Paper, Type of activity
Task
Paper 1 ELT terminology - you are
Task 1 given six definitions of ELT-
related terms and have to
supply the correct term.
Paper 1 ELT terminology - you are
Task 2 given six terms and have
to choose four of these and
supply a definition and an
appropriate example.
Paper 1 This task focuses on skills
Task 3 and features of spoken and
written discourse. You are
given a writing or speaking
skills task from published
ELT/ESOL course material
or published exam
material. You need to
identify the appropriate
language features which
you would train specified
learners in to complete the
task.
Paper 1 This task focuses on
Task 4 language analysis and
potential learner problems.
You are given an authentic
text e.g. a newspaper
article, a leaflet, a
brochure, a form. You have
to identify features of the
text which are typical of its
genre and identify and
explain the form, meaning,
use and phonological
features of three different
language items or areas
highlighted in the text.
Paper 1 The focus here is on
Task 5 analysis of learner errors in
written or spoken text. You
are provided with an
authentic spoken
(transcribed) or written
text produced by a learner.
You need to analyse the
main strengths and
weaknesses in the text
based on a set of specified
areas, e.g. organisation,
cohesion, range of
grammar and lexis.
Tips Pt
s
You either know it or you don’t. Leave the ones 6
you don’t know, the answer may come to you
while you are doing the other questions.
Tick the ones that you know. If you don’t tick 12
enough, focus on the ones you do know. GIVE
EXAMPLES!
• One mark for basic definition.
• One mark for a further point made.
• One mark for example.
Bear in mind the categories for language 15
features in different written/ spoken genres. E.g.
Layout; Organisation; Tenor/ Status; Style;
Grammar; Lexis; Cohesive devices.
Aim for at least 6 lang features in case one is
not accepted.
Use headings of lang features & bullet points
Must give an example relevant to the activity.
Identify features from different language and skills 40
categories, i.e. lexis (not language!), sentence
structure/grammar, cohesion, and organisation of
information. Focus on the specific genre identified in
the rubric. Follow the rubric – repeat analysis of
each language items if necessary. For identifying
problems - organise this part of the task under the
headings of form, meaning /use and pronunciation.
Remember sts’ level & prioritise key strengths 27
(S) and weaknesses (W).
Don’t waste time on minor points.
Not necessary to list all S/ W under each
criterion. Some areas may only have S or W.
Be balanced – not too negative.
Include brief comments on the effect of S/ W on
the reader/ overall effectiveness/ general
readability of the text.
Include 1 example for 5a, but not an exhaustive
list.
Use highlighter pens/ other methods to mark
different S/ W of the text.
Paper 2 This task focuses on testing
Task 1 and assessment. You are
given an extract from a
test along with the context
and purpose of its use. You
need to evaluate its
effectiveness for the stated
purpose.
Paper 2 Here the focus is on
Task 2 resources, approaches and
methodologies, and
learners and contexts - you
need to identify the
purpose of specified
individual activities and
stages in the material, and
comment on key
assumptions about
language learning that are
evident in the exercises.
Paper 2 Here the focus is on
Task 3 resources, approaches and
methodologies, and
learners and contexts - you
identify and comment on
how specified activities and
stages in the material
support the activities and
stages discussed in Task 2.
Paper 2 This task focuses on
Task 4 teacher resources,
approaches and
methodologies, learners
and contexts, language
acquisition and teacher
roles - The text for this task
is ELT-related - You are
required to answer specific
questions about the
material - This could
include analysis of
Include both + and – points; aim for more than 20
6 points (both + and -) in case one isn’t
accepted.
Relate these to the learner & their situation.
(also to test extract); include a separate
subheading Application to learner to help
remember this vital part.
Refer to testing concepts where applicable;
devise a mnemonic to memorise the testing
concepts (see U3 Exam Training p11) to help
analyse the test (& get extra marks).
Relate the purpose of each activity to the 30
purpose of the text as a whole (identified in the
rubric). Focus on the language purposes of the
activities and how they progress from one to
the next. State explicitly what the target lang is
in the texts Key assumptions – give both
(general) assumptions and reasons for them -BE
CONCISE – omit the subject, unless specifying
an activity, (need to../ benefit from important
to/ … are useful). Analyse the material in terms
of assumptions that are particular to the
material. Look more carefully at how a language
(or subskill) is presented/ revised & also
practised. Write several relevant purposes for
each exercise. Identify one more key
assumption than required to give a safety net.
Don’t give too much description of the
exercises.
Format the answer:
Assumption:
The authors feel it is important to activate
schemata and raise interest in a text because:
Reason 1
It will help with top-down processing
Reason 2
It will make accessing the text easier
List your points in order of importance/priority. Make 10
at least 2 points per exercise. Consider both
language aspects of the material and how other
features of the material combine (in terms of
methodological approach/ progression of
material). Consider each exercise in its own
right (& all the possible ways each ex relates to
the activities in task 2). Examine the way the
exercises combine not just for language but for
task approach, underlying methodological
principles and skills work as well.
Go for a punchy, substantial answer which 40
makes
plenty of relevant points and gives clear
examples, where required.
Make as many relevant points as you can in the
time – brainstorm key areas of the topic focused
on in each part of rubric – check their relevance
to the specific question before expanding on
them as you write up your answer.
Limit your answers to what you are specifically
being asked in the rubric.
historical and current
perspectives on
approaches and
methodologies, theories of
language acquisition,
resources, learner and
teacher roles.