Task?Two

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The?purpose?of?the?extract?as?a?whole?is?to?review?and?extend?learners’?language?for?asking?and?talking?about plans.

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a

Identify?the?purpose?of?the?exercises?listed?in?the?box?below?in?relation?to?the?purpose?of?the?extract?as?a?whole.?Do?not?refer?to?the pronunciation?box?on?p?54 or?the?‘Did?you notice’?box?on p?55.

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Comment?on?the?ways?in?which?Speak?for?Yourself?and?Speak?out?(Exercise?1)?combine?with?the?exercises?discussed?in?Task Two.?Do not?refer to the?‘Remember’ box on p 55.

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c

Identify a total of six key assumptions about language learning that are evident in the exercises?Listening Exercise 1, Listening Exercise 2 and English in Use Exercise 1?and explain why the authors might consider these assumptions to be?important?for?language?learning.?State?which?exercise?or?exercises?each?assumption?refers?to.

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Clockwise?Advanced,?Amanda?Jeffries,?Oxford?University?Press,?2001,?pages?54,?55?and?116

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Turn?over??

Tapescript 16

WHAT ARE YOUR PLANS?

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Conversation 1

A: Have you got any plans for the weekend?

B: Yeah, I think on Friday night I’m, I’m going, er, salsa dancing.

A: Uh-uh. To your usual place?

B:Yes, I’ll meet up with some friends. I’m going to, yeah, probably stay up quite late.

A: Uh-uh. How late?

B: Well, I don’t know. Usually about 3:00. How about you? What are your, what are your plans?

A: Um, I’m going up to Nottingham to visit some friends up there, and, er, I’m just going to stay the night, have a meal, and come back down the next day.

B: So you’re coming back on Saturday?

A: Yes, yeah, yeah, ‘cos I’ve got a party on Saturday night.

B: Oh, very busy.

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Conversation 2

A: So do you have any plans for this weekend?

B: So pretty much the same plans as every weekend. I’ll be playing cricket one day …

A: Really?

B: Yeah, probably on Sunday. Er …

A: If the weather lets you.

B: How about you?

A: I’m going to have a lazy weekend. Um, I’m going to be packing, sorting out things, so that when I fly away next Wednesday, it won’t be too much of a headache.

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Conversation 3

A: What are you doing at the weekend then, Katharine?

B: Um, Friday night I’m just going out for a meal and I’m going to see my parents. Um, Saturday, I’ll probably go to the gym and just do things round the house, and then Saturday night I’m going ten-pin bowling, so quite an active weekend. I think Sunday I shall just crash out and do nothing.

A: Yeah, catch up with everything.

B: What are you doing?

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Conversation 4

A: Have you got anything exciting planned for the weekend, then?

B: No, not really. I was going to go round to Naomi’s but unfortunately, she’s got flu, so she’s had to call it off.

A: Oh no, what a shame!

B: Um, yeah. I’d quite like to go on that trip to Bath, though, but it depends on whether they’ve got any places left.

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9.1?Guideline?Answer

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Purpose?of?the?exercises

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Exercise

Intended?Purpose

Listening?Exercise?1

·?to?introduce?/?familiarise?the?learners?with?the?topic?of?the?text?/?activate?schemata

·?to?expose?learners?to?natural?language?in?a?(semi)-authentic?text

·?to?personalise?the?topic?of?the?text

·?to?expose?learners?to?the?TL?(i.e.?expressions?to?talk?about?plans)

·?to?check?understanding?of?the?context?of?the?TL

·?to?contextualise?the?TL?(Acceptable?for?either?exercise?1?or?2)

Listening?Exercise?2

·?to?present?the?target?expressions?in?context?(Acceptable?for?either?exercise?1?or?2)

·?to?focus?on?/?introduce?/?notice?/?the?form?or?pronunciation?of?the?TL

·?to?give?intensive?listening?practice?to?focus?on?the?TL?/?listen?for?detail?of?TL?/?listen?for?specific?language

·?to?provide?learners?with?written?examples/models/record?of?the?TL

English in Use?Exercise?1

·?to?review?and?extend?expressions?of?the?TL?/?to?provide?additional?models?of?the?TL?to?those?introduced?in?the?listening?text

·?to?show?that?one?function?has?several?different?exponents?/?one?meaning?expressed?by?different?forms?/?a?variety?of?ways?for?expressing?plans

·?to?focus?on?question?forms

·?to?focus?on?/?check?learners’?understanding?of?the?use?/?meaning?/?function?of?the?TL

·?to?encourage?students?to use?the?context?to?work?out?the?functions?/?meaning /?use

·?to?encourage?students?to?record?expressions?according?to?function/?meaning/use?/?to?provide?a?written?record?of?the?TL

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How exercises combine

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Exercise

How?exercise?combines?with?exercises?in?Part A

Speak?for?yourself

·?Generates interest in / introduces the topic / activates schemata /?prepare?learners?for?the?listening

·?To?check?key?vocabulary?(for?the?listening)?(via?the?use?of?visuals)

·?Helps learners to see any gaps in their knowledge / to give the?teacher?the?opportunity?to?find?out?what?the?learners?already?know

·?Provides a variety of skills (speaking before listening) (acceptable for?either?Speak?for yourself?or?Speak?out?Exercise?1)

·?To activate / use language that they know / which may be in the?listening

·?Challenges the learners to activate their knowledge within a time?frame?before?they?focus?on?the?TL?in?Listening?Exercise?1?/?to?motivate?the?learners?by?giving?them?a?time?limit.

·?Provides a fun activity to allow for a change of pace /?to balance the?more?analytical?work?in?Listening?Exercise?1?/?English?in?Use?1?(awarded?for?either?Speak?for yourself?or?Speak?out?Exercise?1)

·?Provides?a?variety?of?interaction?as?the?exercises?in?Task?Two?are

done?individually?(awarded?for?either?Speak?for?yourself?or?Speak?out?Exercise?1)

Speak?out?Exercise?1

·?Provides a fun activity to allow for a change of pace / to balance the?more?analytical?work?in?Listening?Exercise?1?/?English?in?Use?1?(awarded?for?either?Speak?for yourself?or?Speak?out?Exercise?1)

·?Appeals?to?a?different?type?of?learner?i.e.?kinaesthetic

·?To?extend?the?practice?to include?time?expressions?(awarded?for?either?Speak?for yourself?or?Speak?out?exercise?1)

·?Provides a variety of interaction as the exercises in Task Two are?done individually (awarded for either Speak for yourself or Speak out?Exercise?1)

·?Gives the learners the chance to use the language presented in the?previous?exercises?/?provides?freer?practice

·?Makes?the?language?relevant?to?the?students?through?personalisation

·?Provides?a?focus?on?oral?fluency?after?some?quite?intensive?/?analytical?work?/?moves?the?learners?from?receptive?to?productive?work

·?Gives the learners / teacher the chance to see progress / recognise?the?learner’s?improved?ability?to talk?about?plans

·?Maintains the context of talking about plans / extends the topic from?discussing?plans?for?the?weekend?to?short?and?long-term?plans

·?Provides a variety of skills (speaking after listening) (awarded for?either?Speak?for yourself?or?Speak?out?Exercise?1)

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Assumptions?and?reasons

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·?It’s important for advanced learner to extend their lexical repertoire / learners need to have a range of?functional?exponents?at?their?disposal?(Listening?Exercise?2,?English?in?Use?Exercise?1)

So that they can express themselves more concisely and with more variety / to sound more like a?native?speaker?/?they?need?to?understand?a?range?of?speakers

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·?It’s useful for learners to?learn?lexical?chunks/phrases/idiomatic?language?especially?in?spoken?functional?language?(All?exercises)

Because?it?helps?them to?retrieve?language?more easily/quickly?/?it?has?high?surrender value?outside?the?classroom

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·?Advanced?learners?benefit?from?focusing?on?many?different?future?forms?together?(English?in?Use?Exercise?1)

Presenting?the?future?forms?together?helps?learners?notice?own?weaknesses?/?presents?a?motivating?challenge?/?allows?the?teacher?to?notice?the?learners’?weaknesses

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·?Form and meaning cannot be separated so it is useful to present both together / it is not?necessary to focus explicitly on the form of this TL at an advanced level (English in Use?Exercise?1)

Advanced learners will feel patronised if the material focuses on the form / they will have learnt the?form?at?previous?levels?/?it?is?the?subtle?differences?in?use?which?are?the?key?problems?with?this?area?of?language

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·?Learners?need?to?understand?the?meaning?/?gist?of?a?text?before?focusing?on?language?(Listening?Exercise?1)

Because?this?will?help?them?to?understand?the?meaning?of?the?language?/?because?this?helps?to?develop?the?listening?skill?they?need?for?much?of?real?life?listening

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·?Learners need a task to focus them on the overall meaning of the text (Listening Exercise 1)?

To?prevent?them?from?trying?to?understand?every?word?/?this?mirrors?real?life?use?as?we?usually?listen?to?something?for?a?specific purpose

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·?Learners should be encouraged to respond personally to texts (Listening Exercise 1)?

Because?this generates?interest?/?because?listening?is?an?interactive?process

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·?It’s important for learners to hear / see the language in context (Listening Exercises 1 & 2)?

So?that?they?can?see?how?it?is?used /?it?mirrors?how?the?L1?is?learnt

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·?Listening texts are a good way of presenting functional language (Listening Exercises 1 & 2)?

Because?this?reflects?what?happens?in?real?life?/?may?encourage?learners?to?become?‘language?detectives’?outside?the?classroom

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·?Learners?should?be?exposed?to?natural?features?of?spoken?discourse?(e.g.?false?starts?/?(semi)?authentic?texts) (Listening?Exercises?1?&?2)

Because?they?may?not?have?exposure?to?these?features?if?they?are?not?learning?in?an?L1?environment?/?they?provide?good?models?for?learners?whose?use?of?the?L2?sounds?a?little?unnatural

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·?Learners?need?a?task?to?help?extract?language?examples?from?a?text?/?notice?the?language?(Listening?Exercise?2)

Because?otherwise?they?won’t?know?which?part?of?the?text?to?focus?on?/?it?ensures?that?they?identify?the?correct?TL?quickly

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·?Learners?benefit?from?categorising?language?/?cognitively?engaging?tasks?are?useful

(English?in?Use?Exercise?1)

Because it helps them to see similarities and differences / recording lexis in this way may make it?easier for them to retrieve / because learners are motivated by such tasks / because cognitive?engagement?encourages?them?to?process?the?language?forms?and?leads?to?greater?retention?/?helps?learners?to?notice?the?language

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·?It’s helpful to provide?prompts/examples?of?language?/?a?written?record?(English?in?Use?Exercise?1)

Because?it?provides?scaffolding?during?activities?/?it?allows?learners?to?revise?what?they?have?learnt

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·?It’s important to?encourage learners?to?work?out?language?use?themselves?/?to use?guided?discovery?(English?in?Use?Exercise?1)

Because?they?can?utilise?the?knowledge?that?they?already?have?which?is?motivating?/?it?allows?learners?to?see?where?the?gaps?in?their?knowledge?are

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