The Online Delta

Delta
Module One
Mock Exam One
Guideline Answers
 Mock Exam One: Guideline Answers
Guideline Answer Task 1.1

a) Cataphoric reference

b) Minimal Pair

c) Register (Jargon gets no mark. It is “person-in-the-street” language not the

linguistic term)

d) Information Gap (Pair work is not enough for a mark)(Jigsaw activities are a
kind of information gap but are not the generic activity described in the text)

e) Finite verb

f) Diagnostic test (it isn‟t a placement test)

Guideline Answer Task 1.2

a) Consonant cluster: two or more consonants in sequence, providing potential

pronunciation difficulties for learners e.g. /str/ in strike or /spl/ in split. The word
sixths has four consonants in a row: /ksөs/

b) ELF: English as a lingua franca e.g. the use of English as a mutually-

understood language of communication between people who do not have
English as a first language – such as a Dutch businessman meeting a Brazilian
colleague. (It WASN‟T EFL! Read the question carefully!)

c) Homonym: Two words that have the same written form and pronunciation – but
which have different meanings e.g. book – (printed material / order or reserve a
place/ticket etc) (don‟t confuse with homonym / homograph)

d) Order of acquisition: the theory that, when a child learns their first language or
a learner learns a second or other language, there is a sequence in which they
become capable of using grammatical items – e.g. Present simple third person
„s‟ tends to be acquired long after the tense is otherwise successfully used.

e) Morpheme: the smallest individual meaningful unit of grammatical item, below

which it cannot be further divided. e.g. in walked – there are two morphemes:
walk + “ed” – whereas “alk” or “e” on their own have no grammatical meaning.

f) A functional exponent: a piece of language that realises a function e.g. “I‟m

sorry” and “I do apologise” are both exponents of the function of apologising.
Guideline Answer Task 1.3

Skills, features example Reason

Text genre
Layout of a letter in relatively e.g. Address if required The reader needs to be
neutral style. Opening and sign- Dear ______ able to recognise the text
off. Yours immediately as a letter,
and to know where to look
to discover who sent it.

Appropriate paragraphing to Para 1 acknowledging the Paragraphing will help the

organise the content. problem and sympathising reader identify the topic at
Para 2/3 giving each stage of the letter.
suggestions
Para 4 Hopes for success
etc.

Linking devices to give First of all, then, finally etc This will give a sense of
cohesion to the letter – progression to the letter
probably listing devices

Positive ways of concluding the I hope this advice helps A letter of advice needs a
letter you general encouraging
I’m sure you’ll get on top comment to conclude
of the problem
Do let me know how you
get on.
The function (to give relevant
advice to the writer in a friendly
non-judgmental way)

Selection of key information The problem The reader needs to feel

from the original text to The holiday deadline the writer is addressing the
incorporate into the answer Lack of exercise, important issues.
overeating, the job
constraints

The incorporation of given e.g. You say you snack all Linking the reply explicitly
information in the original letter day. Have you tried……. with the question will make
with the advice in the reply Instead of sitting in front of the reader feel more
the TV in the evenings, “listened to”
you could….

Exponents to acknowledge the I know the problem Advice will be more

problem and give sympathy I know how you feel acceptable if it comes from
It must be awful an empathetic person

A range of neutral/friendly It isn’t a bad idea This is the purpose of the

exponents to give suggestions to……(less direct than it‟s letter, but advice can be
or advice a good idea to) off-putting if it is delivered
Awareness of the need for If it really worries you, why badly.
“softeners” in giving advice – not…..
you should(n’t) and you ought
to used alone can sound over-
direct and authoritarian

A range of euphemistic A little overweight It would be considered

vocabulary to avoid saying Not in shape rude to use the word fat
“You‟re fat and unfit” On the plump side. especially addressing
someone you don‟t know.

