The Distance Delta Module One

Exam Thread: Paper 1 Task 4 and Paper 2 Task 1

Summary
This unit we will be looking at Task 4 from Paper 1 and Task 1 from Paper 2 in the
exam. We will be working through the tasks in some detail, deepening your language
awareness for Paper 1 Task 4, and reviewing testing concepts for Task 1 in Paper 2.
Then you will have the opportunity to try the tasks for yourself and upload them for
marking and feedback from your Course Tutor.

Objectives
By the end of this section you should:

 know what depth of language analysis is needed.

 be more aware of potential language problems learners encounter.

 become more aware of applying testing concepts

 have had practice in evaluating a test

 feel more confident about tackling these types of task in the exam.

 know how to organise your answers in the exam

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Contents

1. Introduction to Paper 1 Task 4

2. Training
2.1. Identifying Key Instructions
2.2. Features of Genre Task 4a)
2.3. Language Analysis Task 4b)
2.4. Language Analysis and Learner Problems Task 4d)
3. Introduction to Paper 2 Task 1
4. Training
4.1. Review of testing concepts
4.2. Identifying key instructions
4.3. Evaluating a test
5. Exam Practice
Appendices

(Material adapted from the DELTA written exam report is reproduced by kind
permission of Cambridge ESOL)

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1. Introduction to Paper One Task Four

Paper One Task Four is always based on an authentic text. This could be a leaflet,
a magazine or newspaper article, a webpage, an extract from a piece of literature or
any other form of written text. It will be a text type which you could use with a class of
language learners and that you might expect to find reproduced in a General English
coursebook. This task focuses on your awareness of features of different written
genres, as well as knowledge and awareness of language systems (grammar, lexis,
discourse and phonology), and your ability to identify potential problems learners
may have with them.
This is one of the key tasks in the exam and there are 40 marks available for it, 5 for
the first part of the task (a) where you identify five features which are typical of the
genre, and 35 for parts (b) – (d), where you will be analysing short extracts from the
text, and commenting on the meaning, form and/or pronunciation of language items.
You may also be asked to comment on potential difficulties for the learner related to
one or more of these language items. You will find that working on this type of
question is excellent for sharpening your language analysis skills, especially for
understanding how real language works in authentic contexts. It should also help you
feel more confident about using authentic materials in class.

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2. Training
2.1. Identifying Key Instructions
ACTIVITY 1: Identifying Key Instructions (5 mins)
Look at the exam task below from the December 2003 paper (updated to reflect the
current rubrics in Module One). Skim the leaflet on the next page very quickly and
underline the key words in the rubrics. NB: If the text is difficult to read, check CP
Resources for an alternative, clearer version.
Task Four (30 minutes)
The text for this task is reproduced on the opposite page. It is an extract from an
advertising leaflet called Get the right plan, produced by the New Zealand division of
the mobile phone company, Vodafone.
a) Identify five features of the text that are characteristic of its genre (i.e. an
advertising leaflet). Give one example of each feature you identify. You must
include features of organisation and of language.
b) Look at the following extracts from the text, all of which contain examples of
conditional structures (in bold). Comment on the form and meaning/use of
conditional structures in each extract as they are used in the text.
i) If you make most of your calls during the evening or over the
weekend, pick one of these three plans.
ii) If you mainly send text messages and make only a few calls during
the evening or over the weekend, this might be the plan for you.
iii) If you make most of your calls during working hours from Monday to
Friday, one of our Daytime plans will be best for you.
c) Look at the following extracts from the text, all of which contain examples of
compound words. Comment on the form and use of each of the words.
i) During the daytime, at night or on the weekend….
ii) If you mainly send text messages….
iii) We’ll recommend a more cost-effective one….
d) Look at the following extracts from the brochure. What are the similarities and
differences in the form and meaning/use of the words in bold?
i) When are you likely to use your mobile most often?
ii) How many calls will you make?
iii) Work out how many calls a day you’ll probably make...
iv) ...this might be the plan for you.
Identify a total of four problems learners might have with the form, meaning /
use and pronunciation of these structures.
Write your answers in the answer booklet
See Appendix 1

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2.2 Features of Genre Task 4a

