Unit 6 Exam Training: The Distance Delta

The Distance Delta Module 1
Unit 6 Exam
Training
The Distance Delta
©International House London and the British Council
Unit 6 Exam Training 1

Further Work on Paper 1 Tasks 1, 2 and 3; Paper 2 Tasks 1 and 3

Summary
Here we will be looking again at Tasks 1 and 2 from Paper 1, this time with a focus on different areas
of the syllabus. We will be reviewing discourse, phonology, lexis, skills, error and assessment and
working through sample tasks in some detail. We will also be looking again at Task 3 from Paper 1,
this time with a focus on writing. We will be reviewing some features of written discourse and
working through a task. You will then have another opportunity to do these three tasks from Paper 1
for marking and comment from your Tutor.
In addition, we will go through Task 1 from Paper 2 again, this time working with a different type of
test. Finally, we will be looking again at Task 3 from Paper 2, this time based on material from a
methodology book for teachers. We will be reviewing approaches to language focus in the classroom
and working through a task in some detail.
We recommend before progressing further that you take the opportunity to re-read the initial Exam
Training section on Paper 1 Tasks 1, 2 and 3 (Units 2 and 4) and Paper 2 Tasks 1 and 3 (Units 3 and 4),
together with the comments made by your Course Tutor on your own first attempts at these task
types.
Objectives
By the end of this section you will:
have reviewed some aspects of skills, the discoursal, lexical and phonological systems, error
analysis and assessment
have had further practice in identifying terms and writing full definitions
have a clearer idea of how to identify sub-skills / discourse features of writing.
have had some practice in identifying these features for a writing activity
have a clearer idea of how to apply testing principles to different types of tests
have had further practice in evaluating a test
have explored teacher roles and different approaches to language focus
feel more confident about handling these types of task in the exam

Contents
1. Preparation for Training
2. Training: Paper 1 Task 1
2.1. Review Paper 1 Task 1
2.2. Identifying Topic Areas and Key Words
2.3. Applying Terms
3. Training: Paper 1 Task 2
3.1. Review Paper 1 Task 2
3.2. How to Write Definitions
3.3. Answering Task 2
4. Review of Paper 1 Task 3
5. Training
5.1. Categories for Sub-skills/Features of Written Genres
5.2. Identifying Key Instructions
5.3. Identifying Sub-skills/Features of a Discursive Essay
5.4. Identifying Sub-skills/Features of a Report
7. Training
7.2. Testing Concepts
7.3. Evaluating a Test
9. Training
9.2. Identifying Beliefs
9.3. Reasons for Teaching Procedures
9.4. Reasons Against Obtaining Feedback
10. Further Guidance
11. Exam Practice
Appendices

1. Preparation for Training
This second look at Paper 1 Tasks 1 and 2 focuses on terminology from the following areas of the
syllabus:
Discourse (spoken and written)
Lexis
Phonology
Listening
Reading
Speaking
Writing
Testing and Assessment
Error
We suggest you select two of the above areas you feel less confident with to review before you start
this training. This will stand you in good stead for the upcoming exam and this thread.
2. Training Paper 1 Task 1
2.1. Review of Task
This is the quick warm up task for the exam where you need to supply the terms for the six
definitions you are given. Make sure you spell each term correctly otherwise you will not gain the
mark. Remember it is important not to spend longer than about 5 minutes on this task in the exam
as there are only 6 marks awarded for it. If you are not sure of an answer, leave that answer blank
and move quickly on. The answer may come to you during the rest of the paper, in which case you
can return to the task and quickly fill it in or take a guess.

2.2. Identifying Topic Areas and Key Words
Activity 1: Identifying Topic Areas and Key Words (5mins)
Look at the task below.
Identify the topic area(s) for each definition (If you need prompting, look at the list of syllabus
areas in Section 1 above) and underline the key words.
Task 1 (6 marks)
Provide the term for each definition. Provide only one answer per question.
a. The use of grammar and lexis to ensure a spoken or written text is connected e.g. through
synonymy, substitution, reference, linkers
b. The application of prior knowledge, expectations and knowledge of context to understand

spoken or written text
c. An approach to developing students’ writing skills that emphasises the organic nature of writing
as a sequence of brainstorming, planning, drafting and reviewing activities
d. The ability to produce and maintain speech in real time, without undue pauses and including
long runs
e. The ways in which errors or misunderstandings are corrected by speakers or others during
conversation
f. A test given during a course in order to monitor learning of areas taught
See Appendix 1
2.3. Applying Terms
Activity 2: Applying Terms (3mins)
Now try to do the task. Write down the terms for the definitions above. Remember to take care
with the spelling – all terms must be correctly spelt to gain the mark.
See Appendix 2

