2007 cett paper 1 methodology

7/28/2019 2007 Cett Paper 1 Methodology

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PAPER 1 - METHODOLOGY

Copyright 2007. Hellenic American University. Ofce or Language Assessment and Test Development.


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Communicative English Teaching Test

SECTION 1: REFLECTING ON CLASSROOM SCENARIOS4

Scenario 1

Class prole: 12 upper-intermediate students

Lesson ocus: to prepare or a writing task

I set a composition or homework and wrote the title on the board, The environment.

I handed out a list o vocabulary related to the topic. We went through the list and the students added the

Greek equivalents to the words. I instructed them to use all these words in their assignment. I also told the

students to pay special attention to grammar and spelling in the composition. I was later surprised that

their compositions were very short and didnt make sense.

1. _____________________________________________________________________________________

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SECTION 1: REFLECTING ON CLASSROOM SCENARIOS 5

Scenario 2

Class prole: 10 A Junior students (8 10-year-olds)

Lesson ocus: to present the Present Continuous (or present actions)

While the students were arriving in class, I wrote the words Present Continuous and two example sen-

tences on the board:

Im writing now.

Shes going to the cinema tonight.

I then asked the class to repeat the sentences individually and chorally. Next I explained in Greek when we

use this tense and how it is ormed. The students did not seem to be paying much attention.

6. _____________________________________________________________________________________

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6 SECTION 2: ERROR CORRECTION

Scenario 1

In an intermediate class, the teacher has been revising quantiers such as very, a large number o, a great

deal o . The prompts have remained on the board. The class is doing a controlled speaking activity when

one student, Loukia, produces:

*It is good to speak too many languages.

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12. ____________________________________________________________________________________

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7SECTION 2: ERROR CORRECTION

Scenario 2

In an intermediate class, students have been persistently making mistakes relating to the word order o

adverbs and adverbial phrases. In a semi-controlled activity, the same type o error occurs, such as when

one student, Orestes, produces:

*She all the time stays at home.

13. ____________________________________________________________________________________

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14. ____________________________________________________________________________________

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8 SECTION 3: LESSON PLANNING

A] In the ollowing lesson extract, the teachers main aim is to help a group o upper-intermediate stu-

dents improve their listening skills in the target language.

The teacher shows the students pictures o three well-known monuments and asks them to discuss in

pairs what they already know about each. Ater about 2 minutes, she asks or eedback, putting up some

o their ideas on the board.

15. ___________________________________________________________________________________

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17. ___________________________________________________________________________________

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a. ______________________________________________________________________________

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b. ______________________________________________________________________________

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c. ______________________________________________________________________________

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Lead-in

Pre-listening

During-listening

Postlistening


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9SECTION 3: LESSON PLANNING

B] In the ollowing extract, the teachers main aim is to present and practice the use o the Present Simple

or talking about habits to a group o 8 10-year-olds (in an A Junior class).

The teacher has attached 5 large pictures showing everyday activities to the board. She hands out a word

prompt to each student ve o them match with the pictures. Each student reads out the prompt. I s/he

thinks it matches a picture, s/he goes to the board and sticks it next to the right picture. The student then

produces an appropriate sentence using the target language.

21. ___________________________________________________________________________________

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19. ___________________________________________________________________________________

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20. ___________________________________________________________________________________

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a. ______________________________________________________________________________

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b. ______________________________________________________________________________

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c. ______________________________________________________________________________

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Lead-in

Introducing new language

Controlled practice o new language

Freer practice o new language


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C] In the ollowing lesson extract, the teachers main aim is to help an elementary class o young teenagers

to improve their writing skills.

The students have written a short composition about their amilies or homework. The teacher prepares a

list o both correct and incorrect sentences rom the students work. Working in groups, rst the students

have to decide which sentences are correct. When all groups have nished this stage, the teacher asks or

their answers. Next, the groups work on editing the incorrect sentences.

21. ___________________________________________________________________________________

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23. ___________________________________________________________________________________

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a. ______________________________________________________________________________

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b. ______________________________________________________________________________

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c. ______________________________________________________________________________

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Lead-in

Pre-writing

During-writing

Postwriting

SECTION 3: LESSON PLANNING


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11SECTION 4: RESPONDING TO STUDENTS WRITING

A. Strengths B. Areas or improvement

Content and Development

You have ully developed the topic.

You have included details which

support your argument.