In part 4a you are always asked to identify five features of the text that are
characteristic of its genre (e.g. here an advertising leaflet). It is essential to give an
example from the text that illustrates each feature you identify, otherwise you get no
marks. In this particular exam paper you are additionally told to ‘include features of
both organisation and of language’. On other exams you may be asked e.g. ‘Do not
include more than one feature of layout.’ This specific additional instruction varies
from paper to paper.
You may feel that you are unfamiliar with genre analysis – in this case, you will find
the material in Unit 4 (Written Discourse) section 3 particularly useful and it is
recommended that you read this before continuing with this thread. However much of
this task can be answered by simply applying common sense, and it is worth
remembering that as far as the exam goes, there are only five marks available. We
will also be looking at this task again in the exam training for Unit 5.

ACTIVITY 2: Features of Genre (15 mins)

Look again at the Vodafone leaflet and brainstorm features it has that are typical of
information leaflets. Use the following headings to guide you and try to find at least
one for each. The first one has been done as an example:
Layout

 Example: Use of headings and sub headings e.g. Get more with Vodafone;
The right pricing plan for you


Organisation


Content


Style


Grammatical features


Lexical features


See Appendix 2

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2.2. Language Analysis Task 4b

Here you are asked to comment on the form and meaning/use of the sentences
and then state what they have in common. When asked to comment you need both
to describe and explain. For meaning/use you need to include any functional
meaning and points related to style where relevant.
We will look at the first sentence to give you an idea of the kind of depth required:
i) If you make most of your calls during the evening or over the weekend, pick one
of these three plans.
Form:

 If + present simple (make), imperative (pick)

 subordinate (condition) clause + main (result) clause.

 comma separates two clauses as here it starts with subordinate clause

 a variation of the ‘first conditional’.

Meaning/Use:

 a result depends on a condition

 the result is possible

 has the function of advice/recommendation

 imperative adding a sense of urgency/encouragement/persuasion to the

utterance.
Writing your answer: We strongly recommend you lay your answer out in bullet
points as above to help maximise your marks and ensure clarity. This is how the
answers are laid out in the exam reports. Note the focus should be on making lots of
points. Aim for subheadings, bullet points and clear note form rather than wordy
prose style. However avoid abbreviations as these are often not standard and you
need to ensure the examiner can follow your points.

ACTIVITY 3: Language Analysis for Task 4b (20 mins)

Before doing this task you may find it useful to refer to the Distance Delta course
materials on the verb phrase (Unit 3, section 1) and / or the section on conditionals in
your grammar reference book
Now write the answer for sentences ii) and iii) and make notes on what the three
sentences have in common. They are reproduced here for ease of reference
ii) If you mainly send text messages and make only a few calls during the evening
or over the weekend, this might be the plan for you.
iii) If you make most of your calls during working hours from Monday to Friday, one
of our Daytime plans will be best for you.
Check the Guideline Answer in Appendix 3

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Please note we are not looking at part c) of the task in this thread as you have plenty
of language work in this thread without it. However, for further self-study, it would be
useful for you to research the area of compound words as they frequently occur in
the exam.

2.3. Language Analysis and Learner Problems Task 4d

Before you do this activity, it is worth considering how you will organise your answer
and thus, to some extent, your thoughts.
It is a good idea to first look at the four extracts and consider what they have in
common. Then analyse each separately. Remember to comment on both form and
meaning/use. We will consider learner problems later.

ACTIVITY 4: Language Analysis Task 4d) (20mins)

Write an answer to the first part of Task 4d):
b) Look at the following extracts from the brochure. What are the similarities and
differences in the form and meaning/use of the words in bold?
i) When are you likely to use your mobile most often?
ii) How many calls will you make?
iii) Work out how many calls a day you’ll probably make...
iv) ...this might be the plan for you.

