
you'll find healthy smoothie and milkshake recipes here.
2
Even if you're not handy in the kitchen, you'll see how easy it is to make
a Smoothie with these easy smoothie recipes. Or, if you're a big
milkshake fan, how easy it is to make a quick, ice cold milkshake.
You'll find a variety of low fat, low calorie HSmoothie RecipesHH Hto suit
every taste. You can choose one of several fruit smoothie recipes and
make a smoothie drink - all you need for this is some fruit, ice and a
smoothie blender or mixer for a great back to basics smoothie.
5
6
If you're a Milkshake fan, you'll find that making them at home is twice
as good as the fast food version. There's plenty of fantastic HMilkshake
RecipesH here that will show you how to make a delicious chocolate,
strawberry, banana, or vanilla milkshake with a variety of fun ingredients
and your favorite ice cream too.
Love this site?
Share it with your friends!

Make Cool, Healthy, and Nutritious Drinks at Home
9
(from http://www.1st-milkshake-n-smoothie-recipes.com/)
10
Page 8 of 13
Exercise 2
Working with your answers to Exercise 1, answer these questions:
1)
What kinds of words are often used for reference?
2)
Do the reference words in the text refer:

i. back to something previously mentioned (anaphoric reference)?
ii. forward to something coming later in the text (cataphoric reference)?
iii. to something outside the text (exophoric reference)?
3)
What is the difference between substitution and reference?
4)
List 5 other linking words you can think of.
5)
What is the difference between a linking word and a discourse marker?
6)
What other lexical sets can you find in the text?
Page 9 of 13

Exercise 1
Substitution
the replacing of a noun phrase or w whole clause by a single word
(An A-Z of ELT, Thornbury; Macmillan, 2006)
Substitution refers to the words we use (e.g. so, one, do, did) as signals indicating that
something has been left out and indicating what kind of information this is.
(Grammar for English Language Teachers, Parrot; CUP, 2000)
In these sentences, underline the word which is substituting and say what it is
substituting for.
1) Ive never seen a dodo but I think Id recognise one.
2) I used to have loads of CDs but now Ive got none.
3) I love going ski-ing so I make sure I often do it.
4) Most of my friends like Skyping and my parents do too.
5) He asked me to go to the cinema with him but I said Id rather not.
6) They wanted to know if Id go on holiday with them. I said I wouldnt.
7) I needed to know exactly where the restaurant was so that I could meet him there.
8) Hes run out of money. Thats the reason why he cant come.
9) I dont know exactly what time he leaves but I must be there then.
10) I can speak a few words of Arabic. Thats the sum of my foreign languages.
11) They thought it was funny but I didnt think so.
12) I arrived late but so did everyone else.
Page 10 of 13
Exercise 2
Ellipsis
(An A-Z of ELT, Thornbury; Macmillan, 2006)
The leaving out of words and phrases is ellipsis.

(Grammar for English Language Teachers, Parrot; CUP, 2000)
In these sentences, insert the word/s which have been left out (ellipsis).
1) A: Is he there?
B. Cant see
2) A: When are you leaving?
B. Tomorrow morning.
3) A: Im getting a new job.
B. Are you?
4) A: Can you help me?
B. Maybe
5) A: Ill be going then
B. Ok, see you
6) A: Thats excellent news
B, Yeh, great.
7) You must tidy your room and hoover it.

8) I wanted six pairs but they only had five.
9) They went to America and the others to Scotland.
10) The reporter spoke to the man standing next to the prime minister.
11) When walking along the beach he spotted a gold ring.
12) I decided to take the bus and she decided not to.
Page 11 of 13
TKT: KAL Part 4 Discourse: cohesion Sample Task

