Delta Module 1 Papers 1 and 2

What are the tasks in Paper 1?

1) Provide term for given definition 2) Provide definition for given term 3) Analyse what language/skills students would need to complete a given task/activity 4) Genre analysis 5) Analyse student production (W or S) sample

P1 General: What might be the best task(s) to spend the most time on / try to finish in P1?

4 and 5- Task 4 you get as many marks as points you can make. Task 5 similar. Together they are 67% of possible marks on P1.

P1 General: How many tasks are there on paper 1?

5

P1T1: How much time?

5 min max

P1T4 Genres: Journal / Diary

Uses first person singular and abundant personal pronouns. Uses narrative tenses. Includes a date for each entry. May include "Dear Diary." Language may vary from formal and descriptive to very brief. Incomplete / non-grammatical language may be present. Often describes a recent event (from the perspective of the writer).

P1T2: Marking

1 mark each for : Definition, example, additional info. 3 marks per term, total 12. Example can give a point even if def. is wrong/missing. Additional info only gets a point if def. is correct. No extra points for extra examples / info.

P1T1: Marking

1 mark for each response, total 6

P1T3: How is it marked?

1 mark for identifying a language point or sub-skill, 2 marks for the example/illustration. Can't get illustration mark with no identified lang./skill.

P1 General: In paper 1, break down all of the marks by task

1- Six marks 2- Twelve marks 3- Fifteen marks 4- Forty marks 5- Twenty-seven marks

P1T3: How many marks are available?

15

P1T3: How many marks possible?

15 marks

P1T2: How much time?

15 min max

P1T3: How much time?

15 min max

P2T1: How many marks are possible?

20 marks

P2T1: How long should you spend on it?

20 minutes

P1T5: How much time ?

25 min max

P1T5: How many strengths and weaknesses of the S work must you discuss?

3 strengths and 3 weaknesses.

P1T4: How much time?

30 min max

How many tasks are in Paper 2?

4

P2 General: How many tasks are there on paper 2?

4

P1T4: How should you analyse form?

State the obvious, the part of speech. Use correct terminology.

P2T1: What kinds of points should I make?

A balance of negative and positives about the test. Try to make 6 negative and 6 positive points. More is fine.

P1T4 phonology terms: assimilation

A change in one sound to make it phonologically closer to an adjacent sound and therefore easier to pronounce -Great Britain may become Grape Britain

What's in P2T1?

A context for a student taking a test is provided. Student level is provided. An extract of the test with student work is provided. You must evaluate the test on its effectiveness for the given purpose and context.

P1T3: Contents

A task for learners (speaking or writing). You need to comment on what discourse and language skills a given group of learners would need to accomplish the task/activity. Needs to appropriate to the level of the students and the the aims of the task.

P1T2: What's the answer structure?

A) Definition B) Additional piece of info C) Example

P1T4: Contents

A) Genre analysis of (typically) an authentic text-- identify features (discourse, language, lexis, etc) of the genre. Can't include more than 1 feature of layout. Give one example of each feature identified. B) Comment on and explain the form, meaning, use and/or phonological features of a range of language items or areas highlighted in the text, as directed. C) You may be asked to address learner issues/difficulties with high-lighted language or areas of text

P1T5: What's the structure of the questions?

A) ID 3 strengths and 3 weaknesses. B) Give examples from text of each above. C) Comment on two above-- how do they affect the over-all quality or effectiveness of the work. D) Choose one weakness and give three reasons why it might deserve priority for improvement in the course. E) Expand upon above reasons with one extra detail / bit of relevant info.

P1T3: What is OCTTABRC?

Opening & closing, turn taking, topic initiation and shift, adjacency pairs, back-channeling, repair strategies, conversation routines. These are skills that Ls may need for a spoken activity in P1T3.

P1T5: Contents

Analyze a sample of writing or transcript of speaking produced by a student at a given level. Identify strengths and weaknesses. Identify weaknesses that might be most important to improve. Why? And how to improve?

P1T5: How can we evaluate "effect on reader"?

Are ideas communicated clearly or is reading a strain? Is the piece interesting? Engaging?

