Delta Module Three

Statement of originality

Plagiarism is defined as submitting as one's own work, irrespective of intent to deceive,

that which derives in part or in its entirety from the work of others without due
acknowledgement. It is both poor scholarship and a breach of academic integrity.
University-wide statement on plagiarism (2011), retrieved 24.10.2014 from:
http://www.admin.cam.ac.uk/univ/plagiarism/students/statement.html

I confirm that I have read and understood the University of Cambridge definition of
plagiarism. I confirm that this submission is my own work and that all sources used are
properly referenced.

Name: STEPHANIE SUHANA PEER

Date: 04/06/2018

Stephanie Peer Teaching Exam Classes

 Centre Number: ES068
Candidate Number: 032
Delta Module 3
Extended Assignment
Teaching Exam Classes
Stephanie Suhana Peer
4 June 2018
Version of Word: Word 2010
Word Count: 4470

Stephanie Peer Teaching Exam Classes

 Contents

Part 1: Introduction (1048 words) 1-3

Key Issues (K) and Implications for Course Design 1

K1. Motivation 1

K2. Backwash 1

K3. Teaching vs. Testing 2

K4. Skills vs. Systems 2

K5. Learner Autonomy 2

Part 2: Need Analysis (986 words) 4–6

Group Profile 4

Needs Analysis (NA) 4

NA Tools 4

NA Results 4

Diagnostic Test (DT) 5

DT Tools 5

DT Results 5

Priorities 6

Part 3: Course Proposal (1049 words) 7-9

Course Planning 7

Course Plan 7

Goals and Objectives 7

Syllabus 8

Content and Teaching Approach 8

Sequencing 8

Typical Activities 8

Course Materials 9

Stephanie Peer Teaching Exam Classes

 Constraints 9

Part 4: Assessment (995 words) 10 - 12

Formative Assessment Tools 10

Summative Assessment Tools 11

Benefits and Drawbacks 12

Course Evaluation 12

Part 5: Conclusion (392 words) 13

Course Proposal and Part 1 Issues 13

Benefits of Course Proposal 13

Limitations of Course Proposal 13

Bibliography 14 -15

Appendix 1: Course Plan 16 - 21

Appendix 2: Need Analysis Results 22 - 27

Appendix 2.1: Needs Analysis Questionnaire 22

Appendix 2.2: Multiple Intelligence Questionnaire 25

Appendix 2.3: Diagnostic Test Results 27

Stephanie Peer Teaching Exam Classes

 Part 1: Introduction

Teaching exam classes, in my 10 years of experience, has been a challenging, enjoyable

and satisfying experience, which is one reason I chose to focus my research on this area.
A second reason is that I would like to inform myself on how best to develop my students'
skills in order to enable them to both pass the exam and improve in their overall
proficiency in English. Finally, I would like to find out the best way to plan, design and
execute exam preparation courses since this is an area I would like to pursue further.

Key Issues (K) and Implications for Course Design

K1. Motivation
Motivation tends to be at a high level at the beginning of an exam course and is
predominantly extrinsic (externally inspired) (Gillis 2017, Burgess and Head 2005:1), with
reasons varying from pressure from parents and employers, to gaining entry to an English-
medium university (May 2005:3). The fact that all students share a common goal also
works to foster motivation. However, demotivation is prone to set in when learners lose
energy or become burnt out due to the limited nature of exam courses and constant
repetition of exam practice, possibly compounded by poor results (Burgess and Head
2005:8).

Implications
 I share Gillis's (2017) view that a variety of engaging course materials, in line with
learners' interests, would help to keep motivation levels high.
 A new concept to me, despite being aware of the ebb and flow of learner motivation,
is to bear this in mind in the pacing of the course (Burgess and Head 2005:8).
Starting with 'easier' tasks and increasing difficulty as the course progresses is one
good idea.

K2. Backwash
Backwash, the “effect of testing on teaching and learning” (Hughes 1989:1), can have
either a positive or negative effect on exam classes (Prodromou 1995) and influences all
aspects of exam teaching. Despite most examination boards striving “to encourage
positive learning... and achieve a positive impact” (UCLES 2016:2), my experience has
been largely negative. Exam requirements and criteria as well as exam-style tasks
dominate both teacher and learner priorities and, as Gillis points out, lead to “anxiety and
stress” (2017) for all involved.

Though exams have changed since Prodromou's 1995 article, becoming more
communicative with fewer decontextualised sentences, many teachers still feel ‘trapped’
by the process and sacrifice more “communicative methodologies”, their lessons tending
to “imitate the exam” (May 2009:4). In my opinion, this is because of a combination of time
constraints, seeking to help students avoid common pitfalls (e.g. poor time-management),
and learner expectations.

Implications
 Seek to achieve positive backwash by implementing more communicative styles of
exam practice to be found in resources like May (2009) and ETpedia Exams (2018).
 The suggestion by Burgess and Head (2005:1) and Prodromou (1995) to inject
some fun into the class is an idea I fully support and have implemented in the past.