A lexical set to do with the topic Get fit, get in shape Both for style and content,
Put on/lose weight the writer at this level
Work out needs to be able to
Slim down describe relevant activities
without repeating the
same vocabulary
Guideline Answer Task 1.4

(a)

(Features of the text which are typical of spoken rather than written discourse.)

i. Contractions are used throughout the text (it’s, aren’t, I’ve etc) This would normally
only be used in spoken, or in informal written text, but not, for example in the
newspaper article.

ii. There is some informal lexis, including several phrasal verbs, more commonly
associated with spoken rather than written English e.g. ripping off, carry off, chatterbox,
the use of get in get sent off, get ahead, get into trouble. Also the chunk It’s not fair.

iii. Use of informal modifiers, intensifiers, hedges and vague language. It’s not
exactly against the law. …a little bit…quite annoying…..a real chatterbox.

iv. The use of the informal you to mean people in general, almost universal in spoken
discourse but less common in written. (used by all 3 children)

v Expression of personal feelings and irritations, which is probably more common in

spoken than in written English Cheating annoys me….It bothers me….it’s not fair.

vi Repeated use of “I” to an extent which would be unusual in a typical newspaper

article.

Features typical of an unfolding spontaneous stream of speech rather than separate

sentences such as:

vii long turns that are not divided into traditional “sentences e.g. turn starting “There are
other forms of cheating ...” (line 25 onwards). Tendency to use simple linkers such as
“so”, “but” and “because” rather than ones typical of more complex sentence structures.

viii parataxis (i.e. short, separated chunks rather than coherently linked discourse) e.g.
Isabel line 60 onwards. (Thanks Emma!)

ix repetition of the same words rather than using alternative lexis e.g. “cheat” - Isabel line
60 onwards.

Also:

x Use of different personal “cheating” schemata depending on the relevance of

cheating to the experience of the individual (e.g. Mum and Dad talking about sports,
driving and queuing; children referring mainly to school experience).
(Spotted by Magda)
(b)

(What are the differences in form and meaning in each pair as used in this text?)

Sentences 1(a) and 1(b)

Absolutely basic information needed to get marks:

FORM

1(a): (If + subj) + past simple, (subj) + would + bare infinitive / verb / base form.
(This is sometimes called second conditional).

1(b): (If + (subj) + present tense, (subj) + present simple.

(This is sometimes called the zero conditional).

MEANING

1(a) The speaker describes a hypothetical situation OR a situation which is unlikely to

happen OR a remote possibility.

1(b) The speaker describes a possible situation OR a general truth OR a fact OR a reality
OR a certainty OR a habitual action.

Sentences 2(a) and 2(b)

FORM

2(a): (subject) + simple past + (subject) + would + bare infinitive / verb / base form

2(b): (subject) + would + bare infinitive / verb / base for + (if + subject) + simple past. (This is
sometimes called the second conditional).

MEANING

2(a): The speaker uses would to refer to a past habitual / repeated action.

2(b): The use of the simple past in the conditional clause suggests that the speaker
considers the condition unlikely to happen or impossible as people generally do follow
the rules.

NB Hard to get a pass grade if you don‟t include (or demonstrate that you know and
understand) terms such as “conditional”, “bare infinitive” “present simple” “habitual”
“hypothetical” etc

Examples of some points you could make to raise your marks to Merit or Distinction

1 A distinction candidate might highlight the fact that the second conditional has different
uses.

2 They might also preface their answer with a comment on the area of condition, e.g.
conditional sentences deal with imagined situations (Carter, R & McCarthy M,
Cambridge Grammar of English, 2006: 747): 1(a) is unlikely, 1(b) is likely. And 2(b) is
unlikely/impossible (2b). When a speaker uses a conditional sentence, they imagine an
event and then compare it with its possible results / outcomes.

The tense that the speaker uses reflects their view of how likely the event is to happen.
It also places it in the past, present or future.
3 Conditionals are often described as zero/first/second/third (as in Swan, Parrott,
McCarthy) but they can also be described as being real or unreal. Real conditionals
refer to situations that are true, have happened, generally happen or are likely to
happen: 1(b) is a real conditional because it is describing a fact.

Unreal conditionals refer to situations that are untrue or are imagined, have not
happened and are only remotely likely to happen: 1(a) and 2(b) are unreal conditionals
because they describe events which are unlikely to happen. (Carter, R & McCarthy M,
Cambridge Grammar of English, p747)

4 Would is a pure modal auxiliary verb, the past form of will. It has different uses, e.g.
past habit, to express refusal, past willingness, and to form a conditional sentence
when it is used as a conditional auxiliary. (Swan, M Practical English Usage, 3rd
edition: 623)

5 In 1(b) if is very similar in meaning to when or whenever. Some writers consider the
conditional clause to be a time clause, e.g. Parrott, M Grammar for English Language
Teachers. 2000:240.