Check the guideline answer in Appendix 4

In the second part of this question you are asked to identify four problems learners
might have with the form, meaning/use and pronunciation of these structures. It is
important to suggest potential problems in all of these three areas – do not limit
yourself, for example, to problems with form only. In this way you help maximise your
marks.
For pronunciation problems you need to use the phonemic script wherever relevant
in order to gain the mark, i.e. no phonemic script, no mark! If you do not feel
confident using phonemic script, now is the time to start learning it so you are
comfortable using it. We recommend tackling it in short regular bursts. See Distance
Delta Course Materials Unit 1 section 4.10 on how to get the phonemic script on your
computer.
When considering possible learner problems, it is helpful to keep in mind all the
different types of learners and levels you have taught, and not just the ones you are
teaching in your current context. Here your discussions in the website forum come
into their own as you can use them to share experiences and gain a wider knowledge
of different learners, including those with L1s you have no direct experience of.
It is also helpful to look back at your analysis for this part of the task to remind you of
the different aspects of the structure which have the potential to cause learners
difficulties. It is important to keep your comments specific and plausible. Suggestions
which are too vague or improbable will not be awarded any marks.

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ACTIVITY 5: Learner Problems Task 4d

List your ideas for this part of the task. Aim for at least one idea in each of form,
meaning/use and pronunciation. There is an example for each to start you off. As you
do it, have the Guideline Answers in Appendix 4 handy to skim through and inspire
you. Be careful not to look ahead to Appendix 5.
Identify four problems learners might have with the form, meaning / use and
pronunciation of these structures.
Form:
 Students may be confused as to when to use the full or bare infinitive,
resulting in errors such as *likely use, *will you to make, *you’ll probably to
make.


Meaning/Use:
 All the expressions express degrees of certainty. Learners might find it difficult
to distinguish between are likely to and probably. They might find the concept
of speaker choice difficult.

Pronunciation:
[NB Where appropriate you must use phonemic script to show features of
pronunciation, as well as using the correct terminology, in order to gain marks]

 Learners may have difficulty with silent gh in might /maɪt/


See Guideline Answers in Appendix 5

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Exam Tips

 Use bulletpoints and note form for your answer rather than lengthy and time-
consuming continuous prose

 For Task 4a, you may find the acronym ‘CLOGS’ useful – this stands for
C – content / L – layout / O – organisation / G - grammar and lexis / S – style

 Don’t forget to include an example with each feature of genre you mention

 For Task 4b-d, check carefully that you are writing your answer about the
correct areas of meaning/form/pronunciation. All too often, candidates waste
time writing about areas which have not been asked for (eg: including
pronunciation, when asked to write about form and meaning/use)

 Make as many points as you can under the relevant headings

(meaning/form/pronunciation) for each task.

 When asked to comment on use, make sure you include functional meaning
(if relevant), and issues of formality, idiomatic usage etc.

 cohesion and the use of linkers. Also ensure you feel confident in analysing
compounds (usually compound adjectives or compound nouns) and phrasal
verbs.

 Now is the time to learn to use the phonemic script. Remember – no

phonemic script, no marks!

Follow-up Tasks
1. Work your way through the tasks in ‘About Language’ (Thornbury CUP 1997)
to brush up on your language analysis. You need to ensure you are also
confident phonology such as stress, features of connected speech (weak
forms, catenation, elision, assimilation, intrusive sounds) as well as individual
sounds.
2. Areas which have come up in past papers include lexical relationships,
articles, reported speech, -ing forms, perfect and continuous aspect, narrative
tenses, futures, conditionals, passives, adverbs, relative clauses. Modality
often comes up, so ensure you are clear on how to analyse its form and use.
Cohesive devices are another favourite so check on referencing, ellipsis,
substitution, lexical cohesion and use of linkers. Also ensure you feel
confident in analysing compounds (usually compound adjectives or
compound nouns) and phrasal verbs
3. Post a question in the discussion forum asking for information about learner
problems from all over the world. Focus on some language that you are
working on with your students in class, and see if students from other
language groups have similar problems to your students.
4. Look at some authentic material and ask yourself Task 4 type questions e.g.
What features here are typical of this type of text? What is the form and use
of this language item? What aspects of cohesion are there in the text? Do this
travelling to work or in a lunch break so you get used to working quickly and
under pressure on this type of task.