You have not ully developed the topic andso the content is limited.

Some o the content o your writing is

irrelevant to the topic.

Organization and Connection

o Ideas

Your writing shows appropriate, clear

organization.

You have used connectors

appropriately.

The organization o your writing is very basic.

Although you do use some standard

connectors, your ideas are not always well

connected.

Linguistic RangeYou use a good range o grammar and

vocabulary.

You have used a limited range o structures.

Linguistic Control

Your grammar and vocabulary is most

accurate, although there are occasional

errors.

You have made requent grammar and

vocabulary errors which make your writing

dicult to ollow.

Communicative Eect

Your writing shows that you are aware

o who the reader is and the type o

text you are writing, making your text

easy to ollow.

You seem to have misunderstood who you

are writing or and the type o text you are

writing, which makes your text dicult to

ollow.


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Essay: In many places, it is common or students to give their teachers gits. Should this be allowed?

How might it aect students, teachers, and parents? Discuss this issue using speciic examples to

illustrate and to support your view.

FLOWERS FOR TEACHERS

In my country, it is common or students to give their teachers gits. Giving gits to somebody around

us is very important and wonderul. These are very close person or us. For example, riends, relatives

and our teachers. We must be very careul about choosing the gits. The teachers are very important

or students. It is good behaviour remembering them at their special days, like birthday, wedding

day

Firstly, all gits are or remembering. Expensive present is not suitable or teachers. Flowers are very

beautiul gits or teachers. All parents can teach their children which kind o gits are suitable or

teachers.

Secondly, kinds o gits are important. I believe that books and owers are good presents. Giving andtaking gits gives everybody good eelings. I we remember our teachers in their special days with a

git, they eel themselves very good.

In conclusion, teachers, students and parents must be agree about this kind o gits.

SECTION 4: RESPONDING TO STUDENTS WRITING

Put A or B or the ollowing:


24.

Organization and Connection o Ideas

25.

Linguistic Range

26.

Linguistic Control

27.

Communicative Efect

28.


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13SECTION 4: RESPONDING TO STUDENTS WRITING

Essay: In many places, it is common or students to give their teachers gits. Should this be allowed?

How might it aect students, teachers, and parents? Discuss this issue using speciic examples to

illustrate and to support your view.

Giving gits to teachers is the easy way that the parents and the students ound to pass the exams.

This way is not good or both kids and teachers.

The way o giving gits to the teachers is bad or the students because they know they will pass. and

they are studying. That means that when the time comes they will have in their hand a license that

will mean nothing. Since they wont know anything.

This way may not afect the teachers since the will get their standar payment plus the gits that

could be money, airplane tickets or some othe expensive stufs. But the truth is that i the police

learn what is going on the teacher is going to lose his job And probably will have to pay the parents

and the school back. Since he was not doing his job well.

Giving gits is the easy solution or the students to pass the exams. This is not good or both students

and teachers since students are not going to learn anything and teachers may loose their jobs. The

best way to solve this problem is that both students and teachers wont give or accept any git.

Put A or B or the ollowing:


29.

Organization and Connection o Ideas

30.

Linguistic Range

31.

Linguistic Control

32.

Communicative Efect

33.


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34. How are learners more likely to use new lexical items they have encountered?

A. When the students experiment with using them in a variety o contexts.

B. When the teacher presents them at the beginning o the lesson.

C. When the students write them in their vocabulary notebooks.

35. What should you do when a learner interrupts your explanation o a new grammar item to ask

a question about something dealt with in a previous lesson?A. Answer it and see it as a positive sign that s/he is paying attention.

B. Answer it briey i it has been asked in English.

C. Explain that you will deal with the question at the end o the lesson.

36. What would you do i your beginner adult students have diculty in distinguishing between

two dierent sounds

A. Do an activity in which they have to identiy the sound.

B. Do an activity in which they have to produce the sound.

C. Play a song in which the sound occurs.

37. What is one way o developing learner autonomy?

A. Advise the students that they should revise regularly or weekly tests.

B. Encourage students to guess words rom context.

C. Play language-ocused games more requently with the students.

38. You have been ocusing on vocabulary skills with an upper-intermediate group o students.

They know the verb inorm and now meet inormative in a text. What do you do?