P1T5 part 2, weakness to work on- How to consider "the effect on the reader/participant/listener of the text"

Are they using imperatives where request forms are needed? This may mean they sound aggressive and rude, and result in offending their interlocutors.Work on requesting would resolve the problem

P1T4: How should you analyse phonology ?

As directed. Make sure to use phonemic script. Make sure to discuss suprasegmental features. Make sure to contrast/describe citation form (pron. of word in isolation) with connected speech. Include stress markers and comment upon word and sentence stress as relevant. Include weakened vowels / diphthongs, as well as schwa. Use clear headings.

P1T4: How many points must be made?

As many as you can. Maximum of 40 marks. 1 mark for each point that you make.

P1T4 phonology terms: catenation

How the end of one words joins with the start of another in connected speech. Ex: consonant ending one word will "start" the next vowel word e.g. "some ice= suh mice"

P1T4 genres: fictional stories

Character development, setting & mood, 6 Basic Plots of Fiction [Boy Meets Girl, Good Guys vs. Bad Guys; Lost & Found; Character w. Problem/Goal' Character vs. Nature; Crime & Punishment/Mystery & Solution] • Focused Middle [Snake that Ate a Rat structure] • Creation of dramatic tension and suspense by use of setbacks/complications • Satisfying resolution as ending for fictional narratives OR lesson learned/overall meaning of event for personal narratives • Showing, not Telling of events/character traits • Chronological Organization

P1T4 Genres: Process or how-to writing

Clearly explain the steps involved in doing or making something, uses chronological order, uses transitional phrases to guide the readers through the steps, gives helpful hints and tips to avoid problems and how to correct or avoid them, conveys the author's attitude toward the activity, and tells the benefits of learning the process.

P1T4 Genres: persuasive writing

Common forms (modes) of PERSUASION: Persuasive or Opinion/Position essays, Editorials: 3-part organization of statement/opinion (15%). arguments with PROOF of each (75%), & Summary (10%); state an opinion or position, include an acknowledgement of the opposition's stand & show why that stand is weak/false; provide arguments with substantive evidence/proof, and end with a call to action & best argument (clincher) Written Evaluations - which state an opinion/ judgment about a product, performance, book, idea, etc., describe the item in detail, including main strengths/differences, present facts, reasons, examples, logical arguments, & other convincing evidence in support of the writer's judgment, & end with a strong restatement of the writer's judgment Brochures. Commercials, or Print Advertisements: which are aimed at a specific audience, have a clear message, include specific elements of propaganda, (an introduction, an overall image, a slogan, descriptive attributes, reasons to buy, and a call to action) and appropriate emotional appeals , and words, pictures, sound effects, voices, music, etc. to convey the overall message Personal Essays which focus on a single personally-held view, a trend, or a news item, start with an introduction that grabs the reader's attention, reflect the writers feelings (emotion words) and thoughts (direct quotations or paraphrases), are logically organized, sound like the writer, and leave the reader with something to think about

P1T3: What kind of task/discourse involved?

Could be a writing or speaking task

P1T3: Answer structure

Identify the skill or sub-skill or language point. Provide an example relevant to the task and level of learners.

P1T3: What are Repair Strategies ?

In spoken interaction: repeating, rephrasing, self-correction, asking for clarification.

P1T5: In what areas should the strengths and weaknesses focus?

Organisation/discourse management, grammatical accuracy, lexical range and accuracy, punctuation, task achievement, spelling, effect on reader, style, cohesion, coherence, grammatical range, appropriacy NOTE- the rubric may dictate which areas you should comment upon!!!

P1T5: How can we evaluate "cohesion"?

Does text work as a whole? Does it flow? Are linkers used, and what is the range / accuracy of the linking language?

P1T4: What is "stylistic use"?

Does the choice of the word or phrase add to the formality or informality of the text? Does it create humour? Is it typical of journalistic style, academic style etc etc

P1T2: Tips for answers

Don't repeat the term in the definition - you need to explain it. So for example, if defining learning style avoid: The individual style in which someone learns. This doesn't define the term but simple rephrases it. A better answer would be: The typical approach (including methods, activities, procedures etc) which an individual tends to favour / find most useful in order to acquire information or skills. E.g. Adjacency pairs: • A sequence of two related utterances by different speakers, the second being dependent on the first • Eg : Compliment -Thanks/downgrading : This cake is wonderful!/ Thanks. But it's really simple to make. • Adjacency pairs are often formulaic and/or culturally determined.

