The Distance Delta Module 1

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Unit 7 Exam
Training

The Distance Delta

©International House London and the British Council

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Further Work on Paper 1 Task 4 and Paper 2 Task 2

Summary
In this unit we will be assessing a learner’s text again, focusing this time on speaking – a
‘long turn’. We will also be revising and practising Task 2 in Paper 2.

As we are nearing the written examination, we would like you to do this exam practice
individually, without conferring on the forums. You can decide either to do this with no
preparation or you can prepare it beforehand but you should write it under timed
conditions. We recommend you allow around 20 minutes for Paper 1 Task 4 and around 35
mins for Paper 2 Task 2.

Remember to look back at the earlier units (Unit 2 and Unit 5) where you attempted these
tasks for the first time. Read through your Course Tutor’s reports to refresh your memory
about the key points to work on.

In this unit you will also have the opportunity to catch up with any exam practice you may
have missed. You can do this yourself and then check the answers against the Exam Practice
Answers. Again, you can do these under exam conditions.

Objectives
By the end of this section you will:

▪ be clearer about assessing a spoken text.

▪ be more confident in tackling Paper 1 Task 4 in the exam.

▪ have revised the content and criteria for Paper 2 Task 2.

▪ have had further guidance in answering Paper 2 Task 2.

▪ have practised doing Paper 2 Task 2 under exam conditions.

Contents
1. Training:

1.1. Assessing Learners’ Speaking Paper 1 Task 4

2. Revision of Paper 2 Task 2

3. Further Training / Practice with Task 2

3.1. Paper 2 Task 2a: Purpose of the Exercises

3.2. Paper 2 Task 2b

3.3. Paper 2 Task 2c: Key Assumptions

4. Exam Practice

Appendices

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1. Training
In this unit we are looking at a spoken text.

We recommend before progressing further that you take the opportunity to re-read the
initial Exam Training section on Paper 1 Task 4 (Unit 5) together with the comments made by
your Course Tutor on your own first attempt at this task type.

1.1. Assessing Learners’ Speaking Paper 1 Task 4

In Unit 5 we examined criteria for assessing learners’ writing. Here we will first consider
criteria for assessing speaking.

Assessment Criteria for Speaking

The following criteria can be used to assess a learner’s speaking:

a) Task achievement

Has the speaker covered all elements of the task specified in the rubric?

b) Effect on the listener

Does the speaker communicate their ideas clearly (given their level) or would the speaking
impose a strain on a listener? Given the task, is the speaking engaging and effective?

c) Organisation

Is what the speaker says organised in a way that makes it easy to follow? If the speaker is
telling a story, is what he/she says in a logical order or does he/she jump around and make it
hard to follow? If this is a presentation, are the ideas presented clearly and in a sensible
order?

d) Cohesion

Does the text 'hang together well’? Does the speaking 'flow' or is it a series of short,
disjointed sentences? Are linking devices used accurately? In relation to the level of the
students and the genre, is there a good range of linking devices? Here bear in mind that
often when speaking, we use a narrower range of linkers than we might do when writing –
often ‘and’, ‘but’, ‘then’ sound more natural than more complex linkers such as ‘in addition’,
‘however’ and ‘following that’, which might be more appropriate to formal written texts.

e) Range and complexity of lexis

Is there a wider or narrower variety of lexical items / collocations / expressions than you
would expect, given the speaker's level? Is what the speaker says repetitive? In relation to
the genre, does it vary sufficiently? For example, for a story that is supposed to hold the
attention of the listener, is there a good range of adjectives/adverbs?

f) Range and complexity of grammar

What about the grammar? Think about the variety of verb forms and other structures in
relation to the genre and the learner's level. Is the student 'playing safe' in their use of

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compound and complex sentences, of structures after verbs, of dependent prepositions, etc.
Are these poor or strong for the level?

g) Accuracy of lexis

Given the learner’s level, are there many errors in terms of collocations, derivatives (i.e.
different parts of speech made from the root using affixation), dependent prepositions etc.?