Stephanie Peer Teaching Exam Classes 1

K3. Teaching vs. Testing
As Hughes (2010:2) points out, the “proper relationship between teaching and testing is...
partnership”. However, this is usually not the case in my experience. Exam classes tend to
be heavy on exam practice with some teaching 'squeezed' in. One influencing factor is the
length of the course; the shorter the course, the more testing (i.e. exam practice and rubric
training) there must be to meet learner expectations (Gillis 2017). Conversely, longer
courses tend to include a majority of learners who are not at exam level, which results in
more teaching (i.e. language input and skills development) to ensure learners are at the
required level for the exam (Burgess and Head 2005:12). Nevertheless, a variety of
testing, including mock exams, is necessary to reduce exam-day stress and fully equip
learners in systems, skills, and exam techniques (e.g. rubric training) (Harmer 2005:331).

Implications
 As Petrie (2017) points out, without a “developmental aim”, testing and doing exam
tasks is largely useless without concentrated effort on the part of the teacher to lead
the learners to reflect on their answers and learn from their errors. Therefore, time
needs to be built in to the course for this to occur.
 Teaching needs to dominate so that students improve in communicative
competence as well as be exam ready (May 2009).

K4. Skills vs. Systems

What I have found when teaching exam preparation courses is that there is often a limit on
the time available, which is part of the issue of the teaching/testing balance. Another
balance which is difficult to strike is how much to focus on skills and systems. It is
assumed that learners enrolled in an exam class are at the level required of the exam, but
this is often not the case (Burgess and Head 2005:12). Weighting of skills and systems
also depends on the type of exam. Many exams are skills-based and the tendency is to
devote the majority of teaching time to developing skills with little time for remedial or
consolidation work on systems, particularly grammar and vocabulary (Harmer 2005:332).
As I have seen, in order for students to be fully “exam ready”, they need a “thorough
grounding” (May 2009:5) in both skills and systems, which will both rectify basic systems
problems and improve their overall skills competence.

Implications
 Learner needs in both skills and systems have to be taken into account when trying
to achieve this balance (Burgess and Head 2005:1); a good diagnostic test at the
start of the course will reveal areas to prioritise (Hughes 2015:15).
 Skills and systems should be integrated more (Gillis 2017; May 2009), e.g. using
listening transcripts to input more grammar and lexis.

K5. Learner Autonomy

What I have failed to do, but the literature stresses, is impress on learners that they should
be more independent learners to increase their chances of exam success. Not only do
exams demand more from students than can be covered in the insufficient class hours
(Gillis 2017), but doing a lot of homework (such as reading and writing tasks) is a vital and
necessary component of preparing for exams (May 2009:5).

Implications
 As fostering learner autonomy involves equipping students to exploit the resources
available to them (dictionaries, exam practice websites, etc.) (Harmer 2005:332),

Stephanie Peer Teaching Exam Classes 2

 time on the course must be dedicated to do this (Hunt 2009).
 More time has to be allocated to learner training for students whose cultures have
teacher-centred classes (Gillis 2017).

Stephanie Peer Teaching Exam Classes 3

 Part 2: Needs Analysis

Group Profile
Group Size 4 women
Age Range 29-40
CEFR Level B2
Class Time Mon, Wed 9-10:30am
Nationalities 3 Iranian/1 Cameroonian
Occupation 3 unemployed/1 student
Mother Tongue 3 Farsi/1 Batang
Other Languages Spoken 1 French
Language-Learning History 1 Private institute in Iran
1 FE College in Glasgow
2 Secondary school
Reason for Doing Exam 1 for everyday life
1 to get a job
2 to get a place at English-medium university

Needs Analysis (NA)

NA is the “process of specifying... learners' needs in advance of designing a course for
them” (Thornbury 2006:142). Through conducting NAs for exam classes, I have seen, like
Davies (2006) and Seedhouse (1995), how it leads to more specific action plans and a
more personal approach to your learners.

NA Tools
To collect both subjective (non-quantifiable) and objective (quantifiable) data, I used:
 self-created NA questionnaire (Appendix 3) asking students about:
◦ motivation/reason for doing the exam
◦ knowledge of the exam
◦ desires for the course
◦ perceived strengths and weaknesses
 MI questionnaire (Appendix 4) adapted from the internet (I used a Multiple
Intelligences (MI) questionnaire because, like Puchta (2005), I have observed my
students using different strategies to complete tasks).
Both questionnaires were completed for homework, which was time efficient.

NA Results (Appendix 2.1 and 2.2)

 Motivation: 3 extrinsic/1 intrinsic
 English used daily outside of class
 Students have almost no knowledge of the examination
 Most desired skill: speaking; least desired: listening
 Perceived strengths: Grammar, Writing, Reading, Vocabulary, Speaking
 Perceived weaknesses: Listening, Speaking, Writing
 MI strengths of the group are Intrapersonal, Interpersonal and Musical intelligences

Diagnostic Test (DT)

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For further objective data, I used a Diagnostic Test (Appendix 5), which Hughes (1989:14)
defines as a means to identify students' strengths and weaknesses.

