Present participles - verbal adjectives - they describe nouns

Present participles - verbal adjectives - they describe nouns

Simple	Past	Past participle	Present participle
Bore	Bored	Bored	Boring
Excite	Excited	Excited	Exciting

                                                       can use as adjectives

The movie bored me (past tense)

I was bored (past participle)

The movie was boring (present participle)

The experience excited me

I was excited

The experience was exciting

Paper 1 Task 2

utterance - a complete unit of speech in spoken language.  An utterance can be shorter than a sentence.
A: when's he coming?
B: tomorrow - an utterance.

velar - from velum /k/ /g/  - velum is the soft part at the back of the throat.

holistic learner - describes a learner who learns language through global exposure to language.

discrete-item test - a test of one particular area of grammar, lexis or discourse.

forward wash - the effect a test/exam has on the teaching that follows the test/exam.

schemata - a mental representation of a situation or the context of a text.

top-down processing - applying world or context knowledge in our decoding of the meaning of a text.

hyponym - a word whose meaning is included in the meaning of another more general word.  bus is a hyponym of vehicle.

Paper 2 Task 1

face validity - a test LOOKS LIKE it tests what it's supposed to e.g. a pronunciation test which is written may be perceived by the ss as not having face validity.

content validity - thoroughness.  does it test what is in the syllabus?

construct validity - the test tests what it's supposed to and nothing else.

predictive validity - how well ss will use a language or skills area in the real world.

direct test - a test of the language point or skill by focusing on that language point.
indirect testing  -  a test of something within the context of something else.

direct - testing use of linkers with a gap fill
indirect - testing a student's use of linkers by getting them to write a discursive essay.

* does the test rely on the subjective opinion of the marker (low reliability) or is is mechanically marked (high reliability).

cognitive

cognitive = the mental act of learning/understanding

CBT - cognitive behavioural therapy = a form of therapy in which, having learnt to understand their anxiety, patients attempt to overcome their usual behavioural responses to it.

cogitate - to ponder; think about sth; meditate

Polysemy & homonyms

polysemy - chip - small piece of material.

homonyms - to bat one's eyelids/to bat a ball/vampire bat - no overlap in meaning.

Paper 1

Task 1 (6 marks, 5 mins)

-careful with spelling
-answer is usually 1 or 2 words
-do not give an example or extra info.

Task 2 (12 marks, 15 mins)

a. Adjacency pair
Definition:  this is worth 2 point.
Example:


a. Adjacency Pair
Definition: paired phrases (or triplets) which occur together in often fairly fixed ways
Example: “How are you?”
“Fine, thanks. And you?”

Task 3 (12 marks, 10-15 mins)

-this task can either be a writing or speaking activity at any level.
-2 marks for each language feature correctly identified and 2 marks for each correct example.
-use bullet points and simple list the features.

Feature:
Example:

Language features = language systems: grammar, functions, lexis, discourse, (phonology for the speaking).

Grammar
Feature: use of the passive
Example: 'you will be taken straight to your hotel when you arrive'.

Feature: present perfect continuous
Example: 'I've been working as a journalist for 6 months'

Feature: phrasal verbs
Example: 'I took up tennis recently'.  NOT  'take up/give up'

PROVIDE FULL EXAMPLES:  'I've been working in a school'  NOT  'I've been working'.


Vocabulary features:  here you don't need to put full example of what the ss might say - just 4-6 words. e.g.

Feature: lexis of public buildings.
Example: church, railway station, library

=> If the feature is about paragraph organisation, you need to put a full mini paragraph plan.  e.g.  imagine the task is to write about a favourite hobby:

Feature: appropriate paragraph organisation
Example: paragraph 1 - your experience with this hobby  paragraph 2 - the good points of this hobby paragraph 3 - the disadvantages.

PHONOLOGY

Feature: emphatic stress to show enthusiasm
Example: 'you must see it, it's amazing!'

Paper 4 (20 marks, 20-25 mins)

-read rubric and think about what you would expect from a student of that level.
-must include 1 strength and 1 weakness.  It can be 3 strengths and 1 weakness though.