6 Would can be replaced by used to in 2(a) as would is being used with an event verb
(foul). Would cannot be used with state verbs to describe past habit.

7 Both 1a and 2b refer to hypothetical situations. As the condition is unlikely to be fulfilled,

the main clause is also considered unlikely to happen, as indicated by the use of would
+ bare infinitive.

8 The use of would in 1(a) and 2(b) indicates a remoteness / unlikeliness in terms of the
speaker‟s view which is why he has decided to use the second rather than first
conditional.

9 The clauses in 2(a) and 2(b) appear in a different order.

10 In 2(b), a comma is not used after the first clause because the if clause is in
midposition, not initial position whilst there is a comma after the If clause in 1(a) and
1(b) because it is in initial position.

11 In 2(a) and (b), the meaning of the sentences is unrelated (i.e. not both conditionals).
2(a) is not a conditional sentence, 2(b) is a conditional sentence.

12 A conditional sentence is made up of a main clause, e.g. If you cheated at a football

match and a subordinate clause, you’d probably get sent off.
(c)

(Lexical phrases containing get.)

Absolutely basic information needed to get marks:

You need to find a way to state the meaning clearly and then outline the key differences in
form:

(i) get as component of the multi-word verb / phrasal verb = verb + (adverb) particle
(ii) get in verb + noun phrase collocation (i.e. article + noun)
(iii) get used to make a passive with multi-word verb/phrasal verb “sent off” (NB get is NOT
part of the phrasal verb)

If you don‟t spot and show the examiner that you have spotted these key differences in how
“get” is used, you can‟t really pass.

Key words that are almost certainly needed

More detailed answers on Meaning and Form:

Meaning Form
Get 1 to make progress / to gain some kind of 1 verb + adverb / particle
ahead advantage over others 2 phrasal verb
2 it is informal* / semi-idiomatic 3 intransitive
3 get could be regarded as meaning
become
Get a 4 to obtain / to find (employment) 4 verb + noun collocation OR
proper 5 proper means serious, respectable, verb + countable noun OR verb
job suitable, good. It adds an additional + noun phrase
connotational meaning
6 it is informal*

Get 7 to be told to leave the sports field (by the 5 get + past participle of send
sent referee). off
off 8 the passive is used because the sending 6 off is an adverb / particle
off is more important than the agent and we 7 send off is a phrasal verb
know who the agent is. 8 it is transitive and/or is
9 there is also a causal element in the separable
meaning, i.e. I caused myself to be sent off 9 get replaces be in the passive
by my actions. form.
10 it is in formal*
Points 2, 6 and 10 under „meaning‟ were only given credit once.

Merit / Distinction comments

1 In (i) and (ii) get acts as a delexicalised verb. This is a common use of get (shared
with certain other verbs – make, take, do, etc.).

2 In get sent off, get can be replaced with be and could be said to have more of a
structural role rather than being an integral part of the lexical item. However, this
phrasal verb is often used with got in this passive construction and could be regarded
as a lexical phrase in its own right.

3 We use get as opposed to be in passive constructions when we view the action as

being unexpected, involuntary or unwelcome, as in this case (Grammar for English
Language Teachers) Parrott, M CUP 2000

4 Get is only used with a passive meaning to refer to an event which in not planned or
intended (Cobuild English Usage, 3rd Edition, page 209)
5 The indefinite article is obligatory in get a proper job.

6 In get sent off, get acts as an auxiliary verb.

(c) Learner Problems

In terms of meaning, candidates may highlight the fact that get collocates with other words to
form a vast range of lexical items and this may confuse learners as they are most familiar with
get meaning receive

Form Meaning Pronunciation

Get Students might try to use a Its semi- *Consonant + vowel linking between
ahead direct object and produce idiomatic get + head to produce /getəhed/.
*get my life ahead or get meaning *Learners may not use schwa in
ahead my life because they not entirely ahead.
do not realise that get ahead obvious *They may also not be aware that in
is intransitive from its terms of stress, the second syllable
parts of the particle a’head carries the
main stress and the verb get carries
the secondary stress. (see Macmillan
English Dictionary for Advanced
Learners,p628)
Get a Students may omit the *Consonant + vowel linking between
proper indefinite article because get + a to produce /getə/.
job they do not hear it OR they may glottalise the /t/
receptively and then not use sound.
productively or *Stress – some students may only
because they forget, stress get rather than get and job.
specially If there are no *Learners may not use the schwa
articles in their L1. with the article.