DT Tools
As learners are preparing for the FCE exam, I used parts of the sample exam from the
FCE Handbook for Teachers (2016).
Reading Part 3: Vocabulary (word formation) NA: Vocabulary a perceived strength of 1
Part 5: Reading sub-skills (multiple student; a variety of reading sub-skills
choice) were chosen by students.
Writing Part 1: Essay NA: 3/4 students chose structuring an
essay as a desire for course.
Listening Part 1: 8 short texts (multiple choice) NA: Listening a perceived weakness of
Part 2: Extended text (specific 3/4 students; 2 tasks means a good
information) representative sample.
Speaking Part 2: Monologue NA: Speaking a perceived weakness of
Part 3: Collaborative task (asking half the class; 2 tasks means a good
for/giving opinions, negotiating) representative sample.
Grammar Tested indirectly (the underlying abilities NA: Grammar strength of 1 student; a
of skills tested) in writing, listening and good way to see the range students
speaking tasks. currently have.
Vocabulary Tested directly (students perform skill NA: Vocabulary a perceived strength of 1
specific tasks) in Reading Part 3 and student; a good way to see the range
indirectly in writing, Listening Part 1 and students currently have.
both speaking tasks.

 Reading and writing tasks were set for homework.

 Listening and speaking tasks were formal tests (done under exam conditions).
 Speaker tasks were recorded to ensure marker reliability (dependability).
 Validity is high for all tasks, as they all test what they are supposed to test.
 Speaking and writing tasks marked based on marker judgment, but reliability
increased through criterion-referencing (Appendix 6), which provided clear banded
criteria for each area.
 Reading and listening were marked objectively, as the correct answers were
provided (Appendix 6).

DT Results (Appendix 2.3)

Area Strengths Weaknesses
Reading Global understanding Finding specific information, identifying tone,
inferring writer's attitude/opinion,
understanding text structure/organisation,
deducing meaning from context
Writing Task achievement, coherence, Linking devices, spelling
paragraphing, appropriate style/register,
organisation, punctuation
Listening Global understanding, identifying genre Locating specific information, inferring
speaker's attitude/emotions, matching spoken
to written information, understanding detail
Speaking Pronunciation, simple grammatical Linking devices; small issues with individual
structures, turn-taking, developing a sounds, e.g. /s/ instead of /ʃ/ or /z/.

Stephanie Peer Teaching Exam Classes 5

 conversation, initiating, responding
appropriately
Grammar Relative clauses, 1st and 2nd conditional, Reported speech
Present Simple, Present Continuous,
Present Perfect, Passives, Modals
(speculating, advising, possibility)
Vocabulary Descriptive language, range of lexis, Collocations, knowledge of prefixes and
prepositions of time and place suffixes (affixation), word families

Priorities
The most notable weaknesses indicated by the DT are reading and listening sub-skills, as
well as the use of linking devices in both writing and speaking. To ensure proper coverage
of the issues identified, the course (30 hours) will focus on developing reading and
listening skills, using the texts and transcripts to raise awareness of the use of
collocations, word families and linking devices.
Number Priority Justification
P1 Reading: DT: poor marks because of poor ability in these areas.
P1a: Finding specific information
(skimming and scanning) DT: Linking devices can be focused on here; attention
P1b: Identifying text can be drawn to collocations and word families in text.
structure/organisation
P1c: Use of cohesive devices to
develop ideas
P2 Reading: DT: Loss of marks in both tasks because of poor ability in
P2a: Identifying these areas; NA: deducing meaning from context and a
tone/attitude/opinion variety of reading sub-skills were chosen.
P2b: Deducing meaning from
context
P3 Listening: DT: poor marks in both due to poor ability in these areas;
P3a: Locating specific NA: listening is a perceived weakness.
information (syllable and key
word stress)
P3b: Matching spoken to written
information
P4 Listening: DT: poor marks in both tasks because of poor ability in
P4a: Inferring speaker's this area; NA: listening is a perceived weakness;
attitude/emotions from tone deducing meaning from context was chosen.
P4b: Deducing meaning from
context DT: Linking devices, collocations and word families can
be focussed on when using transcripts.
P5 Lexis: (for Reading and DT: poor marks in Reading Part 3, writing and speaking
Listening) because of problems here.
P5a: Collocations
P5b: Word families
P5c: Affixation
P5d: Synonyms and
paraphrases
P6 Exam Techniques: NA: No knowledge of exam or how to complete tasks.
P6a: Rubric training
P6b: Identifying distractors
P6c: Time management

Stephanie Peer Teaching Exam Classes 6

 Part 3: Course Proposal

Course Planning
A course is “a series of teaching-learning experiences” (Hutchison and Waters in Graves
2004:3) with the aim of facilitating specific knowledge. Students' identified needs, content,
objectives and assessment are all connected factors which, according to Graves (2000),
are subject to change as the course progresses, which was new to me as I have mainly
worked in institutions with rigid plans. Learning that a course plan should be evaluated and
redesigned once it has been taught (Hedge 2000) was encouraging.

Though learner needs are an important consideration in narrowing the focus of the course,
the exam itself should be a priority (Burgess and Head 2005).

Course Plan (Appendix 1)

Graves (2000:75) defines course goals as a way of expressing the “main purposes and
intended outcomes”; they are the final point towards which you lead your students.
Objectives, on the other hand, are the steps you need to take to get your students to their
final point. This course will be a 30-hour course comprising of 20x1½ hour classes.

Goals (G) and Objectives (O)

Goal 1 (G1): To develop students' bottom-up reading (R) skills and strategies to enable them to
complete FCE reading tasks successfully.