Strengths
Task Achievement:
Example:

Weaknesses
Accuracy of grammar:
Example:

Paper 5 (50 marks, 45 mins)

Feature 3 - Headline - it's elliptical (functional words are omitted)

Feature 5 - The passive - neutral quality - suggest impartiality (fair, just)

[stay impartial until you have heard both sides]

Feature 8 - use of present tenses to emphasise the immediacy and relevance of news events.  e.g. Obama snubs. e.g Obama to visit Gaza (infinitive for future)

Feature 9 - expanded or densely pre-modified noun phrases  are used to save time and space in descriptions.  e.g. {terrorist fist-thumping gesture/right wing critics/former CIA officer and Hilary Clinton supporter.

macrostructure - the overall structure of a text (also termed genre structure or discourse structure)

Paper 2 - Task 2 (35 mins)

a. 12 marks
b. 12 marks
c. 18 marks

a. underline key words in the rubric/use grid format/write several purposes for each exercise/you need 6 purposes to get full marks.

Exercise                                        Purpose
Reading exercise 1                       * to generate interest in/personalise/activate schemata.
                                                     * to prepare for reading using texts which contain the target                                                                       language.

• provides semi-controlled to freer practise.
• inductive approach and the 2 tenses are being contrasted.
• a more inductive approach before rules are consolidated is more memorable due to the cognitive processing involved.

1. to review
2. to introduce
3. to provide controlled and freer practice.

ex.1 (page 24)

• to set the context and arouse interest in the text in which the TL is embedded.
• to test/review past simple irreg.verbs
• to activate newspaper schema.

ex.2 (p 24)

• to test/present the past continuous, inductively
• to provide ss with a spoken model and provide the ss with an opportunity to reproduce the spoken model focusing on sentence stress.

b. (lots of students do badly in this task.)  How exercise combines with exercises in task 1.  YOU MUST LINK THEM BACK TO EXERCISES IN 'A'.

Exercise                                       Purpose
Grammar 5                                  *further controlled practice.

Pronunciation 7                            *focuses on features of TL in connected speech (such as consonant                                                           vowel linking/elision/glottalisation/assimilation)

• to continue a more learner centered approach as used in the inductive grammar activity in ex.2

c. being able to identify the methodology behind common course book features e.g. activating schemata before reading/listening for top-down processing.  You have to identify feature and say WHY.

Assumption: drilling improves pronunciation
Why: repetition leads to muscular memory and greater cognitive depth and aids automisation.

CLEARLY LABEL WHICH EXERCISE FROM THE BOX EACH ASSUMPTION REFERS TO (you get a full mark).

How to pass DELTA (paper 2, task 2)

Use infinitive of purpose and bullet points.  WHY is happens, not, WHAT happens.

• to check
• to contextualise
• to encourage
• to expose
• to focus on
• to generate
• to present
• to pre-teach
• to extend
• to complete the cycle of...
• to consolidate

1. allows learners to work in pairs
2. changes focus from the written to the spoken form.
3. increases level of challenge by looking at different ways of saying the phrases.
4. maintains the grammar point but in a new situation.
5. provides for more freedom in practising the phrases introduced in ex 1.
6. completes the cycle of receptive to productive.
7. adds variety (of learning styles, focus, group, pairwork etc)

Part C

Assumption:  personalisation with topic is an effective aid to learning.

Reason: it reduces affective filter and is motivating.

A: need to activate interest/schemata

R: will help with top-down processing (general to specific)

A: analysis of grammar through contrasting itemsis effective

R: because it assists with understanding meaning.

...the teacher is presumably supportive of the traditional 'top down' teaching methodology.  For example the PPP model rather than the 'bottom-up' focus of reconstruction activities.

