The
Questions (scroll
to the end for the answers if there's no link). Some of the situations were used last week and/or will be repeated in future weeks. But note that the questions you are asked are always different. By working through one or more each week, you'll gradually build up what, in the exam, would be a full answer to the task.
1. Relevant to Paper One Task One
What are the terms for :
a) A test in which every nth word has been removed from a text. It tests a range of language knowledge such as grammar, vocabulary or discourse. Click here for the answer (and check your spelling - mispelling technical terms will lose you the marks in the exam)
b) An
activity or test in which the materials writer has removed specific words (eg
all the prepositions, or all the intensifiers) from a text and the learners
have to replace them with a correct or appropriate word. Click here for the answer.
2. Relevant to Paper One Task Two
Can you give a definition and example for the term: Reflexive Pronouns. (Scroll down for the answer)
3. Relevant to Paper One Task Three
In Paper
1/3 you are asked to identify key language features that learners would need to
use in order to complete a task. The task is:
A C1 level
group are asked to discuss what developments are liable to occur during the next
ten years in relation to various topics – holidays, transport, entertainment,
shopping, the workplace.
How many
marks would the following answer get ?
Expressing
likes and dislikes. Eg I loathe shopping online. I’d
much rather be able to see the goods for myself.
4. Relevant to Paper One Task Four
The text (134
words) for this question is reproduced below. It was written by a Japanese
learner in an intermediate class (CEFR B2).
In class, students have been discussing the award of the Nobel Peace Prize to President Obama. They have read an article from The Guardian discussing the award, and seen a video of Obama’s acceptance speech. The writing task set was:
"
Focusing on each of the areas Task Achievement and Content and Organisation, identify a key strength or weakness of the text. Provide an example from the text of each choice.
This article was very shocking to me. because this article criticizes Nobel Peace Committee itself. I don’t think Nobel Peace Prize isn’t necessarily specifical estimates. But I learned that this idea is possible. About President Obama, I agree with the article. I think he hasn’t actually accomplished anything yet. But on the other hand, his speech (in the video you showed me) captured me. He said he would accept this awared as call to action. If he carry on his oath, the world improve in a good way. In other news paper, Norwegian Prime Minister Jens Stoltenberg said “The exciting and important thing about this prize is that it is given to someone... who has the power to contribute to peace.” I agree with his idea, and I hope President Obama contribute to peace! (134 words)
5. Relevant to Paper One Task Five
Identify the form of the highlighted words in the
following sentence and three problems they might cause for
learners: We’re used to taking command.
6. Relevant to Paper Two Task One
A B1 class of ten
adult Ls, who have 60 min lessons, has been working on a number of units
including lexis in the field of travel and sightseeing, and making suggestions.
As the speaking part of a progress test, the T. asks them to imagine that they
are going to either London or Paris for a weekend and, in pairs, to plan what they want to do. They will, in
turn, hold their conversation in front of the class, each pair speaking for about
5 mins. The conversations will be recorded and marked later on a scale of 1-5
for each of the following categories: Range and accuracy of grammar; range and
accuracy of lexis; fluency and ability to keep the conversation going.
a) Using the heading Communication vs imagination, identify a positive or negative feature of
this test used in this situation.
b) Using the heading Marking Objectivity, identify two positive features of this test for this situation.
c) Using the heading Test Procedure identify one negative feature of the test unrelated to marking or the test content.
7. Relevant to Paper Two Task Two
A unit with the overall aim of teaching the
infinitive of purpose includes:
Ex 1) a listening including several examples of the
target structure, with the topic of the human body's need for water
Ex 2) A guided discovery activity focusing on
form and use
Ex 3) an activity where there are various objects
connected with water which they are unlikely to know the names of (eg a
watering can, a hosepipe, a snorkel). In a box there are various phrases (breathe
under water, water plants, wash your car etc). An example is given for
the watering can (You use this to water plants) and they have to discuss
the uses of the objects in the other pictures using the structure
Ex 4) An activity where they have to complete
sentences like He's learning English to.../ I went to the shop to...
in as many ways as they can.
State the purpose of each activity in relation to
the overall aim.
8. Relevant to Paper Two Task Three
Imagine
Paper 2/3 focused on Guided Discovery and asked you to explain
:
a) the
principles behind GD
b) its
advantages over i) deductive approaches and ii) T-led inductive approaches
c) when
you might choose to use a deductive approach rather than any type of inductive
approach.
Could
you make up to 15 fully explained and/or exemplified points in answer?
Try and
then see here for more ideas.
Suggested Answers
Question 1 – click on the links in the question
for the answers.
Question 2
A reflexive pronoun is one that refers back to another noun, usually the subject of the verb. Example: Did you hurt yourself?
For more information (which might be necessary for Paper 1/5) see Reflexive pronouns
Question 3
= 0. While
this is something that might well be said in the activity, it is not “key”. The
learners could do the activity successfully without discussing their own
current preferences, which is not required by the rubric.
