The Distance Delta Module One

Exam Thread: Paper 1 Task 3 and Paper 2 Task 4

Summary

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

By the end of this section you should:

 know what is involved in Paper 1 Task 3 and Paper 2 Task 4

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

 know how to organise your answer in the exam

 have become more aware of features of different spoken genres

 have practised answering Paper 1 Task 3 on a speaking activity

 reviewed some aspects of classroom interaction and approaches

Unit 4 Exam Training

The Distance Delta Module One

Contents

1. Introduction to Paper 1 Task 3

2. Training
2.1. Features of spoken discourse: conversation
2.2. Identifying key instructions
2.3. Identifying sub-skills/features of a discussion
3. Introduction to Paper 2 Task 4
4. Training
4.1. Identifying key instructions
4.2. Approaches to language teaching
4.3. Teacher Talk
4.4. Approaches to correction
5. Exam Practice
Appendices

Unit 4 Exam Training

The Distance Delta Module One

1. Introduction to Paper 1 Task 3

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

We will focus here on speaking skills tasks.

Features of spoken discourse: conversation

When analysing conversation we can identify the following language features:

 Opening and Closing

 Turn taking

 Topic initiation and shift

 Adjacency pairs

 Back channel signals

 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.

ACTIVITY 1: Language features (discourse) of conversation (15 minutes)

Look at the terms for features of conversation above.

Write a brief definition of each term you are familiar with and give an example where
possible.

See Appendix 1 for suggested answers

Unit 4 Exam Training

The Distance Delta Module One

Identifying key instructions

ACTIVITY 2: Identifying key instructions (2 mins)

Read the rubric and extract below and underline the key words.

Task Three (15 minutes)

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 groups discuss the following forms of transport:

car underground bus bicycle roller-skates

Decide which one is:

 the safest  the most expensive

 the cheapest  the most convenient

 the most comfortable  the fastest

Remember to say why.

See Appendix 2 for a suggested answer.

Unit 4 Exam Training

The Distance Delta Module One

Identifying key language features of a discussion

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

 the level of the learners

ACTIVITY 3: Identifying language features (10 minutes)

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).

Here is an example to get you started.

 Question forms e.g. Do you think a bicycle is safe? Have you got a car?

See Appendix 3 for a suggested answer

ACTIVITY 4: Identifying other language features (discourse) (15 minutes)

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

See Appendix 4 for suggested answer

Unit 4 Exam Training

The Distance Delta Module One

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?

Unit 4 Exam Training

The Distance Delta Module One

3. Introduction to Paper 2 Task 4

Task Four is based on ELT-related input from a wide range of materials for teachers e.g. one
or two extracts from teacher’s books, from a methodology / resource book, a lesson plan
extract, a transcript of teachers discussing a lesson, or an extract from tutor feedback. You
answer ‘specific questions about the material e.g. interpreting the teacher’s role as
exemplified in the material, discussing the implications this view of teaching has for
classroom practice. This could include analysis of: both historical and current perspectives
on approaches and methodologies, theories of language acquisition, resources, learner and
teacher roles’ (Cambridge Delta Handbook)
As you can see, this task has a very broad scope, both in terms of the type of text and also
the areas of the syllabus it addresses. To respond you will need to use the knowledge you
have accumulated over the course, rather than targeted preparation on one particular topic
area. This means that preparing for Task 4 gives you the opportunity to review a number of
areas of the syllabus.

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.

Unit 4 Exam Training

The Distance Delta Module One

4.1. Identifying key instructions

ACTIVITY 6: Identifying key instructions (5 mins)

Read the task and the extracts below. Underline key words in the task. You may find
yourself underlining a lot of the rubric.

See Appendix 5 for suggested answer.

Paper 2 Task Four

Task Four (35 minutes)

Read the 3 extracts of classroom interaction below.

a. What approach to language teaching is each extract influenced by?

b. What views of the role and nature of teacher talk does each extract reflect?

c. What approach to correction 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!

S: Yes, sorry. Er I go to my friend’s house and he….

T: No, not go. Can anyone help?

S2: I went.

T: Good! I went! Again Firenc?

S: OK. I went my friend house and he cooking buff

T: Cooking?

S3: Cooked!

T: Good. Try again Firenc!

S: Oh yes. I went to friend’s house and cooked buff and …er

T: OK good. Someone else now. Er, Judit, what about you?