Top-down = gist

Bottom-up = specific info

Terminology List

Skills

Context
Co-text
Top-Down Processing
Bottom-up Processing
Interactive Processing
Schemata
Skimming
Scanning
Product Approach
Process Approach
Genre Approach
Paraphrase


Lexis

Homonym
Homophone
Homograph
Synonym
Antonym
Metonym
Superordinate/Hypernym
Hyponym
Polysemy
Affixation
Denotation
Connotation
Collocation
Idiom
Metaphor
Simile


Grammar

Active Voice
Passive Voice
Causative
Cleft Sentence
Clause
Relative Clause
Finite Clause
Non-finite Clause
Inductive Approach
Deductive Approach
Guided Discovery
Aspect
Extrinsic Meaning
Intrinsic Meaning
Pre-modification of Nouns
Post-modification of Nouns


Connected Speech

Linking/Liaison
Catenation
Assimilation
Elision
Intrusion
Rhotic Accent 
Glottal Stop
Weak/Strong Forms


Phonology

Prominence
Tonic Stress
Tone Unit
Onset Stress
Grammatical Intonation
Attitudinal Intonation
Discourse Intonation
Backgrounding
Phoneme
Stress
Rhythm
Intonation
Articulation
Vowel
Diphthong
Phonetics
Place of Articulation
Manner of Articulation
Voiced Sounds
Unvoiced/Voiceless Sounds


Lexical Cohesion

Lexical Chains
Consistency of Register
Macrostructure
Genre Analysis
Genre
Text Type
Coherence
Cohesion

Grammatical Cohesion

Anaphoric Reference
Cataphoric Reference
Exophoric Reference
Deixis
Substitution
Ellipsis
Parallelism
Repetition


Written/Spoken Discourse

Theme
Rheme
Topic Sentence
Thesis Sentence
Transactional Discourse
Interactional Discourse
Turns
Discourse Markers
Adjacency Pair
Circumlocution
Repair Strategies
Backchannel Responses
Paralinguistic Features
Fillers


Motivation/Learner Styles

Field-dependent learner
Field-independent learner
Intrinsic motivation
Extrinsic motivation
Integrative motivation
Instrumental motivation
Performance orientation
Mastery orientation 
Learning Styles
Multiple Intelligences
Lerner Profile
Tolerance of Ambiguity
Syllabus-bound learner
Syllabus-free learner
Holistic learner
Serialist learner


Testing

Progress test
Proficiency test
Informal test
Placement test
Diagnostic test
Aptitude test
Reliability
Practicality
Face validity 
Content validity
Construct validity
Predictive validity
Impact
Sample
Discrete-item test
Integrative test
Objective test
Subjective test
Direct test
Indirect test
Norm-referenced test
Criterion-referenced test
Formative evaluation
Summative evaluation
Backwash
Forward wash
Multiple-choice test
Cloze test
Key-word transformation
Word formation
Short answer
Multiple matching


Approaches and Methods

Behaviourism
Innatism
Deductive Approaches
Inductive Approaches
Grammar-Translation Approach
Direct Method
Audio-Lingual Approach (Behaviourism)
Natural Approach
Task-Based Learning (TBL)
The Lexical Approach
Learner (Strategy) Training
Noticing
PPP
Test-Teach-Test
Guided Discovery
Dictogloss

Humanistic Approaches

Total Physical Response (TPR)
Community Language Learning
The Silent Way
(De)Suggestopedia

Paper 2 - Task 1

Pronunciation - Oxford online English

1) linking consonants
 red dress - only pronounce 'd' once

last time
look cool

2) consonant & vowel

get out - linking

3) vowel & vowel

go away  intrusive 'w'    (when lips are round at end of the first word, we insert a 'w')
  /w/

he asked  (when lips at end of the first word are wide, we insert a 'y' sound)

Weak forms - little words: a, an, to, for

English = stressed timed language
Spanish = syllabic language

Paper 1 - Task 5

Feature 3 - Headline - it's elliptical (functional words are omitted)

Feature 5 - The passive - neutral quality - suggest impartiality (fair, just)

[stay impartial until you have heard both sides]

Feature 8 - use of present tenses to emphasise the immediacy and relevance of news events.  e.g. Obama snubs. e.g Obama to visit Gaza (infinitive for future)

Feature 9 - expanded or densely pre-modified noun phrases  are used to save time and space in descriptions.  e.g. {terrorist fist-thumping gesture/right wing critics/former CIA officer and Hilary Clinton supporter.

macrostructure - the overall structure of a text (also termed genre structure or discourse structure)

Topicalization

Topicalization is the process of moving an element to the front of a sentence so that it functions as the topic:  Nice place you got there.

* This is also called fronting.