A. Ask the students to learn the word or homework.

B. Give the students a list o words used or reporting speech.C. Write the word on the board, ocusing on its sux.

39. When might you use the students mother tongue in the classroom?

A. When explaining new grammar rules to intermediate students.

B. When setting up a new type o activity with young learners.

C. When teaching advanced level adults new vocabulary.

40. Which o the ollowing is most likely to improve students reading skills?

A. Asking students to read a text aloud to improve pronunciation.

B. Having students work with a partner to discuss their answers to the text questions.

C. Telling students to use dictionaries to look up new words while they read the text.

SECTION 5: METHODS AND TECHNIQUES IN TESOL


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41. You have asked an intermediate level class o students to skim a new text. Which o the

ollowing should they be doing?

A. Reading the text relatively ast to nd specic inormation.

B. Reading the text relatively ast to understand the gist.

C. Reading the text slowly and careully or the global meaning.

42. A group o young learners is consistently doing poorly on recorded listening activities that

involve taking notes. What should you do?

A. Play the cassette as many times as the students need.

B. Play the cassette twice and then show the students the tape script beore they answer.

C. Use a written text rst to teach students how to take notes.

43. An advanced group o students has indicated that they do not like doing certain activities

which the course book calls communicative games. What should you do?

A. Change the activities into more traditional style practice.

B. Explain the rationale o the activities and introduce them gradually.C. Plan your time so that the activities are done at the end o lessons.

44. What is one way o improving students listening skills?

A. Encouraging students to improve their own pronunciation.

B. Encouraging students to predict what they will hear.

C. Encouraging students to understand each word while listening.

45. Which o the ollowing is an example o strategic competence?

A. When a student is able to create longer stretches o discourse.

B. When a student realizes that s/he has been misunderstood.C. When a student uses language appropriate to the situation.

46. What is a primary reason or using an authentic text in an upper-intermediate class?

A. It can easily be ound on the Internet.

B. It helps the students learn to deal with real language.

C. It teaches the students a large amount o new vocabulary items.

47. What is a primary reason or using Odd One Out (an activity where you have to identiy an

item which does not belong) with young learners?

A. They learn about grammatical terminology.

B. They practice the meaning o new vocabulary items.

C. They understand that words may have complex meanings.

48. Which o the ollowing activities ocuses exclusively on collocation?

A. The students complete a gapped paragraph with list o given words.

B. The students decide whether a list o words have a positive, neutral or negative meaning.

C. The students match a list o adjectives to a specic noun.



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49. What is a primary reason or using a song which involves mime with young learners?

A. Children can write the words in their books and then learn them.

B. Children keep quiet when they are doing something they like.

C. Children learn holistically and nd songs and movement motivating.

50. What do you do in an advanced class when some students do not seem to have understoodthe instructions to an activity?

A. Ask another student to re-ormulate the instructions in English.

B. Translate the instructions into the mother tongue.

C. Write the instructions on the board.

51. Which o the ollowing seems a likely explanation or this error: * I fied to Italy?

A. The student does not understand the simple past.

B. The student has not learnt the irregular verbs careully.

C. The student is over-generalizing the grammar rule.

52. Why would a teacher use example sentences and situations which relate to the students own

lives?

A. It is an essential tool in classroom management.

B. It is most useul with lower level students.

C. It is one way to make the lessons more memorable.

53. What is a primary reason or doing project-work with young learners?

A. It can potentially activate all the language skills.

B. It involves little preparation and can be un.

C. It provides evidence o student progress to show to parents.

54. Which o the ollowing is an example o a lead-in activity or a lesson based on a reading text

about mobile phones?

A. Students read the text and then work with a partner to come up with some o the pros and

cons.

B. Students skim read the text and come up with some o the pros and cons.

C. Students work with a partner to brainstorm some o the pros and cons beore reading.

55. An intermediate class o teenagers contains a variety o nationalities and rst languages.Which o the ollowing would be a rst step to encourage integration o all students?

A. Get students to teach each other a simple sentence in their mother tongues.

B. Introduce a variety o translated short stories rom the diferent cultures.

C. Set up some getting to know you activities which involve mingling.

56. What is an essential step to be ollowed so that the results o your end-o-year test will be

reliable?

A. Give the students a list o all grammar structures that will be tested.

B. Give the students revision exercises to be done at home.

C. Make sure that the students are amiliar with all the exercise types on the test.



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57. An experienced teacher has told you that it is not a good idea to do group work with classes

o teenagers because they will misbehave. What should you do?

