Delta Module One Exam Report

Delta Module One
Understanding language, methodology and

resources for teaching
Examination Report
June 2014
Contents
1 Comments on Overall Performance ....................................................................................................... 4
2 Delta Module One Markscheme ............................................................................................................ 6
2.1 Distribution of marks ...................................................................................................................... 6
2.2 Markscheme for each task ............................................................................................................. 6
2.3 Grading ........................................................................................................................................... 8
3 Paper 1 Task 1......................................................................................................................................... 9
4 Paper 1 Task 2......................................................................................................................................... 9
5 Paper 1 Task 3......................................................................................................................................... 9
5.1 Guideline Answer ......................................................................................................................... 10
5.2 Candidate performance ................................................................................................................ 11
5.3 Sample Answers ........................................................................................................................... 12
6 Paper 1 Task 4....................................................................................................................................... 15
6.3 Sample Answers ........................................................................................................................... 22
7 Paper 1 Task 5....................................................................................................................................... 32
7.3 Sample Answers ........................................................................................................................... 36
8 Paper 2 Task 1....................................................................................................................................... 40
8.3 Sample Answers ........................................................................................................................... 43
9 Paper 2 Task 2....................................................................................................................................... 48
9.3 Sample Answers ........................................................................................................................... 53

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10 Paper 2 Task 3................................................................................................................................... 59
10.3 Sample Answers ........................................................................................................................... 61
11 Paper 2 Task 4................................................................................................................................... 63
11.3 Sample Answers ........................................................................................................................... 66
3
1 Comments on Overall Performance
The Delta Module One examination was taken by over 550 candidates from 77 centres in a wide
range of countries. As in previous sessions, mean scores were above half the marks available for
the exam for the candidature as a whole.
Percentages of candidates achieving both Merit and Distinction grades remained stable and
more than 70% of candidates achieved a Pass. Key reasons why candidates may not achieve
pass standard are as follows:
• The most common reason is that they do not possess sufficient knowledge and
experience to be able to address the different tasks and are therefore unable to perform
at Delta standard.
• A large majority of candidates have a very poor knowledge of language systems,
particularly describing grammatical and lexical form/use and phonology which can result
in a significant loss of marks in Paper One, Tasks 4 and 5. Candidates and centres alike
need to increase / improve their level of language input.
• Some candidates who enter the examination without having taken a preparation course
may have insufficient awareness of task requirements. Candidates should refer to the
previous Module One Examination reports. These give clear guidance as to what
candidates have to do in order to increase their chances of success in the examination.
• Some candidates who follow a preparation course may have received inadequate or
inaccurate centre guidance. From Examiner comments this year, this seems to have been
less of a problem than in previous sessions although some lack of accurate guidance is
still evident, particularly in terms of phonology.
• Some candidates continue not to manage their time effectively. As has been stated in
previous examination reports, Task 4 in both Papers One and Two and Task 5 in Paper
One carry a large number of marks and candidates are strongly advised to allow
adequate time for these tasks. Candidates are free to attempt the tasks in the order of
their choosing and those candidates who attempted the high scoring tasks first were
therefore able to complete them fully and maximise the number of marks that they could
gain for them. The majority of candidates attempted all the tasks but tended to
omit/produce minimal answers for section (d) in Paper One, Task 4 although it is not clear
whether this was because of lack of time or lack of knowledge.
The mean score for Paper 1 was around 55% but it was slightly lower for Paper 2 at 53% with the
overall mean score being entirely in line with previous sessions. In Paper One, Task 1 candidate
performance was reasonable, with the average number of marks achieved being 4 (see page 6 for
marks allocation by task). Candidates performed better in Task Two than in previous sessions with
the average number of marks achieved being 6. Task 3 performance was well in line with previous
sessions with an average of 9 marks achieved. The mean score of 29 for Task 4 continued to show
improvement. Candidates performed less well in Task 5 in this session with an average score of 8
marks as opposed to 12 in June 2013. Overall, candidates performed better on Paper One than in
the last three sessions.
In Paper Two, Task 1 continued to generate a high number of marks with more than half the
candidates achieving at least 12 marks. The mean score for Task 2 continued to be 16, as it was
in June 2013. However, candidates generally performed better on part (a) than on part (b) which
continues to reflect the fact that candidates need more experience, and possibly training, in
identifying the kind of principles that can inform the design of teaching material. Candidate
performance in Task 3 was slightly lower than in June 2013 with the average score being 4
marks. As in June 2013, the mean score for Task 4 was 21 marks. Examiners noted that the
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majority of candidates responded well to the focus on approaches to teaching language and were
able to approach both parts of the task with confidence. Overall, Paper Two scores were lower
than the last three sessions because of the focus on reading skills in Tasks 2 and 3 but this was
balanced by a slightly stronger response to Paper One which indicates that candidate
performance was balanced over the two papers.
Please see each task for examiner comments on individual task performance.
General advice
Candidates are strongly advised to do the following in order to maximise their performance in the
examination:
• read the previous Examination Reports in detail to ensure that they understand how to
approach each task and how the marks are allocated. These are available on the
Cambridge English website.
• make use of the suggested times given on the question papers to complete each task -
the times relate to the number of marks available for the questions. Candidates are not
penalised if they outline more features than asked for in Paper One, Tasks 3 and 5, and
in Paper Two, Tasks 1 and 2b, but they should note that this is a dangerous strategy as
providing more features than asked for takes away time from other tasks. Adding one
more feature in these tasks may be a useful safety net but doing more than this can
jeopardise other tasks.
• read question rubrics very carefully, underlining or highlighting key points they contain. It
is essential that candidates provide the information asked for and do not provide
unrequested information. While no marks are deducted for wrong or irrelevant
information, candidate time is wasted and no marks are gained by providing unrequested
information.
• plan the order in which they are going to answer the tasks and complete at least two full
mock examinations in timed conditions to get used to the exam format and time
requirements.
• do not waste time making rough notes – there is no time available for this. Instead
candidates should do what is suggested in the above bullet point and do more tasks
under timed conditions to get used to the requirements and formats of the different tasks.
• follow the layout as suggested in each task. Use bullet points to organise their answers
and save time.
• start each task on a new page and clearly label their answers, showing what task or part
of a task they are answering.
• lay their answers out with plenty of space – candidates might find it easier to write their
answers on every other line in the answer booklet. Many answers were very cramped and
written in the margins, making it very difficult for Examiners to mark the tasks. Candidates
need to consider their audience and by leaving extra space, they can include more points
later in the exam if they realise that they have something more to add.
5
2 Delta Module One Markscheme
2.1 Distribution of marks
In Delta Module One, candidates accumulate marks across questions and it is the total
number of marks obtained across the two papers that determine which grade a candidate
is awarded. Candidates do not therefore gain a grade for each task.
Answers are marked against a detailed markscheme containing guideline answers, with
candidates being awarded marks for each correct answer given. Relevant alternative
wordings and examples are accepted. The number of marks available for each task is as
follows:
Paper 1 Paper 2
Task 1 6 Task 1 20
Task 2 12 Task 2 30
Task 3 15 Task 3 10
Task 4 40 Task 4 40
Task 5 27
Grand
Total 100 Total 100 Total 200
Points made twice within an answer are not credited twice and no marks are deducted
for wrong answers.
2.2 Markscheme for each task
Paper1 Task 1
One mark is awarded for each correct answer.
Paper 1 Task 2
A total of three marks are available per answer:
one mark for the basic definition
one mark for a further point made
one mark for a correct example
Note: The further point is only awarded if the basic definition is correct; only one further
point is allowed per question; the example can be awarded a point, even if the definition is
not correct.
Paper 1 Task 3
One mark is awarded for each language feature correctly identified.
A further two marks are awarded for each correct example / illustration. An example
cannot be awarded marks if the feature is not identified.
Paper 1 Task 4
One mark is awarded for each point correctly made up to a
maximum of 40.
Note: in a, there is a maximum of five marks available and a mark is only
awarded if a correct example is given.
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Paper 1 Task 5
a
One mark is awarded for each strength correctly identified up to a maximum of
three marks.
One mark is awarded for each example from the text illustrating the strength
identified, up to a maximum of three marks. Note: no mark can be given for an
example if its accompanying strength has not been correctly identified.
One mark is awarded for each weakness correctly identified up to a maximum of
three marks.
One mark is awarded for each example from the text illustrating the weakness
identified, up to a maximum of three marks. Note: no mark can be given for an
example if its accompanying weakness has not been correctly identified.
Additional marks may be awarded for knowledge and insight into why and how the
strengths and weaknesses aid or negate the effectiveness of the text.
b
One mark is awarded for each justification given for the weakness prioritised, up to
three marks.
One additional mark is awarded for each justification that is fully developed.
Paper 2 Task 1
One mark is awarded for each positive / negative feature identified. An additional
mark is awarded for each positive / negative feature identified if its application to the
learner is also identified.
Up to two additional marks are awarded for accurate use of four testing terms
throughout the answer. However these additional marks cannot be awarded if
more than two terms are used inaccurately and the use of the terms must occur
in valid points.
Paper 2 Task 2
Two marks are awarded for each purpose correctly identified.
One mark is awarded for each assumption listed.
Two additional marks are awarded for two reasons given for an assumption.
Paper 2 Task 3
One mark is awarded for each correct point made, up to a maximum of 10.
Paper 2 Task 4
Two marks are awarded for each correct point made, up to a maximum of 40.
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2.3 Grading
Results are recorded as three passing grades (Pass with Distinction, Pass with Merit,
Pass) and one failing grade (Fail).
At the end of the marking process, there is a grading meeting to determine precisely
how many marks are required to obtain each of the passing grades. The grade
boundaries are set in a way that ensures that the level of knowledge required to obtain
the three passing grades:
is consistent with the band descriptors on page 7 of the Delta Modules Handbook
is the same from one session to the next
does not vary as a result of slight variations in the difficulty of the papers.
The following information is used in the grading process:
statistics on the candidature

comparison with statistics from previous years’ examination performance and candidature
recommendations of examiners, based on the performance of candidates.
The marks required to obtain each grade are:
Pass approximately 50%

Pass with Merit approximately 65%
Pass with Distinction approximately 75%
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3 Paper 1 Task 1
For examples of Task 1 questions, detailed feedback on how to approach this task, and
comments on sample answers, see previous Examination Reports on the Cambridge English
Teaching Support website.
As in previous sessions, candidates are recommended to:

only write the required term, not giving an example or any extra information
not provide alternative answers
spell terms correctly; a very limited number of alternative spellings are accepted
provide an answer, even if they are not sure it is correct.
4 Paper 1 Task 2
For examples of Task 2 questions, detailed feedback on how to approach this task, and
comments on sample answers, see previous Examination Reports on the Cambridge English
Teaching Support website.
As in previous sessions, candidates are recommended to:

only write about four terms
give a basic definition, an example and one item of further information for each term
lay out their answers clearly using the sub-headings of Point, Further Point, Example.
5 Paper 1 Task 3
The extract for this task is a writing activity for upper intermediate (CEFR B2) level learners.
Identify a total of five key 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.
Write about the following topic.
In some countries in Europe, some children from the age of 11 or 13 go to schools to

learn more practical skills
that will help them get a job. Other children stay in schools which provide more
Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
9
5.1 Guideline Answer
• Discourse structure / organisation / paragraphing

Example Introduction / body with arguments in favour/against OR my opinion/others’
opinions + examples / conclusion (NB: 2 parts needed to be mentioned, one of which
contained specific reference to the text type)
• Modals/language for suggesting / expressing obligation

Example I think all children should study practical skills, It would be a good idea for all
children to have work placements, It’s essential that they learn a mixture of academic and
practical skills.
• Present / past verb forms for describing experience / situations / facts

Example In my country, children have the choice of going to a vocational school at 14.We
used to study one non-academic subject each term.
• Language for justifying / giving reasons / expressing purpose

Example Given that the world needs people with practical skills, it is important that these
are included in the academic curriculum. A range of subjects is important so that children
can decide which they enjoy the most.
• Language for giving opinions / agreeing and disagreeing

Example It seems to me that it’s a very good way of allowing children to develop their
natural skills, I believe there is no value in forcing children to study subjects that do not
interest them.
• Linkers/conjunctions/discourse markers for ordering / adding / summarising /

comparing / contrasting ideas / exemplification (NB must mention term and function)
Example Firstly, it is important to think about the needs of our society. In addition,
children will feel more motivated to learn. To conclude, children need to learn academic
and practical skills to be successful in their later lives. On the one hand, it is important that
children are given the skills to get a job but on the other hand, they also need to be able
to read and write effectively. Apparently, children who learn practical skills are more
confident in the workplace. For instance, children who stop their academic studies early
may not be able to develop their critical thinking skills.
• Lexis/adjectives to talk about education / work

Example adaptable, life-skills, flexible, vocational, require work experience, train them for
the workplace
• Hypothesizing / use of conditionals (first/second/third/mixed)

Example If there were more vocational schools, students would be able to specialise
earlier, If I had left school earlier, I could have concentrated on the career that I had
chosen. If more children go to vocational schools, it will not be seen as a negative option.
• Passives / formal/academic style

Example Students are trained to think independently. Companies are asked to provide
more opportunities for work experience.
• Generalising / comparatives / superlatives

Example People tend to view vocational schools as being less attractive than academic
ones; Generally speaking, vocational schools are less popular in my country.
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5.2 Candidate performance
The average number of marks gained for this task was 9 with most candidates being able to
identify and give an appropriate example of 3 features although lack of clear exemplification
often resulted in a loss of marks. Candidates appeared to have followed the advice from the
2013 report and were better able to identify the different types of functional language which
learners would need to complete the task successfully. Most answers were succinct and
clearly laid out.
The most common features identified were:

• Discourse structure / organization / paragraphing
• Language for giving opinions / agreeing and disagreeing
• Lexis/adjectives to talk about education/work
• Passives / formal/academic style
The least common features identified were:

• Present / past verb forms for describing experience / situation / facts
• Hypothesizing / use of conditionals
• Generalizing / comparatives / superlatives
The inaccurate/imprecise features listed below were frequently identified:

• Vocabulary (no reference to the topic, i.e. work/education)
• Anaphoric referencing (too general, not specific to this genre)
• Cohesive devices rather than linkers/conjunctions/discourse markers (too broad as a
term)
• Mentioning discourse markers but without reference to the function of these markers
• Using language rather than present / past verb forms
• Examples for organization (no reference to the content for this particular text type)
• Examples for language items not in full sentences so not illustrative of their use in
relation to this particular text type
Candidates are recommended to:

read the rubric carefully
only discuss what the rubric requires
outline no more than five features (five as the task requires and a maximum of one extra
one for ‘insurance’)
research features of spoken and written discourse in depth in terms of what different
text types require
make sure their answers cover a range of relevant subskills and discourse features
avoid relying on pre-learnt answers from previous Guideline Answers
make sure their answers, including examples, are specific to the activity described in
the task
always give examples and avoid repeating any one example
provide one example for each feature
provide full language examples, not just sentence stems (only individual lexical items
were allowed for the feature relating to vocabulary for work/education
remember the level of the learners (upper intermediate in this case) and give examples
which learners at this level could realistically produce)
avoid repeating any of the wording of the extract in their answers
avoid including any information on why the feature is included
list the points they wish to make, avoiding any introduction, summary or conclusion
use a bullet point or similar format when answering the task
lay their answer out using the headings of Feature and Example to ensure that they
include both requirements.
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5.3 Sample Answers
5.3.1 The following sample answer gained almost full marks
Skill: paragraphing – Students need to build their essays by grouping their ideas in
meaningful paragraphs in order to make it easier for the reader to follow.
Ex. Introduction - stating the topic/giving general info
Body (can be more than one) – suggestions for the schools
– reasons why they are helpful
Conclusion – summarising /
Skill: cohesive devices – Students need to use linkers in order to link their ideas meaningfully
to make it easier for the reader to understand the logical connection between ideas
(coherence)
Ex. Schools should provide students with internship opportunities so that they can have
experience before they face the worklife.
Skill: Use of modals – Students need to use a variety of modals to give suggestions to
schools, to talk about necessary changes to be made in schools etc. to express their
opinions and possible arrangements
Ex: Teachers need to guide students in their choice of profession.
Skill: use of academic language: In an essay, students need to use grammatical structures
that sound more academic – Passives. The agent is clear => schools so students need
to show that they give importance to the actions to be done by schools.
Ex: Students’ needs should be considered before developing a course plan.
Skill: Use of lexis – students need to use lexical items related to education in order to express
their ideas clearly.
Ex: curriculum => schools need to develop their curriculums by considering their students’
professional needs.
Examiner’s comments on sample answer