3. Training Paper 1 Task 2
3.1. Review of Task
This is the task where you have to write a full definition with an example for four terms.
How to write definitions
We will focus here on helping you write definitions so you can do it quickly in the exam.
Activity 3: Identifying the Process (5mins)
Look at the definitions below (the terms they define are in brackets after each one).
Underline any useful words, phrases, or patterns you notice for writing definitions.
a. The use of prior knowledge, expectations and knowledge of context to understand spoken or
written text [top-down processing].
b. The ability to produce and maintain speech in real time, without undue pauses and including
long runs [fluency].
c. 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 [voice].
d. The process by which a sequence of words is fine-tuned in order to reduce ambiguity and
create a more complex message than lexis alone can express e.g. She work project 3 month
She’ll be working on the project for 3 months [grammaring/grammaticisation].
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 [object].
f. A test given during a course in order to monitor learning of areas taught [progress test].
g. An approach to developing students’ writing skills that emphasises the organic nature of writing
as a sequence of brainstorming, planning, drafting and reviewing activities [process writing].
h. The theory that there is a 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
(Critical Age Hypothesis].
i. 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 [multiword verb/phrasal verb].
j. A language teaching method where language items are presented as orders, commands and
instructions, requiring learners to carry them out e.g. open the door, stand up [TPR].
See Appendix 3

Activity 4: Applying the Process (10mins)
Now try to apply the process to the two terms below. If necessary refresh your memory of what
they mean first. First there are four tips to remind you of some key points related to the task.
Tips:
Can you use a general noun or topic area?
Can you use a relative clause?
Break it down into core elements of meaning
Give an example
a. Homonym
b. Face validity
See Appendix 4
3.2. Answering Task 2
Remember when writing a definition for Task 2, you need to write a full, specific definition in order
to gain the two marks available.
Activity 5: Writing a Definition (15mins)
Now try a complete task.
Task Two (12 marks)
Provide a definition and an appropriate brief example or illustration for each of the terms below:
a. Ellipsis
b. Diphthong
c. Skimming
d. Adjacency pair
See Appendix 5

Task 3 is always based on a speaking or writing skills activity for learners. In the first thread on Task 3
we focused on speaking skills, so here we will look at the other productive skill, writing. The writing
skills activities for this task are taken from the typical genres which ELT learners need to write, those
which are commonly found in ELT published material, such as letters and discursive essays. Here we
will examine the language features learners need to complete writing activities successfully, with a
specific focus on discursive essays and reports.
5. Training
5.1. Categories for Language Features in Written Genres
In order to write effectively learners need awareness of the following language features of different
genres. It is useful to bear these in mind when answering Task 3.
Layout
Organisation (including paragraphing)
Style
Grammar
Lexis
Cohesive devices

Activity 1: Identifying Key Instructions (3 mins)

Read the rubric and extract below and answer the following questions:
a) Briefly describe the activity that the learners are being asked to do.
b) What is the level of the learners?
c) Which language features are given as examples of what the learners will need to use
to complete the activity successfully?
Task Three (12 marks)
The extract for this task is a writing activity for upper intermediate (CEFR B2) level learners.
In order to complete this activity successfully, learners at this level would need to use the
following key language features.
Range of lexis related to cars and driving e.g. fumes, traffic congestion, commuter
Language for justifying / giving reasons e.g. Given that many countries have a poor public
transport system, few people can manage without cars.
Identify a total of three further key language features learners at this level would need to use.
Provide an example specific to this activity to support each choice.
See Appendix 6
‘The invention of the car has caused more problems than it has solved.’
To what extent do you agree or disagree?
Give reasons for your answer and include any relevant examples from your own knowledge or
experience.
Activity 2: Try it Yourself (10mins)

Read the writing task for learners below.
Try quickly writing the essay yourself. This will be helpful later as a reference point for
deciding which language features are needed and giving examples. (However, you won’t
have time to do this under exam conditions, where time is limited.)


5.3. Identifying Language Features of a Discursive Essay
Here we will explore the key language features a learner needs to write a discursive essay.
Activity 3: Selecting Relevant Language Features

Look back at the language feature categories for written genres in general listed above.
Which ones are key to a discursive essay?
Make a list and then see below to compare your answers.
Commentary
Language Feature Areas
Organisation
Style
Grammar
Lexis
Cohesive Devices
In the Exam, for Task 3 you need to be able to
identify three key language features
ensure these are appropriate for the level
write your analysis quickly and efficiently
give an example of each of the language features you identify, ensuring it is specific to the
activity and to the stated level as well as a full sentence.
Using headings of language feature areas and bullet points will help you organise your answer and
help the marker follow your ideas. However, it is not a requirement, and if you put a point in the
wrong category, you will not be penalised for this.
Here is a point you could make in the area of organisation.
Organisation
The writer should organise her work into four paragraphs e.g.
1. Introduction to the car issue and background information

2. Ideas for the car
3. Ideas against the car
4. Conclusion- your opinion and justification

Remember you must give an example which is both relevant to the activity and appropriate to the
stated level for each one you identify in order to get any marks e.g. in the example in the rubric on
range of lexis, simpler items such as ‘car’, ‘traffic’, and ‘drive’ are not given as this task is for Upper
Intermediate learners.
Also, to help you prioritise, you could consider what areas you would concentrate on in class if you
had limited time beforehand for revision with a group at the relevant level. That can help you focus
on what is really ‘key’.
Activity 4: Identifying Key Language Features for Writing (Discursive Essay) (15mins)
Make notes about the relevant language features in the remaining four areas below. Under each
area specify the language feature and give an example of each which is specific to the essay title.
Remember to focus on language features which are appropriate for the level e.g. under ‘grammar’
below it would not be worth identifying the present simple to describe the current situation since,
although relevant to the essay, this would not normally be something to focus on at upper
intermediate (CEFR B2) level.
Before you start, re-read your own version of the essay to give you a benchmark from which to
work. One answer has been provided below under ‘lexis’; there are though more points to be
made in this category.
Style
Grammar
Lexis
Cohesive devices
See Appendix 7