A. Prepare the students gradually or group work through pair work and short group

activities.

B. Show the students a video o another class doing a successul piece o group work.

C. Take her advice very seriously since this was your own experience as a learner.

58. Which o the ollowing is an example o positive washback rom testing?

A. A language institute gets excellent exam results.

B. A test preparation course is done thoroughly and efectively.

C. A test promotes the use o authentic classroom materials.



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Answer Key

SECTION 1: REFLECTING ON CLASSROOM SCENARIOS

Please note: These are suggested answers; other answers are also possible.

1. No indication o what type o writing students (Ss) are expected to do is it to be an article, essay?

2. No discussion either in pairs or with whole class - about the topic that would help Ss generate ideas &

vocabulary.

3.By giving Ss a ready-made list o vocabulary the teacher (T) is not encouraging Ss to recall what they alreadyknow or independently search or other words.

4. T should mention other eatures o good writing apart rom spelling & grammar, or example, organization o

ideas, use o linkers, appropriate choice o vocabulary, and so on.

5. Remind Ss to review their writing, bearing in mind criteria mentioned in point 4.

Additional suggestions:

I a Greek equivalent is given or a word, other ino about the words should also be provided, such as in

which contexts the word is typically used (does it collocate with other words, or example).

No indication o how long the writing should be.

6. Beore beginning her presentation, it is essential that T ensures that she has all Ss attention. This can be

done by starting out with a warm-up activity that gets them to ocus on English rather than the subject o theirprevious class.

7. Writing the name o the target structure on the board is not helpul or Junior students. Using metalanguage,

especially at the beginning o a presentation, can be conusing or this age group.

8. To get across the concept, s/he could demonstrate the use o this tense by writing on the board, walking to the

window, and so on.

9. The second sentence is not an example o this use o the Present Continuous. A better example would be

something that Ss themselves can do now, or example,

Shes opening her book.

10. S/he could get one S to pretend to write on the board as another S says what s/he is doing.

Additional suggestion:

Choral repetition is useul i Ss understand what they are repeating. The teacher could use it whileeveryone mimes the appropriate actions, or example, Im writing in my notebook.

SECTION 2: ERROR CORRECTION

Note: These are suggested answers; other answers are also possible.

11. a.T points to an appropriate prompt on the board and indicates to Loukia that she should try to re-phrase her

sentence. In this way, T avoids repeating the incorrect sentence, minimizes Teacher Talking Time and encourages

S to produce the target language.

b. For homework ask Ss to come up with around 10 nouns or noun phrases and write each one on a separate

card. They should also write a set o cards or the quantiers. Collect all the cards and check or any problems. Use

them to play a game in the next lesson where, in pairs, they have to match the nouns with appropriate quantiers

and then create a whole sentence.

12. a. A second course o action is or the teacher to reormulate what Loukia has said, something along the lines

o It is good to speak a lot o languages, isnt it? Through reormulation the teacher ocuses on meaning rather

than simply orm. The drawback to reormulation, however, is that the student may not realize that there was

something wrong with her initial utterance.

b. Give students an email in which someone describes his/work, mentioning both positive and negative aspects.

The students read it and then list in two columns the positive and negative aspects. For example, the writer may

have written, I have too many things to do, but I also meet very many interesting people. In this case, the rst (with

too) has a positive connotation and the second (with very), a negative one.

POSSIBLE ANSWERS

13. a. T uses a gesture (understood by all the Ss) - such as a hand movement that the word order in the sentenceis incorrect. I Orestes cannot correct himsel, T can tactully ask another S to help him by producing the correct

sentence. The student who makes the correction is likely to eel a sense o pride and, as a result, be more

motivated.


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Answer Key

b. Prepare a list o sentences which could include an adverb or adverbial phrase, or example, I spend my holidays

in Halkidia. In the next lesson divide the class into two teams and explain that the purpose o the game is to

produce a sentence (orally) by adding an adverb or adverbial phrase to the sentences that you are going to give

them. No points or incorrect word order. The same list can then be used as a written homework exercise.

14. a. A second course o action is or the teacher to write the Ss sentence (as it was spoken) on the board and

ask him to decide i it is correct or not. Ideally, Orestes will be able to recognize what the error is and correct it

himsel. I not, the teacher can turn to another student and elicit the correct orm.b. Similar to the activity in 13b above, but students themselves write sentences that they exchange with each

other, read, then insert an appropriate adverb or adverbial phrase.