P1T4 Genres: Various narratives

Focus on an imagined main event or theme in chronological order, use transitions of time/place/events, have a clear plot, setting, & conflict, include complicating events/setbacks, use descriptive attributes, movements, comparisons which evoke the 5 senses, use dialogue to reveal character and advance plot, and end with a resolution to the central conflict [EX: Realistic Fiction, Tall Tales, Myths, Legends, etc.] Personal Narratives - focus on a real event in chronological order, have introduction, body, & conclusion, use transitions of time/place/events, use sensory details, movements, comparisons, & descriptive attributes which evoke the 5 senses, reveals a personal voice, use dialogue to reveal character and advance plot, and end with a lesson learned or overall personal meaning of the event(s)

P1T5: How can S achieve task?

Follow the given task. Avoid content irrelevant to task. Appropriate lexis and grammar to task. Follow word count. Write within specified genre. Accuracy (grammar and lexis). Persuade, inform, or connect with reader as task requires. Successfully appeal to audience suggested by task.

P1T4: What is "use in discourse"

For example, is there a passive structure, and does it follow "given-new" order of info in discourse? Is there referencing? Ellipsis/substitution? Parallelism? Tautology?

P1T5: Is it OK to be very critical of the Ss work?

Generally, no. Try to give the student some respect. Be balanced between strengths and weaknesses. Be sure to keep in mind the S level.

P1T4: How should we comment on meaning?

Give a lexical meaning, e.g. a dictionary meaning.

P1T4: What is the "citation form" of a word?

How a word is pronounced in isolation

P1T5: How can we evaluate "range and complexity of grammar"?

How does use relate to what might be expected at this level? Is there a variety? Is student compensating / avoiding certain structures that might be effective? Accurate use? Do we notice compound/complex sentences, subordinating clauses, relative clauses, etc?

P1T4: What are some things to comment on layout?

How is laid out on the page - does it use connected paragraphs, numbered paragraphs, bullet points, or what? Are photos are included or not? Are there larger font headlines or is bold or italic print used? Are there captions? Are there headings? Are there charts or other visuals? Is there a byline (author identified)? Are pages numbered? Is a name of periodical or column apparent? Is it in list form?

P1T4: What is "syntactic use"?

How is the word or phrase used in the sentence? If it's a noun, is it the subject of the clause? Or the object of the verb? If it's an adjective does it pre-modify a noun or is it the complement of a verb? And so on.

P1T5: How can we evaluate "organisation of the text"?

Is layout relevant/ appropriate? Are paragraphs used effectively? Topic sentences, supporting evidence, considering oppositional arguments? Is length of text and sections of text appropriate?

P1T5: How can we evaluate "appropriacy of style and genre?"

Is layout, organisation, content, and style in line with given task? Is the tone correct (formal, informal, friendly, polite, business-like, neutral, etc).

P1T5 part 2, weakness to work on- How to consider "learner's context"

Is the learner in a monolingual or bilingual course? If so, and if the weakness is a problem of L1 interference, then focusing on it is likely to benefit the whole class (monolingual). Is the learner studying in Britain and living with a host family? In this case, if the problem is over-reliance on Latinate vocabulary, then a focus on lexical items such as phrasal verbs will help them understand the English they hear around them every day. We can also consider such things as Mixed level class Frequency of lessons Opportunity / motivation for autonomous study

P1T5 part 2, weakness to work on- How to consider "if the problem is easy (and useful) to correct"

Is the problem over-reliance on one exponent of a functional area, making the learner seem repetitive and boring (eg if they use "why don't you" in continuation in a task involving making suggestions)? Teaching and practising a few other exponents could be done relatively quickly in comparison to the pay-off that it would have. It would also be motivating, as the learner would see a large improvement in his/her ability to communicate in relation to the time and effort involved.