5.4. Identifying Language Features for Writing a Report
Activity 5: Identifying Language Features for a Report Writing Task (20 mins)
1. Before you attempt this task take 10 minutes to do some preparation:
Read the exam task below and underline key words
Make brief notes on the report you would write
Look back at the language feature areas for written genres in general and list those relevant to
writing a report
2. Now spend about 10 minutes on the sample Task 3.
Task 3
The extract for this task is the writing activity below for intermediate (CEFR B1) level learners.
Write a report for new students at your school giving them advice on facilities in the school and
how to make the most of their studies.
In order to complete this activity successfully, learners at this level would need to use the following
key language features.
Report organisation in paragraphs, each with a specific purpose e.g. 5 paragraphs as follows: 1)
Introduction establishing purpose of the report 2) facilities in school 3) facilities in the vicinity 4)
Tips on studying effectively 5) Conclusion / Recommendation
Use of passive voice e.g. English language magazines can be found at the back of the library;
homework is given once a week
Identify a total of three further key language features learners at this level would need to use.
Provide an example specific to this activity to support each choice.
See Appendix 8

Exam Tips
 Remember to give an example of the feature which is both relevant to the task and at
the appropriate level stated.
 Make sure you give a ‘full’ example i.e. sentence. For instance, if you say that students
would need language for giving opinions, ‘In my opinion…’ would not be sufficient.
However, ‘In my opinion, going by bicycle would be the best alternative’ would get you
the marks.
 Aim to cover a range of points across the possible categories. For example, don’t make
all three points about lexis, although depending on the task, it may be possible to make
more than one point under any given heading.
We will begin with a review of the key requirements of Paper 2 Task 1.
Activity 10: Review of Paper 2 Task 1
Try to complete the following summary of this exam task. Each gap represents one or two words:
Task 1 in Paper 2 is always based on a ______.
As well as the extract, you will be provided with the ______ it is being used in.
Task 1 asks you to ______ its effectiveness for this ______ in this ______.
You must make both ______ and ______ points.
You need to show how each point relates to both the ______ and the _______.
Make ______ points only as only the first ______ are marked.
You get ______ marks for the point and ______ for the application to the learner.
See Appendix 9

7. Training
7.1 Identifying Key Instructions
Activity 11: Identifying Key Instructions (2mins)

Read the task and the test below. Underline key words in the task.
See Appendix 10

Task 1 (18 marks)
The text for this task is reproduced below. It is being used in the following situation:
Situation
F has recently graduated in Business administration and hopes to find work in an international
company, where she will need to use English to speak with foreign colleagues and
communicate with other companies via phone and email. She worries about the mistakes she
still makes in English and not always knowing the right words, so has joined an intermediate
(CEFR B1) level General English class to help her with this. In the first class the teacher gave
them the following test to assess their needs.
Using your knowledge of relevant testing concepts, evaluate the effectiveness of the test for
this learner in this situation.
Make a total of six points. You must include both positive and negative points.
Intermediate Level Test
Section A: Writing
Complete the following sentences on your own. Write the truth!
1. I have never...
2. Last year I...
3. Next year I...
4. If I could I...
5. I used to...
6. I wish...
7. At the weekend I
Section B: Speaking
Stand up and discuss one with a different classmate.
At the end of the class hand in your worksheet

7.2 Testing Concepts
Activity 12: Using Testing Concepts (5mins)
Although you do not have to use testing terminology in your answer, it is useful to be familiar with
the concepts so you can analyse the test effectively.
Now look at the following testing concepts. Which ones do you think are relevant to this learner
and this test?
For each concept decide if: Relevant or Not Relevant
a. placement test
b. diagnostic test
c. progress test
d. achievement test
e. proficiency test
f. validity (content, construct and face)
g. reliability (test, scorer)
h. practicality
i. backwash or washback
j. spin off
k. fresh starts
l. direct test
m. indirect test
n. discrete item test
o. integrative test
p. objective scoring
q. subjective scoring
See Appendix 11

7.3 Evaluating a Test
Exam Tips
 Apply the points you make to the learner i.e. show how they are relevant to this
particular learner in this particular situation. When it is an individual learner rather
than a group, we recommend you include the letter which is used in place of the
student’s name (in the above case, ‘F’) in each of your points, to keep you focused.
 Remember you are not evaluating the test itself, but in what ways it either suits or
doesn’t suit the particular learner or learners and their situation.
 Don’t write more than the required six points, and make sure you include both
positive and negative points.
 Lay out your answer in a list; start with a positive point and then write a negative
point. The remaining four points you make can be of your choosing – positive and/or
negative. For each point you make, include Application (to learner) under a
subheading.
 Remember you can only get the mark for each application once, so make sure you
have a different application for each point.
 Where the test is in several parts, you could either evaluate each part of the test
separately, or treat it as a whole, making some reference to the different parts.
 Use testing terms only where relevant, but do not organise your answer by
terminology. For example, do not write ‘The test has content validity so the learner
will trust the outcomes’, instead write ‘The content of the test relates to what the
learner has studied on the course (e.g. use of articles, tenses etc.) this will make
him/her feel confident in the outcomes and of the level he/she is placed in. (It has
content validity.)’
Activity 13: Evaluating a Test (20mins)
Now look back at the sample exam task in section 7.1 and write your complete answer.
See Appendix 12

