DM1 P2T2

Paper 2

Task 2

1. How many marks can you get for this task and what’s the distribution?

42'

a 12 (2 per correct purpose, 6x2'), b 12 (2 per correct combination, 6x2'), c 18  (1 per correct assumption, 1 per correct rationale, 1 per correct reference to the exercise, 6x3').

2. The number of purposes you should identify in part A, the number of combinations in part B and the number of assumptions you should outline in part C is:______________

6

3. Making more than that could bring you extra marks. True/False?

4. What do you need to keep in mind when answering all parts of this task? _________________________________

the purpose of the extract as a whole

 

5. In part A, the best way to express the purposes is to use the ________________________________

infinitive of purpose

 

6. You need to include an example for each purpose you mention. True/False

 

7. In part B, apart from the exercise you’re talking about, you also need to refer to an exercise from part A with which it combines.  True/False

 

8. The assumptions in part C are about learners’ knowledge. True/False

 

9. You can get three marks for each point made in part C, provided you include:

a)_________________________   b)_______________________ c)____________________________

  a) assumption  b) rationale  c) reference to the relevant exercise

 

Paper 2 Task 2

Practice task

(42marks – a - 12 marks, b – 12 marks, c – 18 marks) – recommended time: 35-40minutes

 

The text for this task is reproduced on the next three pages.

The purpose of the extract as a whole is to teach the functional language of requests and appropriate responses to upper intermediate (CEFR B2) level learners.

 

a Identify six purposes of the exercises listed in the box below in relation to the purpose of the extract as a whole.

 

 

b Comment on six ways in which the exercises 19, 21 and 22 combine with the exercises discussed in a.

c Identify a total of six key assumptions about language learning that are evident in the exercises listed in the box below. Explain why these assumptions might be considered to be important for language learning. State which exercise or exercises each assumption refers to.

 

Write your answer here

 

Guideline answer

P2T2

Part a

Exercise 14

1. to set the scene / engage the learners / generate interest

2. to contextualise the target language

3. to expose the learners receptively to the target language / give an opportunity to notice the language

4. to listen for specific information / detail

 

Exercise 15

5. to provide examples of the target language

6. to check / practise the form of the exponents / lexical phrases of requests / focus on requests formed with infinitive and gerund

7. to check / raise awareness of the level of formality

 

Exercise 17

8. to input language for (non-specific) informal requests for help / to recycle exponents from Ex 15

9. to focus on the collocations / fixed expressions

10. to test the forms learnt in Ex 15

11. to allow learners to produce / practise / use examples of the target language

 

Exercise 18a

12. to input and check appropriate / polite (positive and negative) replies (to adjacency pairs)

13. to provide a record of the language

 

Exercise 18b

14. to focus on the problem of the negative reply in Would you mind ...?

15. to give an opportunity to use /check the responses from Ex 18a

 

Part b

Exercise 19

1. recycles / continues with / revises the exponents of requests and refusals from the previous exercises

2. focuses explicitly on intonation (productively) / adds pronunciation / intonation to meaning/form dealt with in previous exercises

 

Exercise 21

3. extends the learner’s knowledge of the language from the previous exercises

4. focuses on excuses / the importance of politeness

5. allows learners to personalise / use their ideas to generate the target language from the previous exercises

6. provides (controlled) oral practice of making excuses / replies

 

Exercise 22

7. gives learners more freedom than in previous exercises to formulate requests/responses / gives learners less controlled/freer practice   

8. gives an opportunity for learners to use the language (act it out for the class) / combines meaning/use, form and pronunciation (from all the previous exercises) / consolidates what has been learned in the previous exercises

9. changes the medium to writing / gives variety

10. focuses on accuracy (because learners have to write the dialogue) and so explicitly practises the forms introduced earlier

11. completes the cycle of receptive to productive

 

Part c

1. It’s useful to teach language functions[All exercises]

Because functional language has high surrender value for learners

 

2. Students need different exponents for the same function / upper intermediate students already have knowledge of basic exponents[All exercises]

Because students need different / more sophisticated ways of expressing the same function to deal with more complex situations / make them more native-like

 

3. It is Important to focus on style[Exercise 15]

Because learners need to be aware that language is appropriate to different situations / it’s part of knowing the meaning/use of language / particularly relevant to this target language

 

4. Language should be learned as chunks rather than deconstructed / important to focus learners on collocations[All exercises]

Because pre-fabricated chunks will increase the speed of production / fluency reflects the way native speakers use lexis

 

5. It is important to focus on discourse / adjacency pairs / responses[Exercise 18]

Because requests on their own are not so useful / learners can both use them and respond to them / responses are part of the use

 

6. Inauthentic texts are useful for presenting language / it is important for target language to be contextualised / listening texts are a good way of introducing language items[Exercise 14]

Because the language can be controlled / there is no defective language / the examples of the target language will be clear / because context provides meaning / because it is similar to learning L1

 

7. It is useful to have a task which doesn’t focus on target language even if the prime reason for the text is linguistic / learners need to understand meaning of a text before focusing on target language[Exercise 14]

It’s important for learners to have opportunities to listen as this is often something which they need practice in / it encourages learners away from focussing too soon on language items / it might help activate their existing knowledge of the language. An initial focus on meaning provides a context for the language / ensures the learners process the text for meaning before they attend to the language and will encourage good reading habits outside the classroom.

 

8. It is useful to expose the learners to the language receptively before they produce it [Exercise 14]

Because learners may notice the language / it replicates what happens in real life

 

9. It is useful to focus on form / highlight problems of form through focused exercises / focus on accuracy [Exercises 15 and 18b]

Because students will learn better if there is an explicit focus on points of difficulty/form they need to consider / makes students aware of what they are learning / many students expect an explicit language focus

 

10. It is useful for learners to use dictionaries / important to encourage learner autonomy [Exercise 17]

Because learners will not always have a teacher on hand to help them / because it forces them to take responsibility for their own learning / helps their learning outside the classroom

 

11. Visual stimuli / pictures are useful. [Exercise 14]

Because they are engaging / appeal to visual learners / are a useful way of conveying meaning