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Exam Thread: Paper 1 Task 3 and Paper 2 Task 4: The Distance Delta Module One
Exam Thread: Paper 1 Task 3 and Paper 2 Task 4: The Distance Delta Module One
In this unit we will be looking at Task 3 from Paper 1 and Task 4 from Paper 2 in the exam.
We will be working through the tasks in some detail, examining different genres and also
classroom interaction and approaches. Then you will have the opportunity to do the tasks
yourself and upload them for marking.
Objectives
feel more confident about tackling these types of task in the exam
Contents
Task 3 is always based on a speaking or writing skills activity for learners. You are asked
about the language features learners at the level would need to use to complete the activity
successfully. For this you need to be aware of the features of different written and spoken
genres, including discourse features.
Task 3 is directly relevant to your professional development: It can improve your ability to
plan effectively for developing learners’ speaking and writing skills. It is particularly useful if
you have exam classes or classes with a strong emphasis on writing or speaking.
There are 15 marks available for this task in the exam. You will be awarded 1 mark for each
language feature you identify correctly, and a further 2 marks for each correct example.
2. Training
Turn taking
Adjacency pairs
Repair strategies
Conversation routines
For more reading on this, see Unit 6, 6.1 Spoken Discourse. Section 4, which will be
especially useful here and we recommend that you read this part of the unit materials before
going any further with exam training.
Write a brief definition of each term you are familiar with and give an example where
possible.
The extract for this task is a speaking activity for elementary level learners.
Identify a total of five key speaking language features learners at this level would
need in order to complete the activity successfully. Provide an example specific to this
activity to support each choice.
In Task Three when identifying key language features for a speaking activity you need to
consider:
what particular language (i.e. grammar, lexis and cohesive devices) learners need
in order to be able to do the task effectively
what features of spoken discourse relate to the spoken genre in the activity
Look at the sample Task Three above. For this activity focus only on particular key
language that the learners need and include any relevant grammar, lexis and cohesive
devices. (We will look at spoken discourse in the next activity). Provide an example of each.
Remember to take account of the genre (discussion) and the level (elementary).
Question forms e.g. Do you think a bicycle is safe? Have you got a car?
Now look back at the conversation discourse features you explored above in 2.1.
a) List the ones which you think are relevant to the speaking activity in sample Task Three in
Activity 2
b) Show how they relate to the speaking activity and give an example for each
Exam Tips
You could use the acronym ‘CLOGS’ to organize your answer as suggested in Exam
Training Unit 3.
Don’t forget to give an example of the feature which is both relevant to the task and
at the appropriate level stated. Think of what one of your students at that level
might conceivably say/write when carrying out the activity.
Aim to cover a range of points across the possible categories – so for example don’t
make four points about lexis and none about organization, style or layout.
Follow-on Tasks
Take a couple of course books you are familiar with and find a writing and a speaking
task in each. How does the course book prepare the students for the task? Which
language features and subskills does it focus on? Think of your learners at that level.
What else would they need, to be able to do the task successfully?
This task is one of the key tasks in the exam and there are 40 marks available. You will be
awarded 2 marks for each correct point you make in response to the tasks, up to a total of
40.
4. Training
Given the nature of this task, your exam training will be based on Distance Delta course
materials to give you the opportunity to reinforce your knowledge of a range of syllabus
areas and enable you to gain new insights.
We will begin by identifying key instructions in a sample rubric and then explore each of the
areas in turn.
b. What views of the role and nature of teacher talk does each extract reflect?
Classroom A
T: Right. Now then. I want you to tell me about your weekend. What did you do..er.. Firenc?
S: Yes, er I … go my friend’s…
T: Er, hmmm!
S2: I went.
T: Cooking?
S3: Cooked!
Classroom B
T: Right. I want you to tell me about your weekend. What did you do….er Firenc?
T: Hm, mm…
S2: I ………
Classroom C
T: Right. I want you to tell me about your weekend. What did you do….er Firenc?
S: Buff er…meat er
S: Yes, beef. He cook beef and big problem, later I very sick I er…er (mimes
throwing up)
T: Oh how awful! Er you mean throw up (mimes throwing up). You threw up.
S: It’s OK.