h) Accuracy of grammar

How good is the learner’s control of grammar? Think about verb forms and other structures,
use of determiners (including articles), prepositions, concord (subject/verb agreement),
complex sentences, etc. Again, bear in mind the level of the learner, and also the ‘real time’
factors which come into play in unrehearsed speaking, which may make the speaker more
inaccurate than they might be in speaking, but still able to get their message across.

i) Pronunciation

Are there any problems with individual sounds which would impede comprehension? Does
the speaker use weak forms appropriately e.g. the schwa? Are words generally stressed on
the correct syllable? Does the speaker use features of connected speech such as elision
(leaving sounds out), linking e.g. consonant vowel linking between words, including intrusive
semi-vowel sounds between two vowel sounds etc.? Remember here that you are looking
for key strengths and weaknesses, not just occasional slips.

* Note that, unlike written texts, a feature of many types of spoken text is more limited
grammar and lexis, as speakers tend to deliberately limit their grammatical and lexical range.

In general, however, as you can see the criteria for assessing speaking are very similar to
those for assessing writing, but with the added element of features of pronunciation.

You may also find it useful to refer to Distance Delta course materials in Library/ Input on
Speaking and Testing and Assessment. If you need revision of the features of connected
speech, see Phonology 2.

Activity 1: Assessing a Spoken Task (5mins)

What would you say is critical in assessing an intermediate (CEFR B1) level learner talking
about a memorable event and ceremonies in their country?

List at least 5 criteria for assessing this type of activity.

See Appendix 1

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Activity 2: Identify Key Instructions (1min)

Read the rubric from the Cambridge English sample exam and answer the following questions:
a. What level is the student in question?

b. How many strengths and weaknesses must you consider?

c. Do they need to be a mixture of strengths and weaknesses, or all in one area?

d. What are the four areas you are asked to look at?

Task 4 (20 marks)

The text (220 words) for this task is reproduced on the opposite page. It was spoken by a learner in an
Intermediate (CEFR B1) level class in response to the following task.

Answer your teacher’s questions about a memorable event and ceremonies in your country.

Focusing on the areas listed below, identify a total of four key strengths and weaknesses of the text.
Provide an example from the text of each choice. Include at least one strength and one weakness in
your answer.

▪ Organisation and cohesion

▪ Accuracy of grammar

▪ Accuracy of lexis

▪ Accuracy of pronunciation: stress, individual sounds and sounds in connected speech.

See Appendix 2

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Activity 3: Assessing the Learner's Strengths and Weaknesses (25mins)

▪ Look back at Unit 5 and reread the guidance and exam tips for the written task which you read
earlier. Although you are looking now at a spoken task, many of the areas you need to look at will
be the same.

▪ Read the transcript below of what the learner said when doing the task and write your answer to
Task 4. Start with any global issues such as task achievement, if included in the list of areas. This
will give you a way into the analysis.

▪ Check the list of areas to consider carefully. This will not always be the same and will vary
according to the text. Make sure you do not waste time writing about an area that is not on the
list you are given in the rubric. Remember that for language areas, such as accuracy of grammar,
you need to look at specific points within the broader category for each of your points, e.g. use of
a specific tense.

▪ Remember not to waste time on one-off or minor problems. Always seek to prioritise and
remember you only need to give one example to back up your evaluation.

▪ Organise your answer as a list, starting with one strength followed by one weakness, and then
make two more points. Give yourself 20 minutes (5 mins reading / thinking and 15 mins writing).
Do not organise your answer by working through the areas to consider one by one but organise it
by strengths and weaknesses.

▪ Check your answer against the Guideline Answer in Appendix 3, looking especially for whether
your ideas are ‘key’ or relatively ‘minor’. The latter will not be awarded any marks. The important
issue is to have identified 4 key areas with a supporting example from the ones which have been
selected as key.

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2. Revision of Paper 2 Task 2

Activity 5: Quiz (5mins)

Choose the correct answer:

1. Paper 2 Task 2a tests your ability to:

a) identify the overall purpose of the material

b) identify the purpose of specified exercises in relation to the overall purpose

c) evaluate specified exercises

2. In Task 2b you are asked to comment on:

a) the purpose of the specified remaining material

b) how the remaining material combines with the exercises in Task 2a

c) how a specified selection of exercises in the remaining material combines with the
exercises in Task 2a

3. Task 2c asks you to describe key assumptions about language learning. Which of these
examples is the right sort of assumption?

a) The learners can read phonemic script

b) The learners will find this interesting.

c) The value of a guided discovery approach.