All of the features that the candidate lists are accurate but only four of them are accompanied
by an appropriate and full example: the use of paragraphing (three parts mentioned, one of
which contains a specific reference to the text type); modals for suggestions; use of the
passive/academic style; and lexis to talk about education. The reference to language to
express opinions is accurate but is not accompanied by a separate example and so the
candidate only gained one mark for this feature. The answer has the benefit of clear layout
with the use of headings and full sentences for each example. The examiners also noted that it
was positive that the candidate did not waste time by identifying more than five features.
5.3.2 The following sample answer gained over half the marks available for this task
1. Grammar
Use modals to talk about what schools should do to prepare students.
e.g. “Schools must provide…”,
“Schools should give…”
2. Organisation
Clear paragraphs outlining the different topics.
2.1. Introduction
2.2. What schools should do
2.3. Practical skills vs general academic education  The pro’s
2.4. Practical skills vs general academic education  The con’s
2.5. Conclusion including personal opinion
3. Language for contrasting/comparing information
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on one hand practical schools should….
on the other hand academic….
While academic schools should, the practical….
Acedemic … whereas practical …
4. Use language to give opinion/for conclusion especially

I firmly believe
In my opinion
I think
Language for factual information

Research has found that …. statistically …..
5. Lexis suitable to talk about what schools should do …

training courses
laboratory work
woodwork
mechanics
lectures and practicals
written vs practical exams
give …
provide …
train …
nurture …

This answer contains six features of which four could be credited: the use of modals for
suggesting; paragraphs to organise the text; language to give opinions; and lexis to talk about
schools. Of these four features, the examples for suggestions and language to give opinions
could not credited because the candidate did not put the target language items in full
sentences, e.g. she wrote In my opinion ... but needed to write In my opinion, vocational
schools are a good idea because they provide students with a career. The example for
organisation was credited because it contained specific reference to the text type and also for
lexis for schools because candidates did not need to place these lexical items in a full
sentence. The remaining two features could not be credited because the term language was
too vague - candidates needed to use the terms linkers, conjunctions or discourse markers
with the appropriate function (e.g. contrasting/comparing as mentioned in this sample answer)
to get a mark for the feature. This lack of specificity was also problematic when the candidate
wrote language for factual information rather than present / past verb forms.
5.3.3 The following sample answer obtained a third of the marks available
Cohesion – conjunctions for contrast e.g. furthermore, on the one hand, on the other hand.
Topic related lexis e.g. encourage, career,
Grammar – passive voice e.g. It is believed that

it is said to be…
Organisation – Text organised into paragraphs

e.g. Introduction – background (paragraph1)
paragraph 2 – “advantages of learning practical skills”
paragraph 3 – disadvantages of practical skills
paragraph 4 – adv. of general academic education
paragraph 5 – disadv. of general academic education
13
paragraph 6 – Summary & conclusion
 to help the reader negotiate the text

The candidate only outlines four features which automatically means that it is not possible to
achieve full marks for this task. Of the four features outlined, three were awarded marks but
only the feature of organisation could be given full marks because it contained a complete
example. The other two features which were credited were the use of conjunctions for contrast
and the use of the passive voice but the candidate lost four marks here because neither
example consisted of a full sentence. For example, the candidate wrote It is believed that ...
but needed to write It is believed that vocational schools do not demand high academic
standards. The fourth feature topic related lexis could not be credited because the candidate
did not state what the topic was (i.e. work/education). The answer has the advantage of clear
layout and brevity.
14
6 Paper 1 Task 4
a The text is an article from a popular scientific magazine about the results of a recent study.
Identify five features of the text that are characteristic of its genre. Give one example of
each feature you identify. Do not include more than one feature of layout.
b Look at the following extracts from the text. Comment on the form and use of the
referencing items in bold as they are used in the text.
• They simulated an office building (line 19)

• Results showed the building’s energy (line 23)
• in cooler climates, where on cold days the number of people (lines 60-62)
c Look at the following extracts from the text. Comment on the form of the multi-word verbs
in bold.
• and has never taken off commercially (lines 11-12)

• to allow office thermostats to be turned up slightly (lines 39-41)
• these systems would pay for themselves (lines 43-44)
d Look at these extracts from the text.
(i) Comment on the form and use of the verbs in bold.
• We’re used to taking command (line 1)

• while keeping people comfortable at work (lines 33-34)
• Raising a building’s temperature even a little (lines 35-36)
(ii) Identify a total of three possible problems of connected speech and word stress which
learners might have with the following:
Raising a building’s temperature even a little (lines 35-36)
a features of article from popular scientific magazine about results of recent study
Layout
• Picture
• Quote in bold “In Singapore it’s pretty clear that these systems would pay for themselves in
energy savings”
• Heading/title/different font size for heading Take control of your personal office
environment
• Caption / name of author Devouring electricity, Mason Inman
Organisation
• Short paragraphs in newspaper style making it accessible to non scientists e.g. lines 5-9
• Quotes interspersed between scientific facts e.g. “In an environment like Singapore ...
(lines 42-45) + Air Conditioning is a major drive ... (lines 46-49)
15
Content
• Quotes / direct speech from scientific groups to confirm scientific basis of points made, e.g.
lines 42-45 for direct speech example.
• Comments / reporting verbs e.g. Berkeley say their research shows (line 15), points out
environmental engineer Peter Nielson of Aalborg University (line 59),
• Citation full name and status used at first mention; surname only for subsequent mentions /
reference to name is given after quote, e.g. Stefano Schiavon. University of California,
Berkeley (lines 13-15) Schiavon (line 45)
• Factual information / reference to research findings/survey data e.g. Air conditioning ... and
accounts for the bulk of electricity used by buildings in Singapore (lines 46-49)
Grammar / Lexis
• Lexis related to scientific activity/research to show article is underpinned by science, e.g.
study (line 5), approach (line 10), research (line 16), simulated (line 19)
• Tentative language typical of unproven scientific claims, e.g. suggests (line 8), hinted (line
52), can (line 52)
• Passive to focus on scientific processes, e.g. is relied on (line 22), needs to be cooled (line
26)
• Informal / spoken / colloquial style to show it is a popular article, e.g. contractions WE’RE
(line 1); discourse markers though (line 55); lexis e.g. pretty clear (line 43)
• Long noun phrases e.g. A study of the effect of ... fingertips suggests (lines 5-8)
• Depersonalised topic sentences focussing on the processes to confirm scientific rigour /
seriousness e.g. Past research has shown (line 50)
• Rhetorical question to get the reader’s attention Why not in buildings too? (line 4)
• Present / past simple past simple for process, e.g. simulated (line 19) / present simple for
facts/results, e.g. needs (lines 25, 28)
b form/use of the referencing items in bold
They simulated an office building (line 19)

Form
• Personal
• Subject
• Pronoun
• Third person plural
Use
• Anaphoric reference to researchers at Berkeley / Stefano Schiavon and his colleagues
• Avoids repetition (of the researchers at Berkeley) / makes the text more concise
Results showed the building’s energy (line 23)

Form
• Definite
• Article
Use
• Anaphoric reference to an office building (in line 19)
16
in cooler climates, where on cold days the number of people (lines 60-62)
Form
• Relative pronoun
• Preceded by a comma
Use
• Anaphoric reference to cooler climates
• (Used to introduce) a non-defining relative clause
• Refers to a place / indicates that the writer wishes us to consider climates as a place or
group of countries rather than its literal meaning
• Makes the text more concise / avoids repetition
The following terms had to be spelt correctly for marks to be awarded for points made:
Relative / Pronoun / Definite / Article / Anaphoric / Subject
c form of multi-word verbs in bold
and has never taken off commercially (line 12)

• Irregular
• Past participle (of take)
• Adverb / adverbial particle (off)
• (Part of) present perfect simple (has taken)
• Intransitive verb / does not have an object
to allow office thermostats to be turned up slightly (lines 39-40)

• Regular
• Past participle (turn)
• Adverb / adverbial particle (up)
• Transitive
• Separable
• Passive
• Part of the clause that is the object of the verb to allow
these systems would pay for themselves (lines 43-44)

• Bare infinitive/infinitive without to
• Used after modal (would)
• Preposition for
• Transitive
Participle / Intransitive / Separable / Adverb / Infinitive / Modal / Preposition
d
(i) form and use of the verbs in bold
17
We’re used to taking command (line 1)
Form
• Gerund
• Formed by adding suffix/morpheme/inflexional/bound morpheme/ –ing to the infinitive/base
form (take)
• Final e dropped
• Needed after (be) used to / part of verb pattern / used after preposition (to)
Use
• Object (of be used to)
• Delexicalised verb / the meaning is not within take but within the noun that follows it
(command)
• Part of the collocation take command
while keeping people comfortable at work (lines 33-34)

Form
• Present participle
form keep
• Used after subordinating conjunction while
• Non-finite verb
• Takes its time reference from main verb in the sentence
• Transitive /keep is followed by an object and adjective
Use
• (Part of) participle clause
• It’s more concise / ellipsis of it is / takes the place of the adverbial clause while it is keeping
/ it’s more concise than an adverbial clause
Raising a building’s temperature even a little (lines 35-36)

Form
• Gerund
form raise
• Final e dropped
• Transitive
Use
• Subject
• More concise / impersonal than saying If we raise…
(ii) Possible problems of connected speech and word stress (NB: only credit three
problems)
Raising a building’s temperature even a little…
• Liaison / catenation / consonant + vowel linking: Raising a /˜W/; even a/nW/
• Linking ‘r’ / intrusive /r/: temperature even temprWtjWri:vWn/
• Weak form of a /W/
• Mis-placement of stress in temperature
• (Possible) assimilation of /z/ to /s/ in building’s (because of the unvoiced /t/ at the beginning
of temperature)
18
Participle / Linking / Liaison / Ellipsis / Catenation / Transitive / Gerund / Intrusion / Intrusive /
Suffix / Inflectional / Morpheme

This task continues to discriminate well between candidates who have good language
awareness and provide detailed answers and those who are not close to Delta standard.
Whilst some candidates failed to understand the level of detail that they have to provide, it is
positive that the average score achieved for this task was 24 marks and that candidate
performance was the best that it had been since June 2012 although there were fewer
answers with more than 38 marks. Generally, candidates performed well on parts b and c
(analysing the form and use of referencing items and the form of multi-word verbs) but often
struggled to analyse the form and use of the –ing forms and the phonological features of one
of the extracts in part (d).
a features of the text characteristic of a popular scientific magazine

Candidates generally performed well on this part of the task and did not waste time writing too
much or providing more than the five features required. Lack of exemplification continued to be
the main reason why they did not maximise their marks when they stated a feature but did not
provide a full or clear example, e.g. when referring to the passive, they provided a line number
rather than a specific example from the text.
The most common features identified were:

• Picture / quote in bold / different font size for heading
• Short paragraphs
• Quotes/direct speech
• Passive
• Informal/spoken/colloquial style
• Rhetorical question
• Present/past simple
The least common features identified were:

• Quotes interspersed between scientific facts
• Citation
• Tentative language
• Depersonalized topic sentences
The inaccurate/imprecise features listed below were frequently identified:

• Use of relative clauses (not specific to a popular scientific magazine)
• Mention of two features of layout (only one required as stated in the rubric)
• Organisation of the leaflet (candidates described the content of each paragraph rather
than focusing on the fact that they are short)
• Reference to features specific to this particular text, e.g. facts and/or lexis related to air-
conditioning
• Formal/neutral style
• Omission of examples, generally for short paragraphs (this meant that no mark could be
awarded)
b form and use of the referencing items

Most candidates performed well on this part of the task and were able to identify points
relating to the three items. Examiners commented that the question discriminated well
between those candidates who can analyse form and those who cannot. In terms of use, a
large number of candidates missed out on marks because they did not say anaphoric
reference and some struggled with the form and use of where. All points were mentioned,
19
apart from the fact that the use of where indicates that the writer wishes the reader to consider
climates as a place.
The inaccurate/imprecise points listed below were frequently identified:

• Third person plural was described as third person with no mention of plural
• Definite was mis-spelt as *definate
• The term anaphoric was omitted / candidates only wrote reference to … (this was not
sufficient)
• The term anaphoric reference was used but what was being referred to was not stated
so a point could not be awarded
• Where on cold days … was identified as a defining rather than non-defining relative
clause
• Where was mis-identified as a wh word, determiner, pronoun (without relative)
• Analysis of where moved into a discussion of defining versus non-defining relative
clauses
c form and use of verb forms: having identified; is approved; have returned
The focus on multi-word verbs was accessible to all the candidates although quite a few
rephrased this information from the rubric as phrasal verbs in their answer. It discriminated
well between those candidates who knew the difference between adverbs and prepositions as
particles and those who did not. Those candidates who had been trained to provide a high
level of detail in terms of form performed well.
The most common points identified were:

• Irregular / regular
• Past participles taken, turned
• Passive
• Bare infinitive/infinitive with to
• Used after modal (would)
The least common points identified were:

• Turned up as part of the clause that is the object of the verb to allow

• Imprecision in naming the part of speech of the particle, i.e. confusion as to whether it
was an adverb or preposition. This was a key problem.
• Use of both terms, i.e. adverb and preposition, for the same particle which automatically
meant that no mark was awarded
• Confusion over whether the multi-word verbs were transitive or intransitive
• Use of infinitive rather than infinitive with to/bare infinitive
• Mis-spelling of separable (*seperable) and so no mark could be awarded
• Imprecision in naming verb forms, e.g. present perfect rather than present perfect
simple
• Inclusion of information on the meaning of the multi-word verbs as well as/instead of
their use which was not required in the rubric. NB: use does not equate to meaning
d form of to
This part of Task 4 proved to be the most challenging as candidates struggled to identify the
correct form of the different –ing forms, provide enough detail in terms of form and also in
terms of problems of connected speech and word stress although most candidates were able
to identify two to three problems. It is unclear whether the fact that candidates performed
worse on this part of the task was because of lack of knowledge or lack of time or a
combination of both factors.
20
The most common points identified were:
• Final e in taking / raising is dropped
• -ing is needed after used to
• Raising is the subject
• Liaison/catenation/consonant + vowel linking
• Linking ‘r’/intrusive /r/
• Weak form of a /W/
• Mis-placement of stress in temperature.
The least common points identified were:

• How -ing is formed
• Taking is the object of be used to
• Taking is a delexicalised verb
• Taking is part of a collocation
• To in used to is a preposition
• Keeping is used after a subordinating conjunction
• Keeping is a non-finite verb
• Keeping takes its time reference from the main verb in the sentence
• Keep is followed by an object and adjective
• Keeping is part of a participle clause
• Raising is used to make the sentence more concise/impersonal
• Assimilation of /z/ to /s/ in building’s .