P1T5 part 2, weakness to work on. How to consider "S level"

Is the weakness something that a learner of the level specified would normally be expected to know? If so, the area may not be explicitly included in the textbook being used, and if the teacher does not build it into the course, the learner will never have the chance to focus on it. This may lead to repetition of the incorrect form (or whatever) until it becomes fossilised. Or is the learner at a low level and the weakness a failure to use circumlocution strategies, resulting in frequent hesitation and blocking. In this case, developing this coping strategy would have high surrender value - it will be a while before they truly have all the lexis they need at their disposal (if ever) and the ability to circumlocute will improve the effectiveness of their spoken communication in general.

P1T5: How can we evaluate "range and complexity of lexis"?

Is there good variety? Are there some "less common" words/phrases used? Are there some words/phrases that are "strong" for the level of the student? Is the student "missing" some lexis they might be expected to have at this level? Are they using collocations, idioms, phrasal verbs? Is repetition apparent or successfully avoided?

P1T5 part 2, weakness to work on- How to consider "learner's future needs"

Is this item something the learner might need in the future, outside the classroom. Is there an exam that might require it? Will it be necessary for a job or study purposes? For example, if the use of adjectives (or rather the lack of them) had been a weakness in the learner's writing, focus on them could be useful to prepare for an exam such as FCE in which they might have to write a short story. If the learner was a salesman who had difficulty pronouncing numbers, work on this area would improve his presentations and negotiations.

P1T4 Genres: News story (event)

Layout features (headline, byline, photo, caption, short paragraphs, bolder text in headline). "Gist" of the story comes very soon. Often does not follow chronological order. May include mix of tenses with some unique uses such as present tense to describe recent or future event in headlines e.g. "Boy falls into well." Will often attempt to avoid lexical repetition e.g. "plane, jet, aircraft, airliner." Rarely in first person. May include quotes. Descriptive.

P1T4 Genres: Feature news story

Layout features / typographical features. Has a "lead" to grab attention. Often uses descriptive language to set a scene or create atmosphere. Who/what/where/when/why are dealt with in a slower pace and more scattered throughout the piece. Many direct and indirect quotes. Colloquial language may be present. Often uses sub headings, headings, spacing, and photos to organize and transition.

P1T3: Features of written genres (LOTSGLC)

Layout, Organisation, Tenor, Style, Grammar, Lexis, Cohesive devices [P1T3]

P1T4: What is LOTSGLCD?

Layout, organisation, tenor, style, grammar, lexis, cohesive devices-- these are the ways we can analyse a genre

P1T5: What might good lexical range accomplish?

Makes text interesting for reader. Helps reader to visualize content. Helps reader to gain a mental picture. Helps reader to remain interested. Can aid in cohesion. Can aid in style, register, appropriacy, and genre.

P1T3: How many points to make?

More than 5, starting with the ones you feel most confident about.

P1T4: Use of phonemic script in answers

Must be used, and accurately! Not using it will result in a lost mark, even if description is good.

P2T1: Do I need to use a lot of testing jargon?

No, but referring to testing concepts is needed where relevant. There are no "extra marks" for using a lot of testing jargon, though.

P1T5: Can you identify more that 3 strengths and 3 weaknesses?

No. But you can try to raise more relevant points about the S & W that you have identified.

P1T3: What is a Zero article? ?

Nouns with no article e.g. most countries.

Some genre features for P1T4: Personal pronouns

Novels, memoirs, social correspondence, as well as adverts, websites that want to persuade the reader and make them feel personally involved

Some genre features for P1T4: Narrative tenses

Often appear in biographies, news articles, and novels

P1T5: For part b (reasons why weakness needs improvement) how should answer be organized?

Prioritize your reasons, from most important to less important.

P1T2: Contents

Provide the definition of 4 out of 6 given terms

P1T1 : Contents

Provide the term for the given definition (6)

P2T1: What is typical rubric for analysis of the test?

Purpose of test, content of test, role of learner, role of situation (PCRS)

P2T1: How should I make my points about the test?

Relate your strengths and weaknesses of the test to the learner, their situation, to the test content, test purpose, and refer to testing concepts.