4. In Task 2c how many assumptions/principles do you need to cover?

a) 7 or more

b) 5

c) 6

5. In Task 2c when you comment on the assumptions you need to :

a) Give one reason for each assumption

b) Say whether you agree with the assumptions

c) Talk about the positive and negative aspects of the materials

See Appendix 4

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3. Further Training / Practice on Paper 2 Task 2

The Exam Tasks in this unit focus primarily on material about a language skill rather than a
system, in this case the speaking skill.

3.1. Paper 2 Task 2a: Purpose of the Exercises

Before you go any further with the exam training, see if you can complete the gaps in the
text below (the Exam Tips from Unit 2). The first two letters of each word have been
provided to guide you.

Exam Tips
 Use the in…………… of purpose to keep you focused on the reasons behind the
exercises.

 Avoid describing wh…………….. students do – here you need to be talking about

wh…………. the exercises are included and wh………… students do them.

 Relate your answers to the overall pu………………… of the ex…………………………….

 You can give mo…………… th…………… one purpose for each exercise. However,
bear in mind that only your first si…………… points will be marked.

 Un…………………… or use a hi…………………………..on the exam paper rubric, to

ensure you are writing about the correct exercises.

Now go to Appendix 5 to check your answers. It is also a good idea to look back at your
previous attempt at this task in Unit 2 Exam Practice, and review what advice your Course
Tutor gave you for both this task, and for Task 2b and 2c in Paper 2.

Activity 6: Timed Practice of Task 2a (5mins reading; 5mins writing)

Read the rubric and extract for Paper 2 Task 2 below adapted from the December 2003
paper to bring it in line with Module 1 requirements. After you have underlined the key
words write an answer to Task 2a, the purpose of the exercises in relation to the purpose of
the extract as a whole.

See Appendix 6

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Paper 2 Task 2 (adapted from December 2003 exam)

The extract from published material for these tasks is reproduced by permission of
Longman.

Extract: Look Ahead Student’s Book (Intermediate), Andy Hopkins and Jocelyn Potter ©
Longman Group Limited and the British Broadcasting Corporation 1995 (pages 92-93).

Task Two (a 12 marks, b 12 marks, c 18 marks)

The purpose of the extract as a whole is to develop Intermediate (CEFR B1) level learners’
speaking skills with a specific focus on discussion.

a) Identify six purposes of the exercises listed in the box below in relation to the purpose of
the extract as a whole.

Getting Started:
Exercise 1

Listening:
Exercise 2, 3 and 4

b) Comment on six ways in which the exercises in the box below combine with the exercises
discussed in a).

Focus on Functions:
Exercise 5, 7 and 8

c) Identify a total of six key assumptions about language learning that are evident in the
exercises listed in the box below. Explain why these assumptions might be considered to be
important for language learning. State which exercise or exercises each assumption refers
to.

Getting Started:
Exercise 1

Listening:
Exercise 2, 3 and 4

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3.2. Paper 2 Task 2b

Task 2b asks you to comment on the ways in which either a different sequence of exercises
or a particular focus in the remaining material in the extract combines with the exercises in
Task 2a.

When Task 2b asks you to consider a specific focus, the first step is to identify which parts of
the remaining material belong to the specified focus. You need to be careful as sometimes it
is found in more than one section.

Then look at how this focus fits in with the exercises in Task 2a.

Activity 8: Paper 2 Task 2b (10mins)

1. Read the exam tips below from Unit 2.

2. Now write your answer to the task.

See Appendix 7

Exam Tips

 You will get marks for six correct ways in which the exercises combine with
other parts of the extract. There are 12 marks available in total. Only your first
six answers will be marked so don’t write more than the required number, and
number your answers from 1 to 6 to ensure you don’t go over the limit.

 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 just some ideas to
consider and of course it will depend on the material under consideration.