Unit 4 Exam Training

The Distance Delta Module One

Classroom B
T: Right. I want you to tell me about your weekend. What did you do….er Firenc?

S: Yes, er …I go my friend’s house…er and he cooking buff.

T: Hm, mm…

S: and big problem, later I very sick I er (mimes throwing up).

T: Hm.mm.. (pause) and you Suzanna?

S2: I ………

Classroom C
T: Right. I want you to tell me about your weekend. What did you do….er Firenc?

S: Yes, er I …go my friend’s house…er and he cooking buff and..

T: Sorry, what did he cook?

S: Buff er…meat er

T: Ah do you mean beef? From a cow? MOOH!

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: Yes I threw up. I threw up very bad.

T: Oh dear. And how are you feeling now?

S: It’s OK.

T: You’re OK, good. How about you Judit? Did you do any throwing up at the
weekend?

Unit 4 Exam Training

The Distance Delta Module One

4.2. Approaches to language teaching

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

 The Silent Way (Gattegno)

 Task Based Approaches

 Community Language Learning (Curran)

 Audiolingualism

 Socio cultural learning theory (Vygotsky)

 Total Physical Response (Asher)

See Appendix 6 for suggested answer

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

ACTIVITY 8: Approaches to language teaching (5 minutes)

Now write up your answer. Remember you need to show how each extract relates to the
language teaching approach you have identified

Task 4

a. What approach to language teaching is each extract influenced by?

See Appendix 7 for suggested answer

10

Unit 4 Exam Training

The Distance Delta Module One

4.3 Teacher Talk

Part b) of the task asks you to consider teacher talk in the extracts, focusing on its different
roles.

ACTIVITY 9: Brainstorming: Role and Nature of Teacher Talk (10 minutes)

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?

 How much does the teacher speak in each extract? Why?

 Look at what the teacher says in each extract – what is their reason for speaking?
e.g. is it to provide input?

 Is the teacher interested in finding something out? i.e. is it a real question?

 Or are they prompting a specific language item? i.e. is it a display question?

Now do Activity 8 below

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.

See Appendix 8 for a suggested answer

11

Unit 4 Exam Training

The Distance Delta Module One

4.4 Approaches to correction

For the last part of this Task Four you will explore approaches to correction in the 3 extracts.

ACTIVITY 11: Brainstorming Correction (10 minutes)

a) This time try brainstorming using a spidergram such as the one below:

fossilisation

Correction

peer correction

reformulation

b) Now check the relevance of each for the 3 extracts

c) Make brief notes on the relevant issues

ACTIVITY 12: Task 4c) Approaches to correction (10 minutes)

Use your notes to write your answers to the last section of Task 4:

c. What approach to correction does each extract reflect?

See Appendix 9 for a suggested answer.

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.

12

Unit 4 Exam Training

The Distance Delta Module One

Appendices
Appendix 1

Language features (discourse) of conversation

Suggested answers:

 Opening and Closing

Starting a conversation e.g. How’s it going?

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...’

 Topic initiation and shift

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...

 Back channel signals

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

A predictable structure for the type of conversation – this is a feature of many

conversations e.g. a service encounter such as buying a pain killer would be: sale
initiation – sale request – sale compliance – sale - purchase – purchase closure.

13

Unit 4 Exam Training

The Distance Delta Module One

Appendix 2: Identifying key instructions

Task Three (15 minutes)

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 groups discuss the following forms of transport:

car underground bus bicycle roller-skates

Decide which one is:

 the safest  the most expensive

 the cheapest  the most convenient

 the most comfortable  the fastest

Remember to say why

Appendix 3: Identifying language features

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.

14

Unit 4 Exam Training

The Distance Delta Module One

 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?

Appendix 4: Identifying other language features (discourse)

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.

 Opening e.g. Let’s start

 Closing e.g.so, Is that it?, Do we agree, then?

 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?

 Repair e.g. What I mean is..., So you mean...

Not key [so would not be awarded marks]:

 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

Appendix 5: Identifying key instructions

Task 4 (35 minutes)

Read the 4 extracts of classroom interaction below

a. What approach to language learning does each extract reflect?

b. What views of the role and nature of teacher talk does each extract reflect?

c. What approach to correction does each extract reflect?

