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.
- to review
- to introduce
- 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
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
- allows learners to work in pairs
- changes focus from the written to the spoken form.
- increases level of challenge by looking at different ways of saying the phrases.
- maintains the grammar point but in a new situation.
- provides for more freedom in practising the phrases introduced in ex 1.
- completes the cycle of receptive to productive.
- 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