We will begin with a review of key areas for Paper 2 Task 3.
Activity 14: Identifying Key Areas (2mins)
Which of the following syllabus areas can Paper 2 Task 3 focus on? Tick the relevant ones:
Historical approaches and methodologies
Current approaches and methodologies
Language acquisition
Resources
Learners and contexts
Teacher roles
See Appendix 13
As we have seen, text sources for this task are from a wide range of material either written for or by
teachers. The task in this exam training is based on attitudes to getting feedback from learners and
the arguments for and against.
9. Training
9.1 Identifying Key Instructions
Activity 15: Identifying Key Instructions (2mins)

Read the task and the extract below. Underline key words in the task.
See Appendix 14

Paper 2 Task 3
Task Three (40 marks)
Below is a task created by a teacher to obtain feedback.
Getting Student Feedback
1. At the end of the lesson, elicit from the students the stages/activities of the lesson and
write them on the board.
2. Ask students to copy down the stages and award 0 – 3 points for how useful they
thought each stage was (0 = not useful, 3 = very useful) and then ask them to award 0 – 3
for how enjoyable they thought each stage was (0 = not enjoyable, 3 = very enjoyable).
3. Ask students to write a comment for each stage and give some examples e.g.
▪ I want to do more of this
▪ The explanation was very difficult. I did not understand it
▪ We did too much pairwork
4. Put students in groups of 3 to discuss their answers.
5. Collect the scores and comments, read them after class and compare them with your
own perceptions of the class.
6. Note the most important thing you have learned about the lesson from this feedback.
Share it with your students in the next lesson.
a) Why might a teacher want to obtain feedback:

ii) On these aspects of the lesson?
iii) Using the procedures described in the box above?
b) What reasons are there against obtaining feedback from students?
From Cambridge English Modules Handbook 2015

9.2. Identifying Beliefs
In this sample task you are asked to explore the reasons a teacher might want to obtain feedback
from their students. In order to give reasons for a teacher’s behaviour we need to look at underlying
beliefs, that is, the way in which we think languages are most effectively taught and learnt. This can
relate to certain theories and approaches about language learning and acquisition. In this case we
can see that consulting students and letting them have some input in the direction of a course shows
belief in a ‘negotiated syllabus’. However, other teacher beliefs may be much more related to
‘common sense’ and what we know about learners and teaching based on our professional
experience, rather than specific theory e.g. asking learners what they want and find useful in a
lesson can inform course planning and the material covered in the rest of a course.
Whilst you will need to refer to approaches, theories, educationalists etc. for Paper 2 Task 3 you are
not expected to simply ‘name drop’. You should aim to show your understanding of them in the way
they are referred to in your answers. Familiarity with these labels and names can serve as useful
memory prompts to access underlying principles which you can relate to the extracts you are given.
Activity 17: Identifying Beliefs (15mins)
Brainstorm a list of possible reasons why a teacher might want to obtain feedback on these aspects
of the lesson.
See Appendix 15
9.3. Reasons for Teaching Procedures
With this question you can again draw heavily on your practical teaching experience and wider
understanding of classroom issues. Even if the situation described is not one you have directly
experienced, it is still possible to make sensible suggestions. For example, there is plenty of
groupwork in the procedure described and this is something most teachers are familiar with and
know the benefits of. Therefore, it is possible to say that Stage 4 provides an opportunity for
students to practise speaking, which although not the main motivation behind doing this activity is
certainly a tangible benefit. As mentioned above, when referring to teaching contexts be specific and
mention your experience, including the type of class, level of learner etc.
Activity 18: Brainstorming Teaching Procedures (15mins)
Brainstorm some reasons why a teacher might want to obtain feedback using the procedures
described.
See Appendix 16

9.4. Reasons Against Obtaining Feedback
The last part of the task asks you to identify occasions when obtaining feedback from learners might
not be such a beneficial thing to do. There are many potential reasons for a teacher not doing this. In
certain cultural environments, the students’ idea of what a teacher’s role should be will be markedly
different to perhaps what it is in Western Europe. In some cultures, teachers are highly respected,
almost revered, and a teacher asking a class what they would like to study would directly undermine
their authority. Learners having to reflect on their reactions to the style and content of a teacher’s
lesson is not something they would ordinarily be expected to do and to some would be utterly alien.
It is also not uncommon for teachers to find themselves working in environments where there is no
flexibility in the syllabus and therefore there is little sense in asking learners what they would like to
study as this is very much pre-determined.
Activity 21: Reasons against Obtaining Feedback (15mins)
Brainstorm a list of reasons against a teacher obtaining feedback from students.
See Appendix 17
10. Further Guidance on Paper 2 Task 3