Get Length of verb phrase may Students /t/ in get can be assimilated to a
sent off result in the omission of get. may not glottal stop which students may not
Students may use the wrong recognise recognise.
particle, e.g. *get sent out / the *Consonant + vowel linking between
up / away. passive sent + off, /sentɒf/.
Students may find it difficult meaning of *Stress – students may not stress the
to form questions, e.g. get particle. The main stress should be
*Were you get sent off? on off and the secondary stress on
Students may have get. (MED, p.1351)
problems manipulating the
past participle form.

* only accept a problem relating to consonant + vowel linking, stress placement or the
schwa once

Distinction comments

1 Students can be confused by the number of different expressions with get in terms of
their meaning and form, especially as they often look similar.

2 Learners may not have an L1 equivalent verb conveying all the same meanings.

3 Learners are more likely to all back on Latinate constructions or L1 transfers, e.g.
obtain a job / find a job where the meaning is less opaque.

4 The concept of phrasal verbs (verb + particle to make a single meaning) is alien to
some L1s (e.g. Japanese). This could therefore be a problem with (i) and (iii)
5 As the uses of get are largely restricted to informal / spoken English, learners may
have had less exposure to this and therefore be less likely to have come across,
retained or use such items.

The following minor problems were not accepted:

1 Learners may not know the meaning of proper.

2 Learners may not know the meaning of sent off.
3 Learners may pronounce off as /əf/ instead of /
Guideline Answer Task 1.5

Overall Comment

Generally, the task has been achieved. However, at this level, the student might be
expected to write a longer, more thorough, detailed and therefore more convincing
letter of application.

Communicative competence / Task achievement / Effect on the reader

Strengths Weaknesses

Key areas • This piece of writing • To be more effective the learner

achieves the task at a basic should give further information about
level. The learner introduces his experience and other qualities
himself appropriately, states which would make him suitable for the
the purpose job, in particular addressing the
of the letter and gives some requirements in the advertisement,
relevant information about his such as flexibility
experience and English and experience with children. He
language ability. doesn‟t say why he wants to work on
• His message is generally the farm. He could also add that he is
clear. There are no parts available for interview. He does not
which could be make full use of the recommended
misunderstood. word limit to do
these things.

Appropriacy of style and genre

Strengths Weaknesses

Key areas • The layout of the letter • The student has omitted his own
follows some of the usual name, address and the date.
conventions in that he
includes the recipients‟
names and address.
• He uses surnames and
titles
Mr. and Mrs. rather than Jim
and Mary (line 1).
• He does not use
contractions, except once,
don’t (line 15).

Accurate • In the last paragraph Please don’t

points but hesitate to contact me at … is not quite
not key appropriate for a job applicant to write
to a potential employer.
• He omits the initials in the recipients‟
names in the address.
Range and complexity of language

Strengths Weaknesses

Key areas
• One would expect a learner at this
level to be able to produce a wider
range of lexis and grammar to talk
about his likes and dislikes and the
skills that he possesses, e.g. I would
be interested in working .. rather than I
would like to work (line 7), I enjoy
working with animals
rather than I like (line 11).
• He could also use adjectives to
describe his qualities and the job.
• The student displays a narrow range
of tenses and lack of more complex
sentences
Accurate • He uses some basic • The only form that he uses to refer
points but collocations: take care of to future plans is going to (lines 5 &
not key (line 10), passed the first 13). This might be considered too
certificate (line 13). informal for this genre. He could have
• He refers to past, present used will or other expressions such as I
and future events using am due to (take an
appropriate tenses. examination).
• He uses one or two
complex sentences: The
whole of the first paragraph.
I am a Japanese student
studying … (reduced
relative clause)
Please don’t hesitate …
(first conditional).
However, as all the complex
sentences are formulaic
expressions, this could be
considered evidence of
lexical awareness rather than
of the ability to manipulate
complex grammar
Organisation, cohesion, punctuation

Strengths Weaknesses

Key areas • The text is organised into • He uses mostly simple sentences
logical without any link words (only if). 10
paragraphs: he states the of the 12 sentences in the letter
purpose of the letter, begin with I.
introduces himself, gives
information about his
experience and his English,
discusses future contact, and
closes the letter
Accurate • The spacing is generally • He should put summer opportunity
points but clear except between the in inverted commas.
not key fourth and fifth and the end, • His punctuation is limited to full
where he seems to have tried stops as he uses such simple
to squeeze the letter onto sentences.
one page.
• He avoids repetition of
words.
• His punctuation is accurate.