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3. Introduction to Paper 2 Task One

Task One in Paper 2 is always based on a test. This could be designed by a teacher,
from a public examination or from published material such as a coursebook progress
test. As well as the (extract of the) test, you will be provided with the situation in
which it’s being used. Task One asks you to evaluate the test’s effectiveness for
the learner in the stated situation. It’s important to bear this key point in mind when
you are doing this task.
You will find that working on this type of question is useful for relating testing
principles to the classroom and to learners. It should also help you feel more
confident about selecting or designing your own tests and advising learners
regarding tests and exams.
There are 20 marks available for this task in the exam. You will be awarded 3 marks
for each correct point and application to the learner. There are also further marks
available for the correct use of testing terminology, but please note that the correct
use of terminology is not a major feature of this task.
4. Training
4.1. Review of Testing Concepts
We will begin by reviewing testing concepts as for Task One, you need to refer to
these directly. This will also be useful revision for Paper 1 Tasks One and Two. You
will also find the Unit material on Testing (Unit 3, Testing and Assessment) useful for
this exam task.

ACTIVITY 6: Review of testing concepts (10 minutes)

A) Look at the definitions of testing concepts below. Try to label each one.
1. Tests course content only and given at end of course
2. Appears to test taker to test what it is supposed to (not a scientific concept)
3. Tests what it is supposed to test and nothing else e.g. does not test incidental
cultural knowledge
4. The effect a test has on the course leading up to it
5. Tests what it is supposed to test – samples from a range of what is needed
6. Designed to find out learners’ needs and ensure course is relevant
7. Designed to meet general criteria, not specific to course content
8. Designed to approximate authentic target language use e.g. write a letter to
test writing skills (c.f. a writing test where learners correct errors in text)
9. Test which includes various components of the skill e.g. an oral interview (c.f.
gap-fill on past tenses)
10. Test to monitor learning during a course
B) Now look below (p. 13) to see if the terms (in jumbled order) help prompt your
memory. This list contains more terms than are tested above
Then check your answers in Appendix 6

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Testing concepts

 placement test

 diagnostic test

 progress test

 achievement test

 proficiency test

 validity (face, content, construct and predictive)

 reliability (test, scorer)

 practicality

 backwash or washback

 spin off

 fresh starts

 direct test

 indirect test

 discrete item test

 integrative test

 objective scoring

 subjective scoring

Follow-up Task

 Try to devise a mnemonic to help you remember these terms when answering
this task in the exam. A testing term may not always be relevant to the point
you want to make in the exam but keeping them in mind will help you with
analysis of the test as well as give you the possibility of gaining some extra
marks. Post your ideas on the discussion forum on the website. Previous
Distance Delta candidates have found mnemonics very helpful under exam
conditions.

 Think of one of your learners who you know quite well and summarise their
situation and needs briefly, including their reasons for studying English. Then
get a test for their level e.g. a progress test from their coursebook, your in-
house end of level or placement test or part of a practice test for a Cambridge
exam. Note down a list of positive and negative aspects of the test in terms of
your particular learner’s situation.

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4.2 Identifying Key Instructions

ACTIVITY 7: Identifying key instructions (2 mins)

Read the task and the extract below. Underline key words in the task. (You may find
yourself underlining a fair amount of the rubric).
See Appendix 7 for suggested answer.

Paper 2 Task One:

Task One (20 minutes)
The text for this task is reproduced below. It is being used in the following situation:
Situation
S. works in sales and marketing for a publishing company and uses
English with his international clientele, mainly in emails and occasionally
when entertaining visitors.
He has recently started an upper intermediate level General English
course so he can improve his English for work. He feels confident in his
speaking ability but wants to improve his writing. His teacher has given
him this test to assess his writing needs.

Upper Intermediate Writing Test

You met some people last summer. They sent you an email some weeks
ago saying they are planning to visit your country on holiday and asked
you to suggest some places of interest to see. Reply to their email using
the notes below.

- sorry late reply

- when?

- how long?

- come and stay?

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.