Objectives
R1: Improve ability to scan and skim text for specific information (P1a)

R2: Learn characteristics of texts (structure and organisation) (P1b)

R2i: Learn to recognise the patterns of different genres, e.g. use of topic sentences in discursive texts
(P1b)
R2ii: Learn how cohesive devices are used in texts (P1c)

R3: Identify tone/attitude/opinion in texts (P2a/P2b)

R3i: Learn different modal expressions, adverbs and adjectives that show tone/attitude/opinion
(P2a/P2b)
Goal 2 (G2): To improve students' ability to tackle FCE listening (L) through developing bottom-
up strategies and sub-skills.

Objectives
L1: Learn key word and syllable stress patterns to identify important/specific information in listening
(P3a//P6b)
L1i: Learn which types of words are normally stressed in utterances (P3a)

L2: Focus on the use of intonation and tonic stress to convey meaning (P4a)

L3: Build on students' ability to recognise synonyms and paraphrases (P3b/P4b/P5d)

Lexis (LX) (G1 and G2)

Objectives
LX1: Train students to use surrounding words in text/transcript to deduce the meaning of unknown
words (P2b/P4b/P6b)
LX2: Use of affixation to change/identify meaning of words (P5c/P6b)
LX3: Vocabulary building – word families and collocations (P5a/P5b/P6b)
LX4: Training in recognising and using synonyms and paraphrases (P5d/P2b/P3b/P4b/P6b)

Stephanie Peer Teaching Exam Classes 7

Exam Technique (ET) (G1 and G2)

Objectives
ET1: Learn to identify key words in rubric that indicate task requirements (P6a)
ET2: Training in time management (exam practice) (P6c)
ET3: Identifying distractors (P6b)

Syllabus
A syllabus is a means of organising, selecting and grading the contents of a course
(Nunan 1988) and I have chosen to use a process-oriented (focussing on how
goals/objectives are met), topic-based (the topic/theme decides the language and
structures focussed on in a class), skills-based (focusing on a gradual development of
skills) syllabus. The process-oriented and skills-based syllabus allows students to focus on
the methods they need to achieve their desired outcomes (improving in reading and
listening skills) (Ifthikar 2011) and a topic-based syllabus is a good way to organise the
course, as some of these topics will come up in the exam.

Content and Teaching Approach

As the course aims to develop skills, using a Test-Teach-Test (teaching depends on
performance of 'test' (Thornbury 2006)) method seems most appropriate. This would
enable the teacher to address vocabulary and grammar issues as they come up in the
lesson, which allows for the lesson itself to remain focussed on developing skills.

Developing learner autonomy (K5) will also be a focus on the course. One major reason
for this is time, as most courses do not allow for everything needed for the exam to be
covered in class (Burgess and Head 2005:23). Equipping learners to take on more
responsibility for their learning will also enable them to test out strategies introduced for
themselves, reflect on their learning and evaluate their own progress (Cotterall 2000).
Furthermore, along with the overall goals of the course, learners can set small, achievable
goals for themselves throughout the course, which will increase motivation (K1).

Sequencing
As well as syllabus type, another “organising principle” (Graves 2000:125) is how to
sequence the course. Sequencing decides “the order in which... content will be taught”
(Nunan 1988:159). The principles I have chosen in my course design are moving from
'easier' skills/strategies to more 'difficult' ones and recycling some strategies, e.g. LX3 and
LX4 (lesson 1) build on L3 (lesson 2) and these develop students' ability for ET1 and ET3
(lessons 1&2). Thus, they are principles set right from the beginning of the course.

Typical Activities
One recurring activity is lesson reflections (Appendix 11), which will take place every
Wednesday until lesson 14, when lesson content will focus primarily on exam practice and
reflections will take place every lesson.

Another activity, which will be done for homework, is the reading and listening log (set
every Wednesday and submitted every Monday to ensure completion). The log aims to
motivate students to read and listen extensively outside class with reflection questions and
vocabulary building exercises to increase proficiency in these areas (Appendix 7.1 and
7.2). The log also ensures that there will be sufficient skills work to consolidate the
systems work on the course (K4). Furthermore, the vocabulary building work will contribute
to the development of students’ lexical knowledge, which will aid students in completing

Stephanie Peer Teaching Exam Classes 8

FCE reading and listening tasks (G1 & G2).

Course Materials
Students will be using Objective First (4th Ed.) by Capel and Sharp because they have to
buy this for the course. The advantages of using this coursebook are that it is geared to
the exam, it has exam practice activities with tips, and exercises are already arranged
according to topic. Coursebook activities can be supplemented and built on with further
practice exercises from ETpedia Exams (2018), as well as strategy-specific tasks from
Nuttall (Teaching Reading Skills in a Foreign Language (1996)) and examenglish.com.

Constraints
 Classes start at 9 a.m. and 3 of the 4 students have children who are still at school,
so they will be late some or most of the time.
 Since the classes are based around a course book and time for the course is
limited, teachers may feel restricted by the book.
 Teachers may not have sufficient time to create their own materials.

Stephanie Peer Teaching Exam Classes 9

 Part 4: Assessment

Assessment is defined as “a process of determining and passing judgment on students'

learning potential and performance” (Hedge 2000:351). Two forms of assessment will be
used – formative (FA) and summative (SA). FA, which investigates the progress of
learners throughout the course (Hughes 1989), can also be used by the teacher to
determine how the focus of the course is meeting learner needs and to make changes
according to results (Allan 1999). Conversely, SA aims to measure the final achievement
of learners at the end of the course, is usually formal in nature (Stoynoff 2012), and
measures the overall effectiveness of the course.

