DM1 P1T1T2

e,g, 

e.g.

Morpheme

A morpheme is the smallest unit of meaning in a language. The words "the," "in," and "girl" consist of one morpheme. The word "girls" consists of two morphemes: "girl" and "s." 语素; 词素

allophone

a sound that is slightly different from another sound, although both sounds belong to the same phoneme and the difference does not affect meaning. For example, the /l/ at the beginning of little is different from the /l/ at the end. 音位变体（同一音位有不同发音，如little中的第一个 /l/ 与结尾的 /l/ 发音不同）

notional syllabus

A notional-functional syllabus is an approach where the organization of the material is determined with notions or ideas that learners expect to be able to express through the target language and the functions acts learners expect to be able to accomplish (Wilkins, 1976).

Paper 1 Task 1

Information, tips and strategies

This task is the shortest and it can only get you 6 marks (out of the 100 available in each paper). This means you shouldn’t spend more than 5 minutes on it! Some people find it easy and so they do it straightaway at the beginning - this could be a good boost to your confidence. Others decide to come back to it after they finish all the other tasks. Think about which strategy you’d prefer be sure not to spend too much time on it because it’s not worth much.

The task always consists of 6 definitions and you need to provide the term which is being defined.

Ø Use precise linguistic terminology.

Ø Give only one answer for each definition. Don’t provide any alternatives! Only your first answer will be marked and you will not get any marks for the second answer even if it correct and the first answer is not.

Ø Only give the term, nothing else! Don’t provide any examples or additional information. This would be a waste of your time or worse because it won’t you get any extra marks for it if is correct but you will lose marks if it is incorrect.

Ø Spelling counts and you may not get a mark if the spelling is incorrect. So do your best to spell the terms correctly.

Ø Attempt all the definitions. Even if you are really uncertain, you should put something down. You won’t lose more marks through giving a wrong answer than giving no answer and there will always be a chance that your answer is actually the right one. If you start with this task, then if you’re not sure, it could be better to leave it blank and come back to it later because you may remember while dealing with the other tasks.

Paper 1 Task 2

Information, tips and strategies

In this task, you’re asked to give a definition of 4 ELT terms and provide an example for each. You get 2 marks for each correct definition and 1 mark for each correct example. However, if your definition is not correct, you will not get a mark for the example even if it is correct. Overall, this task is worth 12 marks but that is still not very many, so you shouldn’t spend more than 12 minutes on it.

Ø Attempt all the definitions. As with Task 1, even if you’re not sure, it’s worth attempting a definition because you might be right.

Ø Label your answers clearly. Use the letters a-d used to label the terms in the paper to label your answers. Use sub-headings, for example, Definition and Example, to make sure your answers are immediately clear to the examiner.

Ø Use precise linguistic terminology. Avoid using simplified terms that you may be using with your learners. This includes, for example, helping verb instead of auxiliary or V3 instead of past participle.

Ø Try to be concise. You shouldn’t spend too long on this task, so don’t write long answers or examples consisting of classroom anecdotes – this could not only waste your time but could also make things less clear rather than more.

Ø Only provide one example because only the first one is marked! Even if the first example is wrong but the second one is correct, you won’t get a mark for the second example. So don’t waste your time on listing several examples but make sure you include one example for every definition. (However, as mentioned above, you won’t get a mark for the example if the definition is wrong.)

Ø Exam format warning: if you have come across some sample materials published before 2015 while you are practising, you may wonder whether you need to include a ‘further point’. The answer is no. This is no longer required. Now it’s just the definition and one example.

How can you prepare for these tasks?

Reading

Richards, J.C. & Schmidt, R. 2002 (3rd ed.) Dictionary of Language Teaching & Applied Linguistics. Longman.

 Thornbury, S. 2005. An A-Z of ELT. Macmillan. (His blog can also be a good source of ideas: https://scottthornbury.wordpress.com/index/)

Activities for practice

Creating and using mini-flashcards of terminology for review

Keeping a ‘terminology journal’, just as you would advise your learners to keep a vocabulary journal

Using apps such as Quizlet. If you search for Delta, you’ll find quite a few ready-made quizzes there. However, a word of warning, you don’t know who put these together and so some of the definitions might not be fully accurate. Perhaps it’s worth creating your own quizzes for revision purposes.  Looking things up and typing out the questions will help retention.

Testing each other.

If you come up with a great method that helps you, share it with others in the group!

Practice task

Paper 1 Task 1

(6 marks)

Recommended time: 5 minutes

Provide the term for each definition.

Provide only one answer per question.

a. the use of grammatical and lexical means to achieve connected text, either spoken or written. These include: reference words e.g. this, it; linkers e.g. However, and topic-related lexis.

b. two words which differ from each other in pronunciation by only one phoneme e.g. bet, bat; pin, bin.

c. using the medium of English to teach a subject such as geography, natural science or history, to learners whose first language is not English.

d. a term for an ‘umbrella’ item of lexis which subsumes a range of more specific items, e.g. fruit in relation to apple, orange, pear.

e. a type of test which is designed to show the level of language skills or knowledge a learner already has. It is often used by a teacher to find out how much a learner knows before beginning a language course.

f. a noun that is created by adding –ing to the verb-stem (e.g. We don’t allow smoking in the bedrooms).

 [ Cohesion, 

minimal pairs, 

content and language integrated learning/CLIL/content-based teaching/content-based learning/content teaching, 

Superordinate上义词, /hypernym

placement test ,

Gerund]

Paper 1 Task 2

(12 marks)

Recommended time: 12 minutes

Provide a definition and an appropriate brief example or illustration of each of the terms below.

a jigsaw reading

Jigsaw reading is an organization technique that breaks up longer texts into smaller chunks of text (one-two paragraphs) that students work together in groups to become experts on.

b modal auxiliary verb

A modal auxiliary verb is used to change the meaning of other verbs by expressing modality—that is, asserting (or denying) possibility, likelihood, ability, permission, obligation, or future intention. For example, can, could, may, etc.

c intrusive /w/

d direct method