 Use a highlighter pen on the exam question rubric to ensure you are looking at
the correct exercises in the extract. Do not waste valuable time writing about
other exercises which are not part of the task.

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3.3. Paper 2 Task 2c: Key Assumptions

Activity 7: Paper 2 Task 2c

1. Write six underlying assumptions about learning underlying exercises 1-4 on page 92,
and give reasons for why the materials writers might think these assumptions are valid.
(20mins)

2. Now read the Exam Tips below. Read the sample answer and find two reasons why this
answer is a weak one. (5mins)

See Appendix 8

Exam Tips

 Only refer to the part of the material specified

 Do not stray off-task into simply describing the material or even evaluating it.
Remember the aim is to uncover why these particular activities have been
included and what beliefs about language learning lie behind them and which
has led to their inclusion.

 Make sure you specify which exercise you are referring to each time. There is
one mark available for identifying a correct exercise for each assumption.

 Only write six assumptions with one reason / explanation for each, and one
exercise. Only your first six answers will be marked. Number your points from
1 to 6 to ensure you don’t go over the limit.

 Lay your answer out as follows:

Assumption:

Reason:

Exercise:

 Do not repeat the same reason e.g. ‘It aids retention of new language’.

 It is not necessary to refer to theory at great length in this task.

Sample Weak Answer

▪ there is value in hearing language in context rather than discrete items (Ex 2).

▪ learners should be given a task to direct their listening (Ex 2).

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▪ an inductive approach is more valuable than a deductive. Students have to work out the
answers themselves e.g. Ex 4.

▪ receptive activities (Ex2) should precede productive ones.

▪ cognitive effort aids learning e.g. Ex 3 needs students to work out and deduce from the
text.

▪ an integrated skills lesson is more effective. Here, reading and listening are integrated.

4. Practice
For this unit’s task, time yourself. We recommend around 20 minutes for Paper 1 Task 4 and
35 minutes for Paper 2 Task 2 and write your answers by hand. If you like, you can add
comments at the end for the tutor e.g. ‘I wanted to go on to say… but I ran out of time’. In
order to get your handwritten exam practice marked, you need to create jpg files of your
work so it can be inserted into the exam practice template. If you scan your work, you will
need to convert the pdf file into a jpg one. Information on how to do this can be found in the
‘CP User Guide to DD Website’ in Library / Guidelines and it is a very straightforward
process. If you wish to type up your handwritten notes rather than scanning them, this is
also an option. Try to ensure your handwriting is as legible as possible and that the scans and
images of your work are clear enough for your Course Tutor to read.

If you have missed any practice exam tasks from previous units, now is a good time to go
back to them. You can mark them yourself as the Exam Practice Answers are already
available on the website. It is a good idea to do these under exam conditions too.

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Appendices
Appendix 1: Assessing a Spoken Task
You will probably be looking for:

▪ Task achievement: fulfilling all the requirements of the rubric without irrelevancy

▪ Content: sufficient ideas and lexis to express these ideas, content relevant to the topic

▪ Organisation: appropriate use of simple informal discourse markers to help a reader

follow the description e.g. and, but, then…

▪ Pronunciation: production of individual sounds which do not impede the message,

correct stress placement on words with multi-syllables, some features of connected
speech such as linking so the speaker sounds more natural

▪ Verb form use relevant to the topic and genre: e.g. tense, probably past
simple/continuous for the memorable event, present simple for festivals

▪ Lexis and lexical sets relevant to the topic, with use of adjectives and adverbs to make
the description interesting for the listener

▪ All this modified by our awareness of the learner’s level of English

Appendix 2: Key instructions

a. B1 (Intermediate)

b. A total of 4.

c. Must be a mixture of strengths and weaknesses, including at least one of each.

d. 4 areas:

▪ Organisation and cohesion

▪ Accuracy of grammar

▪ Accuracy of lexis

▪ Accuracy of pronunciation: stress, individual sounds and sounds in connected speech

Appendix 3: Guideline Answers

NB: Please follow the advice in Activity 3 for organising your answer rather than how it is laid
out below from the Cambridge report.