Recent guidance for candidates from Cambridge English on this task is as follows:
read the rubric carefully and only provide the information you are asked for
make as many relevant points as you can under each section
develop the points made, supporting them with rationale based on relevant reference to one or
more of the following: experience/examples/range of contexts/sources/theories
Also, as the content of this task is quite unpredictable, the following piece of guidance in the Delta
handbook is very useful.
‘Signpost your answers clearly to show what kind of information you are giving e.g. beliefs,
similarities, differences, teachers’ roles, principles, effects etc.’
It is worth approaching this task in two stages: first, brainstorm all the relevant points you can think
of. Second, go back to each point and add some justifications/development using one of the areas
mentioned above. It is not necessary to try to provide justifications in all categories for every point,
and many of them will probably lead you in one direction or another so for example, either theory or
experience, but not both.
Aim to be concise: it is not necessary to write lengthy paragraphs on each point. Just two or three
sentences are enough, but make sure you avoid undeveloped points such as ‘Listening’, ‘Spelling
Practice’, ‘Good test’ or ‘Error Correction’. You need to develop your points more than this in order
to be awarded marks for both breadth and depth.

Here are some examples of different ways of providing a rationale to back up the points you make.
This is how you can give your answers the required depth. These are taken from the Unit 4 Exam
Practice task on Text Reconstruction and Dictation. In this task, you were asked to make points
about the beliefs behind the approach in Part (a) and then in Part (b), to comment on the purposes
behind more traditional dictation. Note that the basic points you are asked to make could also be
about teacher’s roles, similarities and differences, reasons for and against etc. depending on the
rubric of the task.
Basic point (1): If learners are exposed to language slightly above their level (their interlanguage)
they will more easily acquire the language.
Rationale/comment: This idea is based on Krashen’s Comprehensible Input theory (i + 1). In my

experience using input which is slightly above the level of the learners is quite motivating for students
– it provides them with enough of a linguistic challenge but ensures they are not overwhelmed by too
many new words.
Here the candidate has based her justification on both theory and her own experience.
Basic point (2): This is based on the belief that no learning can take place without noticing.
Rationale/comment: Dictogloss helps learners to better understand how language systems work as
they have to fine tune what they hear through grammaticizing it afterwards. This helps with noticing
gaps in learners’ knowledge as to work on later. For example, when reconstructing the text, learners
may need to add some prepositions which can be a bit of a challenge hence signalling a need for
more focus and work on this area.
Here the justification provides a specific example of how dictogloss can work as a diagnostic tool.
And here are two further, different rationales for the same point, the first based on theory and the
second on a particular example.
Rationale/comment: Noticing is one example of a consciousness-‐raising activity, which is part of

cognitive learning theory.
Rationale/comment: At the end of this activity, learners compare their text with the original. This
process helps them to ‘notice’ gaps in their own language, which can then lead to a change in their
own interlanguage.
Basic point (3): Since traditional dictation requires learners to listen very closely to what is said, it is a
good opportunity for students to notice features of connected speech such as elision and weak forms.
Rationale/comment: For example, many of my students have difficulty in perceiving the weak form
of have and sometimes omit it in dictation exercises (or misanalyse it as of).
Again, in this rationale, a specific example is given. In the following rationale of the same point about
connected speech, the candidate refers to her own experience.
Rationale/comment: This is a closer reflection of language they will hear outside the classroom and
therefore useful to them. It is also something that I have found students find very challenging.

Basic point (4): Collaborative learning is cognitively engaging and allows opportunities for peer
correction.
Rationale/comment: It also seems to be something that learners generally enjoy; the majority of my
students are more engaged in tasks when they are working with someone else and they appreciate
opportunities to be able to work with a partner.
Here the rationale comes from the teacher’s own classroom experience. The following slightly
different rationale is also based on the teacher’s observation of how this works in class.
Rationale/comment: Students working together means that they can learn from each other, with
more able students supporting and pushing less able ones.
Basic point (5): Integrating skills is a positive feature as each skill reinforces others.
Rationale/comment: In reconstructing the test, they will challenge their listening and speaking skills
and also employ their reading and writing skills, plus that of grammaring, which is said to be a 5th
language skill.
Here the rationale is based on a detailed example of what ‘integrated skills’ really means.
11. Exam Practice

Look at this unit’s Exam Practice tasks in Library / Resources on the Distance Delta website and
contribute to the exam task discussion thread on the forum to share ideas. Then sit down and
attempt to write your answer under timed conditions, e.g. P1T1 5 mins, P1T2 10 mins, P1T3 10 mins,
P2 T3 35 mins. If you wish, once the time is up, you can add a line and below it write anything else
you would have if you had had more time. Include a comment to your course tutor.