FA Tools
In order to strike a teaching and testing balance (K2) and promote learner autonomy (K5), learners
will be trained to assess themselves, keep a reading and listening log (in which there will be specific
questions to answer regarding what has been read/listened to), and engage in group projects in
which they write test items for each other.
Tool Description When Objectives
Reading and - Booklet with reflection questions and space Lessons: 2, 4, R1 R2 R3 L1 L2
Listening Log for recording vocabulary 6, 8, 10, 12, L3 LX3 LX4
- Used to encourage extensive reading and 14, 16, 18, 20
listening outside class and an opportunity to
put strategies learned in class into practice
- Handed in every Monday to ensure students
complete tasks and enables T to monitor
progress and amend lessons according to
difficulties recorded by students
Lesson - Reflection questions to answer about lesson Lessons: 2, 4, R1 R2 R3 L1 L2
Reflections and activities 6, 8, 10, 12, L3
14
Peer Assessment - Students in pairs write tasks for each other Lesson 4 R1 L1 L2 ET1
(Lesson 4: Reading and Use of English Part Lesson 8 ET3
7) (homework)
(Lesson 8: Listening Part 1)

My choices were made because of the notable benefits of self- and peer-assessment such
as:
 enabling learners to take ownership of their course (Stoynoff 2012), which
increases motivation (K1)
 focusing students on the process of learning instead of simply on marks attained
(Bowler and Parminter 1997)
 enabling reflection on activities (Harris 1997)
 working with learners towards to their goals (Baxter 1997) and
 the logs will be a means for learners and the teacher to monitor progress (Kemp
2010).

In addition to the tools above, learners will work on individual tasks from FCE-style tasks
from the coursebook to deal with specific reading and listening strategies, as well as
development of lexis. Results from these exercises (Appendix 7.3) will provide additional
information for the teacher about what to omit, add or review in upcoming classes, but also
provide another means for students to monitor their progress and consolidate their

Stephanie Peer Teaching Exam Classes 10

knowledge on strategies they employ to complete the tasks (Harris 1997). This will also
meet the expectations of learners on an exam course, who expect the course to consist of
regular exam practice (Burgess and Head 2005). Space has also been made in the course
plan (lessons 14 and 17) to be able to move things around in order to incorporate issues
that arise from FA.

SA Tools
In combination with FA Tools, summative assessment will be used in order to fully
determine if objectives of the course have been met. Since learners are enrolled on an
FCE preparation course, the SA will be a Reading and Use of English (Kenny and Luque-
Mortimer 2014) paper (lesson 19) as well as a Listening paper (lesson 20) (CUP and
UCLES 2014) (Appendix 8). The use of these tools will:
 provide face and content validity, as this is what they have worked towards
(Hughes 1989)
 have predictive validity, as they will show students how they will perform in the final
exam
 provide reliable and objective marking, since there is a key with set answers for
both papers and it does not rely on the opinion of the marker.

This will show learner progress, determine if they can apply strategies learned throughout
the course successfully and provide students with practice under exam conditions
(Burgess and Head 2005).

Task Description Objectives

Reading and Use of - Directly tests: LX1 LX2 LX3
English Parts 1-4 lexis (collocations, synonyms, paraphrases, affixation LX4
and word families) ET1 ET2
identifying tone/attitude/opinion
- Indirectly tests:
deducing meaning from context
grammar
identifying key words in rubrics
Reading and Use of - Directly tests: R1 R2 R2i R2ii
English Parts 5-7 identifying distractors R3 R3i
skimming ET1 ET2 ET3
scanning for specific information
use of cohesive devices
identifying features of text organisation
- Indirectly tests:
deducing meaning from context
grammar
identifying key words in rubrics
Listening Parts 1-4 - Directly tests: LX1 LX2 LX3
identifying distractors LX4
identifying tone/attitude/opinion L1 L1i L2 L3
listening for specific information ET1 ET2 ET3
knowledge of synonyms and paraphrases
- Indirectly tests:
lexis (collocations, affixation and word families)
grammar
deducing meaning from context

Stephanie Peer Teaching Exam Classes 11

Benefits and Drawbacks
Since both FA and SA will be conducted, results of the SA can be can compared and
contrasted with the number of samples gathered in student logs, which would enable both
learners and the teacher to highlight areas of growth as well as areas in need of further
improvement (Harris 1997). Combining both to gather information about the success of
learning outcomes increases reliability, as student performance will be seen as a whole
and not be taken as a 'snapshot', which in turn boosts learner confidence and motivation
(Salamoura and Unsworth 2015).

The main drawback of all these tools is that they only focus on reading, listening, lexis, and
grammar, but do not allow for writing and speaking to be assessed.

Course Evaluation
There will be a final opportunity for students to reflect on and discuss what they have
learned on the course based on questions taken from Hedge (2000:353). Students will
individually fill in their feedback sheet (Appendix 9) and then participate in a whole class
discussion. As there are only four participants in the class, this should be manageable.

Stephanie Peer Teaching Exam Classes 12

 Part 5: Conclusion

Course Proposal and Part 1 Issues

By organising the course starting with easier tasks and increasing difficulty towards the
end, I have sought to increase motivation (K1). This is to avoid students becoming
demotivated when getting poor results (Gillis 2017; Burgess and Head (2005). The
strategies and skills learned for the 'easier' tasks will build on the knowledge needed for
more difficult tasks later on in the course.