• Inability to correctly identify the difference between a gerund and infinitive. This was a
key problem.
• Inclusion of information on the meaning of the verbs as well as/instead of their use
which was not required in the rubric. NB: use does not equate to meaning
• Use of both terms, i.e. gerund and present participle which automatically meant that no
mark was awarded
• Keeping described as being an example of the present continuous
• Mis-spelling of liaison, ellipsis
• Mis-use of elision instead of ellipsis
• Inaccurately identified features, e.g. elision or glottalisation of /g/ in raising
• Points could not be awarded for the phonology because there was no use of phonemic
script, particularly for the schwa; the phonemic script was not written accurately or
between slashes; the linking was not indicated clearly as in the GLAs
• Unnecessary discussion of sounds in individual words or intonation (this was not
required in the rubric).

in Part (a), only state five features and give one example for each as only a maximum of
5 marks are available in this section
avoid spending time saying why the features have been included as no marks are
allocated for this beyond what is stated in the Guideline Answer
in Parts (b)–(d), make as many points as possible, as indicated in the Guideline
Answer
read the rubric carefully to see exactly what they are required to discuss
pay attention to the words given in bold and only comment on them in the way
required, not on accompanying or surrounding words
make sure they consistently provide the full information required, including giving
examples when asked for
make use of precise linguistic / technical terms rather than the more simplified terms
they might use with students, e.g. past participle NOT third form of the verb
spell these terms correctly: marks will not be awarded if terms are incorrectly spelt – see
21
Guideline Answers for specific examples
use the phonemic script / phonological symbols where appropriate: candidates will not be
awarded marks if this is not used where required or used accurately
only comment on pronunciation/phonology in sections where it is specifically mentioned in
the rubric
research the use of language items as well as the form
lay out their answers in list form, and make it clear what part of the answer they are writing
about
use bullet points
make it easy for the Examiners to locate their answers by using plenty of space/paper
to write out their answers, writing on every other line, and ensuring that they do not
write in the margins
make as many points as possible in Task 4 (within the time available) as it carries
almost half the marks available in Paper One
allocate enough time for this task and attempt all parts of the task.
6.3 Sample Answers
6.3.1 The following sample answer gained a high number of the points available
4. a)
1) Title followed by the main body of the text.
- e.g. ‘Take control of your personal office environment’
WE’RE used to …
2) Writer’s name included at the end of the article

- e.g. ‘Mason Inman’
3) Use of complex structures such as relative clauses.

- e.g. Savings are also smaller in cooler climates, where on cold days […]
4) Neutral register appropriate to the genre.

- e.g. The Japanese government is campaigning to convince offices […]
5) Evidence from researchers quoted in the text.

- e.g. But engineer Stefano Schiavon and colleagues and the University of
California say […]
b) They:
Form:
- personal pronoun
- third person pural
- followed by a verb
use:
- anaphoric reference
- refers back to Stefano Schiavon and colleagues (lines 13-14)
- subject of the verb simulated
- avoids repetition
the:
Form:
- definite article
-followed by a noun
use:
22
- anaphoric reference
- refers back to ‘an office building’ (line 19)
- known information
- indicates which building we are referring to
where:
Form:
- relative pronoun
comma before it
use: - can’t be replaced by ‘that’

- introduces a non-defining relative clause
- adds extra non-essential information
- ‘where’ is used to refer to a place
- refers back to cooler climates
- subject of relative clause
c) taken off
Form:
- taken = past participle of the verb ‘take’
- take = regular verb
- off = adverb
- take off – intransitive multi-word verb
- ‘taken off’ is the past participle in the present perfect simple
- preceded by the auxiliary verb ‘have’ (has)
turned up:
Form:
- turn = regular verb
- turned = past participle
- up = adverb
- turned up = intransitive phrasal verb
- part of a passive construction ‘to be turned up’
pay for:
Form:
- pay = bare infinitive
- irregular verb (pay – paid – paid)
- transitive verb
- for = preposition
- dependent preposition
- follows modal verb ‘would’
d) i) taking
Form:
- present participle
- irregular verb (take – took – taken)
- transitive verb
- bare infinitive ‘take’ minus ‘e’ plus ‘-ing’
- part of the structure be used to + verb + ing
use:
keeping:
Form:
-
23
Raising:
Form:
- gerund
- transitive verb
- regular verb
- remove ‘e’ from bare infinitive and add ‘-ing’
- followed by a noun
use:
- subject of sentence
ii)
- weak form of ‘a’ pronounced with schwa /ə/
- liaison (constant – vowel linking)
e.g. Raising ‿ a /reɪzɪŋə/
even ‿ a /iːvənə/
- connecting or intrusive /r/
temperature ‿ even /temp(ə)rətʃəriːvən/
- word stress on temperature
Part a
The candidate only gains two out of a possible five marks for this section: the use of a title
and comments made by the researchers. The other three features listed could not be
credited because candidates can only be awarded for one feature of layout (the inclusion of
the name of the author is a second one); the use of relative clauses is not a key feature;
and the style of the article is informal rather than neutral. The layout of this part of the task
is clear.
Part b
The candidate is very detailed and accurate in this part of her answer and she makes 13
points out of a possible 15 with regard to form and use. She identifies all of the points in
terms of form and use of they and the and the form of where but as with other candidates
finds the analysis of the use of where more challenging and fails to recognise that it is used
to make the text more concise. She forgets to use the term anaphoric reference and
instead writes refers back to cooler climates and so misses a mark and includes irrelevant
information on non-defining relative clauses when she writes that where cannot be
replaced by that and that it adds non-essential information. Again, the layout is neat, her
spelling of terminology is accurate and it is very helpful to the examiner that she has
written on every other line and used bullet points.
Part c
Here the candidate gains 12 out of a possible 16 marks. She identifies 4 out of the 5 points in
terms of taken off and whilst it is very positive that she correctly identifies the form of off as
an adverb and states that the verb form is the present perfect simple, it is strange that she
states that taken is a regular rather than irregular verb. In terms of turned up, she identifies 4
out of a possible 7 points: it is formed of a regular past participle and adverb in the passive.
However, as with other candidates, she mis-identifies turned as being intransitive rather than
transitive and does not state that it is separable. She gains full marks for her analysis of pay
for as she makes all the points in the Guideline Answer. Layout and spelling are also
strengths in this part of her answer.
24
Part d
The candidate struggles in the first part of the task and the fact that she gains full marks for the
second part and provides a good level of detail suggests that the reason for her poor
performance in the first part is due to a lack of knowledge rather than a lack of time. She
makes 3 points in terms of the form of taking (it is formed from the bare infinitive of take, minus
e, plus –ing), but was unable to make any points in terms of the form and use of keeping, and
repeated the same information for the form of raising with the additional points that it is a
gerund and transitive. The fact that she gains less than a third of the available marks for this
part of the task indicates the challenge that candidates generally found with the analysis of
gerund and present participle forms. In terms of part (ii), she identifies four possible problems
of which the first three were credited as the rubric specifically asked for three problems. The
problems are clearly stated and illustrated with an accurate use of the phonemic script and
symbols to show the features of linking and word stress.
6.3.2 The following sample answer gained three quarters of the marks available for this
task
4a Grammar
− Use of direct and indirect speech mixed to talk about opinions of key people
− For example:- “engineer Stefano Schiavon say their research…” L13; “In an
environment like Singapore,” Schiavon says.
2 Layout
Main headline, in a large font; short paragraphs in smaller font of one or two sentences; name
of author at the bottom; picture and caption at the bottom,
For example “Take Control of Your Office Environment”, headline; “Main Item”, author;
“Devouring electricity”, caption.
3 Register
− Mostly formal register, with some semi-formal touches
− e.g.: ”individual vents…” (formal) putting control at each worker’s fingertips (semi-formal)
“personalized approach” (formal)
4 Grammar
− Use of present simple for talking about currents facts connected to the results.
− For example: “a study suggests”, “the approach costs more…”
5 Lexis/vocabulary
Lexis connected to the lexical field of research studies and results.
For example; “their research”, “results showed”, “they simulated”.
4b They stimulated…
Form:
− Third person plural pronoun
− Anaphoric reference to Stefano Schiavon and his colleagues in the previous paragraph
− Subject pronoun
Use:
Creates cohesion by connecting the ideas and the grammar of the previous paragraph to the
new one
− Formal register
− Avoids repetition
25
The building’s energy
Form:
− Definite article
− Proceeds a noun phrase
− Noun phrase constitutes “an office building” in the previous sentence – Singular
determiner
Use:
− Used because the building in question has already been introduced and we know which
one it is
− Creates internal cohesion
Where on cold days

Form:
− Relative pronoun used to refer to a location
− In this case, refers to “climates” of the previous sentence
− Connects two complex sentences with the same tense
− Pronoun substitution
Use:
− Provides cohesion to the text and avoids repetition
− Formal style/register
4c Taken off
Form:
− Multi-part verb
− Formed from a verb and a preposition (take + off)
− Present perfect simple tense
− 3rd person singular
− Taken is in the past participle form.
− Subject is “the approach”
− Phrasal verb
Turned up
Form
− Passive form
− No agent (obvious from the context, therefore ellipsis of agent)
− Multi-part verb (phrasal verb)
− Formed of verb (turn) and preposition (up) creating a new meaning
− Turned is in past participle form
− Infinitive passive
Pay for
Form:
− Bare infinitive and preposition (for)
− Bare infinitive as verb follows modal verb (would)
− 3rd person plural
− Literal meaning
− Conditional form – 2nd Conditional
26
4d (i) Taking
Form:
− Gerund (-ing form)
− Acts as part of a noun phrase with command
− Final “e” removed
− Irregular form
− Object phrase
Use:
− Semi-formal tone
− Gerund indicates an activity
− Habit
− Implies power
Keeping
Form:
− Present participle
− Regular form
− Present continuous
− Ellipsis of subject and “is” due to context making it obvious
− 3rd person singular
Use
− Ellipsis of “is” and “subject” to create cohesion in that repetition.
− Implies formality
Raising
Form:
− Gerund
− Part of a noun phrase with “a building’s temperature even a little”
− -ing form
− “e” removed
− irregular form
− subject of sentence
Use
− Formal register
− Refers to a concept
− Indicates activity
(ii)
1. There should be stress upon the even as this is one of the most important new features
of the sentence and may not be otherwise stressed.
2. Building’s temperature. The learner might assume the “ing” is pronounced /y/. In fact,
most British readers will elide the /g/ sound
3. Consonant clusters. In “building’s temperature,” there are three consonants in a row
which may be difficult for some students to pronounce.
Part a
The candidate gains four out of a possible five marks for this section: the use of a title;
direct speech; the present simple to talk about facts; and lexis related to research. The
point about formal/semi-formal style is inaccurate and the other features about layout (the
use of a picture and caption) could not be credited because candidates can only be
awarded a mark for one feature of layout. The four features are all accompanied by an
example.
27
Part b
The candidate makes 10 points out of a possible 15 in terms of form and use. He identifies
all of the points with regard to the form and use of they apart from the fact that it is a
personal pronoun. In terms of the, he does not gain a mark for its use because he does not
use the term anaphoric reference when he writes the building in question has already been
introduced and we know which one it is. He is less confident in his analysis of where and
does not state that it is preceded by a comma; it is anaphoric reference to cooler climates;
is used to introduce a non-defining relative clause or that it refers to a place. There is some
vagueness when he writes for each item that they create cohesion.
Part c
The candidate’s response to this part of the task is less confident and he only gains 7 out of a
possible 16 marks. In terms of taken off, he only recognises that it is a past participle and is
used as part of the present perfect simple. He states twice that it is a multi-part/phrasal verb
which is repetition from the rubric; mis-identifies off as being a preposition rather than an
adverb and includes unnecessary information that it is 3rd person singular (has is not bolded)
and the subject is the approach which is not included in the extract. In terms of turned up, he
only identifies that is formed of a past participle in the passive (stated twice). Again, he
includes unnecessary/inaccurate information that there is no agent, it is a multi-part/phrasal
verb and up is a preposition not an adverb. He is more confident with his analysis of pay for
as he makes three of the four points in the Guideline Answer, omitting the fact that it is a
transitive verb. However, the last three points are irrelevant or inaccurate: it is 3rd person
plural (the form does not change); it has a literal meaning (meaning is not asked for in the
rubric) and it is a second conditional (it is indirect speech).
Part d
In the first part of the task, the candidate makes 8 out of a possible 21 points but gains nothing
for the second part of the task despite outlining three potential problems. He makes 3 points in
terms of the form of taking (it is a gerund, formed without e and is the object of used to) but all
of the information provided for its use is inaccurate. His analysis of keeping is poor and he only
identifies that it is a present participle with ellipsis of it is. Regarding raising, as with the first
example, he identifies that it is a gerund with the e removed and that it acts as the subject of
the sentence. Whilst it is very positive that he correctly identifies when the items are gerunds
or the present participle, his answer contains quite a lot of irrelevant/inaccurate information
particularly in terms of use. In terms of part (ii), none of the problems cited could be credited
because they do refer to connected speech or word stress. The first one does not relate to
word stress and the second two relate to individual sounds in words which is not asked for in
the rubric – furthermore, the first of these is inaccurate and the second one is unclear because
the three consonants are not illustrated with the use of the phonemic script. This is a good
example of a candidate who has not read the rubric carefully and who also needs to have a
more secure knowledge of phonology.
28
6.2.3 The following sample answer gained less than a quarter of the marks available for
this task
Task Four a)
1. Layout is applicable to a news article
easy readable through paragraphing by public
eg large font size for header, columns, paragraphs, quotation in parenthesis in bold
2. Tone
clarity for readers, simple language,
eg the approach cosst more to install
3. Lexis appropriate to popular scientific paper,
eg energy, cut emissions, airborne diseases energy saving
4. Style appropriate to every day readers (popular) as well as scientific professional reader
eg putting controls at each worker’s fingertips
5. Consistency of register
eg personal ventilation can make people more comfortable

 no statistics, figures, facts, percentages, numbers etc which woul impress the ‘real’
scientists
 no research data
Four b)
1. (line 19) They simulated an office building
Form:3rd person plural
subject noun
Use: anaphoric reference to research team
2. (line 23) Results show the building’s energy

Form - definite article
Use: ‘the’ is used to refer to an already mentioned building (research object)
3. (line 60-62) in cooler climates, where on cold days the number of people
Form - determiner
- defining
- location
Use determiner relative clause
Four c)
1. and has never taken off commercially (11-12)
- to take off
collocation
meaning = become successfull
2. to allow office thermostats to be turned up slightly (lines 39-41)

- to turn up = raise temperature (meaning)
3. these systems would pay for themselves (lines 43-44)

pay for
- collocation
- meaning = ammortise, pay investment costs
29
Four d)
1. we’re used to taking command (line 1)
Form:
Use:
2. while keeping people more comfortable at work (lines 33-34)

Form:gerund
to keep
irregular verb
Use: denots consistency, every day
3. Raising a building’s temperature even a little (lines 35-36)

Form:Gerund of to raise
regular verb
Use: ellision of subject
relative clause
shorten
Four d ) ii) three problems of connected sp.
1 Raising a building’s temperature even a little lines (35-36)

1. Linking
long words linked together, and needs to be linked
Raising ‿ a ‿ building’s ‿ tempert ‿ even ‿ a ‿ little, no elisions possible
2. backgrounding
subordinate clause which leads to the main phrase with more sense stress, repitition of
theme, weak
Changing the stress of the sentence, can change the meaning

Raising a building’s temperature even a little
emphasis the process (engineering)
Raising a building’s temperature even a  little
emphasis the little we can do to invert climate change (appealing)
Part a
The candidate’s response to this part of the task is poor and he only gains 1 out of a
possible 5 marks when he identifies the use of a large font size for the heading. The
remaining points could not be credited for the following reasons: the points about the tone
and consistency of style are unclear and inaccurate; there is no example of the quotation;
he does not state what the style is (informal) and the example does not illustrate this; and
he does not state that the lexis is related to scientific activity and again the examples do not
illustrate this. Overall, the candidate’s response to the task suggests that he needs more
experience in text analysis.
Part b
The candidate’s response to this part of the task is also below Delta standard, particularly
in terms of his analysis of form, and he only gains 6 marks out of a possible 15 in terms of
form and use which are that: they is 3rd person plural and a subject and is anaphoric
reference to the research team; the is a definite article but he misses out on a mark for its
use because he does not use the term anaphoric reference; and where is used for
location.
30
Part c
The candidate’s response to this part of the task is minimal and he gains no marks for this
section. He does not attempt to analysis the form of the multi-word verbs and also fails to
analyse their use, but rather gives their meaning which is not required.
Part d
The candidate only gains 2 marks over the two parts of this task for the points that raising is a
gerund and there is linking between raising and a. He fails to provide any information on the
form or use of taking and the remaining information is either irrelevant (e.g. keeping is an
irregular verb), unclear (e.g. keeping denotes consistency, everyday), or inaccurate (e.g.
keeping is a gerund, raising is a relative clause, elision of the subject). In terms of the
phonological problems, the second one is unclear and the third one is irrelevant as it does not
focus on connected speech or word stress. Overall, it is clear from the candidate’s response to
the four parts of this task that his language analysis skills are not at Delta standard.
31
7 Paper 1 Task 5
The text (147 words) for this task is reproduced on the opposite page. It was spoken by a
learner in an elementary (CEFR A2) level class in response to the following task:
Look at this picture and describe what you can see.
a Identify three key strengths and three key weaknesses of the text. Provide an example of
each strength and each weakness.
Your answer should focus on some or all of the areas listed below:
• Task achievement
• Accuracy of grammar
• Pronunciation: connected speech
• Pronunciation: diphthongs
• Pronunciation: word stress
b Which one of the weaknesses identified above would you choose to prioritise to help this
learner? Give three reasons for your choice.