b) Possible areas for work are:

Task achievement / effect on the reader / style/ genre (i.e. inclusion of name,
address, date

 The learner is already able to achieve the task at a basic level. With better
awareness of what is expected by an employer, the learner could produce a
more detailed and convincing letter, which is more likely to persuade the
reader to give him the job.
 As the learner already has a good grasp of layout and some appropriate
expressions, it would be a manageable step for him to make and this would
be motivating for him.
 He will need to improve in this area if he is taking an advanced exam and
writing formal letters is a useful life skill if he intends to stay in the UK.
 The learner could improve the layout of his letter by including his name and
address and an appropriate closing formula. Without this, he has no chance
of getting the job and therefore of achieving the task.
Use of linking devices

Target language: additive markers (furthermore, moreover, in addition),

contrast (whilst, however)

 The lack of linking in this text means it lacks the sort of cohesion expected in
a piece of writing from a learner at this level. An awareness of linking devices
would give the text a better flow and make it easier to read.
 For his level, the learner‟s awareness seems very weak compared with other
aspects of his writing and he needs help to „catch up‟ in this area.
 As he can form basic sentences well, it seems like a logical step which would
be easy to achieve.
 Linkers are used in all types of writing and so work on this area would have a
high surrender value.

Increasing his range of lexis to describe skills, likes and dislikes, adjectives to
describe the job and his personality

Target lexis: interested in, eager to, less keen on, flexible, adaptable etc

 A wider range of lexis / grammar would enable the learner to produce a more
interesting and fuller letter and give a better impression of his English.
 This lexis could be used in other situations such as job interviews.
 He needs to be encouraged to experiment with higher level vocabulary; this
may produce more inaccuracy, but making his writing richer which is more
important at this level. It may be that he does not have the range of lexis and
grammar expected at this level, or that he is playing safe by avoiding „risky‟
items in order to avoid making errors. This would not be untypical of a
Japanese learner.

Increasing his range of grammar in terms of complex sentences (e.g. relative

clauses), present perfect and range of ways of talking about the future

Target language: to be due to, to be planning to, to be scheduled to

 The absence of such structures indicates either that he does not know other
ways of talking about the future, lack of awareness of the need to have variety
of expression or a decision to play safe. He needs to use a wider range of
forms to move to an advanced level. At present, his language use makes him
appear to be intermediate, rather than upper intermediate level.
 These are useful language areas to work on as they are high frequency
(particularly the present perfect and future forms) and again, could transfer to
spoken situations such as interviews.
 It is unusual for an upper intermediate learner to be taught what could be a
„new‟ language area and the learner might well find this motivating.
Guideline answer Task 2.2

a)
Listening 2 – to expose the students receptively (aurally) to the grammatical
structures they‟ll need for describing use, while giving further practice of the
vocabulary items.

Listening 3. – again, to give exposure to the grammatical items, but this time
visually.

Functions box – to give an explicit example and description of the language, so that
the students have a clear record and know they need to notice it.

Functions 1 - to give the students practice in the final varying prepositions, which
learners often omit.
Functions 2 - to give controlled written practice in the language for describing use
of things
Functions 3 - to give further slightly freer controlled practice, probably oral this time?