To strike the teaching and testing balance (K3), I have included more teaching in the
earlier lessons with the testing focussed on the reading and listening log. Testing is
increased from lesson 14 onwards, enabling students to put what they have learned
throughout the course into practice. In weighting skills and systems work (K4), I have
concentrated only on the systems needed to fulfil the requirements of the particular task in
the lesson to enable sufficient coverage of both.

Learner autonomy (K5) is increased by including reflection after tasks and weekly
reflection sessions, as well as encouraging students to work on the reading and listening
log, which further increases student motivation (K5).

By including these factors into the course plan, the Cambridge First exam will have a
largely beneficial backwash (K2) impact on students.

Course Proposal Benefits

The proposal works towards making students more independent learners by increasing
their confidence in listening and reading throughout the course. Incorporating reflection in
every lesson and using reflection questions in the reading and listening log also works
towards changing students' focus onto the process of learning and developing skills
instead of only the end result (Kemp 2010; Salamoura and Unsworth 2015). Furthermore,
using a Test-Teach-Test approach means the lessons will be more learner-centred.

Course Proposal Limitations

The main limitation of the course is that it only covers lexis, listening and reading with
some work on grammar. Though Test-Teach-Test allows for some remedial work on
grammatical issues, I have doubts that I will be able to address everything students need
in this area. Moreover, the Cambridge First exam has a writing and speaking element,
which is not covered in the course. Therefore, students will improve in their listening and
reading strategies for the exam, but not be fully prepared for the full exam at the end of the
course. Finally, though it is a 30-hour course, there might not be adequate time for
sufficient practice.

Stephanie Peer Teaching Exam Classes 13

 Bibliography

Baxter, A (1997) Evaluating your Students, Richmond Publishing

Burgess, S and Head, K (2005) How to Teach for Exams, Longman

Graves, K (2000) Designing Language Courses: A Guide for Teachers, Heinle & Heinle Publishers

Graves, K (2004) Teachers as Course Developers, Cambridge University Press

Harmer, J (2005) The Practice of English Language Teaching, 3rd Ed., Longman

Hedge, T (2000) Teaching and Learning in the Language Classroom, Oxford University Press

Hughes, A (1989) Testing for Language Teachers, 2nd Ed., Cambridge University Press

May, P (2009), Exam Classes, Oxford University Press

Nunan, D (1988) Syllabus Design, Oxford University Press

Scrivener, J (2011) Learning Teaching: The Essential Guide to English Language Teaching, 3rd Ed.,
Macmillan

Thornbury, S (2006) An A-Z of ELT – a Dictionary of Terms and Concepts Used in English
Language Teaching, Macmillan

UCLES (2016) Cambridge English First: Handbook for Teachers, Cambridge University Press

Articles
Allan, D (1999) Distinctions and Dichotomies: Testing and Assessment, English Teaching
Professional (11), https://www.etprofessional.com/distinctions-dichotomies-testing-and-assessment
– Retrieved 13/04/2018

Bowler, B & Parminter, S (1997) Continuous Assessment, English Teaching Professional (3),
https://www.etprofessional.com/continuous-assessment – Retrieved 13/04/2018

Davies, A (2006) What Do Learners Really Want from their EFL Course?, ELT Journal Volume
60(1)

Gillis, M A (2017) Teaching Exam Classes: Some Issues to Keep in Mind,

http://eltnotebook.blogspot.co.uk/2017/03/teaching-exam-classes-some-issues-to.html – Retrieved
18/01/2018

Harris, M (1997) Self-assessment of Language Learning in Formal Settings, ELT Journal Issue
51/1, https://academic.oup.com/eltj/article-abstract/51/1/12/417029 – Retrieved 16/01/2018

Hunt, R (2009) CEF Backwash, IH Journal Issue 26 (Spring), http://ihjournal.com/the-common-

european-framework-of-reference – Retrieved 22/01/2018

Iftikhar, S (2011) Research Article: Types of Syllabuses in Language Teaching – ESL/EFL Context,
ELT Weekly Issue 82, http://eltweekly.com/2011/02/82-research-article-types-of-syllabuses-in-
language-teaching-eslefl-context-by-shabnum-iftikhar/ - Retrieved 27/03/2018

Kemp, J (2010) The Listening Log: Motivating Autonomous Learning, ELT Journal Issue 64/4,
https://academic.oup.com/eltj/article-abstract/64/4/3D85e/c3e8m921b1er23 – Retrieved

Stephanie Peer Teaching Exam Classes 14

18/04/2018

Petrie, D (2017) Does Practice Make Perfect, IH Journal Issue 42 (June), http://ihjournal.com/does-
practice-make-perfect – Retrieved 19/01/2018

Prodromou, L (1995) The Backwash Effect: from Testing to Teaching, ELT Journal Volume 49(1)

Puchta, H (2005) Making the most of Multiple Intelligences, English Teaching Professional Issue 41

Salamoura, A and Unsworth, S (2015) Learning Oriented Assessment: Putting Learning, Teaching
and Assessment Together, Modern English Teacher 24 (3),
https://www.modernenglishteacher.com/learning-oriented-assessment-putting-learning-teaching-
and-assessment-together – Retrieved 15/04/2018