a Key strengths and weaknesses
Key strengths
The learner describes the picture as required.
Example he describes the man he’s very sad, he confuse himself OR the bag and the keys
the bag is open and the keys falling down OR the clothes and the guitar There is a place to
put the clothes and under the clothes there is a guitar OR the kitchen and its contents
bread machine, table etc
[NB: candidates had to mention a minimum of one thing which is described]
32
Appropriate/accurate/good control of subject-verb agreement / there is/are
Example there is a man, there is a bag, There is a place ... there is a guitar. There are two
chairs.
Good/accurate control of articles/determiners/quantifiers
Example a bag  the bag, the picture, some plates, so many plates
Good control of singular + plurals (nouns)
Example bag, place, guitar, glass, keys, clothes, water, plates, clock, chair
[NB: candidates had to give an example of a singular and plural noun]
• Pronunciation – connected speech

Linking / catenation / liaison (between final consonant and initial vowel) / intrusion/intrusive
linking / linking ‘r’
Example there is a, bag is open, here is a
• Pronunciation – connected speech

Good use of schwa / weak form / /W/ (in indefinite articles)
Example a bread (machine), /Wbred/
• Pronunciation – diphthongs
Good production of diphthongs /Wà/ and/or /Éˆ/
Example clothes, open and boiling
NB: candidates had to use the phonemic script to illustrate the correct diphthong
Key weaknesses
Inaccurate use of preposition in instead of on
Example In the chair, in the table
Overuse of the reflexive himself
Example a man is very disturbed himself, he confuse himself
• Pronunciation – diphthongs
Errors pronouncing diphthongs / confusion between /eˆ/ and /e/ OR replaces /ˆW/ with
/ˆÄ/ or /e/ OR confuses /eə/ with /e/
Example /eˆ/ and /e/ very /veɪrɪ/; place /ples/; bread /breɪd/; table /tebəl/
Example /ˆW/ with /ˆÄ/ or /e/ here /hˆÄr/, really /rˆÄlˆ/, materials /mæterɪælz/
Example /eə/ with /e/ there /zer/
NB: candidates had to use the phonemic script to illustrate the correct diphthong for
the example
• Pronunciation – word stress

Wrong word stress / equal stress on all syllables
Example ‘con’fuse, ‘machine, ‘materials, arran’ged, clo’thes
33
• Pronunciation – Connected speech
No contracted forms, especially with there’s, there’re
Example there is a man, There are two chairs
b Which weakness to prioritise

Candidates had to choose any of the key weaknesses listed in part a and provide three reasons
for their choice from the list below:
a the learner’s level

b the learner’s exams and future study needs
c the learner’s job needs
d fossilisation of error
e transfer to other genres
f transfer to other skills
g specific to the learner’s context
h specific to the communicative purpose / success of giving a clear description of the room
(i.e. reference to genre in its own right)
i the effect on the listener
j easy to rectify, (therefore motivating)

The choice of text was good and discriminated well between stronger candidates who could
analyse strengths and weaknesses of student-generated texts, especially in terms of
phonology/diphthongs, and those who could not. This lack of ability meant that the average
mark achieved was 9 which was slightly lower than in previous sessions. However, as in
June 2013, very few candidates did not attempt this task or failed to complete it which
suggests that they understood the importance of allocating an appropriate amount of time to
complete the task. A large number of candidates answered the task first or second in the
examination which may have been a good strategy as it allowed them to maximise the
number of marks they were able to gain, as long as their language awareness was accurate.
As noted in the last Examination Report, some candidates continued to lose marks because
they did not include any comments regarding the effect of the strengths or weaknesses on
the overall effectiveness of the text in terms of the reader. There are marks available for two
comments over the whole answer. Some candidates included comments but unfortunately,
marks for these comments could not be given because they had not identified a minimum of
five strengths/weaknesses. Some candidates continued to include more than one example of
each strength or weakness cited and others evaluated the text in terms of criteria which were
not listed in the rubric, particularly in terms of learners’ range and accuracy of lexis. Layout of
answers was also generally clear with the majority of candidates using the headings of
strengths and weaknesses to organise their answer and then the sub-headings of the criteria
listed in the rubric, e.g. Accuracy of grammar, followed by the specific point of grammar, and
then another sub-heading of example with one example.
The most common strengths and weaknesses identified were:

• Accuracy of grammar – good control of subject-verb agreement , there is/are
• Accuracy of grammar – good control of singular + plural nouns
• Connected speech – linking / catenation / liaison / intrusion / intrusive linking / linking ‘r’
• Connected speech – use of schwa / weak form / /W/ (in indefinite articles)
• Accuracy of grammar – inaccurate use of preposition in instead of on
34
• Pronunciation of diphthongs / confusion between /eˆ/ and /e/ OR replaces /ˆW/ with
/ˆÄ/ or /e/ OR confuses /eə/ with /e/
• Pronunciation – wrong word stress / equal stress on all syllables.
The least common strengths and weaknesses identified were:
• Accuracy of grammar – articles / determiners / quantifiers
• Pronunciation - diphthongs /Wà/ and/or /Éˆ/
• Accuracy of grammar – overuse of reflexive himself
• Connected speech – no contracted forms, especially with there’s, there’re.

• The learner’s use of the schwa was a weakness (it was a strength)
• Word stress was a strength (it was a weakness)
• Long vowel sounds and/or consonant sounds, particularly /ð/ and /z/, are diphthongs
• The learner was good at OR had problems using the present simple and/or present
continuous (these were not key strengths or weaknesses)
• The teacher had to help the learner (this was not a key weakness)
• The learner used reformulation (this was not a key strength or weakness)
• Analysis of the learner’s range/accuracy of lexis and accuracy of individual sounds
(these criteria were not included in the rubric)
• Some candidates lost marks for exemplification for task achievement because they did
not write what the learner said in the transcript
• Some candidates lost marks for exemplification for inaccurate use of diphthongs
because they did not provide an example of what the learner said and what diphthong
the learner should have used
• Some candidates lost marks for exemplification for linking and stress because they did
not use an arrow to illustrate which sounds are linked/phonemic transcription of the
words as one unit, or a box/circle to indicate which syllable is stressed
• Some candidates mentioned the over-arching criteria (e.g. connected speech) without
then specifying the precise feature (e.g. linking)
• In part (b), some candidates did not clearly state which area of weakness they would
work on (e.g. they simply wrote grammatical accuracy and so could not be awarded
marks)
• In part (b), some candidates identified an inaccurate area to work on
• In part (b), the majority of candidates repeated the list of reasons that has been included
in previous reports without providing sufficient detail to maximise the number of marks
available in this part of the task
• Some candidates gave more than three reasons which was not a productive use of time
as only the first three reasons will be credited.

only give one example for each strength and each weakness
only discuss in part (a) the areas given in the rubric
give both strengths and weaknesses as required
only discuss three key strengths and three key weaknesses; marks are not given for
more than three of either. If candidates outline more than three strengths or
weaknesses, they will not be penalised but they should be aware that this will impact on
timing over the whole paper
bear in mind the learner’s level when commenting in part a on the text’s strengths and
weaknesses
include two comments in part (a) on the effect the particular strengths and weaknesses
have on the effectiveness of the text
use a bullet point layout for the strengths and weaknesses
organise their answer under the headings of strengths and weaknesses and then use
sub-headings of criterion and example to ensure that they address both parts of rubric.
35
They can also add an extra sub-heading of comment for two of their criteria to ensure
that they provide information on the effect that the strength or weakness has on the text
only discuss in part (b) a weakness mentioned in part (a)
only discuss one area of weakness in part (b)
be specific in part (b) on the exact weakness to be worked on, i.e. state the weakness
rather than the criterion as listed in the rubric
limit answers in part (b) to reasons for prioritising an area
make sure they allow themselves enough time to complete this task; 25 minutes is
recommended.
7.3 Sample Answers
7.3.1 The following sample answer gained most of the marks available for this task
5A 3 Key Strengths
Task achievement
− Student does describe what he can see in the picture – objects, the person and
positions of objects, even if he requires prompting by the teacher.
− For example: there is a man here … a man is very disturbed”, “(person) in the picture
(referring to the picture”, “in the chair there is a bag (referring to objects and the
positions of objects.
Pronunciation: Connected Speech

− Correct use of catenation
− For example: “there is a /zeri:zə/ here is a /hi:ri:zə/
− Effect on listener: dialogue flows smoothly and naturally.
Pronunciation: dipthongs
− Some correct use of complicated dipthongs.
− Such as /eɪ/ and /Wà/
− the clothes /zəklðʊ’ziz/ and arranged /ærein’ʤed/
3 Key weaknesses
Accuracy of grammar:
− Misuse of prepositions.
− “In the chair”, “in the table”
− Effect of reader: Confusion about which object is referred to
Pronunciation: Dipthongs
− Mispronunciation of /eə/ dipthong
− “a man ‘here’ /hɪ:r/” “here is a table” / hi:ri:zə’ tebəl/
Accuracy of grammar
− Misuse of reflexive pronoun
− For example: “is very disturbed himself”, “he confuse himself”
5b Weaknesses to focus on
I would focus on the learners’ misuse of prepositions for three main reasons.
36
Reason 1:
− This is easy to remedy. A simple handout and explanation by the teacher can identify
this mistake easily and the rule for prepositions of place is quite simple.
Reason 2:
Transferable to other skills. The student may make the same mistake in writing and
misinterpret the meaning of “in” when listening. This can lead to confusion for himself and the
interlocutor.
Reason 3:
Fossilization. The learner is at A2 and this may be a translation produced by literally
translating a word from his language. If not remedied now, it could fossilize and become a
permanent error.

The answer is focused on the criteria outlined in the rubric. It clearly cites three key strengths
and three key weaknesses of the text and gives clear examples for five of the points identified.
As strengths, the candidate identifies the fact that the task is achieved and the learner
describes what he can see in the picture; correct use of catenation; and some control of
diphthongs. Regarding weaknesses, he cites misuse of prepositions; mispronunciation of
dipthongs; and misuse of reflexive pronouns. Exemplification for five of the features is accurate:
the candidate gives a direct quote from the text for task achievement; shows the linking by
transcribing the two words in one phonemic unit; gives an accurate example for the diphthong
/Wà/; and accurate examples from the text for misuse of prepositions and reflexive pronouns.
The example for the misuse of the diphthong /eə/ could not be awarded a mark because here
does not contain this diphthong. He needed to provide the example there. This answer includes
one comment as to how a feature impacts on the effectiveness of the text, i.e. use of catenation
means that the dialogue flows smoothly and naturally. The candidate includes a second
comment regarding the misuse of prepositions but it was not credited because it not true that
this results in confusion about which object is referred to. The inclusion of two comments is a
good exam technique as the four extra marks will only be awarded for two comments and no
more but they must be convincing and applicable to the specific strength or weakness outlined
in the text. In terms of part (b), he identifies an appropriate area of weakness to work on
(misuse of prepositions) which is clearly stated and provides three fully developed justifications
for his choice and therefore gains six marks for this part of his answer.
The answer has the benefits of being succinct in its expression, clearly organised with an
appropriate use of underlining to highlight the criteria/features in part (a) and the reasons in part
(b).
7.3.2 The following sample answer gained over half the marks available for this task
5 Strengths Weaknesses
Lexis Range
Good range of lexis for this level Pronunciation could have an overall neg effect
“bread machine” on the reader/listener as it is sometimes not
boiling water very clear
Use of collocations at this level leaves a / h i: r/ /v e i r ɪ/ /z e r a/ it’s distracting on
positive effect on the reader/listener the whole
1. Grammar
Good use of preposition (like) 1. Grammar
This is quite difficult for level A2 Poor use of prepositions would be
e.g. like a glass confusing for the listener
e.g. looks like a kitchen Many confusions with on/not in
37
in the table instead of on
2. Grammar in the upstairs
Good use of articles both definite and
indefinite articles 2. Poor pronunciation of th ð often
the table pronouncing it as /z/ (ð) needed there
a clock /z e r a/ /z e r i z ə/
the plates Poor pronunciation of plurals ie /ziz/
the chair clothes /ɵ s/
a bag
3. Over stress of some of the words such as
3. Task achievement ‘boiling water’
The learner completed the task well: /ʤed/ in /æ r e ɪ n’ʤ e d/
He used lexis to help him some of it very
complicated. 4. Connected speech could be hard to
He talked about the items he says within understand as he rolls many words into
the word limit each other
He described prepositions of place well h i:r i:zətebəl
although not always accurate he w i:pu:tmætriælz
attempted all of them in the bægizəʊpən
chair/in the table. tu: strong u sound connect with /p u: t/
Good pronunciation + connected speech would be hard to understand
good stress on word:
arranged /æ r e i n e d/ b) I would focus on the prepositions. It’s easy
Good use of pronunciation to leave a to work/focus on in class and would be
good impression on the motivating for student.
reader/listener It transfers to other genres and would be
h i: r = here easily rectified
is good for A2 level For future learning it will be of great help
to learner when advancing. Stop
fossilation early at A2 level is the key

The candidate identifies four strengths and weaknesses with accurate exemplification for all of
them: good use of articles (he does not need to provide five examples); achievement of the
task as the learner talks about the items; misuse of prepositions; and wrong word stress.
However, the remaining five features mentioned could not be credited because they were
either not asked for in the rubric (lexis is not included as a criterion in the rubric); inaccurate
(the learner’s use of prepositions and word stress are weaknesses rather than strengths in the
text); unclear (there is no mention of diphthongs in the first point under weaknesses or
reference to linking in the fourth weakness) or irrelevant (/ð/ and /u:/ are individual sounds and
not included in the rubric). This part of the task is typical of many candidates who struggle with
phonological analysis. In terms of part (b), the candidate identifies an appropriate key
weakness to work on (prepositions) and gains three marks in this section for three basic
justifications: the learner’s motivation; transfer to other genres; and possible fossilisation of the
error.
7.3.3 The following sample answer gained very few of the marks available for this task
5)
a) Strengths
GRAMMAR
Given that this is an elementary student, their control of the present simple form is quite
good overall.
He is generally able to distinguish between ‘is’ and ‘are’ according to a singular or plural
noun e.g. The plates are not ready to
38
TASK ACHIEVEMENT
Overall the student does achieve the task by giving a good description of everything he can
see in the room, including quite a good amount of vocab
Weaknesses
DIPTHONGS
The student tends to use dipthongs where there is a weak vowel sound, therefore should be
pronounced as a schwa /ə/
e.g. /m æ t e r ɪ æ l z/
GRAMMAR
The student often uses the preposition of place ‘in’ incorrectly, where they should in fact be
using ‘on’
e.g. in the chair
CONNECTED SPEECH
The use of the long vowel sounds in parts of connected speech when they should in fact be
short vowel sounds.
e.g. /h i: r i: z ə’te b ə l/
b) I would focus on the incorrect use of prepositions of place because this would have been
something he may have already looked at during a course
There could be a risk of fossilisation if it isn’t corrected