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4.3. Evaluating a Test

In Task 1 you not only need to show your understanding of assessment concepts
and terminology but also relate these to the classroom by evaluating a test in terms
of its purpose and the learner.
In the exam you therefore need to

 find both positive and negative points

 relate these to the learner and their situation

 relate these to the test extract

 refer to testing concepts where applicable

It is always a good idea to aim for a total of more than six points (include both
positive and negative points, although these need to be equal in number) in case one
or more is not accepted. You may find it helpful to organise your points in the form of
two bullet-pointed lists, one for positive features and the other for negative.
It is useful to have the different testing terms in your head to act as a check list,
although of course not all will be relevant to each task. For each point you make
remember to refer to the specific learner and their situation. Where relevant use
testing terms to gain extra marks.
Here are some example positive and negative points for the sample rubric above.
Note how each point refers to the learner and his situation. A separate subheading
‘application to learner’ will help you remember to include this crucial part.
Where relevant using testing terminology correctly can gain you a couple of extra
marks but your main focus should be on evaluating the effectiveness of the test for
the learner(s) in the specified situation rather than on using terminology.
Positive Negative

 Point This diagnostic test is a  Point No opportunities for fresh starts

direct test of the writing skill – there is only one writing task.
Application to learner: The
teacher should gain a fairly good Application to learner: If S. goes off
idea of S’s writing ability, the are track or gets lost, he has no second
he wishes to focus on, and so opportunity to show what he knows
make the course relevant to his and can do. His result may not reflect
needs his ability. This reduces its reliability
and may make him feel demotivated.
 Point It is a (partly) transactional
email.
 Point The style of the email is not
Application to learner S needs to appropriate: it is informal as it is to
write emails so he will be some friends.
motivated as he will feel the
course is likely to address his Application to learner at work S’s
needs - the test has face validity emails to clients are likely to be more
for S formal (or neutral), this undermines its
validity as a test.

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ACTIVITY 8: Evaluating a Test (20 minutes)

Now write your own answer to the sample rubric.
Focus initially on relevant positive and negative points of the test. Do not worry if
these sometimes appear contradictory e.g. the topic may be relevant in some
aspects and not in others, thus generating both positive and negative points.
Then relate these points specifically to the learner and his situation. Have the list of
testing concepts by you to refer to if necessary to help you gain a few extra marks.
See Appendix 8 for a suggested answer

Exam Tips

 Organise your answer under two headings: Positive and Negative.

 Have two sub headings for each point – ‘positive/negative point’ and
‘application to learner’.

 Include exam testing terminology where relevant, but don’t organise your
answer according to these terms.

 Keep referring to the learner and their situation in question – make sure you
include the letter for his/her name (‘S’ in the examples above) in each point
you make, to keep you focussed.

5. Exam Practice
Look at this unit’s upload tasks for Paper 1 Task 4 and Paper 2 Task 1 in the
Resources section on the Distance Delta website, check which group has been
chosen as the place to discuss the tasks, join in the discussion thread on the forum
to brainstorm ideas. Check to see where in the forums each part of the exam practice
is assigned for discussion. Then sit down with your notes and write your answers to
upload.

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Appendices
Appendix 1: Identifying Key Instructions

Task Four (30 minutes)

The text for this task is reproduced on the opposite page. It is an extract from an
advertising leaflet called Get the right plan, produced by the New Zealand division of
the mobile phone company, Vodafone.
a) Identify five features of the text that are characteristic of its genre (i.e. an
advertising leaflet). Give one example of each feature you identify. You must
include features of organisation and of language. [The highlighted final part
of the instruction varies from one exam to another]
b) Look at the following extracts from the text, all of which contain examples of
conditional structures (in bold). Comment on the form and meaning/use of
conditional structures in each extract as they are used in the text.
i) If you make most of your calls during the evening or over the
weekend, pick one of these three plans.
ii) If you mainly send text messages and make only a few calls during
the evening or over the weekend, this might be the plan for you.
iii) If you make most of your calls during working hours from Monday to
Friday, one of our Daytime plans will be best for you.
c) Look at the following extracts from the text, all of which contain examples of
compound words. Comment on the form and use of each of the words.
i) During the daytime, at night or on the weekend….
ii) If you mainly send text messages….
iii) Well recommend a more cost-effective one….
d) Look at the following extracts from the brochure. What are the similarities and
differences in the form and meaning/use of the words in bold?
i) When are you likely to use your mobile most often?
ii) How many calls will you make?
iii) Work out how many calls a day you’ll probably make...
iv) ...this might be the plan for you.
Identify a total of four problems learners might have with the form, meaning/
use and pronunciation of these structures?