Appendices
Appendix 1: Identifying the Topic Area and Key Words
Topic areas
a. Discourse (spoken and written)
b. Listening and Reading
c. Writing
d. Speaking
e. Spoken Discourse and Error
f. Testing and Assessment
Key words
Suggested answer:
a. The use of grammar and lexis to ensure spoken or written text is connected e.g. through
synonymy, substitution, reference, linkers
b. The application of prior knowledge, expectations and context to understand spoken or written
text
c. An approach to developing students’ writing skills that emphasises the organic nature of writing
d. The ability to produce and maintain speech in real time, without undue pauses and including long
runs
e. The ways in which errors or misunderstandings are corrected by speakers or others during
conversation
Appendix 2: Applying Terms
a. Cohesion
b. Top-down processing
c. Process approach
d. Fluency
e. Repair

f. Progress test/ formative (test)
Appendix 3: Identifying the Process
Suggested answer:
These are useful tendencies you can exploit to help you word your definitions quickly, rather than
hard and fast rules. Please note that our focus here is wording definitions and we have not always
included examples; however, in the exam you must give an example.
i) Use of general nouns:
We suggest you keep a list of these kinds of nouns in mind
e.g.
a. The use of prior knowledge, expectations and knowledge of context to understand spoken or
written text.
b. The ability to produce and maintain speech in real time, without undue pauses and including long
runs
c. 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
d. The process by which a sequence of words is fine-tuned in order to reduce ambiguity and create
a more complex message than lexis alone can express e.g. She work project 3 month She’ll be
working on the project for 3 months
You heard me
ii) Use of the topic area:
Making a mental note of the topic areas as you go through the list of terms in the task will help you
here.
e.g.

h. The theory that there is a 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
adverb or preposition or both e.g. cut off
instructions, requiring the learners to carry them out e.g. open the door, stand up
iii) Use of relative clauses:
These can provide a useful framework and help you be clear and succinct.
e.g.
d. 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 She’ll be
working on the project for 3 months
You heard me
h. The theory that there is a 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
adverb or preposition or both e.g. cut off
instructions, requiring the learners to carry them out e.g. open the door, stand up
iv) Breaking down the meaning into component parts
This is a very similar process to preparing concept questions. Here are some examples:
a) Top-down processing
Meaning components:
1. Higher level processes prior knowledge, expectations and context to understand
2. Relates to listening and reading understand spoken or written text

Definition therefore:
The use of prior knowledge, expectations and context to understand spoken or written text.
e) Object
Meaning components:
1. Affected by action is affected by the action
2. Has to be a verb that can take an object a transitive verb
3. Could be a person or a thing person or thing
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) Progress (or formative) test
Meaning components:
1. During the course during the course
2. Only focuses on things taught, not general areas taught
3. Purpose is to check their progress monitor learning
A test given during a course in order to monitor learning of areas taught.
Appendix 4: Applying the Process
a. Homonym
Words / Lexis
Yes: Words that...
Meaning components:
1. Written same way
2. Pronounced same way
3. Different meanings

Lie (to tell a lie and lie down)
Suggested definition: Words that are written and pronounced the same way but have different
meanings e.g. lie as in ‘You shouldn’t lie’ and ‘I need to lie down’
b. Face validity
Quality / Testing and assessment
Yes: a test which...
Meaning components:
1. Subjective
2. Learners’ expectations
3. Appears to do as intended
Speaking test where actually speak such as an interview
Suggested definition: The subjective quality of a test which meets learners’ expectations of what the
test should be like and appears to measure what it is intended to e.g. a speaking test where the
student is interviewed as opposed to a series of questions to which the student can respond with
single word answers.
Appendix 5: Writing a Definition
a. Ellipsis
Leaving out of words or phrases from sentences because they are unnecessary e.g. ‘Got any
change?’ (Ellipsis of ‘Have you’)
b. Diphthong
A combination of two vowels (or a vowel + glide) in a single syllable e.g. no /əʊ/
b. Skimming
Rapidly reading a text in order to get the main idea(s) / gist e.g. a film review to see if it is
positive
c. Adjacency pair
A sequence of consecutive utterances by two different speakers where the second is a response
to the first e.g. How are you? - Fine thanks.

Appendix 6: Identifying Key Instructions

Suggested answer:
a) Learners write a for and against (discursive) essay about the invention of the car; whether it
has created more problems or benefits needs agreeing or disagreeing with supported by
examples
b) Upper-intermediate – CEFR B2
c) Lexis related to cars and driving
Language for justifying / giving reasons
Appendix 7: Identifying Key Sub-skills/Features of Discourse (Discursive Essay)

Suggested Answers:
N.B: For some of the language features more than one example has been given to give you a clear
illustration. However, remember that in the exam, you should only write one example.
Style
Formal and impersonal e.g. no contractions, ‘it is obvious that travel is essential in the modern
world’, ‘it is widely believed that cars are indispensable’
Grammar
Present perfect simple or continuous to show developments e.g. over the years the car has
become an essential rather than a luxury item, traffic has increased year on year
Lexis
(Semi-) fixed expressions to express opinion e.g. it is clear that time cannot be reversed, this is
evident in increases in asthma
Language for exemplifying e.g. such as when I was admitted to hospital, for instance in rural
communities where the car is necessary
Cohesive devices
Range of linkers to show cause and effect e.g. largely due to environmental concerns, this results
in obesity too; to contrast e.g. whereas in the city there is less dependence on the car, on the
contrary, the car has been a killer rather than a life saver; to give supporting evidence e.g. this is
obvious from statistics on road accidents, we can see this in the greater independence women
have; adding e.g. furthermore, the car is here to stay, what is more, parents worry over their
children’s safety
Appendix 8: Identifying language features for a report writing task