Appendix 6: Identifying relevant key areas

15

Unit 4 Exam Training

The Distance Delta Module One

 The Silent Way (Gattegno) (B)

 Audiolingualism (A)

 Socio cultural learning theory (Vygotsky)(C)

Appendix 7: Approaches to Language Teaching

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.

 Accuracy is considered to be a precondition for fluency and is focused on from

the outset. Errors are regarded as dangerous so learners given few opportunities
to make them.

 Language learning = accurate practice of forms rather than communication driven

 Shows influence of Silent Way, although not true representation,

 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.

 Teacher maintains a deliberately unobtrusive presence and minimal

interventions. Learners should get a feel for the language

 Influence of sociocultural learning theory (Vygotsky)

16

Unit 4 Exam Training

The Distance Delta Module One

 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

Appendix 8: Role and nature of teacher 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.)

 Teacher talk is fairly minimal and appears to be graded – no superfluous

conversational elements

 Interaction not attempting to be genuine but production of certain forms

 Classroom is not the place to simulate real conversation

 Interaction is initiated by the teacher and learners respond individually. Teacher

centred interaction of this kind is similar to that associated with transmission teaching

 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

 Modelling correct forms (grammatical and phonological)

 Prompts learner repetition to ensure correct form clear and help remember

 Accurate language from start

 Teacher talk aimed at directly making learning happen

 Belief that Teacher Talking Time should be kept to a minimum in favour of

maximising Student Talking Time

 Teacher does not respond directly either to content of what learners say (focus on
message) or the form
17

Unit 4 Exam Training

The Distance Delta Module One

 Teacher as facilitator: does not expect to directly cause learning but learners learn by
having opportunity to use language

 Learners do not need feedback to develop their language

 Classroom is not the place to model or simulate real conversation

 Teacher only addresses one learner at a time

 Traditional teacher – learner interaction: teacher initiated and led

 Teacher talk provides a source of input as well as of feedback – both are considered
necessary conditions for language acquisition

 Teacher acts as an interactional partner, simulating a genuine conversation

 Interpersonal talk (including responding to message / content of what learners say,

not just to the form)

 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

 Modelling of correct forms (but repetition not insisted on)

 Teacher negotiates problems of understanding (these may be genuine or simulated)

 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

 Scaffolding involves feeding new language which is relevant and personalised,

helping learner get over difficulties but challenging them by demanding clarity and
pushing for more detail and explanation 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

 This is done by asking questions, repeating, reformulating and extending the

learners’ utterances

18

Unit 4 Exam Training

The Distance Delta Module One

 Teacher talk focuses on role of facilitator, helping learner express meanings he

chooses to

 Teacher as facilitator: does not expect to directly cause learning but can provide
interactional conditions in which learning happens

Appendix 9: Approaches to correction

Here are some key points for each extract:

 Reflects the belief that errors are the result of bad habit formation and need
immediate correction if to be eliminated

 There is a danger of fossilisation if the learner is not corrected

 The learner needs negative feedback in order to progress in their language

development

 Learners need an incentive to restructure their interlanguage and negative feedback

has a role to play in this – teacher shows expectations

 Error highlighted so other s may pay greater attention and benefit as a result

 Peer correction prompted by the teacher – encourages self-monitoring and is a step

towards learner autonomy

 Repair: utterance modified to make it more accurate (focus on form rather than
meaning)

 It is important to give clear, unambiguous feedback on form

 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
19

Unit 4 Exam Training

The Distance Delta Module One

 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

 Reformulation – helping learner communicate more effectively; giving feedback

especially re lexis

 There is some negotiating of meaning and this leads to some repair

 Repairs in this extract: utterance modified to make it more intelligible (c.f. focus on
correct form)

 Repair initiated by teacher / triggered by communication breakdown, mirroring non-

classroom context

 According to interaction hypothesis this sort of repair work provides the basis for
language acquisition

 Teacher makes a (possibly simulated) clarification request as done in real

conversation, signalling meaning is unclear and learner understands that this may be
as a result of incorrect form – this can be considered as a more supportive way of
signalling a mistake

 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

 There is a danger of fossilisation if the learner is not corrected

 The learner needs negative feedback for their interlanguage to develop

 Learners need both focus on form and focus on meaning

 Reformulation – this is covert feedback in the hope the learner will take the hint but it
risks going unnoticed

 Correction softened as it is important not to be too abrupt to avoid being demotivating

20

Unit 4 Exam Training