Write your answers in the answer booklet

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Appendix 2: Features of Genre

Here are some suggestions – you may be able to add to these

Please note the subheadings in the suggested answers below are to remind of the
different areas to consider. We do not recommend you write subheadings in your
answers in the exam itself or in exam practice. This is not required by the
examiners and takes up valuable time.
Layout

 Information is presented in landscape format and in columns e.g. Step 1, Step

2

 Presentation is eye-catching with use of shading, bold, capitals and in table

form to attract the reader and guide them through the steps eg. How many
calls will you make?; table of Vodafone Pricing etc.
Organisation

 Information is in sections, each related to a specific topic e.g. Text, voicemail

 The text is organised in a particular order to guide the reader through quite a
lot of complex information eg. frequency of use, number of calls followed by
selecting plan.
Content

 The text gives different options available with specific information to

encourage the reader to use the company eg. Get 70, Get 200 etc.

 It gives pricing and services information, again to encourage the reader to use
them eg. monthly fee, daytime rates and benefits included.
Style

 Informal written style: use of contractions to e.g. We’ve; you’re and ellipsis
e.g. Going overseas; Gives you enough. This makes it more persuasive as it
gives the impression a friend is advising the reader.

 Informal choice of lexis e.g. pick this plan; the one to go for

 Informal spoken style, as if a friend giving advice e.g. this might be the plan
for you, the one to go for
Grammatical features

 First conditionals to give advice e.g. choose this plan if you make...; if you
mainly send...this might

 Imperatives to persuade the reader e.g. bring the net; send and receive
messages ...
Lexical features

 Lexis related and specific to advertised product iincluding initials and blends
e.g. TXT MSG, CallerID; voiceMail

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Appendix 3: Language Analysis for Task 4b)

Guideline answers
i) Form:

 If + present simple (send and make), modal verb ‘might’ + infinitive without
to/base form/bare infinitive (be)

 comma separates two clauses as starts with subordinate clause

 a variation of the ‘first conditional’.

Meaning/use:

 result depends on condition

 result is possible

 has the function of advice/recommendation

 use of ‘might’ tones down the near certainty of the more usual use of ‘will’

 the use of ‘might’ makes the advice more tentative.

ii) Form:

 If + present simple (make), modal verb ‘will’ + infinitive without to (be)

 subordinate (condition) clause + main (result) clause

 This is a typical ‘first conditional’ (with will)

Meaning/use:

 result depends on condition

 the result is possible

 has the function of advice/recommendation

What they have in common: The three examples

 follow the pattern of the ‘first/real/open conditional’

 make recommendations/give advice.

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Appendix 4: Language Analysis Task 4d)

Guideline Answers

d) All the language in bold expresses modal meaning. The overall area of meaning
focussed on in these utterances is one of varying degrees of certainty.

i) Form:
 verb ‘be’ + adjective ‘likely’ + infinitive with to
Meaning/use

 modal meaning
 there is a probability that the event will occur

ii) Form:
 modal verb ‘will’ + infinitive without to/base form/bare infinitive (make)
 interrogative/question form: will + subject (you) + bare infinitive (make)
Meaning/use

 modal meaning
 certainty / – i.e. ‘how many calls are you almost certain that you will make?’
 asking for a prediction

iii) Form:

 modal verb ‘will’ + adverb ‘probably’ + infinitive without to/base form/bare

infinitive (make)

Meaning/use

 modal meaning

 probability’

 modal expresses certainty but this is qualified/reduced by adverb probably

 less probable prediction

iv) Form:
 modal verb ‘might’ + infinitive without to/base form/bare infinitive (be)

Meaning/use

 modal meaning

 ‘less than certain’ or ‘possibility’

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Appendix 5: Learner Problems Task 4d)

Guideline Answers

Form
 Students may be confused as to when to use the full or bare infinitive,
resulting in errors such as *likely use, *will you to make, *you’ll probably to
make. (given as example in task)
 Students may have problems with the position of probably between the
modal auxiliary and bare infinitive and want to place it after make.
 Students may find it difficult to form questions with likely to and will
probably make. Also it would be unusual for us to ask Might this be the
plan for you? and we would probably preface the question with Do you
think this might be the plan for you?