The candidate identifies two strengths of the text with no example and one weakness with
an example: control of singular and plural nouns but with no example of a singular noun,
only a plural one, so no mark could be allocated; achievement of the task but no example
taken from the learner’s text; and misuse of prepositions with one accurate example. She
outlines three other features but these are all inaccurate: the learner’s control of the present
simple is not a key strength or weakness; the learner does not use diphthongs instead of the
schwa – the candidate’s example of /m æ t e r æ l z/ clearly demonstrates the fact that
she thinks that / æ/ is a diphthong rather than a monophthong; and the learner does not use
long rather than short vowel sounds – this again shows that the candidate does not know
that the learner needs to use the diphthong /ˆW/ rather than the monophthong /ˆÄ/. In terms
of part (b), she identifies the misuse of prepositions as an appropriate area to work on but
only gives two basic justifications, only one of which can be credited – the risk of
fossilisation. Her other reason that this would have been something he may have already
looked at during a course is irrelevant and not based on any evidence provided in the rubric.
This candidate does not appear to know what is required in the second part of this task and
does not have the knowledge to analyse a learner-generated text in part (a), particularly in
terms of phonology. In terms of layout, this is clear and she makes good use of underlining
and paper/space.
39
8 Paper 2 Task 1
The text for this task is reproduced below and on the opposite page. It is part of a speaking test
from a Cambridge English handbook. It is being used in the following situation:
A, B and C have just arrived in the UK and a teacher is assessing their speaking
skills as part of a placement test to ensure they are put in a General English
class at the correct level. The teacher is acting as interlocutor and is using the
task below and the associated pictures on the opposite page.
Using your knowledge of relevant testing concepts, evaluate the effectiveness of the task for
the learners in this situation. Do not refer to the source of the task in your answer.
Make a total of six points. You must include both positive and negative points.
Positive Points
• Topic ‘Cafes’ is a familiar/accessible topic
• Task type a discussion is a familiar/group task
• Instructions the step-by step instructions are clear / the questions are written above the
pictures
• Visuals/ideas/two questions provided this provides stimulus / content
• Direct test / integrative test of speaking skills / it tests the learners’ speaking skills and
language knowledge
• Speaking sub-skills it tests a variety of speaking sub–skills, e.g. turn-taking, initiating,

responding, time-creating devices, paraphrasing, asking for clarification etc (NB:
candidates must mention a minimum of two sub-skills)
• Assessment mode With students talking together, the teacher has the opportunity to focus
on assessment
• Level The task is appropriate for a wide range of levels/most levels of learners because it
is open-ended
• Language The task allows for a range of language / functions / grammar
Positive Applications
• Learner reaction The learners will feel motivated to do the test / will have faith/confidence
in the test/course (because it is testing their speaking skills)
• Content/topic The learners will have something to say / be able to relate to the content / will
be interested in the topic / will want to discuss the topic
• Learner performance The learners have a chance to demonstrate their abilities / be able to
perform to the best of their abilities
40
• Data The teacher should get a clear picture of what the learners can do / the task provides
useful data of what the learners can do
• Format/instructions The learners will know what to do in the task (even though they may
not be familiar with this test format) / the students don’t need to remember the questions
• Ideas provided The learners do not have to think of ideas / ideas and language at the same
time / they won’t do badly because they lack ideas
• Correct class The learners will be placed in the right level
Negative Points
• Visuals The pictures may not be clear
• Type of interaction Each student’s performance may be affected by that of their partner /
higher level / more confident speaker may dominate the discussion / some learners may
not say much
• Aim of Task Students may not be clear what they are being assessed on. They may think
that success depends on successful completion of task set (agreeing on two suggestions)
rather than speaking skills which might affect content validity
• Subjective marking The results will depend on person assessing
• Assessment mode The teacher has to act as an interlocutor / assess three students at the
same time
• Language avoidance Free choice of language means that students can avoid unknown
language
• Low level/weaker learners Low level learners may not understand the lexis in the
instructions/questions
Negative Applications
• Evidence of language abilities / speaking skills The teacher may not have a full picture of
the learners’ language abilities / speaking abilities / does not generate much data
• Learner performance The learners may not show their real abilities
• Learner reaction The learners may not be motivated by the test / interested in the topic /
not have faith in the test / not have faith in the teacher / may not trust the results of the test
• Subjective marking The learners may be placed in the wrong class
• Assessment of learners/data The teacher can’t fully assess all of the learners / they may
not get a full picture of each learner’s abilities
• Reliability / assessment The results may not be reliable
NB: The following testing terms were not accepted as they did not apply to this test:
Fresh starts / placement test / achievement test / summative test / formative test / diagnostic
test / positive / negative backwash / predictive validity / consequential validity
41
Candidates scored well on Task One with the average mark achieved being 11 which is in line
with previous sessions. The majority seemed clearly confident in their understanding of what is
required in this task and how best to approach it and Examiners commented it was clear when
candidates had received appropriate centre training. There were fewer instances of candidates
relying on pre-learnt answers from previous Guideline Answers although this is still an issue
with weaker candidates. Terminology was better integrated and candidates used a good range
of relevant terms, particularly direct/integrative test, content/face validity, reliability and
subjective marking when making their points. A few candidates laid their answers out as per the
Guideline Answers despite having been strongly advised against doing this in the previous
examination report, i.e. they listed points and then listed applications separately which meant
that they lost marks because the points and applications have to be clearly linked. Some
candidates identified the key points but then lost marks because they did not include
applications or repeated them – this is the main reason why candidates continue to lose marks.
The majority of candidates read the rubric carefully and therefore centred their comments
around the fact that the test was only designed to test speaking skills and the majority of the
points in the Guideline Answers were covered in candidates’ answers. Some candidates used
testing terms to organise their answers which generally meant marks could not be awarded for
their use because they were not integrated into the points that the candidates made. Poor
organisation continues to be a problem with candidates still continuing to ignore the advice
given in previous reports to use the headings Point and Application to organise their answers
which means that they often forget to include the latter and therefore automatically lose marks.
The most common strengths and weaknesses identified were:

• Cafes is a familiar/accessible topic
• A discussion is a familiar/group task
• The instructions are clear
• The visuals provide ideas
• It is a direct test of speaking skills
• Each student’s performance may be affected by that of their partner
• The test is subjectively marked and so the results will depend on the person assessing
• The teacher has to assess three learners at the same time.
The least common strengths and weaknesses identified were:

• It tests a variety of speaking sub-skills
• With the students talking together, the teacher can focus on assessment
• The test allows for a range of language to be used
• The pictures may not be clear
• The students may not be clear what they are being assessed on
• Low level learners may not understand the lexis in the instructions.

• The level of the test was cited as being a strength and a weakness (for a placement
test, it is a strength because it is accessible to all levels)
• The instructions were cited as being a strength and a weakness (they are clear/a
strength for all but the lowest level learners who may be blocked by unknown lexis)
• Low level learners would not be able to complete the test in general (candidates did not
refer to unknown lexis when making this point)
• The pictures provide fresh starts (they do not because they are part of the same
discussion topic)
• The test does not test other skills (this was not the aim of the test as is clearly stated in
the rubric)
• The test lacks/has good/bad predictive validity (it has neither because it is a placement
rather than a diagnostic test)
• The test will have positive/negative backwash (it has neither as it is a placement test).
42
explicitly state what kind of test it is which will help them to use the correct terminology
relevant to that type of testing, i.e. in this examination, it is a placement test
read the situation in the rubric carefully, seeing how each part of it can be relevant to the
test and to the specified learner
make sure their answers are specifically about the particular test and not repeated from
previous Guideline Answers
avoid approaching their evaluation through assessing the test against testing concepts,
such as validity, reliability, subjective marking as this means that their points may not be
fully explained or developed and so they lose marks
use terminology only when relevant and use it accurately
make sure they always show how the points they make about the test’s effectiveness
apply to the particular learner, i.e. always include a different application for each point
they include
use a wide range of criteria with which to evaluate the test, e.g. type of test, language
content, skills content, assessment mode, test content/topics, task types, level,
instructions
avoid making the same point, e.g. that it is a direct test of speaking skills
avoid repeating the same application to the learner under different points, e.g. that the
learners would be motivated or demotivated by the test
make sure that they respect the rubric by mentioning at least one positive and one
negative point so that they can score the maximum number of points as only a
maximum of either five strengths or five weaknesses can be accredited
make sure they make six points, including both positive and negative ones
use clear layout that shows which points are intended as positive and which as negative
discuss the positive points in one section and then the negative points in another one
rather than mixing them in the same section which can make it difficult for the Examiner
to work out if the point being made is a positive or negative one
lay their answers out under the headings of Point and Application, so that they
remember to include both elements in their answer.
8.3 Sample Answers
8.3.1 The following sample answer gained all the marks available for this task
1) Positive points Application for learner

Direct test of speaking skills Test has face validity which can motivate
learners and give confidence in it. It tests
speaking.
Integrative test of listening skills (listening Test may provide a range of data for scoring
to the interlocutor and other students), and to give a full picture of the students’
speaking sub-skills (agreeing, abilities, which can help with placement into
disagreeing, interrupting, turn-taking etc), a class at the right level. It also makes it
functions (giving opinions, suggesting) more authentic and mirrors real-life
and language (cafes) interaction.
Tests a wide range of skills Test of language and skills rather than
imagination. Learners do not need to be
creative or spend time trying to find ideas.
Prompts given to assist students. The picture prompts may assist low-level
Picture clues may assist visual learners. learners who may not understand the
relevant vocabulary. This would allow them
to participate in the test and demonstrate
their abilities.
43
Possible forward wash if the Lessons could be tailored to the learners’
interlocutor/marker can make detailed needs if there is a rich picture of information
notes of their strengths and weaknesses about their strengths and weaknesses. The
to pass on to the class teacher test could be diagnostic as a placement test
if the marker also becomes their class
teacher or can pass on a detailed
descriptions of their abilities.
1. Negative points Applications for learner

Subjective marking criteria (possibly from Learners may not have confidence in the
band descriptors) scoring and teachers may place learners at
the wrong level. There may be inconsistency
in scoring between different markers. This
will lead to a lack of reliability for the results.
Interaction may mean the test favours Learners may not produce enough language
dominant speakers and disadvantages to grade if they do not have a chance to
shy speakers participate in the group or can not gain a
turn. This means they may be placed at the
wrong level and thus affects the reliability of
the scoring
Topic may be irrelevant or inappropriate Students from cultures without cafes or

to some learners. The test may be where women do not socialise outside the
culturally insensitive and lack face home may be disadvantaged as they may
validity. There is no choice of topic and not be able to relate to the topic. They may
no fresh starts on a different topic not have the lexis or cultural references or
schematic knowledge to successfully
participate in the test. This will be
demotivating for them as they may not be
able to demonstrate their full speaking
abilities.
Colloquial and informal language may Learners may not understand the
make the instructions unclear instructions and may not realise they can ask
eg. “All right?” instead of a formal phrase for clarification. They may not perform well
and may be placed in the wrong class.

The candidate gains maximum marks for her answer because she identifies six points about the
relative effectiveness of the test with how these apply to the learners – the seventh point that
she makes could not be credited as the maximum number of points required is six. The points
and applications are that it is a direct test of speaking skills so the learners will be motivated to
do it; it tests a variety of speaking sub-skills and so should provide a range of data; it also tests
a range of language which will help with placing the learners at the correct level; the visuals
provide prompts which means that the learners do not have to spend time thinking of ideas; the
test is subjectively marked and so the learners may be placed in the wrong class; and the type
of interaction means that some learners may dominate the discussion which could result in a
lack of data as to their abilities. The seventh point that the teacher can focus on assessment
and make detailed notes was not credited as only six points are marked and the application was
repeated (it provides data). These points cover a good range of criteria, e.g. language, skills,
task type, assessment mode, which allows her to gain the maximum number of points available.
Her use of testing terminology is accurate (apart from the use of forward wash) and well
integrated into her answer. However, the answer contains some inaccurate/irrelevant
44
information, e.g. the picture prompts may help low-level learners who may not understand the
relevant vocabulary (the pictures will not help with understanding as the lexis is not given) or
that the test could be diagnostic as well as a placement test if the marker also becomes their
class teachers or can pass on a detailed description of their abilities (there is no evidence given
in the rubric to suggest that this will be the case and therefore the candidate is moving too far
away from the task). The points about the topic being culturally insensitive and the lack of
choice of topic are not accurate. The answer is overlong and this might have been avoided if
the candidate had laid the answer out with each point followed its application rather than using
two columns.
8.3.2 The following sample answer gained over half of the marks available for this task
Task One
Positive
* The test has high content validity as it is a speaking activity to test speaking ability. This
makes it an effective test for it’s purpose.
* The teacher will be able to directly collect data on each student as it is a small group of 3 that
they are listening to.
* The test has high face validity as it looks like a speaking test. This will make the test more
effective as the students engage with it.
* It gives the students an opportunity to use a wide range of language and grammar so is
effective for the teacher to see what the students are able to do.
* The data collected will be appropriate for the purpose of deciding the correct level class for the
students.
Negative
*The test contains no fresh starts so the students have no opportunity to improve if they make
mistakes, this may make the test less effective if it makes the students less motivated.
* It is subjectively marked and as the students have just arrived they may not have a good
rapport with the teacher yet and so think the test results are unreliable.
* It has a very open question allowing students to use whatever grammar and language they
want. This means the students can avoid anything they are unsure of so it is hard for the
teacher to gauge any weaknesses.
* The topic of advertising/promoting a café is not something all students will use everyday (in
General English) so the students may feel that the test is not reflective of their needs so be less
motivated and engaged
Positive:
* The test is cheap and easy to carry out so if effective for the purpose of a placement test.

This answer contains three positive and two negative points with applications for three of them.
The positive points are that it tests speaking skills (there is no application for this point); with the
students talking together, the teacher will be able to focus on assessment and collect data on
their abilities; and it tests a wide range of language (the application for this point could not be
45
credited because it was repeated, i.e. the teacher can collect data on what the learners can do).
The negative points are that: it is subjectively marked and so the learners may not trust the
results of the test; and the learners can avoid unknown language which means that the teacher
may not be able to gauge their weaknesses.
This answer is typical of many that whilst the candidate has identified five points, she has only
gained 8 rather than 10 marks because of the absence, repetition and limited range of
applications – she uses the application of limited data twice for the positive points, once for the
negative one and also includes it as a separate point when she writes The data collected will be
appropriate for the purpose of deciding the correct level class for the students. The candidate’s
use of terminology is reasonable and she integrates two testing terms into her answer (content
validity and subjectively marked) and so gains one mark for this part of the task. As with the
previous sample, if the candidate had laid out her answer using the sub-headings of Point and
Application, she might have ensured that she included a different application for each point that
she made. The answer also contains four inaccurate or general points that: the test has high
face validity as it looks like a speaking test (this is too general and is only usually applicable as
a negative point when a test does not look like one); the test contains no fresh starts (this is not
relevant to this test as the pictures provide stimulus); the topic of promoting a cafe is not
something that the learners will be familiar with (this is not the case); and the test is easy and
cheap to administer (again this is a general point and would only be relevant if it was a negative
feature of a test).
8.3.3 The following sample answer gained half of the marks available for this task
ONE Positive points
1. Speaking tests are vital parts of placement tests and especially in the context of learners
arriving in the UK where they are confronted with spoken language
2. Speaking skills test includes speaking sub-skills (agreeing, disagreeing, asking for
meaning, back channelling)
3. Interlocutor is not part of the conversation other than prompting conversation

=> able to asses speaking test as an outsider
4. Clear instructions
5. Limitation of speaking time may show how quickly students can express themselves
(1.5 mins a person)
6. If students get stuck they can start talking again (fresh start)
7. Can choose from a list of 7 so they are given a choice.
Negative points
1. One of the pair of students might not speak, in certain cultural situations or due to
shyness or because one student is the ‘talkative’ type.
2. Students need to come up with ideas, business ideas of marketing
3. Business context
Low validity for students who want to attend General English class
4. Subjective marking
low face validity due to not being right or wrong answers
46
5. May choose the topic they are most familiar with (i.e. football)
6. May avoid language