These are suggested answers; other answers are also possible.

15. Lead-in

16. This activity will arouse Ss interest in the taskor activate Ss schemata or elicit some vocabulary that might be

useul beore the main listening task.

17. a. T uses pictures o real places which makes the task more motivating by bringing the outside world into the

classroom.

b. Because these are well-known places, Ss will be able to generate some ideas.

c. By putting Ss in pairs, T encourages more S responses than i it were done as a whole class activity.

18. Controlled practice o new language19. The target language is being practiced, but the task is guided as there is only one correct answer. The

students produce appropriate sentences, so they are already amiliar with the language. It is controlled practice

because each student is limited to one verb, the one that matches the activity shown in the picture.

20. a. It ofers oral practice in a game-like activity which will motivate this age group.

b. It allows Ss to get out o their seats and write on the board so there is a strong kinesthetic element.

c. It involves pictures which also appeal to this age group and make the activity more memorable. Pictures also

serve to reinorce the meaning o the words in the students minds.

Also possible: Reading the prompt aloud lets other students hear the word and try to nd a corresponding

picture beore the student gets up and moves to the picture.

21. Post-writing

22.The main writing task has been completed & T is now working on an activity aimed at giving Ss tools or

improving their uture writing.

23. a.To encourage Ss to realize that they can edit their own writing.

b. Ss work in groups thus encouraging cooperation.

c. Ss are encouraged to see that they can also learn rom each other.

Also possible: Ts list also includes examples o good sentences so that the task is not demotivating.

SECTION 4: RESPONDING TO STUDENTS WRITING

24. Content & Development: B. The topic is not ully developed because one o the questions o the task, Howmight it afect students, teachers, and parents?is not answered. Instead, the essay ocuses on why students give

gits to teachers and which gits are suitable.

25. Organization & Connection o Ideas: B. Basic organization: Some connectors, but ideas are not always well-

connected. For example is used, but not in a complete sentence. Firstlyand secondlyreer to the same thing, that

is, types o gits that are appropriate. The conclusion, that teachers, students and parents must agree about gits

is the rst time in the letter where agreeing becomes an issue. As such, it should not be part o the conclusion.

26. Linguistic Range: B. Limited range o vocabulary and grammar: goodis used 3 times; gitis used 3 times

(presentcould have replaced it at least once); it is common or students to give their teachers gits is taken word-or-

word rom the prompt. While the candidate uses gerunds (Giving and taking gits gives) and an i-clause (I we

remember our teachers in their special days with a git, they eel themselves good), most o the sentences are simple

and most rely on a orm o BE as the verb.

27. Linguistic Control: A. Tense, modals, number used correctly, or the most part. There are errors in grammar

(These are very close persons or us; expensive present is not suitable or teachers; they eel themselves very good; must

be agree), but these do not interere with the readers comprehension.


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Answer Key

28. Communicative Efect: B. The essay is supposed to be written or a newspaper, but the candidates writing

does not indicate this in any way. It would have helped i the candidate had indicated the purpose or writing

the essay in the rst paragraph, connecting it to what happened at Elementary School 14. As a result, it lacks an

awareness o audience and o the purpose or writing.

29. Content and Development: A. Adequately develops the argument. The student argues that giving gits to

teachers should not be allowed, and mentions how it might afect students and teachers; however, the writer

does not discuss how it might afect parents.30. Organization and Connection o Ideas:A. Ideas are clearly and adequately organized. It is easy to ollow the

students train o thought: Giving gits is not good. It is bad or students. It is bad or teachers. Conclusion: It is

bad or both. That said, though, there are not many connectors, other than butand and.

31. Linguistic Range: B.A range o structures has been attempted (a time clause: when the time comes; causal

clauses: because they know they will pass; since students are not going to learn anything; one gerund: Giving gits

to teachers is). However, most o the vocabulary tends to be vague and imprecise (the easy way, not good, bad,

nothing, anything, stufs). Only license andpaymentshow evidence o a broader knowledge o vocabulary.