Seedhouse, P (1995) Needs Analysis and the General English Classroom, ELT Journal Volume
49(1)

Stoynoff, S (2012) Looking Backward and Forward at Classroom-based Language Assessment,

ELT Journal Issue 66/4, https://academic.oup.com/eltj/article-abstract/66/4/523/385171 – Retrieved
16/01/2018

Cotterall, S (2000), Promoting Learner Autonomy through the Curriculum: Principles for Designing
Language Courses, ELT Journal Volume 54/2,
https://academic.oup.com/eltj/article-abstract/54/2/109/413633 – Retrieved 16/01/2018

Materials
https://www.examenglish.com/FCE/fce_listening_part1.htm

https://www.examenglish. com/FCE/fce_reading_and_use_of_english_part5.htm

Capel, A and Sharp, W (2014) Cambridge English: Objective First Student's Book, 4th Ed.,
Cambridge University Press

Kenny, N and Luque-Mortimer, l (2014) Cambridge English Plus 2: Practice Tests, Pearson, pages
6-15

Rogers, L, Hughes, J and Reis-Esteves, V (2018) ETpedia Exams, Pavilion Publishing

UCLES (2014) Cambridge English First 1, Cambridge University Press, Listening Test 4 and
Transcript

UCLES (2016) Cambridge English First: Handbook for Teachers, Cambridge University Press

Stephanie Peer Teaching Exam Classes 15

 Appendix 1: Course Plan

Goals (G) and Objectives (O)

Goal 1 (G1): To develop students' bottom-up reading (R) skills and strategies to enable them to
complete FCE reading tasks successfully.

Objectives
R1: Improve ability to scan and skim text for specific information (P1a)

R2: Learn characteristics of texts (structure and organisation) (P1b)

R2i: Learn to recognise the patterns of different genres, e.g. use of topic sentences in discursive texts
(P1b)
R2ii: Learn how cohesive devices are used in texts (P1c)

R3: Identify tone/attitude/opinion in texts (P2a/P2b)

R3i: Learn different modal expressions, adverbs and adjectives that show tone/attitude/opinion
(P2a/P2b)
Goal 2 (G2): To improve students' ability to tackle FCE listening (L) through developing bottom-
up strategies and sub-skills.

Objectives
L1: Learn key word and syllable stress patterns to identify important/specific information in listening
(P3a//P6b)
L1i: Learn which types of words are normally stressed in utterances (P3a)

L2: Focus on the use of intonation and tonic stress to convey meaning (P4a)

L3: Build on students' ability to recognise synonyms and paraphrases (P3b/P4b/P5d)

Lexis (LX) (G1 and G2)

Objectives
LX1: Train students to use surrounding words in text/transcript to deduce the meaning of unknown
words (P2b/P4b/P6b)
LX2: Use of affixation to change/identify meaning of words (P5c/P6b)
LX3: Vocabulary building – word families and collocations (P5a/P5b/P6b)
LX4: Training in recognising and using synonyms and paraphrases (P5d/P2b/P3b/P4b/P6b)
Exam Technique (ET) (G1 and G2)

Objectives
ET1: Learn to identify key words in rubric that indicate task requirements (P6a)
ET2: Training in time management (exam practice) (P6c)
ET3: Identifying distractors (P6b)

Stephanie Peer Teaching Exam Classes 16

 Day/Time Mon 9-10:30 (Lesson 1) Wed 9-10:30 (Lesson 2)
Topic Fashion Fashion
Week 1 Course Introduction Review Homework
Goals/Objectives 10 mins Introduction to Listening (L) Part 3
Introduction to Reading/Listening Log L3 LX1 LX3 LX4 ET1 ET3
(RLL) 20 mins Review making comparisons 10 mins
How to use vocabulary building content Task tips and demonstration 10 mins
at back LX3 Task 10 mins
Introduction to Reading and Use of Transcript analysis: synonyms, paraphrases
English (RUoE) Part 4 LX3 LX4 ET1 and distractors 20 mins
Review making comparisons 20 mins Reflection 10 mins
Clothing vocabulary 5 mins Reflection (Lessons 1 and 2) 10 mins
Word families 10 mins Set-Up Homework 20 mins
Task 15 mins How to use RLL (reading)
Reflection 10 mins Brainstorm texts (article, review, blog post)
and topics
Materials Student's Book (SB) p.12-13 SB p.10; Transcript SB p.177-178
Homework SB p.14-15 Further practice of RuoE Part Reading for RLL and recording
4 LX3 LX4 ET1 vocabulary at the back LX3
Links First lesson Making comparisons – lesson 1
Day/Time Mon 9-10:30 (Lesson 3) Wed 9-10:30 (Lesson 4)
Topic Virtual World Virtual World
Week 2 Submission of RLL Review Homework 5 mins
Introduction to Skimming and Skimming and Scanning Review R1
Scanning R1 ET1 LX3 LX4 Further skimming and scanning tasks 25
Explanation and demonstration 10 mins mins
Matching titles to 3 texts 10 mins RUoE Part 7 R1 ET1
Quiz on 3 texts 10 mins Students write their own task using texts
Introduction to RUoE Part 7 from RLL (pair-work) 20 mins
R1 ET1 LX3 Students do tasks 15 mins
Vocabulary work: computers and Internet Reflection (Lessons 3 and 4) 10 mins
10 mins Set-Up Homework 15 mins
Record in RLL 10 mins How to use RLL (listening)
Task tips and demonstration 10 mins Brainstorm texts (podcast, youtube video,
Task 20 mins radio play) and topics
Reflection 10 mins
Materials SB p.16-17; Skimming and Scanning ETpedia Exams p.99-100
Worksheets
Homework SB p.17 Collocations LX3 Listening for RLL and recording
vocabulary at the back LX3
Links Skimming and scanning will help with all Skimming and scanning will help with all
upcoming reading tasks and reading for upcoming reading tasks and reading for RLL
RLL – lessons: 4, 6, 10, 11, 13, 15 & 19. – lessons: 4, 6, 10, 11, 13, 15 & 19

