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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.
Paper Two
Task Two a)
lead-in 1
Lead-in 2
Grammar 1
Grammar 3
Read on 1
Read on 2
Assumption
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
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
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)
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)
Assumption
R1- students learn how to convey the same meaning using different structures (in this exercise - TL)
R2 – it increases reading comprehension and prepares them for the academic situations
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
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