T: You’re OK, good. How about you Judit? Did you do any throwing up at the
weekend?
When answering Paper 2 Task Four you need to make as many relevant points as you can
in the time. A useful starting point is to brainstorm key areas of the topic focused on in each
part of the rubric to help you get as wide a coverage of the issues as possible. Then check
their relevance to the specific question before expanding on them as you write up your
answer. It is important to limit your answers to what you are specifically being asked in each
part of the rubric. Here we will explore different ways of approaching this task as we tackle
each section
ACTIVITY 7: Identifying relevant key areas (5 minutes)
You may find it useful to review the History of ELT in the course materials before attempting
this. You will find this in Unit 2, Section 1.
Look at the approaches to language teaching listed below. Which ones are relevant to the 3
extracts? Label the relevant ones A, B, or C according to the extract they refer to.
Grammar Translation
Audiolingualism
In a task such as this where you need to refer to different extracts, probably the easiest way
of organising your answer and ensuring sufficient coverage is to subdivide your answer into
a section for each extract. There is no need to write long stretches of prose – headings and
bullet points are fine. As elsewhere in the exam, aim to make lots of points
Now write up your answer. Remember you need to show how each extract relates to the
language teaching approach you have identified
Task 4
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Part b) of the task asks you to consider teacher talk in the extracts, focusing on its different
roles.
Brainstorm ideas for the second part of the task and make brief notes. You can do this alone
or with a colleague. Below you will find some questions to start you off
b. What views of the role and nature of teacher talk does each extract reflect?
Look at what the teacher says in each extract – what is their reason for speaking?
e.g. is it to provide input?
ACTIVITY 10: Task 4b): Role and Nature of Teacher Talk (10 minutes)
Now use your notes to write up your answer. Again, we suggest you divide up your answer
into sections to address each of the 3 extracts.
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For the last part of this Task Four you will explore approaches to correction in the 3 extracts.
a) This time try brainstorming using a spidergram such as the one below:
fossilisation
Correction
peer correction
reformulation
Use your notes to write your answers to the last section of Task 4:
5. Exam Practice
Look at this unit’s upload tasks in the Resources section on the Distance Delta website and
start or join a discussion thread on the forum to share ideas. Then sit down with your notes
and write your answers to upload.
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Appendices
Appendix 1
Suggested answers:
Bringing a conversation to an end e.g. Well, I’ll let you go; Anyway, I must get back
Turn taking
How and when speakers take turns in a conversation such as interrupting, holding
the floor, allowing another person to speak e.g. intonation: through use of high and
low key; (semi-)fixed phrases such as ‘If I can just...’
Starting a new topic within a conversation and signalling a change to a different one
e.g. Have you heard...; By the way...; Anyway...[N.B. anyway has two different
functions – closing and shifting topic]
Adjacency pairs
Two turn exchanges which follow a predictable pattern e.g. Can I help you? Yes, I’m
looking for...
Used by a listener to indicate they are following without wishing to take a turn e.g. uh-
huh, I know...
Repair strategies
Correcting yourself, rephrasing, repeating, asking for clarification e.g. What I’m
saying is...; So you mean...
Conversation routines
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The extract for this task is a speaking activity for elementary level learners.
Identify a total of five key speaking language features learners at this level would
need in order to complete the activity successfully. Provide an example specific to this
activity to support each choice.
Suggested Answer
Please note you need to keep the language features and examples simple as the
activity is for elementary learners.Think of examples which your elementary learners
might produce when doing this activity.
The use of lists and bullet points is fine. Don’t forget to include a complete utterance.
Question forms e.g. Do you think a bicycle is safe? Have you got a car?
Comparing e.g. Cars are more convenient than buses, but they are more
expensive. The underground is the fastest.
Zero articles with plural nouns e.g. Bicycles are very fast, but they aren’t very
safe.
Topic related lexis e.g. You could have an accident. Underground fares are
very expensive. Ticket prices have gone up. It’s difficult to find a parking space.
You need a lot of equipment with roller skates.
Conjunctions/linkers for giving reasons e.g. I like roller skates because they are
cheap and fast.
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Functional language for agreeing and disagreeing e.g. Yes, I agree. No, I don‘t
think so. Yes, but I prefer travelling by bus.