b)
Assumptions Example Reason

Importance of recognition before Listening Learners understand the language

production. In listening section, the 1,2,3 before they actually produce it.
students are exposed to the Exposing them to it gives them the
language receptively before they use chance to notice it, and perhaps
it. analyse it
The value of noticing
Importance of recognizing a Visual – Students learn in different ways and
variety of learning styles – the pictures this should be catered for in order to
authors have catered for different Aural – tape maximize their learning potential
styles in the sequence The written
form (List 3 +
Funct 2)
Functions - it‟s useful to describe Functions The learners will better understand
and teach language in terms of its box how and when to use the target
function, and to show different ways language if its function is clearly
of expressing the same function, not stated and demonstrated.
only to teach the “grammar”.
Explicit language description – it‟s Functions Some students want and need this. If
useful to give a clear record of the box they are left to discover how it works,
form and use of a new piece of they may formulate incorrect rules.
language It‟s better for them to have a clear
record.
A deductive approach is effective Functions As above
Although the students are exposed section
to the target language in the tape,
which contextualizes it for meaning,
they aren‟t asked to use it
themselves until they have been
given a clear rule
A PPP approach is effective. The All the This building block approach to the
learners are first presented with the material language means that the learners are
language in context; after a focus on very clear what they are supposed to
form, they practice it in controlled, be learning, and they get a chance to
and then a slightly freer way. practice it in different ways in order to
In initial practice (Functions 1,2,3) internalise it.
the focus is on correct form, not on
communication.
There should be a focus on Functions Language is for communication. It‟s
meaning before form box important that learners don‟t practice
In the listening exercises 2 & 3, the Functions Ex target language without
learners are focused on decoding 1 understanding it fully
the language for meaning, and it‟s
only once they‟ve done that, that
there is a focus on form
It is important to teach Main aim Students need to be able to survive in
communication strategies the real world if they don‟t have the
Although there is an emphasis on words they need – it‟ll give them more
everyday vocabulary items, the confidence and independence. it is
exercises emphasise the importance impossible to learn all the words in a
of strategies for when students don‟t language, but even
know the word with a limited vocabulary, learners
can be communicative, if they have
some
communication strategies, such as
paraphrase / circumlocution. Words
like stuff and a thing are more useful
at low levels than specific low
frequency words like shoe polish
Language is usefully taught in (Listening Teaching language in this way should
context: the author appears to exs 2 and 3). reinforce meaning and help the
believe that words should be learners to remember. It also mirrors
encountered in context. He language use outside the classroom
also believes in teaching functional and is therefore particularly
exponents using a listening text appropriate for this
sequence of material as the listening
is used to present / revise lexis and
then spoken
functional exponents.

Guideline answer Task 2.3

Comment on the ways in which the vocabulary and speaking focus in the remaining
material combines with the exercises discussed in Task Two.

Vocabulary Ex 1
Checks learners current knowledge of descriptive adjectives which will be useful
throughout the rest of the material, and it gives learners the opportunity (but not the
necessity) to expand their current knowledge of the vocabulary.

Ex 2 recycles the vocabulary, in a communicative game, which would reinforce it,

(and also change the pace of the class)

Ex 3 Inputs questions asking for description, which would be useful at later stages in
the lesson if the learner‟s initial description is unclear.

Ex 4 Inputs the general words (stuff, thing etc) which are used later in the definitions
for use.

Ex 5 Clarifies the objects in the picture, so that the vocabulary won‟t be an issue later
on, and also ensures that the students have examined the picture thoroughly before
they go on to the listening.
Guideline answer Task 2.4

a) Why is TTT often considered a “bad thing”?

Many points could be made, including:

 TTT is often linked with a “chalk and talk” methodology, where the teacher tells the students
about the language, rather than letting them find out for themselves and use it productively.
Teacher talk can imply the transmission of knowledge about the language, rather than practice
of the skills to use the language.
 TTT can imply a teacher-centred classroom, which can make the students into passive
learners.
 High TTT suggests a classroom where tasks are not set to focus the work that learners need to
do.
 There probably needs to be variety of interaction to keep maintain pace, and student interest.
 Students are less likely to retain information if they haven‟t been engaged actively in the
process of finding out.
 If the teacher is unaware in selecting and grading what they want to say, it can be repetitive
boring and even incomprehensible to the students.
 It takes up time when the students could be using the language for themselves.

Stronger answers could refer to the effect of high TTT in specific contexts (e.g. monolingual, YL etc) or
while using specific methodologies (e.g. Grammar translation, Audiolingual).

Candidates might mention the distinction between “unaware TTT” and “aware TTT”.

Some danger of overlap between parts (a) and (b) of the question.

b) In what circumstances, and to what extent do you think Krashen’s hypothesis gives teachers
a licence to increase their classroom talking time?
What kind of TTT might be more valuable and what less valuable?

