KKIRICHENKO

Paper One
Paper 1 Score Tutor Comment
Task 1 6/6 You get one point per correct item.
Excellent! All correct.
Task 2 9/12 One for a correct definition, one for extra information, one for an
example. You can’t get the point for extra info if the definition is wrong.
Some good answers for this task (very close to the GLA).
However, note that the question asks you to answer for just
four of the terms, and the examiner will only mark the first
four, so doing more is a waste of valuable time in the exam:
instead, focus on four terms which you are most sure of.
Be sure to give an example for every term, and make this
specific – see GLA for possible examples of a jigsaw reading
activity; when giving examples of language items, give a
whole sentence if possible (e.g. to show “have” used as a
stative verb).
Paper 2
Task 2 (a) 16/16 In (a) 2 marks for each purpose correctly identified and you can get
(b) 13/18 marks for up to 8 purposes. In (b) 1 mark for each assumption and 2
(Total more for the two reasons that support it. You can get marks for six
29/30) assumptions, which accounts for 18 points.
However, task 2 has a maximum score overall of 30 so if you got 34 you
would still be awarded 30 in the final count.
An excellent answer for this task.
(a) You’ve identified a number of purposes in these
exercises. You could work on focusing your answers on the
kinds of purposes given in the GLA, to save time in the
exam.
(b) Most of your answers are accurate and to the point.
Task 3 4/10 1 mark for each point you make up to a maximum of 10.
You need to work on this task, making more specific links
with particular exercises. Check the GLA for examples. This
task is quite difficult, but fortunately it carries only 10 marks.
Overall P1 T1: 6/6 excellent
Evaluation
P1 T2: 9/12 good
P2 T2: 29/30 excellent
P2 T3: 4/10 needs to improve
Overall Excellent answers. If you can do this under exam conditions,
Comment that will be great. I’m sure you’ll be able to do better on task
3 now that you’ve seen what is required.
(David Palfreyman, May 2013)
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Task One
a) gerund
b) corpus
c) CLIL
d) affricate
e) affixation
f) diagnostic test

Task Two
a) jigsaw reading – an information gap exercise where students read different parts of the text and need to
exchange information with others in order to complete the task. It promotes collaborative learning and
improves listening, communication, and problem-solving skills.

b) de-lexicalised verb - a verb that forms the verb element in a number of multi-word expressions that has little or
no dictionary meaning but combined with other words generates a variety of meanings.
Example: get (get there, get out, get off, etc.)

They are some of the most frequently used verbs. Also called ‘empty verbs’

c) top-down processing – the use of prior knowledge, expectations, and context to understand spoken or written
text. "Higher level knowledge" can compensate for a lack of linguistic knowledge. It can help teachers to make
reading and listening easier for the students by choosing topics that are familiar to the students. However, it
might lead to students becoming over-reliant on guesswork.

d) intrusive /w/ - the /w/ sound that English speakers may insert between two words where the first ends in /u:/
or a diphthong ending in /ʊ/ and the next word begins with a vowel sound.
example: you are - /ju: w ɑ:/.
It is not very distinct but still noticeable and helps learners to link words smoothly in continuous speech.

e) stative verb – a verb that is used to express a state or a situation rather than action e.g. like, think, have, mean,
etc.
These verbs cannot be used in continuous tenses. Many verbs can function as both action and stative. For
example have can describe an action ’have a shower’ or a state ’have a car’.

f) notional syllabus – a communicative syllabus that is organised according to universal concepts or meanings,
rather than grammar, and the exponents used to express them e.g. habits, location, frequency, quantity,
possibility. Proposed first in 1972 by DA Wilkins, who argued that it addresses learners needs better by enabling
them to communicate in real-life context.
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Paper Two
Task Two a)
lead-in 1

 to activate prior knowledge of the vocabulary

 to introduce vocabulary that will be needed in later in the lesson
 to use visual aids (picture) to help students understand the meaning of the vocabulary
 to engage students in a cognitive process by doing a matching activity

Lead-in 2

 to set up the context for the use of TL

 to personalise the language and provide students with an opportunity to practise the vocabulary in a
communicative way

Grammar 1

 to encourage students to use context to work out the meaning/use of TL

 to focus on the form of the TL
 to provide students with a written model of the use of the TL
 to provide students with an opportunity to verbalise the rules of the TL

Grammar 3

 to focus on the form in both writing and speaking

 to provide students with an opportunity to use TL in writing and speaking in the safety of a controlled practice
 to check understanding of the TL use and meaning
 to give more practice of the TL by repetition

Read on 1

 to generate interest in the reading later in the lesson

 to personalise TL by expressing their own content
 to set up a context for the next activity (reading)
 to provide students with a freer communicative practice using TL

Read on 2

 to check learners’ understanding of the context

 to encourage learners to read the text for detail
 to expose learners to other ways of expressing the meaning of TL
 to deepen students’ understanding of the meaning of TL
 to develop paraphrasing skills
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Task Two b)
Grammar 1 and Read On 2

Assumption

Guided discovery approach is useful for learning grammar (Grammar 1)

R1: learners often understand things that they have worked out for themselves better than when they are given the
rules

R2: learners retain the language better when they are engaged in a cognitive process, thinking and working things out.

Assumption

Learners need to see TL in context (Grammar 1)

R1 - it gives them a guide to meaning and they will be able to understand the meaning from the context

R2- L1 is acquired in this way and it is believed that it works the same way with L2

Assumption

Focus on form and accuracy is important in language learning (Grammar 1)

R1 - learners expect it and it increases their confidence

R2 - it provides a framework/scaffolding for further practice eventually leading to freer fluency activities

Assumption

Learners need a task to focus them on the overall meaning of the text (Read On 2)

R1 – mirrors real life when we usually have a purpose for reading

R2 – to ensure that they are not trying to understand every word

Assumption

Controlled practice which requires repetitions of the TL provides extensive input for the learners and gives them more
chances to notice its structure (Read On 2)

R1 – its helps students pay attention to syntax

R2 – it develops learner autonomy and independence

Assumption

Paraphrasing is an important skill for language learners (Read On 2)

R1- students learn how to convey the same meaning using different structures (in this exercise - TL)
KKIRICHENKO
R2 – it increases reading comprehension and prepares them for the academic situations

R3 - it allows for further TL manipulation

Task Three
Grammar 2

 gives the learners an opportunity to practise the pronunciation of the TL from Grammar 1
 prepares students for using TL orally in Grammar 3 and 4, and later in the lesson

Grammar 4

 checks students’ understanding of the TL form in Grammar 1

 allows learners to use vocabulary from Lead-In 1 with the TL
 provides an opportunity for interaction between students using TL from Grammar 1
 gives student an opportunity to apply the pronunciation of TL practised in Grammar 2
 prepares students for the tasks in Read On 1 and later Writing 1

Writing 1

 this provides the students with an opportunity for a collaborative writing using TL and vocabulary leant in
previous tasks (Lead In 1, Grammar 1 and 3) .
 allows learners to manipulate TL creatively paraphrasing the structures in the reading text
 extends the language and provide freer written and communicative practice of the TL from Grammar 1
 consolidates grammar and lexis leant during the whole lesson

Writing 2

 provides a change of focus and interaction for the students as they move around the classroom after working at
their (presumably) desks/seats
 give the students an opportunity to see TL in other students’ writings (from Writing 1) and to evaluate their
writings
 gives the lesson a nice finish and the students a sense of achievement