Language for asking for and expressing opinions e.g. For me, the underground
is the fastest. Do you think the underground is faster than a car? What do you
think is the most comfortable?
The suggestions below are, again, in note form – you would need to write slightly fuller
answers but use of lists and bullet points is fine.
Turn taking: inviting e.g. What do you think? Do you agree? [could come under lexis]
Topic shift /initiating e.g. How about cars? How about the most comfortable?
Back channel signals– not key because discussion does not lend itself to sufficiently
long turns, especially at this level
Conversation routine – not key because exchange is not so predictable c.f. service
encounter, for example
b. What views of the role and nature of teacher talk does each extract reflect?
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Audiolingualism (A)
Please note the suggested answers for this task are all in note form to help you identify the
key points being made. You would not be expected to make all the points below. In your
answers you need to write include more justification and show your understanding, although
they can be bullet pointed if you prefer.
Reminiscent of audiolingualism
View of language based around sentence structure and from a view of learning
that emphasises habit formation.
Belief that language learning is personal, one that is self-initiated and self-
directed. ‘Only the learner can do the learning’. Teacher’s role is that of a
facilitator.
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Gives an important role for interaction in language acquisition. Belief that learning
opportunities arise when interaction is more conversational and particularly with a
‘better other’ (here the teacher).
Reflects many features of natural talk; parallels with First Language Acquisition
e.g. Parent and child talk
Suggested Answers:
(Please note these are key points for you to check against and your own answers in the
exam need to be slightly fuller, although bullet points are fine. You may be able to think
of others. You would not be expected to make all the points below.)
Giving feedback : negative to prompt correction and positive to praise correct forms
Eliciting (i.e. Asking questions in order for learners to display what they know
(declarative knowledge) – i.e. Display questions) to prompt production of pre-
determined language items. C.f. Real questions
Prompts learner repetition to ensure correct form clear and help remember
Teacher does not respond directly either to content of what learners say (focus on
message) or the form
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Teacher as facilitator: does not expect to directly cause learning but learners learn by
having opportunity to use language
Teacher talk provides a source of input as well as of feedback – both are considered
necessary conditions for language acquisition
Extract reflects traditional teacher – learner interaction: teacher initiated and led but
here has a real communicative role as strong focus on message
Teacher asks real questions(as opposed to display questions) which promote greater
depth of processing than display questions according to SLA research
Teacher is the sole interactional partner – this is where learners are more likely to
push themselves and less likely to resort to communication strategies (e.g. gestures).
c.f. pair and groupwork
Teacher aiming at fluency and responding to content first and foremost but also
encouraged to pay attention to accuracy
Scaffolding: teacher can provide learner with the necessary interactional support to
encourage production of more complex language
In this way scaffolding helps learners respond beyond their present competence level
by prompting them to modify output so that closer to the target language
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Teacher as facilitator: does not expect to directly cause learning but can provide
interactional conditions in which learning happens
Reflects the belief that errors are the result of bad habit formation and need
immediate correction if to be eliminated
Error highlighted so other s may pay greater attention and benefit as a result
Repair: utterance modified to make it more accurate (focus on form rather than
meaning)
Echoing error to prompt self correction could be misunderstood and not seen as
signalling an error
Reflects the belief that learners learn through using language rather than feedback
Belief that language learning takes time and accuracy is late acquired, in the
meantime learners need lots of practice
Teacher feels correcting errors is too intrusive especially in a fluency activity as it can
be stressful and undermine learning
Teacher may wish to deal with errors later so as not to disrupt the flow of learners’
output and thoughts
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Lack of negative feedback could be taken as positive feedback that forms are correct
Accepting language other learners or Native Speakers will not understand risks
learners switching off and not listening
Reflects the view that effective feedback under real operating conditions, i.e. while
the learner is using the language communicatively, is the most effective
Repairs in this extract: utterance modified to make it more intelligible (c.f. focus on
correct form)
According to interaction hypothesis this sort of repair work provides the basis for
language acquisition
Reflects the view that when learners recast their message after a clarification request
they can improve their output despite the lack of specific guidance as to the nature of
the error
Reformulation – this is covert feedback in the hope the learner will take the hint but it
risks going unnoticed
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