The candidate has listed thirteen points, seven of which are valid but only six can be awarded
marks as this is the number of points required as stated in the rubric. The candidate has not
provided applications for any of the points and therefore automatically loses 6 marks. The
positive points are that it tests a variety of speaking sub-skills; with the students talking
together, the teacher will be able to focus on assessment; the instructions are clear; and they
are given prompts to talk about. The negative points are that: one student may dominate the
discussion; it is subjectively marked; and the learners can avoid unknown language (this point
was discounted as it was the seventh one). The candidate’s use of terminology is reasonable
and he integrates two testing terms into his answer (face validity and subjectively marked) and
so gains one mark for this part of the task. As with the previous samples, if the candidate had
laid out his answer using the sub-headings of Point and Application, he might have ensured that
he included a different application for each point that he made. However, the total absence of
any applications suggests that this candidate is not aware of the requirements of the task. The
remaining six points that the candidate makes are either inaccurate or too general to be
credited. They are that: speaking tests are vital parts of placement tests (this is not necessarily
the case); the time for each learner is limited (this is not a problem); the test contains no fresh
starts (this is not relevant to this test as the pictures provide stimulus); the learners need to
come up with (business) ideas (this is not true as the pictures provide the learners with ideas
and it is a general topic); the topic has low validity (this is not the case as it is a general topic);
and the learners may choose the topic they are most familiar with (i.e. football) (this is not a
problem as it will still test their speaking abilities). Overall, whilst this answer shows potential,
candidates should note that that it is not a productive use of time to outline so many points and
rather they should follow the rubric and outline a maximum of six points, each one with a
different application.
47
9 Paper 2 Task 2
The purpose of the extract as a whole is to develop and practise intermediate (CEFR B1) level
learners’ reading skills.
a Identify the purpose of the exercises in the box below in relation to the purpose of the
extract as a whole.
Exercises for Task Two
Guessing meaning from context 4

Summary completion 5
Speaking 1
NB
Guidelines for Ecotourists,
mentioned in Speaking 1, is given
on p.34 of the extract.
b Identify a total of six key assumptions about language learning and skills development that
are evident in the exercises Guessing meaning from context 4 and Summary
completion 5 and explain why the authors might consider these assumptions to be
important for learning and skills development. State which exercise or exercises each
assumption refers to.
The extract is from an IELTS preparation coursebook. Do not refer to the IELTS exam in
your answer.
A Purpose of the exercises
Exercise Intended Purpose

4 Guessing meaning • To encourage/train learners to develop / infer / guess / work out
from context the meaning of (unknown) lexis
• To encourage learners to make use of context
• To encourage learners to make use of dictionaries/dictionary
definitions
• To focus on the meaning / check learners’ understanding of key
lexis / verbs (in the reading text)
• To provide a written record of the meaning of the target language
• To practise scanning (for the item)
• To practise reading for detail / specific information (meaning)
48
5 Summary completion • To train learners in summarising
• To check understanding of key points in reading text
• To practise reading for specific information / detail / intensive
/scanning
• To focus on lexis / check learners’ understanding of the lexis (in
the text)
• To practise the lexis (in the text)
• To provide a model of a summary
• To use knowledge of sense relations / synonyms / antonyms /
lexical sets to locate information / summarise
• To focus on form / word class / parts of speech / encourage
learners to use the text/context
1 Speaking • To practise paraphrasing
• To check understanding of the reading text
• To practise reading for specific information / detail
• To check meaning / practise lexis from the previous exercise
• To highlight/provide examples of language to paraphrase the text
B Assumptions and reasons
• Reading sub-skills (scanning / reading for detail / reading for specific information /
summarising / paraphrasing) should be focused on [Exercises 4 & 5]
Because learners may not transfer these skills from L1 / learners may not have effective
sub-skills in L1
• Learners need to be able to work out/infer the meaning of unknown lexis [Exercise 4]
Because they will not always have teacher or dictionary available / helps them to deal with
challenging texts / it mirrors how we read in L1
• Learners benefit from using dictionaries / dictionary definitions / becoming

independent [Exercises 4 & 5]
Because this helps learners to make the most of their studies / encourages learners to
continue learning outside the classroom / motivates learners
• Learners need to read texts in depth / process texts in detail / use bottom up
processing [Exercises 4 & 5]
Because it is a difficult skill to acquire / it is a good way of exposing learners to language
• Learners benefit from engaging with serious/relevant/up-to-date themes [Exercises 4

& 5]
Because they may read about them in the media / they will not feel that they are being
patronised
• It is important to contextualise language / exploit texts for lexical work / help

learners extend their knowledge of lexis through texts [Exercises 4 & 5]
Because that is how it is in real life / it helps learners with understanding the meaning / it
helps them remember the language
• Diagnostic testing of learners is a useful classroom activity / learners are not shown
explicitly how to use context / how to paraphrase / how to guess the meaning of
unknown words [Exercises 4 & 5]
Because it ensures class time spent on what learners need / it allows the teachers or
learners to see what they can already do
49
• Learners benefit from scaffolding/having a framework/a model [Exercise 5]
Because it gives learners confidence / allows them to progress in stages / helps them to
produce an effective model
• It is important to focus learners on form / parts of speech / word class [Exercise 5]

Because intermediate learners need to be accurate if they want to progress to the next
level/they want to take an example / if accuracy is not emphasised, language errors could
become fossilised
• Learners benefit from cognitively challenging tasks [Exercises 4 & 5]

They force the learners to think/engage with what they are doing / they fully exploit the text
• Intermediate learners need to be able to paraphrase / summarise [[Exercises 4 & 5]

These are more challenging reading sub-skills and need time to acquire / they are
important skills in academic English which many learners need
• It is important to focus on systems and skills [Exercises 4 & 5]

Because they reinforce each other in language learning / learners need to be able to use
both

Examiners commented that many candidates were challenged by the new focus on skills and a
high proportion did not discuss reading skills at all in either part of the task. Instead, they saw
the sequence as being on the teaching of lexis, despite the clarity of the rubric, and tried to
analyse the sequence in terms of PPP. However, stronger candidates were able to discuss the
focus on reading skills and therefore this task continues to differentiate well between stronger
and weaker candidates in terms of their knowledge of the principles which inform the design of
teaching material. Overall performance was slightly lower in this task than it has been for the
last five sessions with the average number of points gained being 15. As in previous sessions,
the candidates scored higher on part (a) than on part (b) where some struggled to identify the
assumptions that lay behind the design of these particular exercises. It is therefore clear that
centres need to do more work on this area of the syllabus so that candidates improve their
ability to recognise the principles behind the design of any piece of published material, whether
it be from student-generated material which has a systems focus or from material which has a
skills focus.
Part (a)
The majority of candidates had clearly taken on board the advice given in the last
examination report to write down at least eight purposes over the three exercises but
unfortunately, these were frequently inaccurate because they had ignored the rubric and
the focus on reading skills. Fewer candidates also interspersed assumptions with purposes
or wasted time describing how the exercises combined with others which is clear evidence
of centre training but many still list everything they can think of which results in over-long
and unfocussed answers.
The most common purposes identified were:

• To encourage learners to make use of context (Guessing meaning from context)
• To encourage learners to make use of dictionaries (Guessing meaning from context)
• To check understanding of key points in the reading text (Summary completion)
• To practise the lexis (Summary completion)
• To check understanding of the reading text (Speaking 1)
• To practise lexis from the previous exercise (Speaking 1).
The least common purposes identified were:

• To practise scanning (Guessing meaning from context)
• To practise reading for detail (Guessing meaning from context)
50
• To train learners in summarising (Summary completion)
• To provide a model of a summary (Summary completion)
• To practise reading for specific information (Summary completion)
• To use knowledge of sense relations/synonyms/antonyms/lexical sets to locate
information/summarise (Summary completion)
• To focus on form/word class/parts of speech/encourage learners to use the text/context
(Summary completion)
• To practise paraphrasing (Exercise 1 Speaking)
• To practise reading for specific information (Exercise 1 Speaking)
• To highlight/provide examples of language to paraphrase the text (Exercise 1
Speaking).

• To train learners to guess meaning (Examiners noted here that candidates were just
repeating the title of the exercise without specifying its focus, i.e. that this is to guess
the meaning of unknown lexis)
• To focus on lexis (without specifying that the focus is on the meaning of the lexis or
checking learner understanding of lexis)
• To provide a written record of the target language (without saying that it is a written
record of the meaning of the language rather than just the items)
• To teach modals for advice (the purpose of having the language items in the box in
Exercise 1 Speaking was to provide language to use to paraphrase the text)
• To provide an opportunity for personalization (there was no element of personalization
in Speaking 1 as the ideas are already provided in the reading text)
• To develop the learners’ speaking skills without making reference to the relationship of
the exercise to the overarching aim of developing reading skills (Exercise 1 Speaking)
• There was confusion between the difference between the sub-skills of summarising and
paraphrasing so candidates wrote that the purpose of Summary completion exercise
was to practise paraphrasing when it was to practise summarising, and the purpose of
Speaking 1 was to practise summarizing when it was to practise paraphrasing.
Part (b)
As in previous sessions, candidates generally struggled to identify a range of assumptions and
this was exacerbated in this session by the fact that they had not recognised the reading
purposes in part (a) and so they missed out on identifying a potential five assumptions related
to reading. In addition, a significant number of candidates misread the rubric and included
assumptions about Exercise 1 Speaking whilst others found it challenging to identify
assumptions based on two exercises. Weaker candidates often produced pre-learnt
assumptions whilst others did not explicitly state which exercise/s each assumption was
evident in but fewer did this than in last June. Overall, it is clear that weaker candidates are
not looking closely at the material or doing the exercises, e.g. if they had completed the
Summary Completion exercise, they would have realised that it is cognitively challenging and
therefore included this assumption in their answers. They might also have recognised the
importance of the focus on form. Of those candidates who managed to identify 4 or 5
assumptions, a significant number did not maximise the number of marks that they could gain,
i.e. 12 or 15, because the rationale that they provided was limited, repetitive or absent from
their answer, i.e. they did not follow the rubric and explain why the authors might consider
these assumptions to be important for language learning. The Guideline Answers in this report
and previous ones provide a good range of reasons which candidates could usefully consider.
The most common assumptions identified were:

• Learners benefit from using dictionaries
• The importance of contextualizing language / exploiting texts for lexical work
• The benefit of scaffolding / having a model
• The importance of focusing learners on form
51
• The use of cognitively challenging tasks
• The importance of focusing learners on reading sub-skills (for those candidates who
recognized that this was the focus of part (a))
• Learners need to be able to work out the meaning of unknown lexis (for those
candidates who recognized that this was the focus of part (a)).
The least common assumptions identified were:

• Learners need to read texts in depth
• Learners benefit from engaging with serious themes
• Learners are not explicitly shown how to use context / how to paraphrase / how to guess
the meaning of unknown lexis
• Intermediate need to be able to paraphrase/summarise
• The importance of focusing on systems and skills.
Inaccurate assumptions frequently identified were:

• The value of collaboration
• The usefulness of personalization
• The need to include controlled practice
• The importance of providing a written record
• Moving learners from receptive to productive work
• The value of learning vocabulary (in chunks).

read the rubric carefully to ensure that they discuss only those exercises specified in the
task rubric
do the exercises themselves so that they really understand what the learners have to do
and therefore what their purposes and assumptions behind them are
write several relevant purposes for each exercise in part (a) and produce a minimum of
eight purposes in total
avoid repeating pre-learnt purposes from previous Guideline Answers and generic
purposes, e.g. that the exercises prepare the students for the next one, which could apply
to most exercises in a sequence of material
ensure that all the purposes cited refer to the stated focus of the material, i.e. developing
and practising intermediate level learners’ reading skills
note that in part (a) they should discuss the purpose of the exercises in relation to the
purpose of the extract as a whole, i.e. in this case to develop and practise intermediate
level learners’ reading skills
look at the language included in a text (written or spoken) and within the different exercises
cited in the rubric in relation to the focus of the extract
look at the skills necessary to achieve the focus of the extract, i.e. to develop and practise
reading skills
look at the purposes of the exercise rather than describe what the learners have to do in
them
research in more detail the principles behind the design of material
give two different reasons for each assumption to maximise their chances of gaining three
marks for each assumption and rationale as outlined in the Guideline Answer, i.e. a
maximum of 12 different reasons
group their answers together as indicated by the task rubric sections i.e. discuss only
purposes in part (a), and only assumptions and reasons for them in part (b)
use headings to organise their answers, e.g. assumption, reasons, exercise which means
that they ensure that they provide all the information required in the rubric
avoid using exercises as headings because this can result in the repetition of assumptions
if they are evident in more than one exercise
lay out their answers using plenty of space/paper so that the Examiners can read their
answers.
52
9.3 Sample Answers
9.3.1 The following sample answer gained a large number of marks for this task
2A
Guessing meaning from context
− Gives ss practice of using their cognitive abilities to infer meaning so as to not depend
on dictionaries too much while reading
− It checks the ss’ understanding of the vocab in the box which was found in the text
− It gives ss practice of scanning the text for specific words/information
Summary completion
− Introduces/reinforces the concept of paraphrasis, which is important in all long pieces of
discourse.
− It checks the ss’ understanding of the text more in detail
− It provides further clarification of the lexis and the structure of the text by accompanying
it with the wording of the summary
Speaking 1
− |It give ss an opportunity to manipulate the ideas they just read and rephrase them.
− It gives ss a chance to practice language just learnt, which will make it easier for the ss
to recognise it the next time they see it in a reading
B
1) Students should be trained to guess meaning from context [Guessing 4], because
1) it prevents an over reliance to dictionaries
2) it promotes autonomous learning
3) it engages them at a deep cognitive level
2) Students should be exposed to dictionary definitions [Guessing 4], because

1) it will make them familiar with their format when they consult a dictionary
2) it exposes them to examples of good explanation
3) it can help enhance their compensation oral strategies
3) Students should be familiar with the concept of synonyms/paraphrase [summary], because

1) they are often used in longer pieces of discourse
2) they are often tested in formal exams
3) they are useful productive skills
4) It is useful to give ss written record of class [all exercises], because

1) they expect it
2) they can refer to it later on
3) it gives them a sense of accomplishment/progress
5) It is important to look at topics which are relevant to everyone [all exercises], because
1) ss will be more engaged/attentive
2) ss will be more motivated to notice language
3) ss will be more likely to engage with the text
6) Guiding discovery/inductive approaches are valuable [guessing 4], because

1) they make language more memorable
2) they engage ss more
3) they encourage autonomous learning
4) they engage deeper cognitive processes
53
7) It is important for ss to be able to predict the part of speech of an unknown word [summary],
because
1) it gives ss an indication of its function
2) it gives ss and indication of its meaning
3) it makes it easier to guess
8) Scanning is an importan reading sub-skill [4] because

1) It is a time saver
2) It makes reading less difficult

The candidate identifies eight purposes over the three exercises, of which seven are valid: to
give learners practice in inferring the meaning of unknown lexis; to check the learners’
understanding of the lexis in the box; to practise scanning in Exercise 4 Guessing meaning
from context; to check the learners’ understanding of the key points in the text and to check
learners’ understanding of the lexis in Exercise 5 Summary completion; to practise
paraphrasing and to practise the lexis from the previous exercise in Exercise 1 Speaking. The
point about introducing the idea of paraphrasing in Exercise 5 Summary completion is
inaccurate because the purpose of this exercise is to train learners in the sub-skill of
summarising. In part (b), the candidate identifies five accurate assumptions which lie behind
the design of the material. These are that learners should be trained to guess the meaning of
unknown lexis from context; learners benefit from using dictionaries; it is important to read
about themes which are relevant to the learners; it is also important to focus learners on parts
of speech; and scanning is an important reading sub-skill. The candidate provides fully
developed rationale for three of the assumptions. For her point about relevant themes, only the
reason that they will be more likely to engage with the text was credited because the first
reason given was a repetition of this one and it is not necessarily true that they will be more
motivated to notice language. In terms of scanning, again only one mark was given for her
rationale (it’s a time saver) because the second one (it makes reading less difficult) is too
general to be credited. The candidate has included three assumptions which are not evident or
accurate in the material: students should be familiar with the concept of synonyms/paraphrase
(this is not necessarily the case at intermediate level); it is useful to give students a written
record of class (they are not given one); and guided discovery/inductive approaches are
valuable (this approach is not used in this sequence of material). In terms of the organisation
of the answer, it has the benefit of a clear layout, use of headings and numbers for both parts.
54
9.3.2 The following sample answer gained just over half the marks available for
this task
2a
Guessing meaning for context 2
- to analyse the language in the reading in more detail
- to extend vocabulary connected to this context and the situation of ecotourism
- to practice inductive skills, inherent in the practice of reading.
- to provide a useful list of the terms to help students talk about the guidelines in
Speaking 1.
Summary Completion 5:
- to analyse the new language from the text in detail
- to help learners pay attention (or to draw attention) to word categories to help
understand meaning when reading.
- to practice reading in detail.
- to provide a meaning for summarising a guideline, a key skill for reading and speaking
Exercise 1
Speaking 1
- to practice summarizing information, a key reading skill
- to check comprehension of the written text
- to personalize reading skills.
2b
Six key assumptions Guessing meaning for context 4 = GMFC4
Summary completion 5 = SC5
1. Students benefit from focusing on specific meaning of key words from a text.
Because it practices their reading for specific information skills and expands their
vocabulary. (GMFC4)
2. Students benefit from an inductive method of learning vocabulary.