2. The most recent advice from Cambridge English with regard to “Organisation and
Cohesion” is for your example, to state the events which have been given in the correct
order – so here ‘background (feelings sad, problems with studies), flatmates entered

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flat/decorated flat/she came home/was surprised/will never forget it’. Saying ‘introduction,
events in order, conclusion’ as below is no longer sufficient to get you the marks.

Sample Paper 1 Task 5

Guideline Answer

A - Key strengths and weaknesses

Key strengths

▪ Organisation and cohesion: the events have been given in the correct order

Example: background (feelings sad, problems with studies), flatmates entered flat,
decorated flat, she came home, was surprised, will never forget it

▪ Organisation and cohesion: effective and accurate use of conjunctions

Example: and, because, but, when, so

▪ Accuracy of grammar: good control of basic sentence structure

Example: They made delicious food for me, I didn’t expect anything

▪ Accuracy of lexis: accuracy of topic-related lexis for describing events

Example: balloons, decorated, delicious, fabulous, colourful

▪ Accuracy of lexis: accurate use of collocation

Example: do well at school. Spend time and money

▪ Accuracy of pronunciation: individual sounds and sounds in connected speech: certain

weak sounds

Example: /wəz/

▪ Accuracy of pronunciation: individual sounds and sounds in connected speech: elision

Example: /ənaɪ/

Key weaknesses

▪ Accuracy of grammar: inconsistent use of present and past simple forms

Example: was…don’t expect, When I open the door I was

▪ Accuracy of grammar: determiners (articles and qualifiers)

Example: spend many time, man wears suit

▪ Accuracy of grammar: gerunds and infinitives

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Example: so busy to study, increase me to start study, spend many time to prepare

▪ Accuracy of lexis: incorrect choice of word that could confuse listener

Example: increase, custom

▪ Accuracy of pronunciation: individual sounds and sounds in connected speech: incorrect

word stress

Example: /pɑː’tiː/ /eniː’sɪŋ/ /serɪ’məʊniː/ /dekə’reɪtəd/ /’bælən/

▪ Accuracy of pronunciation: individual sounds and sounds in connected speech: incorrect

sentence stress – tendency to always stress the last word / syllable of a sentences

Example: here, me, key, nice

▪ Accuracy of pronunciation: individual sounds and sounds in connected speech: individual

sounds

Example /θ/ - /eniː'sɪŋ/ /bəʊs/ /bɜːsdeɪ/

Appendix 4: Quiz
1. Answer: (b) The overall purpose of the extract is given to you in the rubric. The first part
of Task 2 asks you to identify the purpose of the listed exercises in relation to this given
overall purpose

2. Answer: (c) Here you need to comment on the ways a specified selection of exercises fits
in with the exercises you discussed in Task 2a. This is a more global analysis of the
extract, looking at how different parts work together.

3. Answer: (c) This question tests whether you know about materials design and the
assumptions about language learning and reasoning that underpin the writer's work, i.e.
the third example is the right kind of assumption. It is not about the types of
assumptions you make when planning a lesson.

4. Answer: (c) Only provide the number of answers specified in the rubric. Only your first
six assumptions will be marked.

5. Answer: (a) You need to give a reason/explanation for each of the assumptions you
identify. Beware you do not stray into giving your own opinion or evaluating the
material.

Appendix 5: Exam Tips

 Use the infinitive of purpose to keep you focussed on the reasons behind the exercises

 Avoid describing what students do – here you need to be talking about why the
exercises are included and why students do them

 Relate your answers to the overall purpose of the extract

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 You can give more than one purpose for each exercise. However, bear in mind that only
your first six points will be marked.