Suggested Answers
Task 3

Write a report for new students at your school giving them advice on facilities in the school and
how to make the most of their studies.
Please note that below we have provided more than three language features and more than one
illustration/example listed, in order to give you a clearer idea of what would be acceptable.
Layout
Use of headings and subheadings e.g. Study Facilities, Leisure Facilities, Outside the School, How
to be a Good Student
Style
Factual, objective information, a kind of ‘institutional writing’ so formal, impersonal style e.g. A
range of reference books is available in the library; food from home cannot be eaten in the café
Grammar
Conditionals e.g. if you don’t hand in your homework, you might... You’ll only make progress if
you… Do this and you’ll soon….(Use full sentences in the exam)
Lexis
Lexis including collocations related to school facilities and related activities e.g. reference books,
DVDs with subtitles, register for a course, keep a vocabulary record
Semi-fixed expressions to give advice e.g. It is a good idea to… try doing… we recommend you
do… (Use full sentences in the exam)
Typical report lexis e.g. The aim of this report; on the whole, to sum up. (Use full sentences in the
exam)
Time expressions e.g. twice a week, from 8.30 to 1.00p.m., at the end of the week
Cohesive devices
To add e.g. In addition to a, not only... but also. (Use full sentences in the exam)
Appendix 9: Review of Paper 2 Task 1

Task 1 in Paper 2 is always based on a test.
As well as the extract, you will be provided with the situation it is being used in.
Task 1 asks you to evaluate its effectiveness for this learner in this context.
You must make both positive and negative points.

You need to relate your points to both the learner and testing concepts.
Make six points only as only the first six are marked.
You get two marks for the point and one for the application to the learner.
Task 1
The text for this task is reproduced below. It is being used in the following situation.
Situation
F has recently graduated in Business administration and hopes to find work in an international
company, where she will need to use English to speak with foreign colleagues and communicate
with other companies via phone and email. She worries about the mistakes she still makes in
English and not always knowing the right words, so has joined an intermediate (CEFR B1) level
General English class to help her with this. In the first class the teacher gave them the following
test to assess their needs
Using your knowledge of relevant testing concepts, evaluate the effectiveness of the test for this
learner in this situation.
Make a total of six points. You must include both positive and negative points.
Intermediate Level Test
Section A: Writing
Complete the following sentences on your own. Write the truth!
1. I have never...
2. Last year I...
3. Next year I...
4. If I could I...
5. I used to...
6. I wish...
7. At the weekend I
Section B: Speaking
Stand up and discuss one with a different classmate.
At the end of the class hand in your worksheet

Appendix 11: Using Testing Concepts
Suggested Answer:
a. placement test Not relevant
b. diagnostic test Relevant
c. progress test Not relevant
d. achievement test Not relevant
e. proficiency test Not relevant
f. validity (content, construct and face) Relevant
g. reliability (test, scorer) Relevant
h. practicality Relevant
i. backwash or washback Not relevant
j. spin off Relevant
k. fresh starts Relevant
l. direct test Relevant
m. indirect test Relevant
n. discrete item test Relevant
o. integrative test Relevant
p. objective scoring Not relevant
q. subjective scoring Not relevant

Appendix 12: Evaluating a Test
Suggested answer:
(NB: Other applications are possible for these points – this is not an exhaustive list).
Positive points
A diagnostic test which generates a variety of language. Application to learner: The teacher should
gain some indication of F’s ability and find out some relevant strengths and weaknesses e.g.
accuracy and range of lexis and grammar; conversational speaking subskills. The course should
therefore be relevant to F’s needs.
Tasks focus on accuracy and speaking Application to learner: F has a perceived need for focus on
speaking and accuracy so will see the test as valid – it has face validity for her/suggests that the
course will meet her needs so she will see the relevance of the test
Many fresh starts. Each sentence head generates a different type of language. Application to
learner: if F goes off track or gets lost, she has other chances. This means the test is more reliable
and the teacher will get a better picture of F’s abilities
Section A Focus on discrete items Application to learner: makes it difficult for F to avoid the items
targeted. Makes the test more valid.
Section A Sentence head completion tasks like this are practical (easy to administer) and reliable.
Application to learner: they would give a clear indication of her language knowledge.
Section B Focuses on speaking skill i.e. it tests performance (what she can do with her knowledge)
so is a direct test Application to learner: she has a practical speaking need so will see the test as
being valid. It will give her teacher a good measure of her speaking ability.
Section B It is an integrative test i.e. one which tests a range of subskills and language Application
to learner: It will therefore give a more accurate picture of her needs and ensure the course is
relevant to her.
Negative Points
There is no direct focus on lexis, reading or writing skills Application to learner: F has a practical
need for these (Section A although called writing, is not a writing skills test, rather an indirect test
of writing as it focuses on grammar) so the course may not address the needs she has in these
areas. She could lose confidence in the course and feel demotivated.
Tasks are not situationally authentic as they are not real world activities. Application to learner:
These tasks are not something she would do in her work so F might find it demotivating and be
put off her course.
As a new student F may not be familiar with the task types (not real world). This is a disadvantage
which can affect construct reliability as language competence is not the only factor. Application to
learner: The test might not therefore give an accurate picture of her needs and the course might
not be geared to these
Topics are generally personal so less likely to be relevant to F’s putative work situation. This will
reduce its face validity Application to learner: F may be demotivated regarding the course and its
relevance to her needs.

