Exam Practice:

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Unit 4
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The Distance Delta
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Paper 1 Task 3 and Paper 2 Task 3

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©️ International House London and The British Council 2021 Version

 Paper 1 Task 3 and Paper 2 Task 3
Adapted from Cambridge English Examination Report June 2011 (updated to current specifications)

Paper 1
Task 3 (12 marks)

The extract for this task is the speaking activity below for upper intermediate (CEFR B2) level
learners.

Imagine that you are business people who are going to open a shop or start a business together.

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There are three possible shops available that you could rent, shown in the maps below. Discuss the
alternatives. Decide what type of shop or business would be successful and choose the best
neighbourhood for it.

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The extract is taken from Speaking Extra, M. Gammidge, Cambridge University Press, 2004, p 39.

©️ International House London and The British Council The Distance Delta - Unit 4
 In order to complete this activity successfully, learners at this level would need to use the
following key language features:

● Structures for comparing and contrasting/comparatives and superlatives/talking about

alternatives e.g. The shop next to the laundrette is in a much better position than the one
next to the petrol station; On the one hand, the laundrette is useful but on the other hand, a
pub is better for the community.

● Asking for/giving clarification/paraphrasing e.g. ‘What do you mean by a service station?’

‘You know, the place where you buy petrol’.

Identify a total of three further key language features learners at this level would need to use.

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Provide an example specific to this activity to support each choice.

Names of places are provided in the extract. Do not write about names of places in your answer.

Write your answer in your answer booklet.

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©️ International House London and The British Council The Distance Delta - Unit 4
 Paper 2
Task 3 (40 marks)

The text for this task is reproduced below. It is a teacher’s notes from a seminar on text
reconstruction activities.

Text Reconstruction

● Choose a short text slightly above the level of the learners. (The
text could be one fairly long sentence or two or three shorter
sentences.)
● Read out the text at natural speed once.

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● Tell the learners to write down the main key words they can
remember.
● Learners work in pairs or groups to try to reconstruct the sentence
in writing as accurately as they can. (When they can’t remember
the exact words they can use their own words.)
● Finally, learners compare their sentence with the original.
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a. What beliefs about second language learning underlie text reconstruction as described
above?

b. For what purposes could the following more traditional dictation technique be used? “The
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teacher reads out a text a few words at a time, pausing to allow learners to write down
exactly what was said.”

Write your answer in your answer booklet.

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©️ International House London and The British Council The Distance Delta - Unit 4