Exam Tasks Unit 4

Paper One Task Three

Grammar:
 comparative and superlatives.
Example: It wouldn’t be as profitable as a cafe. We would need a lot more money than
we have now. There would be fewer opportunities for growth. This location is by far the
best.

 conditionals
Example: If we rent this building, we will have a car park nearby. If it wasn’t right next to
the college campus it would be ideal.

Topic-related lexis:
 Prepositions of place
For examples:
This property is right next to the petrol station.
There is a pub across the street.
But there is a restaurant next door.

 Business and money-related vocabulary

For example:
We will need to invest a lot more money in this property.
It’s not worth it.
We don’t have the budget for it. I believe we can start making profit within two years.

Discourse:
 Turn taking
For example:
Now, wait a minute, don’t you see that it will be a disaster?
If I can just add something here?
Hold on a second, don’t you think that it’s too far away from everything?

 Repair strategies
For example:
What I was trying to say is that I wouldn’t go that far.
I mean, it’s a bit over our budget but it’s got everything we need.
So you think we it would be a waste of money, is that what you mean?
Paper Two Task Four
a) Beliefs
1. Krashen’s input and ‘i +1’ hypothesis. Input must be comprehensible and ‘one
step more advanced than the learners’ current knowledge’ to challenge and
motivate them.
2. focus on form – draws students attention to linguistic elements as they arise
within the context. Belief that learning opportunities arise if the activity is
interactional. Shows influence of TBLT.
3. integrated skills – listening, writing, reading and speaking. Belief that the task
need to reflect real life. In real life we rarely use these separately.
4. Belief that collaborative learning (pair work) necessitates reflection and decision
making. It generates meaningful interaction (negotiation). Reflects
Communicative approach.
5. highlighting knowledge gap – when the students see the differences which
represent the gap in their knowledge. As a result they try to ‘fill the gap’.
6. promoting noticing features of input - in cognitive learning theory noticing is a
prerequisite for learning.
7. consciousness-raising – another important part of cognitive learning theory.
Students need to be aware of the features of language they are learning (in this
activity by comparing their texts with the original).
8. being an interactive, student-centred activity it reflects the principles of
communicative approach and TBL.
9. this activity would suit students with different learning styles. Influence of NLP
and MI theory.
10. encourages learners’ autonomy (peer correction), with the teacher acting only as
a facilitator. Belief that learning is personal and self-initiated and that
independent learners are more successful in language learning.

b) Purposes
1. to practise and test spelling
2. to help students recognise individual sounds and words
3. to help memorization
4. to practice Roman script ( letter formation)
5. to boost confidence of weaker low-level students.
6. to model target language
7. to meet learner’s expectations (this activity is often used in traditional classroom
and a lot of students expect to do it in language classroom).
8. to focus on form (the way the word is written and pronounced; the form of the
word (e.g. –ed, -ing)