 Krashen highlighted the importance of the receptive skills in helping learners acquire the
productive skills. Listening, in particular, could help the learners assimilate new language, and
eventually incorporate it into their interlanguage. The logical extension, therefore, of Krashen‟s
theories was that the learners needed more opportunity to listen to English.
 Previously listening skills had often been undervalued. In grammar translation methodology
the emphasis is on the written word, and in audio-lingual methodology listening was very
heavily graded, and was generally intended to be a model for immediate student production –
i.e. it was language-focused on the structure of the day.
 Krashen‟s theory implies a heavier weight on listening, (and reading,) exposing the learners to
new language in order that they might acquire it. The implication is that there needs to be as
much English as possible occurring in the classroom; the teacher is the most obvious source
of this English.
 In non-English-speaking environments, learners may only ever hear English in the classroom,
so it‟s important to provide as much as possible by making the classroom into an English
environment.
 However TTT that is ungraded, and doesn‟t take into account the learners‟ level, will not be
Krashen‟s i+1. The students won‟t be able to access meaning, and therefore can‟t use it to
learn. Equally, totally graded language, which only uses what the students already know,
doesn‟t stretch them and give them the chance to learn new things.
 Some discussion of theories about how language is learnt may be relevant here.
 TTT needs to be principled, and the teacher needs constantly to check that the learners are
understanding what is being said. Good TTT is often accompanied by gesture and
paralinguistics that clarify meaning
 Stronger answers might refer to the effect of high TTT in specific contexts (e.g. monolingual,
YL, business / ESP etc) or intentional use of high or low TTT while using specific
methodologies (e.g. Silent Way, TPR). Also comments on difficulty of knowing what i+1
actually means and how one judges it.
c) What are the advantages in using the teacher for live listening?

Many possible points to be made. Make as many as you can!

Key advantages of using live listening will tend to focus on: (a) selection of material (especially for
context) (b) delivery of material (including the teacher and what he/she can do)

Planning your answer so it subdivides into categories and sub-headings almost certainly wins you kudos
and Brownie points! This is a good Delta answering strategy which usually impresses as it shows
something more than random brainstorming (if you can find the best headings)

The Selection or scripting of material

 Material can be selected that is directly relevant to the learners and to things they know about
and are interested in. The teacher can tell personal or local anecdotes about him/herself, the
school, people they know etc. Students are generally interested in true stories about the
teacher and local situations.
 Listening tasks can be set that are local, relevant and immediate for the students and their
context.
 Personal details (e.g. names of children) can be included to help personalise material.
 The learners‟ level can be taken directly into account when choosing what the content is and
how it is delivered.
 Complex content that might otherwise not be accessible to students can be graded in a way
that is appropriate to their language level
 The teacher can include (“hide”?) certain linguistic items within the text in order to provide
exposure to items that will be studied later on in the course (e.g. “past progressive”) so that
students have some familiarity with the item even if it has never been explicitly focussed on.
 The teacher can attempt to choose a text that provides “comprehensible input” using her
intuitive understanding of what the class‟s “i+1” level might be
 Otherwise dull material that needs to be “covered” can be brought alive by turning it from
printed text into teacher reading.

The Delivery of material

 Live listening can be interactive rather than simply in one direction. Learners can be
encouraged to ask questions, answer questions, add parts of a story, offer additional details,
take part in dialogues etc
 Problems with audio equipment / acoustics of classroom can be avoided or taken into account
 Live listening has a directness and immediacy that is missing in pre-recorded material
 The teacher can use eliciting and checking questions to ensure the learners are following and
to keep them involved.
 The teacher can select which features of connected speech he/she wants to include/exclude
from the delivery. The teacher can choose whether to offer a more fluent everyday “natural”
delivery – or one more associated, say, with storytelling (with use of dramatic pauses, strongly
stressed words etc)
 The Teacher can make flexible adjustments as he/she goes to respond to perceived difficulties
amongst the class. She can go back and repeat, summarise etc to help understanding.
Similarly, if things are proving easy to follow, she may speed up, make the language more
complex etc.
 The teacher can use visual aids (e.g. board pictures, flash cards, Cuisenaire rods etc) to help
illustrate a story.
 Where appropriate, the teacher can interrupt the text to explain something in more detail, teach
a small language point (e.g. the meaning of a word), drill some pronunciation etc.
 Facial expression, gestures etc may be used.
 TTT used actively to improve the learners‟ listening can give them a chance to improve their
checking skills (e.g. What exactly do you mean? I didn’t catch that) in a way that listening to a
tape can‟t, and it emphasises listening as an interactive, not a passive process.
 Live listening has positive affective associations for many students – e.g. being told a bedtime
story by parents when very young.
 Good examples of storytelling or presentation styles can be modelled for students.