 Underline or use a highlighter pen on the exam paper rubric, to ensure you are writing
about the correct exercises

Appendix 6: Purpose of Exercises in Relation to Overall Purpose

Remember each exercise normally has more than one relevant purpose

Exercise 1: To focus learners on topic of model discussion / raise schemata

To prepare learners for model discussion

Exercise 2: To provide a model for discussion

To provide a context for target language useful in discussion

Exercise 3: To check understanding of model discussion

To encourage learners to express their own views in preparation for

discussion

Exercise 4: To further check understanding of model discussion

To focus on language which might be useful in discussion

Appendix 7: Task 2b
1. The focus on functions relates to exercises 5, 7 and 8

2. Suggested answer:

▪ Exercises 5, 7 and 8 move the focus away from understanding the text to working on
language in it, checking meaning before focusing on language

▪ Exercise 5 asks learners to identify language in the text in Ex.2 for specific functions

▪ Exercise 5 then extends the language by focusing on alternative exponents for

interrupting beyond those in the text, keeping to a similar situation

▪ Exercise 5 introduces a focus on appropriacy of the exponents

▪ Exercise 7 again focuses on language in Ex.2 text by asking learners to work out the
associated grammatical patterns/forms and meaning

▪ Exercise 8 provides an opportunity for productive practice of target language compared

to all the receptive practice earlier

▪ Exercise 8 gives learners an opportunity for written practice of the language highlighted
in Ex 7 (from text in Ex. 2) in a different context.

▪ The theme of discussion from Ex. 1-4 is maintained throughout the focus on functions

▪ A guided discovery approach in Ex. 1-4 is maintained throughout the focus on functions

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▪ Exercises 5 and 7 require a similar cognitive effort from learners as in Ex. 3 and 4, as
learners are required to work out patterns and meaning from examples

Appendix 8: Paper 2 Task 2c

Question 3 Task 2c: Guideline Answer

NB: You should only give only one reason for each assumption – two reasons are included
here for training purposes only. We also include more than 6 assumptions so you can mark
your own answer but only include 6 in the exam.

1. Assumption: It is useful to organise material around a theme (the future and genetic
engineering) and the skills and language areas are built into this theme

R Learners will be motivated by the theme because it is interesting and allows for
personalisation.

OR

R It is quite an ‘adult’ theme, thus encouraging students’ intellectual engagement. This

involvement should aid memorisation and recall of the language.

Exercise: All exercises

2. Assumption The vocabulary and functional exponents are presented in a spoken context
suggesting a view that language is best understood and learned in its contexts of use

R as this is more realistic and so gives a clearer indication of meaning and use

OR

R it is more likely to be retained and used appropriately

Exercise: Listening, Ex. 2

3. Assumption: It is helpful to allow learners to listen and read at the same time

R some students can find listening a difficult skill and need additional support to develop
the skill

OR

R scaffolding in a classroom context can help support learners in real life

Exercise: Ex. 2 or 3

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4. Assumption Learners should be given a task when listening

R So they know which part of the text to focus on

OR

R This gives them a communicative purpose and reflects how we listen in real life

Exercise: Ex. 2 or 3

5. Assumption Students should understand the meaning of the text before they focus on
language items

R it gives support and builds confidence

OR

R meaning first provides the context for language and encourages an initially more
global way to listen

Exercise: Ex 2 or 3

6. Assumption: The importance of cognitively challenging tasks checks the students’

understanding of the content with an unusual task.

R Cognitive effort helps retention

OR

R. It will engage and motivate learners.

Exercise: Ex. 3

7. Assumption: The value of personalisation

R This is because they are adults and will have opinions or be interested in what others
have to say.

OR

R This will make the response to the listening more meaningful and may motivate
learners to push themselves with language to communicate their real opinion.

Exercise: Ex. 3

8. Assumption: The value of guided discovery

R Students learn best if they are actively engaged in the learning process

OR

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R if learners notice the language for themselves and identify how it works, they will
remember it better.

Exercise: Ex 4

Below is a strong sample answer from the exam:

▪ language should be presented in context. This will help to clarify the meaning and
appropriacy of target language (Ex. 2)
▪ the idea that a focus on meaning should come before form. Ex. 3 invites students to
process the ideas in the text before any language work begins.
▪ The idea that topic and function are more appropriate ways to organise syllabi than
discrete items. (all Exercises)
▪ Activating interest and schemata (Ex. 1) is an essential stage in activating the cognitive
process and aids acquisition as well as breaking affective barriers.
▪ Listening (Ex. 2) to a text whilst reading aids acquisition and understanding and develops
awareness of chunking in spoken English.
▪ Lexis can be acquired most usefully in chunks or phrases as well as individual words (Ex.
4.1).

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