Because it practices their detail reading skills, and the cognitive challenge makes the
language more memorable. (GMFC4)
3. Students benefit from focusing on lexis of a text rather than on grammar.

Because this reflects the lexical approach where lexis is more immediately useful to
learners.
4. Students benefit from having a model for a communicative task (in this case
summarizing information)
Because it provides scaffolding for them and provides a clear example of what to do
(SC5)
5. Students benefit and need to practice word categories (e.g: noun, verb)
Because this aids comprehension in written tests and makes students aware of their
language, reducing errors (SC5)
6. Students benefit from accuracy of form and grammar before production.

Because form and grammatical accuracy are essential for summarizing information
clearly
55
The candidate identifies eleven purposes over the three exercises, of which five are valid: to
check learners’ understanding of the lexis; to focus on form; to practise reading in detail; and
to train learners in summarising in Exercise 5 Summary completion; and to check
understanding of the reading text in Exercise 1 Speaking. The remaining points made are
inaccurate or vague: in terms of Guessing meaning from context 2, the candidate does not
mention meaning of the lexis when he writes to analyse the language in the reading text and
so no marks can be given; the aim is not to extend vocabulary of ecotourism; the purpose is
not to practise inductive skills; and it is not the purpose of the exercise to provide a useful list
of terms to help students talk about the guidelines in Speaking 1. For the third exercise in
this part of the task, the purpose is to practise paraphrasing and not summarising as the
candidate states nor is the purpose of Speaking 1 to personalise reading skills. In part (b),
the candidate identifies six assumptions which lie behind the design of the material but only
three of these could be credited. These are that learners benefit from focusing on reading
skills; it is important to focus learners on form; and learners benefit from having a model.
However, the candidate only provides fully developed rationale for this last assumption. For
his point about having a model, he only gives one reason that it provides them with a clear
example of what to do. The reason given for the benefit of a focus on reading skills could not
be credited because it expands their vocabulary is not relevant to this assumption. Of the
other three assumptions that the candidate outlines, the one which states that students
benefit from focusing on lexis in a text was not referenced to an exercise and so could not
be awarded any marks and there is no evidence in this sequence of material that learners
benefit from an inductive method of learning vocabulary or that they benefit from accuracy of
form and grammar before production. In terms of the organisation of the answer, it has the
benefit of a clear layout and use of numbers but the candidate needs to use the headings of
assumption, exercise, reason one and reason two for part (b) to ensure that he addresses
the requirements of the rubric.
9.3.3 The following sample answer obtained under half the marks available for this task
4. Guessing meaning from context:
- to teach some topics related lexis

- to contextualize the vocabularies
- to help learners with working on dictionary definition
- to motivate learners to guess before checking words in the dictionary
5. Summary Completion
- to encourage learners to look for specific details

- to provide a chance to further practice on reading text
- to help learners to see the TL in the context
- to motivate the learners to go for main ideas in a text
- to encourage the grammatical function of the lexis with a meaningful unit of a sentence
Speaking 1
• to motivate jigsaw reading

• to expose learners to some formulaic language
• to help learners use the target language
• to provide a chance for the teacher to diagnose the probable problems
• to have controlled practice on the lexis presented
Assumption 1 The value of contextualization (Ex 4/5)

R1  It is more memorable
R2  It is more meaningful
56
Assumption 2  to have a written record of Target Language (Ex 4/5)
R1  They can refer to it later
R2  This is what learners expect
Assumption 3  The value of (semi) authentic/Interesting text (Ex 4/5)

R1  It is more motivating
R2  this is what they see as an extensive text outside classroom.
Assumption 4  The value of scaffolding (Ex 4/5)

R1  It helps their confidence
R2
Assumption 5  The value of Collaboration (Ex 1 Speaking)

R1  It helps them learn from each other
R2  It is more Communicative
Assumption 6  It is important to move from receptive to productive (Ex 1

Speaking)
R1  This is how they deal with their L1
R2  This gives them assurance to use correct form of language.
Assumption 7  It is important to have a task to do (All exercises)

R1  Without one they may get confused what to do
R2  It is cognitively challenging
Assumption 8  guided discover is important (ex 5)

R1  It is more challenging
R2  It is helpful to increase students’ autonomy
Assumption 9  Learning words in chunks is useful (Ex 5)

R1  This is how native speakers learn lexis
R2  This helps their fluency of language

The candidate identifies fourteen purposes over the three exercises, of which five are valid: to
encourage learners to use dictionary definitions and to motivate them to guess the meaning of
unknown lexis in Guessing meaning from context 4; to focus on form and practise reading for
key information/in detail (stated three times) in Exercise 5 Summary completion; and to
practise the lexis from the previous exercise in Exercise 1 Speaking (stated twice). The
remaining points made are inaccurate or vague: in terms of Guessing meaning from context 4,
the purpose is not to teach or contextualise the lexis; in Summary completion 5 it is not a
purpose that it helps learners to see the TL in context; and in terms of Speaking 1, it is not a
jigsaw reading task and it is too vague to say that it provides a chance for the teacher to
diagnose the probable problems as this can be written for most exercises and is not a specific
feature of this particular exercise. In part (b), the candidate identifies nine assumptions but two
of these have to automatically be ignored because they relate to Speaking 1 which is not
included in the rubric, (i.e. the value of collaboration and moving from receptive to productive
work). Of the remaining seven, only one of these could be credited which is learners benefit
from having a model and the candidate only provides one reason (it helps their confidence)
which means that he only gains two, rather than three marks, for this assumption. The
remaining five assumptions are all inaccurate because they are not evidenced in the
exercises: the value of contextualisation (the candidate needs to explicitly state
contextualisation of lexis for this assumption to be credited); the importance of having a
written record of the target language (this is not included in the material); the value of (semi)
authentic/interesting texts (it is the fact that the topic is serious/relevant/up-to-date that is
important, not the source of the text and interesting is too general to be credited); the
57
importance of learners having a task to do (this is generic and could apply to all sequences of
material); the value of guided discovery and learning words in chunks (neither of these
assumptions are evidenced in either of the two exercises. In terms of the organisation of the
answer, it has the benefit of a clear layout but in terms of content, the candidate over-relies on
pre-learnt assumptions from previous Guideline Answers which do not apply to this sequence
where the focus is on reading skills. Overall, the candidate lacks sufficient experience of the
principles of materials design.
58
10 Paper 2 Task 3
Comment on the ways in which Prediction 1 and Reading for gist 3 combine with the
exercises discussed in Task Two.
Exercise How exercise combines with exercises in task two

Prediction 1 • Sets up / introduces / gets learners thinking about the topic of the
extract / activates schemata / encourages top-down processing
• Personalises the topic
• Starts with an easy / fun task before they have to guess the
meaning of unknown lexis which is a more challenging task
• Balance of collaborative and individual work over the extract / the
sequence starts and ends with speaking
• Encourages students to generate ideas which they can then use in
Speaking 1
• Encourages students to generate lexis which they can use in
Speaking 1
Reading for gist 3 • Maintains the theme / topic of the extract
• Exposes learners to the lexis / in Exercises 4 / 5 / Speaking 1
• Provides the text for the sub-skills work in Exercise 4 and 5
• Checks learners understand the text / allows learners to practise
skimming/reading for gist/general understanding before they read it
again / in depth / in Exercise 4/Speaking 1
• Provides a context for guessing the meaning of the lexis in
Exercise 4 / provides the content for the summary in Exercise 5
• Provides ideas / imperative verb forms / for Speaking 1
• Provides a variety of skills/reading skills work / provides a focus on
reading skills which leads into speaking work / provides a balance
between receptive and productive skills work in Speaking 1
•

Whilst Examiners commented that candidates generally knew how to approach this task in
terms of linking their points to subsequent exercises, the average number of marks gained was
4 which was slightly lower than in previous sessions. The reason for this appears to be the
focus on reading skills which as was evidenced in Task Two, eluded weaker candidates. These
candidates analysed the exercises in terms of teaching language rather than reading skills as
can be seen from the list of less frequent points made. However, it is positive to note that more
(stronger) candidates are looking at the material as a whole and commenting on the nature of
the tasks and the interaction patterns evidenced in them. Fewer candidates conflated exercises
which meant that they were able to maximise the marks that they got.
The most common points made about how the exercises combine with those in Task Two were:
• Prediction 1 introduces / personalizes the topic
• Prediction 1 encourages students to generate ideas and lexis which can be used in
Speaking 1
• Reading for gist 3 checks learners understand the text / allows them to practise
skimming/reading for gist/general understanding before they read it again in Guessing
meaning from context 4 and/or Speaking 1.
59
The least common points made were:
• Prediction 1 starts with an easy/fun task
• There is a balance of collaborative and individual work over the extract / the sequence
starts and ends with speaking
• Reading for gist 3 maintains the theme/topic of the extract
• Reading for gist 3 provides the text for the sub-skills work in Guessing meaning from
context 4 / Summary completion 5
• Reading for gist 3 provides a context for guessing the meaning of the lexis in Guessing
meaning from context 4 / provides the context for the summary in Summary completion
5
• Reading for gist 3 provides a variety of skills/reading skills work / provides a focus on
reading skills which leads into speaking work.

• Prediction 1 revises the use of modal verbs
• Prediction 1 allows the teacher to see what the learners know about the topic (this is too
general and could apply to most exercises in published material)
• Reading for gist 3 allows for personalisation (this is only relevant to Prediction 1)
• Reading for gist 3 allows learners to review imperatives which they can use in Speaking
1 (this is not relevant to the level of the learners).

read the rubric carefully and only discuss the exercises they are asked to discuss
approach this task by discussing each exercise on its own so that they maximise the
number of points that they make
make a minimum of twelve points about the different exercises
make sure they discuss how the specific exercises combine with the exercises in Task Two
rather than with each other
make sure they say how the exercises combine rather than describe what the learners
have to do in the exercises
make sure that they do not simple describe the purpose of the exercises without saying
how they combined with one of the exercises in Task Two
do the exercises themselves so that they can see how the exercises link with the ones in
Task Two
consider a range of ways exercises can combine, e.g. in terms of language and skills, the
focus of the extract as stated in Task Two, the type of practice, presentation to practice,
student interaction patterns, opportunities for personalisation, progression, recycling, the
balance between accuracy and fluency, the topic/context etc.
60
10.3 Sample Answers
10.3.1 The following sample answer obtained a high number of marks available for
this task
3 Prediction 1
• to generate interest in the topic of the text and the subsequent exercises.
• to activate learners’ schemata in the context of ecotourism.
• to personalise the topic of the text and subsequent exercises.
• to allow learners to notice topic-specific language that they don’t have which may arise
in Guessing meaning from context 4 and summary completion 5.
• to provide an opportunity for learners to interact before a series of individual work tasks.
• to allow learners to predict some of the content of the text.
Reading for gist 3

• to contextualise the lexis which learners exploit in GMFC4 and SC5
• to encourage learners to read for gist before reading for more detail in GMFC4
• to provide prompts for Speaking 1
• to familiarise learners with the text that will be further exploited in the follow three
activities.

This answer identifies eight accurate points spread evenly over the two exercises. These are
that Prediction 1 generates interest in the topic (stated three times); allows for personalisation;
allows the learners to interact before they move into individual work; encourages them to
generate lexis; Reading for gist 3 provides the text for the subsequent work on reading sub-
skills and also provides a context for guessing the meaning of the lexis in Guessing meaning
from context 4; it encourages learners to read for gist before they read for more detail in
Guessing meaning from context 4; and it provides ideas for Speaking 1. It is very positive that
the points are all expressed clearly and succinctly and none of them are inaccurate. The
candidate also explicitly refers back to the exercises discussed in Task 2.
10.3.2 The following sample answer obtained just over half the marks available for this
task
Prediction 1
− it activates students’ schemata of the topic of the reading text in the other exercises
from Task 2.
− it provides an opportunity to pre-teach vocabulary connected to the reading in the other
exercises from Task 2
− by focusing on the negative effects of tourism it prepares students for the reading about
Ecotourism
− it varies the interaction pattern, as this is a group activity and the others are individual or
pair work ones (in Task 2)
− it provides a framework of speaking task – reading – speaking task.
− it allows for the personalisation of the topic of the text students need to read for the
tasks in Task 2.
Reading for gist 3

− it provides a first chance for students to read the text they will need for the exercises
from Task 2.
− it starts the focus on practising reading skills in the exercises from Task 2
− it makes the cycle of teaching reading sub-skills (scanning, guessing meaning from
context, reading for specific information) complete
61
− it varies the time spent on reading the text as here students have to read quickly and in
the other tasks they have more time

The candidate identifies ten purposes spread evenly over the two exercises of which six are
accurate. These are that Prediction 1 activates schemata of the topic (stated twice); allows for
personalisation; varies the interaction pattern as it is a group activity before the learners move
into individual work; generates lexis; Reading for gist 3 provides the text for the subsequent
work on reading sub-skills and also provides a variety of reading sub-skills. The remaining
three points are inaccurate or not specific enough: Prediction 1 provides a framework of
speaking task – reading – speaking task (it is not clear what the candidate means); Reading
for gist 3 starts the focus on practising reading skills (the candidate needs to specify which
reading skills, i.e. skimming or reading for gist/general understanding); and it varies the time
spend on reading the text as here students have to read quickly and in the other tasks they
have more time (this is not necessarily true). Again, as in the previous sample, it is positive
that the points are all expressed clearly and succinctly but the candidate needs to refer to
specific exercises rather than simply writing the exercises from Task 2.
10.3.3 The following sample answer obtained very few marks available for this task
1
Tk3
prediction 1
• activates learners schmata/previous knowledge
• allows the teacher to see what they know about the topic
• acts as a lead in
Reading for gist 3
• encourages learners not to focus on unknown words
• to practice skimming skills
• presents ex4 vocabulary in context.