A teacher is checking his knowledge of cohesion by doing a task in a teacher development
book.
For questions 1-9, look at the text and answer the questions with one of the types of
cohesion listed A-F.
You will need to use some of the options more than once.
A survey asked more than 2,000 French people and nearly 1,350 Britons
Line 1
about their eating and cooking habits. Their answers revealed that 72% of the
Line 2
British cook at home daily, compared with 59% of the French. One British cook
Line 3
in two spends more than 30 minutes preparing a meal while only a quarter of
Line 4
the French spend that long.
Line 5
Four per cent of the French polled admitted they never cook, four times as
Line 6
many as Britons questioned. While French and British cooks are just as likely
Line 7
to bake a cake or fillet a fish, nearly twice as many British people as French
Line 8
make their own bread.
Line 9
Grandmother Marylene Gaggioli, 60, from Corsica, said: "French women don't
Line 10
cook as much as they used to during the week because they work more and
Line 11
don't have the time to do so."They freeze a lot more or serve ready-cooked
Line 12
things instead of serving something that is freshly prepared and made from
Line 13
scratch. It's just not the same. But many of them, like my friends who work,
Line 14
make up for it at the weekend when they have more time."
Line 15
One of Gaggioli's daughters, Marilyn Jarman, 36, a French marketing
Line 16
manager, has lived in London for 15 years and admitted she had noticed a
Line 17
huge improvement in British food.
Line 18
"When I first arrived in Britain, chicken kiev was about as adventurous as it got
Line 20
here. Now there are farmers' markets and gastro pubs and we eat really well.
Line 21
"French food is good but it tends to be very traditional. My mother's a great
Line 22
cook but it's always the same dishes: sauted veal, wild boar stew, cannelloni
Line 23
with cheese, fish soup."
Line 24
(Adapted from http://www.guardian.co.uk/lifeandstyle/2010/mar/22/british-cook-better-than-french)
Page 12 of 13
What is that long in line 5 an example of?
What is while in line 7 an example of?
What is to bake a cake or fillet a fish (lines 8) an example of?
What type of cohesion is there an example of in line 12?
What type of cohesion is there an example of in or serve ready-cooked things

instead of serving something (line12-13)?
What is and made from scratch in lines 1314 an example of?
What is and admitted (line 17) an example of?
What type of cohesion is there an example of in line 22?
What type of cohesion is there an example of in line 23-24?
Types of cohesion
A linkers
B word families
C substitution
D lexical sets
E parallelism
F
ellipsis
Page 13 of 13

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TKT: KAL Part 4 Discourse: cohesion trainers notes

5070 minutes (includes optional exercises)

Participants Worksheet 1 (one copy for each participant)

Participants Worksheet 2 (one copy for each participant)

Participants Worksheet 3 (optional) (one copy for each participant)

Sample Task (one copy for each participant)

to introduce the different ways in which textual cohesion is achieved

to ensure participants understanding of cohesive devices

to practise recognising cohesive devices in texts

Fish and chips (and coordinating conjunction)

Potatoes, carrots, peas, broccoli

Ice cream? I love it.

I hate cucumber. Me too.

Jim plays football but Kate plays tennis

Its a beautiful island though very cold.

Jan was born in May and Stefan was born in December.

2. Give out Participants Worksheet 1. Participants work on the sentences in pairs

TKT: KAL Part 4 Discourse: cohesion trainers notes

How might knowledge of cohesion help the teacher in the classroom?

Would it be useful or not to teach learners the terms related to cohesion?

TKT: KAL Part 4 Discourse: cohesion trainers notes

TKT: KAL Part 4 Discourse: cohesion trainers notes

TKT: KAL Part 4 Discourse: cohesion answer keys

g) Its a beautiful island though very cold. (ellipsis, subordinating conjunction)

7. reference to something outside the text

9. back reference, substitution

10. lexical set

5. back reference, substitution

back to something previously mentioned (anaphoric reference)? Yes, see 5,

forward to something coming later in the text (cataphoric reference)? no

TKT: KAL Part 4 Discourse: cohesion answer keys

iii. to something outside the text (exophoric reference)? Yes, see 7

When are you leaving?

B. Im leaving Tomorrow morning.

Im getting a new job.

B. Are you getting a new job?

Can you help me?

B. Maybe I can help you

TKT: KAL Part 4 Discourse: cohesion answer keys

Ill be going then

B. Ok, Ill see you then

Thats excellent news

B, Yeh, its great.

Key to Sample Task

TKT: KAL Part 4 Discourse: cohesion answer keys

TKT: KAL Part 4 Discourse: cohesion Participants Worksheet 1

g) Its a beautiful island though very cold.

a. boots, maps, climbing

b. I like Buenos Aires. Its an exciting

c. hard, hard, hard

d. Helen wants to go away in the

e. Towns are getting so big. This

f. Coming to the cinema tonight?

g. Firstly Id like to swim, then have a

h. decision, decisive, decided

TKT: KAL Part 4 Discourse: cohesion Participants Worksheet 1

TKT: KAL Part 4 Discourse: cohesion Participants Worksheet 2

A delicious alternative to sugar laden soda pop are tasty Milkshakes

Love this site?

Share it with your friends!

TKT: KAL Part 4 Discourse: cohesion Participants Worksheet 2

What kinds of words are often used for reference?

Do the reference words in the text refer: