DELTA Module 1 test 必通100表達(dá)
Paper 1 test 3
range of appropriate lexis/collocations relevant to the topic /?Lexis specific to the task
Asking for/giving clarification/paraphrasing
What do you mean by?….??
Making suggestions/responding to suggestions
How about?... ?
Asking for/giving/justifying opinions.?
What do you think??
Agreeing/disagreeing/hedging.
e.g. I’m sorry, I don’t agree with ... . Yes, you’re right, ...
language for talking about quantities
?e.g. Half of ..., about 20% of ..., the majority of ....
summarising / reporting / presenting results?
use of modals (to express obligation/possibility/ability) ?
Example: children should(n’t) / I can’t understand ... / you really mustn’t use your phone?
using reported speech
Example: Jose said that he thought computer games are bad for children.
?using causative linkers and conjunctions
Example: because (causative conjunctions)?
Paper 1 test 4
Key?strengths
Task achievement:?
Content.
Main events in the narrative are expressed in sequence
Organisation: Overall, ... in a logical order
Complexity and range of language:?
some sophisticated/appropriate vocabulary e.g. ...
Range and accuracy of grammar / vocabulary
Accurate use of past simple AND/OR past continuous tenses?e.g. ...
Accuracy of language:?
consistently accurate anaphoric referencing e.g. ... /?linking devices / adverbials / conjunctions / discourse markers?
e.g.?although,?such?as,?however, /?accuracy?of?vocabulary?e.g. ..
Key?weaknesses
Task achievement: style is inconsistent
Accuracy of language:?
Grammar. /?Lexis.?Poor?spelling?/?poor?manipulation?of?lexis?e.g.?...?
uses?linking?devices?inappropriately?e.g.?...
Accuracy and range of lexis
Limited / inaccurate for level?
Pronunciation
Weak forms / not using schwa
Example to, was, at, and, arrived?
Accuracy of grammar
Wrong preposition /?Errors in verb patterns / verb structures
Paper 1 test 5
GENRE
Layout
·?headline followed by body of the text / columns / accompanying photograph / caption / use of?different?fonts/sizes?/?first?word?in?capitals?/?use?of?dashes?
·?short?/?sentence?length?paragraphs?(e.g.?paragraph?...?)
Organisation
·?Successive sentences add more detail (e.g. ...) /?
·?starts?off?with?...??
·?ends with ...
·?describes events in chronological order??
·?one?idea?per?paragraph
Grammatical/lexical
·?direct speech??
· use of appropriate range of tenses for ...??(e.g. present simple, past?simple,?present?continuous,?will?for?future) NB?2?examples
?·?information?dense?sentences?(e.g.?…)?
Short?sentences?/?simple?linking?devices?/?parataxis
Style
·?humour??
·?informal/colloquial/spoken lexis / expression (e.g.?...)?
Content
·?Facts?interspersed?with?opinions?and?comments?(e.g.?... )
Tidied?up?(spoken)?language
Preferences?/?experiences
Graphological
Punctuation?e.g.?exclamation?marks?/?dashes
FORM
·?determiner?/?quantifier
?·?followed?by?adjective?and?(singular)?pronoun
·?indefinite /?·?would?+?infinitive?without?‘to?/,?bare?infinitive?/?base?form
·?object/subject?of?sentence
pre-modified?by?a?determiner
·?modal?(auxiliary/verb)
·?not?contracted?because?of?written?genre /?non?contracted?form
·?past?form?of?‘...’ /?past?participle?(of?‘...’) / gerund
indirect speech?
?·?regular?(–ed)
?·?part?of?a?(non?defining)?relative?clause
·?post-modifier?of?noun??
·?ellipsis?of?relative?pronoun?‘that/which’?/?Reduced?relative?clause
?reduced?passive?structure?/?ellipsis?of?passive?auxiliary
·?Second / Third?person?singular
·?Transitive
·?Present?simple
·?To?express?permanent?states?/?something?which?is?always?true?/?stative?verb
·?Interrogative?determiner / tag question
·?Uncountable
·?Adverbial?phrase?/?adverb /?Acts?as an?adverb
·?Quantifier
·?That?can?be?omitted?because?it?is?the?object?of?the?verb
·??non-finite /?Defining
·?Gives?essential?information?about?/?specifies/identifies?which?desserts
·?No?comma?is?used /?Comma?precedes?the?clause
which?is?used?to?refer?to?things
·?which?cannot?be?omitted?because?it?is?the?subject?of?the?clause
·?that?cannot?be?used?instead?of?which
Meaning?/?use
anaphoric?reference?to ...?
avoids repetition
·?shows?determination / willingness
a?prediction?/?expression?of?certainty
formal?/?written / Informal/colloquial/spoken style?of?structures
gives?additional?information?about ...
Phonology / Connected speech
·?schwa?/?weak?sound?/?/?in?‘a(chǎn)t’
·?Weak?form of?you /j?/or?/j??/?or?do/d?/
·?Coalescence/assimilation?of?do?you?/??/?or?/???/?or?/?u:/ /?assimilation?to /d/
·?Intrusive?/w/?between?you?and?enjoy?/dju:w?n???/
·?Stress?is?likely?to?be?on?/?stress?on?'...'?
·?Consonant?+?vowel?linking / liaison isn’t it
·?Elision?of?first?/t/?in?/?z?n?t/
·?insertion?of?a?schwa?/?/?between?/z/?and?/n/
Problems
Form
·?past?simple?and?past?participle?have?same?form?here,?so?not?clear?which?this?is
·?learners?not?sure?how?to?use/understand?ellipsis
·?learners?may?include?passive?auxiliary?
·?complex?structure?made?up?of?several?elements?so?difficult?to?manipulate?accurately
?Meaning?/?Use
·?learners?confused?by?ellipsis?of?relative?pronoun?and?auxiliary
·?passive?meaning?not?clear?from?the?structure?/?confusion?with?past?time
·?time?reference?not?clear?from?non-finite?verb
·?students?may?spell?‘a(chǎn)ttend’?with?only?one?‘t’
·?problems with collocation with ‘a(chǎn)ttend’ e.g. attend to school?
Paper 2 test 1
Positive Points
valid as formative / summative assessment
instructions are clear
allow learners to use some of the language studied?and so the test has content validity
the level is appropriate for upper intermediate students
there are?familiar topics
Prompts supplied
Content relevant to learner’s needs/context
Standard task type
A direct test of language skills so generally learner can show her abilities directly
Positive Applications?
Students will believe that the test has?face validity
will be interested in the topics
Students have a chance to demonstrate abilities?
The teacher will be able to assess the learners’ progress
Negative points
It will be difficult for the teacher to assess all the individuals
The teacher may not get an accurate idea of their abilities / progress / learners won’t get a sense of progress
Ss may not engage with the topic?/ they may lack ideas?/ they may feel uncomfortable in the group / learners don’t trust results of the test
Tests specific items of vocab e.g. football, bucket
May be time consuming / impractical to mark
Negative applications
The results may not be reliable
the teacher cannot give individual students feedback
Ss?may be confused about what to do
Candidate may not be motivated to
Paper 2 test 2
a. exercise?purposes
to?personalise?the?topic?of?the?text
to?expose?learners?to?the?T
to introduce language?/ chunks / collocations / fixed expressions / functional phrases students will need in ...??
to focus on the form or pronunciation
to check learner's understanding?of the?use?/?meaning?/?function?of?the?TL
to provide a written record/examples of the language?
to contextualise the language?
to?present?the?target?expressions?in?context?
to provide controlled practice of ...?skills
to provide students with a model of how to ...
to simulate an authentic/real life situation
to?give students?scaffolding?
to?review?and?extend?expressions?of?the?TL?
b. ways to combine
Builds on/extends vocabulary from ... that could be used in the preparation of the ...
Introduces collocations / language?which prepares for ...
Gives learners controlled practice / focuses on accuracy before production
Encourages reflective practice?to apply to their own practice
Encourages personalisation / a personal response to the content of the lesson
Provides variety in interaction
To activate / use language that they know / which may be in the?listening
Gives the learners the chance?to use the language?presented in the?previous?exercises
Gives the learners / teacher the chance to?see progress
c. assumptions
1.?It is useful to give learners complete sentences/formulaic language/language in chunks / collocations
This gives learners confidence?because?it helps to make students more accurate?
2.?It is useful for students to see a model before they do a task / learners need scaffolding?
It gives them confidence?before productive / students will be on track and know what is expected of them
3. It is important to give students a written record of language?
It helps them to review the lesson later?
4.?Learners need to focus on accuracy before fluency / learners need to move from controlled to freer practice?
it?gives learners a sense of progress
5.?It is useful to use a TBL approach?
it encourages authentic language use
6.?Students need?rehearsal time?
They are likely to be more accurate / confident / focussed / fluent
7. It is a good idea for students to take on a role rather than having to speak as themselves
Students find it less intimidating.
8.?Learners?need?to?understand?the?meaning?/?gist?of?a?text?before?focusing?on?language
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
9.?Learners should be encouraged to respond personally to texts?
Because?this generates?interest?/?because?listening?is?an?interactive?process
10.?It’s important for learners to hear / see the language in context
So?that?they?can?see?how?it?is?used /?it?mirrors?how?the?L1?is?learnt
11.?Listening texts are a good way of presenting functional language Because?this?reflects?what?happens?in?real?life?
12.?Learners?should?be?exposed?to?natural?features?of?spoken?discourse?(e.g.?false?starts?/?(semi)?authentic?texts)?
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
Paper 2 test 3
a. ESL
Interactive processing?
It is important to encourage top down and bottom up processing of text / learners should be shown that they can understand a text without understanding every word before they focus on it in more detail?
Language in context??
Learners should be exposed to whole pieces of language rather than isolated words?
Collaboration
Learners learn from each other
Memory?
Importance of memory in language learning?
Importance of meaning?Producing language that conveys the same meaning as the original text is more important than accurately reproducing the original text / It is important to focus on meaning first before focus on form ?
?Focus on form/accuracy?
Learners need to focus on accuracy in order to improve their output
?Language production?
Learning occurs when students produce language
Receptive before productive?
Listening / receptive recognition should precede production of language?
Teacher as facilitator / learner autonomy?At times the teacher should take a back seat / act as facilitator / encourage learners to be independent?
b. Analysis
?Spelling
To test spelling / to develop learners’ awareness of sound/spelling relationship in English
Connected speech?
To raise learners’ awareness of features of connected speech (weak forms, contractions, elision, linking etc)?
Confidence?
Gives learners confidence i.e. they can get a lot right
?Listening
The learners decode the input through attention to content words and activated background knowledge / to give listening practice
?Task familiarity?
acknowledging learner expectations can motivate them