This candidate’s response to the task is very brief and she only identifies six purposes over the
two exercises of which three are accurate. These are that Prediction 1 activates schemata of
the topic (stated twice); Reading for gist 3 practises skimming skills and provides a context for
guessing the meaning of unknown lexis in Guessing meaning from context 4. The remaining
two points are inaccurate or vague: Prediction 1 allows the teacher to see what they already
know (this point is too generic as it could be made about most exercises in such material) and
Reading for gist 3 encourages learners not to focus on unknown words (the candidate needs
to say how the exercise does this, i.e. by allowing the learners to practise skimming or reading
for gist/general understanding). Whilst the candidate expresses her points clearly and
concisely, she needs to outline more than six points because there are 10 marks available for
this task, one for each accurate point made.
62
11 Paper 2 Task 4
The text below is a teacher trainer’s description of a way of organising a language lesson.
One approach to language lesson staging is PPP: presentation, practice and

production. Language is pre-selected by the teacher. A language presentation
stage is followed by controlled practice activities and a freer production stage.
a What reasons are there for using PPP as described above in ELT classrooms?
b What are the advantages of organising a language lesson in the following sequence:
production, presentation, practice?
11.1Guideline Answer
A Reasons for PPP as described
• Familiarity It has been in existence for a long time / it is a familiar approach and so has
credibility / learners expect it
• Coursebooks It reflects the methodology of many current coursebooks
• Planning It is easier to plan a grammar/vocabulary syllabus because language lessons

have a predetermined focus / the teacher selects the language / can prepare the stages in
advance / can anticipate problems in advance
• Clear aim/outcome/focus The outcomes are transparent/measurable which aids

accountability / it has a specific language focus
• Scaffolding It has clear staging / scaffolding / support / guidance for learners
• Lower levels It’s good for lower levels
• New language It is good for introducing new language
• Sense of achievement Learners get a sense of progress / achievement
• Measure of progress It allows the teacher to see what the students have learned / where
they are having problems
• Learner reaction It’s predictable / learners find it safe/reassuring/motivating / learners feel

secure
• Authority It can appeal to learners who see the teacher as an authority figure / like the
teacher to be in control
• Accuracy It has a clear accuracy stage which meets expectations / it ensures accuracy
before fluency
• Receptive to productive It moves from receptive to productive use
• Feedback It gives teachers opportunities to focus on learner output and give

feedback/correction
• Easier for (less experienced) teachers It makes teachers feel more confident
63
• Classroom Management It is good for classroom management / younger learners / large
classes / ensuring equal participation / teacher has control over the learners
• Flexible The vehicle for the presentation part can be based on a situation, a text, visuals /
can be chosen to suit the learners’ interests
• Teaching skills It is a useful part of a teacher’s repertoire / it provides useful tools for
teachers in any lesson, e.g. drilling, highlighting form/pronunciation on the board, using
CCQs, correcting errors from speaking activities
• Teacher knowledge It trains teachers to analyse language in terms of meaning, form and
pronunciation
B Advantages of using sequence: production, presentation, practice

• SLA It reflects how we learn a second language more closely / it’s a more authentic way to
teach language
• Learner needs Learners can see the purpose of practice and presentation and how it
relates to their needs / it makes the need for the language focus real
• Diagnostic The production stage can be used diagnostically by the teacher / the teacher
can monitor and gather information / it tests what the learners already know/allows learners
to show what they can do
• Teacher response to needs The teacher can respond to their learners’ emerging needs
rather than on what they have chosen to teach
• Relevance It makes the language more relevant / authentic / more personalised

contextualisation of language
• Student centred It’s more student centred / learners have more input into the lesson
• Learner reaction It can be motivating / interesting / engaging
• Risks It encourages learners to take risks with language
• Sense of achievement Learners get a sense of progress / achievement
• Measure of progress It allows the teacher to see what the students have learned
• Known language It shows learners who think that they ‘know’ the language point that they
don’t
• Language gap It shows learners where the gaps in their knowledge are
• Revision TTT is useful to revise language already covered with the group
• Time efficient It saves time because the teacher does not waste time on teaching language
the students already know
• Mixed ability All the learners in the class can participate even if their levels are different /
the learners are at different stages of development
• Higher levels It works well at higher levels / challenges learners at higher levels
64
Examiners commented that the focus discriminated well between experienced and less
experienced candidates, although considering the accessibility of the topic (PPP versus TTT),
a surprising number struggled to identify a range of points and some had a very narrow view
of PPP and thought that it was synonymous with being a situational presentation. Some
candidates misread Part B and took it to be still talking about traditional PPP. They then
answered this part of the task about the advantages of the sequence of PPP rather than
focusing on the change to production in the first stage. Weaker answers contained a large
amount of vagueness and repetition, e.g. about the value of each stage (rather than looking at
the approach of PPP as a whole) or reference to learning styles. However, overall
performance was in line with previous sessions and the average number of marks achieved
was 21 although there were fewer very high scoring answers than in June 2013 when the
focus was on writing skills, perhaps an indication that candidates need to think more deeply
about why and when they use different approaches to teach language in their classrooms. It
may also have been because Part B was not focussed on how they would implement the
focus in Part A in their own teaching. Very few candidates wrote off-task and they provided full
answers, although there was a lot of repetition, particularly in terms of the scaffolding provided
by PPP. A significant number of candidates chose to answer this task first, presumably
because it counts for a large number of marks, 40. This meant that they did not run out of time
and were able to provide full answers.
The most common points identified in Part A were:
• Learners expect PPP
• Using PPP makes it easier for the teacher to plan the lesson
• It makes teachers feel more confident
• It has clear staging/scaffolding
• Learners feel secure
• It appeals to learners who like the teacher to be in control
• It has a clear accuracy stage
• It moves from receptive to productive.
The least common points identified in Part A were:

• PPP is good for introducing new language
• The vehicle for the presentation part can be based on a situation, text, visuals
• PPP is a useful part of a teacher’s repertoire
• It trains teachers to analyse language.
The most common points identified in Part B were:

• The production stage can be used diagnostically by the teacher/it allows learners to
show what they can do
• The teacher can respond to learners’ needs
• It is more student-centred
• It can be motivating for learners
• It shows learners where the gaps in their knowledge are
• It saves time because the teacher does not waste time on teaching language the
learners already know.
The least common points identified in Part B were:

• Production, presentation, practice encourages learners to take risks
• It shows learners who think that they know the language that they don’t
• It is useful for revision purposes
• It is useful in mixed ability classes
• It works well with higher level learners.
65
read the rubric very carefully
only provide the information they are asked for about a topic, i.e. keep to the point
make as many relevant different points, up to a maximum of 20 over the two sections
use bullet points rather than an essay format as candidates are marked on the number of
points that they make rather than the depth of their answers
not to write at length about one point but to make as many different points as possible
prepare for this task by reading a methodology book which covers a range of topics, e.g.
Learning Teaching (Scrivener) or The Practice of English Language Teaching (Harmer)
allow themselves enough time for both parts of the task
refer, where appropriate, to a range of learners and contexts
consider the question (where appropriate) from the viewpoints of learners, teachers,
institutional requirements, materials, etc in order to generate a greater range of ideas.
11.3 Sample Answers
11.3.1 The following sample answer obtained three quarters of marks available for this
task
4a
• the teacher has control over what will happen in the classroom and can therefore be
better prepared. This is especially relevant for new teachers.
• language is more easily understood when presented in a meaningful context
• PPP as described here might be expected by learners
• PPP as described here is the approach followed by numerous coursebooks.
• Learners are exposed to the target language and have a chance to practice it before
being expected to produce it
• the ‘present’ stage allows for language analysis to happen early in the lesson. This may
particularly benefit analytical learners.
• the ‘practice’ stage allows for a controlled focus on form, which encourages accuracy
among the learners.
• error correction is made easier by the ‘practice’ stage. In theory, errors corrected at this
stage should be less likely to reappear in the ‘produce’ stage.
• PPP as described here conforms to the idea of scaffolding language learning i.e.
supporting learners with new language before slowly allowing them more freedom to
manipulate the language in their own way.
• the teacher has the role of informer, which may be expected in some cultures.
• all learners are given the same information and each can take away what he/she finds
important, useful or relevant.
4b
• the language focus of the lesson is more relevant to the learners’ needs and abilities.
• it allows the teacher to see how well learners are able to use a language point before
teaching it
• it allows the teacher to adapt his/her presentation stage to take account of what learners
already know about the target language.
• the ‘practice’ stage can focus more closely on areas of the target language that learners
have made errors with.
• it can be more motivating for learners to know that the teacher is reacting to what they
are (un)able to do rather than making assumptions about their abilities.
• the teacher can use real learner language from the production stage as examples or
models in the presentation stage.
• learners are more aware of their progress between the initial production stage and the
final practice stage.
66
• it encourages learners to ‘notice the gap’ between what they want to do and what they
are able to do. This ‘gap’ can then be narrowed through the presentation and practice
stages.
• mixed ability classes can be better catered for because the presentation and practice
stages can be more personalised with information gathered in the production stage.
Language is more likely to be memorable as it is, to some extent, learner-generated.
Part a
The candidate makes eight valid points with an appropriate amount of detail: it is easier for
the teacher to plan the lesson; learners expect PPP; it reflects the methodology of many
coursebooks; it moves from receptive to productive use; it focuses on accuracy; it gives
opportunities for error correction; it provides support for the learners; and learners from some
cultures expect the teacher to have the role of informer. However, she also makes three
inaccurate points, i.e. that language is more easily understood when it is presented in a
meaningful context (this is also true for other ways of presenting language); the presentation
stage allows for language analysis to happen early in the lesson which can appeal to
analytical learners (this is too general a point); and all learners are given the same
information and can take away what they find useful (this applies to all other ways of
presenting language).
Part b
Here the candidate makes seven valid points: it makes the language more relevant to the
learners (stated three times); it allows the teacher to see how well learners can use a
language point before they teach it; it therefore allows the teacher to adapt their presentation
in terms of the learners’ needs (stated twice); it can be motivating for the learners; learners are
more aware of their progress; it shows learners where the gaps in their knowledge are; and it
is useful in mixed ability classes. The answer is well expressed and clearly signposted via the
use of bullet points.
11.3.2 The following sample answer obtained half the number of marks available for this
task
4a) Reasons for using PPP
• learner expectations – the PPP model is so widely used that any deviation from this can
cause learners to question the usefulness of the tasks and negatively affect their
motivation
• it is logical to introduce the new language gradually, before using it in a freer way
• the clear staging creates a feeling of progression which can be motivating for students
• by gradually building up to free production, students are likely to retain more information.
• the repetition involved in PPP also aids retention.
• most coursebooks use this model so it is easily teachable and more valid from the
learners perspective.
• the teacher is able to pre-teach lexical items that he or she knows from experience are
likely to cause difficulties, thus saving time.
67
4b Advantages of using production, presentation, practice
• Students are able to demonstrate what they already know. This can have two functions:
a) It can be motivating when a student realises they are able to use the language
without input.
b) It allows the teacher to identify the students’ weaknesses and concentrate on these
in the presentation and practice stages of the lesson
• Top down approach reinforces what students already know.
• Teacher can identify weaker students in the group and focus on them.
• Students can see their own errors and where they need to improve making the
learning process more efficient. Students are able to take ownership of the learning.
• By identifying errors early on more class time can be spent on correction and
elimination of these errors.
• A break from the norm of PPP can be refreshing and motivating for students.
• this model mirrors the acquisition of a first language and so could be considered
more effective.
Part a
The candidate makes four valid points: PPP is widely used and learners expect it; it reflects
the methodology of many coursebooks; it has clear staging; and learners find it motivating.
However, he also includes four inaccurate or irrelevant points, i.e. that it is logical to
introduce the new language gradually (this is not necessarily true at higher levels); learners
are likely to retain more information by gradually building up to free production (this is not the
case); the repetition involved in PPP aids retention (this is also not the case); and the
teacher is able to pre-teach lexical items (this is not relevant).
Part b
Here the candidate makes six valid points: it reflects how we learn a second language more
closely; it allows the teacher to see how well learners can use a language point before they
teach it; it therefore allows the teacher to concentrate on the learners’ needs in the language
focus stage; it can be motivating for the learners (stated twice); it shows learners where the
gaps in their knowledge are; and it saves time because the teacher does not waste time on
teaching language the learners already know. The candidate makes two points which could
not be credited because they are unclear or irrelevant, i.e. that it is a top-down approach which
reinforces that the students already know (it is not clear what the candidate means here) and
the teacher can identify the weaker students in the group and focus on them (this approach
does not necessarily ensure that this will happen).
68
11.3.3 The following sample answer obtained under half of the marks available for this
task
T4
a) Reasons for PPP
• Aims/goals lesson aims are achievable and clear.
• new teachers helps build confidence and understanding of the lesson stages.
• learner needs it allows less confident learners to follow the lesson clearly. ideal for lower
levels A1/A2
• Drilling activities use in the presenting/production part, which mirrors the behaviourist
approach
• Controlled practice allows the teacher to focus on accuracy instead of fluency.
• freer practice helps motivate learners when they see the progress they are making.
• stakeholders/school policy certain schools may insist on teachers using this method in
their school
• krashen i+1 it allows the teacher to build on what the learner already knows (input + 1)
b) Advantages
• Clear stages learners can follow the pace of the lesson
• Grammar accuracy learners like to learn grammar and helping them improve their
accuracy will motivate them
• Grammar learners believe this is their weakness, so it will raise motivation
• achievable targets will increase learners confidence and motivation.
• lower levels A1/A2 level students like stability, which this method gives them.
• contextualised language grammar forms/vocabulary are presented in semi authentic
texts
• freer practice Allows learners to demonstrate their whole language range which builds
up confidence.
• Recall learners are more likely to remember language chunks that they practiced.
Part a
The candidate makes six valid points: the lesson aims are clear and achievable; PPP builds
the confidence of new teachers; it has clear staging; it is useful for lower levels; it has a clear
focus on accuracy; and it is motivating for learners. However, he also makes three inaccurate
points, i.e. drilling activities mirror the behaviourist approach (this is not relevant); certain
schools may insist on teachers using this method (this point is too general); and it allows the
teacher to build on what the learner already knows (this could apply to any way of presenting
language).
Part b
The problem with this part of the candidate’s answer is that he has not read the rubric carefully
and discusses the advantages of Presentation, Practice, Production rather than Production,
Presentation, Practice and therefore only gains two marks for this part of his answer when he
states that the learners will find the approach motivating and it allows the learners to show
what they can do. None of the other points made are relevant to this part of the task.
Candidates should ensure that they read the rubric for this task very carefully.
69

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Delta Module One

Understanding language, methodology and

1 Comments on Overall Performance ....................................................................................................... 4

2 Delta Module One Markscheme ............................................................................................................ 6

2.1 Distribution of marks ...................................................................................................................... 6

2.2 Markscheme for each task ............................................................................................................. 6

2.3 Grading ........................................................................................................................................... 8

3 Paper 1 Task 1......................................................................................................................................... 9

4 Paper 1 Task 2......................................................................................................................................... 9

5 Paper 1 Task 3......................................................................................................................................... 9

5.1 Guideline Answer ......................................................................................................................... 10

5.2 Candidate performance ................................................................................................................ 11

5.3 Sample Answers ........................................................................................................................... 12

6 Paper 1 Task 4....................................................................................................................................... 15

6.1 Guideline Answer ......................................................................................................................... 15

6.2 Candidate performance ................................................................................................................ 19

6.3 Sample Answers ........................................................................................................................... 22

7 Paper 1 Task 5....................................................................................................................................... 32

7.1 Guideline Answer ......................................................................................................................... 32

7.2 Candidate performance ................................................................................................................ 34

7.3 Sample Answers ........................................................................................................................... 36

8 Paper 2 Task 1....................................................................................................................................... 40

8.1 Guideline Answer ......................................................................................................................... 40

8.2 Candidate performance ................................................................................................................ 42

8.3 Sample Answers ........................................................................................................................... 43

9 Paper 2 Task 2....................................................................................................................................... 48

9.1 Guideline Answer ......................................................................................................................... 48

9.2 Candidate performance ................................................................................................................ 50

9.3 Sample Answers ........................................................................................................................... 53

10.1 Guideline Answer ......................................................................................................................... 59

10.2 Candidate performance ................................................................................................................ 59

10.3 Sample Answers ........................................................................................................................... 61

11 Paper 2 Task 4................................................................................................................................... 63

11.1 Guideline Answer ......................................................................................................................... 63

11.2 Candidate performance ................................................................................................................ 65

11.3 Sample Answers ........................................................................................................................... 66

2.1 Distribution of marks

2.2 Markscheme for each task

The following information is used in the grading process:

statistics on the candidature

The marks required to obtain each grade are:

Pass approximately 50%

As in previous sessions, candidates are recommended to:

As in previous sessions, candidates are recommended to:

Write about the following topic.

In some countries in Europe, some children from the age of 11 or 13 go to schools to

• Discourse structure / organisation / paragraphing

• Modals/language for suggesting / expressing obligation

• Present / past verb forms for describing experience / situations / facts

• Language for justifying / giving reasons / expressing purpose

• Language for giving opinions / agreeing and disagreeing

• Linkers/conjunctions/discourse markers for ordering / adding / summarising /

• Lexis/adjectives to talk about education / work

• Hypothesizing / use of conditionals (first/second/third/mixed)

• Passives / formal/academic style

• Generalising / comparatives / superlatives

The most common features identified were:

The least common features identified were:

The inaccurate/imprecise features listed below were frequently identified:

Candidates are recommended to:

5.3.1 The following sample answer gained almost full marks

Examiner’s comments on sample answer

4. Use language to give opinion/for conclusion especially