Meaning/Use
 All the expressions express degrees of certainty. Learners might find it
difficult to distinguish between are likely to and probably. They might find
the concept of speaker choice difficult. (given as example in task)
 They may know other forms, e.g. could, may, are certain to which may
cause further confusion in terms of how they relate to each other.
 They may find it difficult to understand the predictive use of will.
 They might confuse the verb to like and likely.

Pronunciation

Learners may have difficulty with:

 Silent gh in might /maɪt/ (given as example in task)
 Elision in migh(t) be /maɪbɪ/ - possible glottalisation
 Schwa in probably /prɒbəblɪ/
 Elision in likely, making it two rather than three syllables /laɪklɪ/
 Stress in are ‘likely to with weak forms in are and to /əlaɪklɪtə/
 Stress in you’ll ‘probably make
 Contraction of will to you’ll

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Appendix 6: Review of Testing Concepts

1. Achievement Test:

Tests course content only and given at end of course

2. Face validity

Appears to test taker to test what it is supposed to (not a scientific concept)

3. Construct validity

Test what it is supposed to test and nothing else e.g. does not test incidental cultural
knowledge

4. Backwash / washback

The effect a test has on the course leading up to it

5. Content validity

Tests what it is supposed to test – samples from a range of what is needed

6. Diagnostic test

Designed to find out learners’ needs and ensure course is relevant

7. Proficiency test

Designed to meet general criteria, not specific to course content

8. Direct test (c.f. indirect test)

Designed to approximate authentic target language use situation e.g. write a letter to
test writing skills (c.f. a writing test where learners correct errors in text)

9. Integrative test (c.f. discrete item test)

Test which includes various components of the skill e.g. an oral interview (c.f. gap-fill
on past tenses)

10. Progress test

Test to monitor learning during a course, focuses on course content

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Appendix 7: Identifying key instructions

Suggested answer:
Task One (20 minutes)
The text for this task is reproduced below. It is being used in the following situation:
Situation
S. works in sales and marketing for a publishing company and uses English
with his international clientele, mainly in emails and occasionally when
entertaining visitors.
He has recently started an upper intermediate level General English course
so he can improve his English for work. He feels confident in his speaking
ability but wants to improve his writing. His teacher has given him this test
to assess his writing needs.

Upper Intermediate Writing Test

You met some people last summer. They sent you an email some weeks
ago saying they are planning to visit your country on holiday and asked
you to suggest some places of interest to see. Reply to their email using
the notes below.

- sorry late reply

- when?

- how long?

- come and stay?

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.

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Appendix 8: Evaluating a Test
Suggested Answers:
Positive
 Because communicative ability is a
combination of various skills and
language systems, it is more valid to
test it by means of an integrative test
such as this i.e. one which judges how
S uses the language.
Application to learner S has a
communicative need to use English at
work so this test will generate useful
evidence for the teacher
 Replicates authentic language use –
writing an email
Application to learner this is the genre
he needs for work (email) and so has
face validity – S can see its relevance
to his perceived needs.
 The relevance of skill and genre are
likely to have positive spin off as they
make for a motivating start to course
Application to learner S will feel
confident the course will address his
needs
 The test is to some extent
contextualised and so doesn’t rely
greatly on S’s creativity and
imagination.
Application to learner It tests S’s ability
to get the message across rather than
invent the contents, so makes it
reliable
 S is already familiar with the genre (if
not the approach in the instructions) ,
which will help reliability
Application to learner: S is likely to
perform to the best of his ability and
the teacher can gain a clear
impression of what his strengths and
weaknesses are
Unit 3 Exam Training
Module One
Negative
 S will not be familiar with rubric style
and the task instructions are a little
complex and obscure
Application to learner rubric may not
be clear S and so may not show what
he is capable of. This reduces
reliability
 Informal language in this type of email
has many features of spoken language
Application to learner improving S’s
spoken language is not a perceived
immediate need so reduces validity
(face and content).
 The topic, though universal, is not
directly relevant to S, which reduces
its (content and face) validity.
Application to learner He may lose
confidence in the testing process and
become demotivated
 In an integrative test like this, S can
avoid language he finds difficult, he
can accomplish the task at a very
basic level and avoid risks
Application to learner as a result his
range and some weaknesses may not
emerge .It will be difficult to get a true
picture of his needs.
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