32.Linguistic Control: B. The range o grammatical structures comes at a cost: there are inaccuracies in tense

(is the easy way that the parents and the students ound to pass the exams; they know they will pass and they are

not studying) and sentence ragments (Since they wont know anything;And probably will have to pay; Since he was

not doing his job well). At times comprehension is adversely afected: Is Since they wont know anything the start o

a new sentence that is incomplete or does it qualiy what nothing in the previous sentence means?33. Communicative Efect:B. This essay lacks purpose or writing because the student does not mention what

prompted him/her to write in the rst place. Some use o inormal language (kids, stuf) when more ormal

language (children, gits) would be more appropriate in terms o register.


34. A. Learners acquire language better when they can experiment with it and use it in various contexts.

35. C. Explain that you will deal with the question later. I the question is irrelevant to the topic, answering it

is likely to lead to a loss o ocus. That said, however, a teacher should always bear in mind that what seems

irrelevant on the surace may not be irrelevant to the student, who may see a connection between whats going

on in class and the question. As or B, to answer the question only i it has been asked in English sends the wrongmessage: it suggests that speaking in the native language is bad.

36. A. Because the learners are having diculty distinguishing between two sounds, the teacher should help

them to recognize and identiy the diference rst, then advance to an activity where they have to produce the

two sounds themselves.

37. B. When students are able to guess the meaning o words rom context on their own, they have developed a

degree o autonomy.

38. C. One word difers rom the other because o a sux. I the students learn what the sux means, they will

have a valuable clue they can use to gure out the meaning o other words they come across that have that same

sux.

39. B. Setting up a new activity involves giving instructions. The students should all be clear on what the

instructions are beore they begin the activity. I using the students mother tongue ensures that the instructionsare made clear, then it is an efective means to an end. Intermediate and advanced level students should have

enough language to deal with any instructions in English.

40. B. Using dictionaries all the time tends to take attention away rom the meaning o the overall text. The

activity o reading aloud is primarily done as a pronunciation exercise. Students working together and discussing

what they have understood rom a reading gives them a chance to help boost each others reading skills.

41. B. Skimming a text involves going through it quickly to get the gist. Scanning involves going through the text

relatively quickly to nd specic inormation.

42. C. Listening is one skill; taking notes is another (writing). Most learners have to be taught how to take notes

efectively without allowing it to interere with their listening comprehension.

43. B. Learners may reject something new, either because they dont eel comortable doing it or because they

dont see the value o doing it. Explaining to them why you are asking them to do a certain activity will help

them understand how they can learn rom it and perhaps make them more motivated to play the communicativegame.


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Answer Key

44. B. Making predictions is a useul sub-skill or both listening and reading.

45. B. Learners who realize that they have not been understood will come up with a diferent way o

communicating their message.

46.B. Authentic texts havent been adapted. As a result, students have to be able to use strategies or the times

when they come across words or expressions they do not know the meaning o.

47.B. Odd One Out is an activity typically used to practice new vocabulary.

48. C. The other two answer choices involve the use o individual words. Collocations are words that typicallyoccur together, thus serving as a unit, such as bank teller or desperate plight.

49.C. Children tend to be interested in songs and can learn structures and vocabulary in the target language

through them, particularly when sound is connected to movement.

50.A. The students are at an advanced level. Giving students the chance to reormulate the instructions allows

them to use English to communicate and also boosts their condence that they can do something in English.

51.C. Overgeneralization o rules means extending a rule to include language items to which the rules dont

apply. In this case, the student has learned the regular past tense ending -ed and thinks it applies to irregular

verbs like y as well.

52.C. Allowing students to use the target language to talk about themselves helps Ss consolidate language

structures and vocabulary in a meaningul way.

53.A. Project work involves students collaborating with each other in groups. This gives them a greater

opportunity to use all language skills. In addition, it helps them urther develop social and critical thinking skills.54.C. Brainstorming is a principal activity to help learners to activate their background knowledge. As such, it is

a good lead-in activity.

55.C. Mingling activities allow students to interact with students other than those sitting around them. It is thus

a good way or students o a variety o nationalities and languages to get to know each other.

56.C. Reliability in testing means that a specic exam, administered to a diferent group o students under

similar conditions, should produce similar results. I the students are amiliar with the types o exercises on the

test, that increases the chance that the exam will be reliable.

57.A. Group work oten ails because students have not been properly prepared to deal with the responsibilities

that it entails. Gradually training Ss how to be responsible or group management increases the chance that

group work will be successul.

58.C. Positive washback rom testing means that students and teachers learn something rom the exam and thatknowledge can then be applied to lesson plans and what happens in the classroom.


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2007 cett paper 1 methodology

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