Section A Exercises such as these sometimes test only the discrete items that lend themselves to
this exercise type and not necessarily what she needs. This could affect the validity of the task.
Application to learner: it means the course may not be geared to F’s needs.
Section A As the only assessment related to writing in this test, it focuses on grammatical
accuracy of discrete items, so is an indirect test which tests competence (what she knows about
language) rather than her ability to use it, and so lacks face validity. Application to learner:
although she is concerned about the accuracy of her language, she wants to improve her writing
to communicate effectively. F may be demotivated and feel the course will not be relevant to her.
Section A The open nature of this sentence completion exercise means that at times, non-target
or limited forms are possible (e.g. ‘If I could, I did’) This may not accurately or fully diagnose F’s
needs. Application to learner: the teacher may not get enough useful information from this part of
the test to help design the course and meet F’s needs with accuracy in grammar.
Section B The style is not particularly appropriate (informal since to a classmate). Application to
learner: At work, speaking (and writing) to other companies is likely to be more formal. This
undermines its validity as a test and could potentially be demotivating for F.
Section B The speaking is difficult to assess as all learners are speaking at once – Application to
learner: the teacher may not get a clear idea of F’s speaking skill and sub-skills. In this sense it is
not practical and not as effective a diagnostic tool.
Section B In an integrative test like this, F can avoid language she finds difficult, so she has the
opportunity to avoid risks and some weaknesses may not emerge. Application to learner: This
reduces its reliability and the teacher may not get a clear picture of her needs.
Appendix 13: Identifying Key Areas
All of them! As you can see, Task 3 covers a wide range of topics from the syllabus.
a) Why might a teacher want to obtain feedback:

i) On these aspects of the lesson?
ii) Using the procedures described in the box above?
b) What reasons are there against obtaining feedback from students?
Appendix 15: Identifying Beliefs
You are not expected to make all these points – you would exceed the maximum number of marks.
All the guideline answers for Paper 2 Task 3 list relevant points you could make so that you can check
against them.
Don’t forget also in your answer to make some reference to your own teaching experience, to
different contexts you are familiar with, and to give specific examples. For example, what does your
experience tell you of how different learning contexts affect your approach or affect students’

reactions to getting feedback? Think about language groups, ages, the educational background of
your students and so on. Where relevant, add comments from your own experience to some of the
points you make.

Appendix 16: Brainstorming Teaching Procedures

Appendix 17: Reasons against Obtaining Feedback

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The Distance Delta Module 1

The Distance Delta

©International House London and the British Council

Unit 6 Exam Training 1

Further Work on Paper 1 Tasks 1, 2 and 3; Paper 2 Tasks 1 and 3

By the end of this section you will:

have a clearer idea of how to identify sub-skills / discourse features of writing.

have had further practice in evaluating a test

have explored teacher roles and different approaches to language focus

Unit 6 Exam Training 2

2. Training: Paper 1 Task 1

2.1. Review Paper 1 Task 1

2.2. Identifying Topic Areas and Key Words

2.3. Applying Terms

3. Training: Paper 1 Task 2

3.1. Review Paper 1 Task 2

3.2. How to Write Definitions

3.3. Answering Task 2

4. Review of Paper 1 Task 3

5.1. Categories for Sub-skills/Features of Written Genres

5.2. Identifying Key Instructions

5.3. Identifying Sub-skills/Features of a Discursive Essay

5.4. Identifying Sub-skills/Features of a Report

6. Review of Paper 2 Task 1

7.1. Identifying Key Instructions

7.2. Testing Concepts

7.3. Evaluating a Test

8. Review of Paper 2 Task 3

9.1. Identifying Key Instructions

9.2. Identifying Beliefs

9.3. Reasons for Teaching Procedures

9.4. Reasons Against Obtaining Feedback

10. Further Guidance

11. Exam Practice

Unit 6 Exam Training 3

1. Preparation for Training

Discourse (spoken and written)

Testing and Assessment

2. Training Paper 1 Task 1

2.1. Review of Task

Unit 6 Exam Training 4

2.2. Identifying Topic Areas and Key Words

Activity 1: Identifying Topic Areas and Key Words (5mins)

Look at the task below.

b. The application of prior knowledge, expectations and knowledge of context to understand

f. A test given during a course in order to monitor learning of areas taught

2.3. Applying Terms

Activity 2: Applying Terms (3mins)

Unit 6 Exam Training 5

3. Training Paper 1 Task 2

3.1. Review of Task

How to write definitions

Activity 3: Identifying the Process (5mins)

Unit 6 Exam Training 6

Activity 4: Applying the Process (10mins)

Can you use a general noun or topic area?

Can you use a relative clause?

Break it down into core elements of meaning

3.2. Answering Task 2

Activity 5: Writing a Definition (15mins)

Now try a complete task.

Task Two (12 marks)

Unit 6 Exam Training 7

You must make both and points.