P1T4 Genres: Reports

Structure: Classification (general statement of topic/ phenomenon) Series of Description Paragraphs (Informational Characteristics: e.g., habitat, appearance, food, behavior, predators, etc.) Often includes title and subheadings. Language features: Infrequent Use of Adverbs of Time Relational (or linking) Verbs e.g., to be, to have (Frogs are amphibians. Frogs have webbed feet.) Technical Terms and Taxonomies Technical Terms: Tadpoles, transparent lenses, webbed feet, etc. Taxonomies: Orchestra ! conductor, strings, woodwind, brass, percussion Nominal Groups with Adjectives/Adjective Phrases e.g., Those young, fresh water tadpoles navigate with their long tails. Purposeful Use of Personal Pronouns ( I, we, you, he, she, it, they) Inclusion (close reader-writer relationship): You can see that frogs have eyes that stick out so they can see well. Exclusion (distant reader-writer relationship): Frogs have protruding eyes, which allow for excellent vision. Nominalization (verb ! noun) e.g., When we run, we can sprint, hurdle or we can run over longer distances. ! Running involves either sprinting, hurdling or distance running.

P1T4 Genres: Instruction or procedure

Structure: Heading/Title End Goal List of Materials/Ingredients Steps in Sequence Additional Suggestions Visual Aids Language features: Action Verbs As Imperatives Cut, grasp, connect, secure, remove, align, etc. A Range of Adverbials Time (when?): first, second, third, next, finally, lastly, etc. Manner (how?): carefully, very slowly, finely, firmly with one hand, etc. Place (where?): in a moderate oven, through the tunnel, onto the bread board, etc. Reason (why?): to form a soft batter, so that the filling does not come out, etc.

P1T4 Genres: Discussion and argument

Structure: Thesis/Personal Statement of Position Supporting Arguments and Evidence Refuting Counter-Arguments and Evidence Re-iteration of Point of View/ Conclusion Language features: Modals (to position a reader in a certain way) Certainty: must, will, should, etc. e.g., We must conserve our forests. Less Certainty: Might, may, could, etc. e.g., We might have solar powered cars in the future. Nominalization (to create authority and de-personalize text) Connectives (as signposts for reader) Clarifying: to put it another way, in particular, to illustrate, etc. Showing Cause/Effect: is caused by, so that, etc. Indicating Time: initially, soon, until, before, etc. Sequencing Ideas: first, second, next, in summary, etc. Adding Information: additionally, furthermore, etc. Condition/Concession: if...the, even though, etc. Conjunctions (to link clauses within sentences) Clarifying: for instance, in other words, that is, namely, etc. Showing Cause/Effect: consequently, accordingly Indicating Time: meanwhile, previously, until then Sequencing Ideas: first, second, finally, in the first place, etc. Adding Information: and, most convincing, likewise, moreover, furthermore, etc. Condition/Concession: when...then, although, but, however, otherwise, nevertheless, despite this, etc.

P1T4: What types of "use" might be commented on in high-lighted language?

Syntactic use, stylistic use, use in discourse

What are the tasks in Paper 2?

Task 1- analyse a test/assessment sample/method Task 2- analyse a course book or teaching resource sample Task 3- analyse some additional activities / tasks / sections of course book extending form task 2 Task 4- analyse any number of texts relating to ELT, generally "the bigger picture" of ELT. Could be a transcript of teachers talking, could be a journal article, etc.

P1T5: What is TEOCRAPS

Task achievement Effect on reader Organisation Cohesion Range and complexity of lexis Accuracy of lexis and grammar Punctuation Spelling These are things which we might comment on for Strengths and Weaknesses (Part A)

P1T3: What is Tenor in discourse ?

Tenor refers to the relationship between speakers or writer/reader in discourse, and the intentions of the writer/speaker.

P1T4 phonology terms: vowel weakening

Usually the appearance of the schwa is an example and it can help demonstrate the nuclear stress or what is important / meaningful in an utterance

P1T4 phonology terms: Elision

The dropping of a sound. This happens frequently with /t/ and /d/ in word final position - for instance went round to becomes /wen raun tu/.

P1T4 phonology terms: liaison

The intrusive sound between two words, usually r, j, or w in English e.g. law and order

P1T5: How might you judge task achievement of the sample?

The task that the student was given is provided in the exam paper. To what extent did they follow the directions, stick to the prompts, stay within the context, etc.