Question 4
For authentic examples of letters to the Guardian, and the genre features they exhibit, see here.
Weakness: Task Achievement - Genre features/Content : The text is not written as a letter to a newspaper. Examples: a) the letter is not closed with a signature/place name; b) it refers directly to a video which was not part of the article, and to the teacher: in the video you showed me.
NB: There are 2 possible examples here. You should only give one
Weakness: Task Achievement - Length: it is considerably over the expected word length – 134 words rather than “100-110”.
Question 5
Form
Be (main verb) present tense, 1st person
plural are, contracted to ‘re after the pronoun +
adjective (used) + preposition (to) + gerund of the irregular
verb take – in writing the the “e” is dropped before the
addition of the –ing suffix - taking.
Problems (any three of the following)
1. Confusion between the
meanings of be used to (ie be accustomed to) and
the defective verb used to (used to express past
habits/states)
2. Confusion over the
form of to – it is liable to be seen as an infinitive particle and the L may therefore say be
used to take
3. Belief that used is
a form of the verb use and consequent mispronunciation - the
/s/ may be pronounced as /z/ ie /ju:zd/ rather than /ju:st/
4. …
together with possible mispronunciation of the –ed ending as /ɪd/
producing /juːzɪd/ rather than /juːst/
5. In connected speech
the gemination of the two /t/ sounds in used to
and the weakening of the vowel to the schwa (ie /juːstə/) may make the expression
difficult for the L to decode and therefore to understand.
Remember that if you have not used phonemic script to back up your comments on pronunciation they will not gain marks - even if they are correct. If you need help to make your phonemic script more accurate, see the tasks here.
For a full explanation of this structure see the article: Used to do and be used to doing
If you want more questions for this task, see the Language Matters Index in the top menu. See particularly the section headed Input and Tasks / Tasks and input. You can either focus on a specific area that you know is a weakness, or can look at the Pot Pourri tasks - which focus on a sequence of differing items - just as will happen in the exam. They include a lot of the Cambridge "favourites".
Question 6
a) Negative – Communication vs Imagination: If the Ls have never been to either city they will not necessarily know what places to visit exist, what activities are possible etc. They will therefore have very few ideas and may do badly in the test because they have nothing to say. Ls who have been there before, on the other hand, can speak from experience and may do better despite a similar or even lower language competence. Effect: a) This will affect the reliability of the results negatively and may mislead the T. as to how well the Ls have assimilated the material, what needs revision before moving on etc. This will have a negative effect on the course quality for the learners; or b) it may demotivate Ls in the first category who will feel the test was unfair.
b (i) Positive – Marking Objectivity: The fact that it is recorded means that the T doesn’t have to listen to the learners at the same time as running the test or give an “impressionistic” mark. S/he can mark while listening to the replay, analysing the Ls’ performance in more depth and therefore more objectively. Effect: This will lead to more reliable results and provide accurate evidence of the Ls’ progress. The T will therefore know if further work is needed before moving on and the test will have fulfilled its formative purpose, improving the quality of the course for the learners
b (ii) Positive – Marking Objectivity: A set of marking criteria are included. This means that the T cannot mark subjectively, overemphasising one feature of the speaking construct (eg grammatical accuracy) over others. Effect: The result would therefore give a true picture of the Ls’ overall speaking competence and their progress on the course. The T will therefore know if further work is needed before moving on and the test will have fulfilled its formative purpose, improving the quality of the course for the learners
c) Negative – Test Procedure: The Ls who do the test later have the chance to listen to those who did it earlier. This means that they will gain ideas, and reactivate the necessary language from hearing what the others say. This gives them an unfair advantage and the results may not truly reflect the relative competence of the different ls in the class. Effects: a) The reliability of the results will therefore be threatened and the T. may gain an incorrect impression of who has/hasn’t assimilated the material; or b) The learners who go first may feel that it is unfair, which will give the test low face validity.
NB: Note the layout of the answer : Positive or Negative - Test Quality – Explanation – Effect
NB: Remember that in the exam you should give one effect only and should not repeat effects - you will only get the marks once.
Question 7
State the purpose of each activity in relation to
the overall aim.
Ex 1. To provide a context for the presentation of
the infinitive of purpose (=Target language – TL).
Ex 2. To ensure that Ls have “noticed” and fully
understand the form and use of the TL.
Ex 3. To provide controlled practice of the
TL (the Ls have to produce meaningful sentences using it, but have no
choices to make as to the language to use) which will consolidate the use of
the form in their minds.
Ex 4. To provide semi-controlled practice of the TL.
(The Ls must use the infinitive of purpose, but the choice of what ideas and
therefore the lexis to use is their own)
NB: Remember that in the exam, you will not gain marks for any points just for using the expression "Target Language" (or "Target Subskill"). You must state exactly what the target item is before you start gaining marks. Some of the materials may have multiple objectives, and it is therefore essential that you clarify which of them is/are relevant to the specific activity.
Question 8 - Follow the link provided in the
question.
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