P1T5 part 2, weakness to work on- How to consider "Transfer (of problem or improvement) to other skills, systems, genres, or interactions"

The weakness may be one which would result in problems in other skills (or improvements, if made). For example, if the problem lay in the use of irregular past simple verbs, improving the area would improve the learner's ability in all four skills, and facilitate their performance in a wide variety of genres - from phatic conversation to anecdote telling to (hopefully never necessary) interrogation by the police.

P1T4 phonology terms: linking

This may involve consonant/vowel linking - went out /wen taut/ - or in the case of two adjacent vowels the inclusion of a linking consonant /j/, /r/ or /w/. Thus, go and see becomes "gowen see" This last example shows that these features are often used in conjunction. Here we had the linking /w/, the use of the schwa, and elision of the final /d/.

P1T5 part 2, weakness to work on- How to consider "reasons specific to the communicative purpose/success of the text"

Was the text transactional? Interactional? And did they fail to clarify, and confirm information by repeating and summarising it? Presuming they will need to participate in the same type of discourse in future, work on this area will assure greater success the next time.

P1T4 phonology terms: juncture

When a consonant at the end of one word carries over to the start of another eg. great ape = grey tape.

P1T3: Tips for identifying key features of a speaking task 3 items...

When identifying key language features for a speaking activity you need to consider: 1. Particular language Eg: Question forms; Zero articles; topic related lexis; Discourse markers for giving reasons, agreeing/disagreeing, expressing opinions 2. Features of spoken discourse • Opening & closing: starting/ending a conversation • Turn Taking: how/when speakers take turns - interrupting/holding the floor/inviting someone to speak/semi-fixed phrases • Topic initiation & shift: starting a new topic within a conversation & signalling a change to a different one • Adjacency pairs: Two turn exchanges which follow a predictable pattern eg: Can I help?/ Yes, I'm looking for ... . • Back channel signals: used by a listening to indicate they are following without wishing to take a turn eg: Uh-huh/I know ... . • Repair strategies: correcting yourself, rephrasing, repeating, asking for clarification eg: What I'm saying is ... / So you mean ... . • Conversation routines: predictable structure for the type of conversation eg: expressing an opinion/responding to an opinion/closing 3. The level of the learner

P1T1: Answer structure?

Write the term, spelling counts!

P2T1: Can I make extra points?

Yes, write as many points as you can. If some points aren't accepted, you can get points for others.

P1T5: How is it marked?

You earn one mark for each strength and weakness IDed. You earn one mark for providing and example of each from the text. These 12 marks can be weighted up to 17. 4 extra marks are possible by commenting on how two of the strengths or weaknesses effect the over-all quality of the work. The second part has 6 marks possible for for giving three reasons why one of the IDed weaknesses should be given priority for improvement-- one mark for identifying reason, one mark for providing additional detail / reason.

P1T4 Genres: Poetry

• Focuses on a single topic from personal life • Uses precise and vivid words • Creates imaginative sensory images • Creates an overall mood • Uses figurative language devices: comparisons (simile, metaphor, analogy), alliteration, assonance, consonance, hyperbole, onomatopoeia, personification, opposition, anadiplosis, and repetition for effect) • Expresses writer's personal meaning • Creates rhythm and meter • Correctly follows rules for mode of poetry (free verse, formula, lyric. etc.) • Breaks lines so each image stands on its own • Uses verses or stanzas as appropriate • Graphic Organizers: Vary by mode

P1T4 Genres: Fairy tale

• Stories include fantasy, make believe, and often magic. • Stories often begin "Once upon a time . . . " or "Long, long ago . . . " . • Characters include royalty or a kingdom setting. • Stories end " . . . happily ever after." • Incidents may come in threes. • Characters or events may be found in sevens. • Characters are clearly defined as good and evil. • Good conquers evil. • Magical devices such as wands, swords, or horses assist the resolution of the story. • Picture book "fractured" fairy tales are published in abundance.

P1T4: Tips for commenting on learner issues

• Suggest potential problems in all three areas, not just e.g. form • Keep in mind different types of learners & levels • Refer to analysis of different aspects of structure to help focus on potential difficulties • Keep comments specific & plausible