Stephanie Peer Teaching Exam Classes 17

 Day/Time Mon 9-10:30 (Lesson 5) Wed 9-10:30 (Lesson 6)
Topic Going Places Going Places
Week 3 Submission of RLL Review Homework 5 mins
Introduction to L Part 2 Introduction to RUoE Part 3
ET1 ET3 ET1 ET2 LX1 LX2
Vocabulary building: holidays 10 mins Introduction to affixation:
Task tips and demonstration 10 mins prefixes (negatives, re, un, under) 20 mins
Task 20 mins suffixes (nouns, adjectives, adverbs) 30
Reflection 10 mins mins
Introduction to Key Word Stress Task tips and demonstration 10 mins
L1 L1i LX1 LX3 Task 15 mins
Word class work 10 mins Reflection (Lessons 5 and 6) 10 mins
Practice with transcripts 10 mins
Transcript analysis: synonyms,
paraphrases and distractors 20 mins
Materials SB p.22-23; Key Word Stress SB p.26-27
Worksheet
Homework SB p.25 Word families and collocations Listening for RLL (special attention to
LX3 affixation for vocabulary recording) LX2
Links Key word stress will help with listening for Affixation is particularly necessary for RUoE
RLL and other listening tasks – lessons: Part 3, but helps students towards deducing
7, 8, 9, 12, 18 & 20. meaning from context which is useful for
RUoE Parts 1, 2, 4 & 5. Lessons: 11, 13, 15,
16 & 19.
Day/Time Mon 9-10:30 (Lesson 7) Wed 9-10:30 (Lesson 8)
Topic Mixed Emotions Students' Choice
Week 4 Submission of RLL Review Homework 10 mins
Listening Skills (Part 1) and Exam Tips Listening Skills (Part 2) L1 L2 ET1 ET3
ET1 ET3 L1 L3 LX1 R3 R3i Review key word stress 10 mins
Vocabulary building: emotions 10 mins Introduction to intonation and tonic stress
Review of narrative tenses 35 mins 20 mins
Identifying key words in task rubric Practice activities with transcript analysis
Task 10 mins 25 mins
Reflection 10 mins Reflection (Lessons 7-8) 10 mins
Transcript analysis: distractors, Set-Up Homework 15 mins
synonyms, paraphrases, words that Set-up groups, clarify task
indicate tone/attitude/opinion 25 mins
Materials SB p.35-36; Transcript SBp.187-188 ETpedia Exams p.118-119
Homework L Part 1 (https://www.examenglish.com/ Students make L Part 1 tasks in groups L1
FCE/fce_listening_part1.htm) L3 ET1 L2 ET1 ET3; listening for RLL
Links Identifying key words in task rubric is a Intonation and tonic stress will help with
necessary part of training in exam listening for RLL, to deduce meaning when
techniques. Tips learned here will help listening and be an aid when doing practice
students when tackling exam tasks in listening tasks – lessons: 7, 8, 9, 12, 18 &
following lessons. 20.

Stephanie Peer Teaching Exam Classes 18

 Day/Time Mon 9-10:30 (Lesson 9) Wed 9-10:30 (Lesson 10)
Topic Mixed Emotions What if?
Week 5 Submission of RLL Review Homework 15 mins
Students do homework tasks (L Part 1) Introduction to RUoE Part 6
15 mins R2 R2i R2ii R3 R3i LX1 LX4
Introduction to RUoE Part 2 Task tips and demonstration 10 mins
LX3 ET1 ET2 Task 20 mins
Collocations: adverbs of degree 15 mins Reflection 10 mins
Narrative tenses review 20 mins Text analysis: distractors, cohesive devices,
Task tips and demonstration 10 mins synonyms, paraphrases and words that
Task 20 mins indicate tone/attitude/opinion 20 mins
Reflection 10 mins Reflection (Lessons 9-10 and Mid-course)
15 mins
Materials SB p.34; p.37; p.39 SB p.40-41
Homework SB p.38 Word families and formation LX3 SB p.43 Word formation LX3; Reading for
RLL
Links Narrative tenses links back to lesson 7. RUoE Part 6 requires skills learned in
RUoE Part 2 requires skills learned in lessons 3 (skimming), 4 (skimming), and 6
lessons 3 (skimming and scanning), 4 (affixation). This will also make use of the
(skimming and scanning), and 6 vocabulary work (collocations/wordfamilies/
(affixation). synonyms/paraphrases) that students have
been working on through the course so far.
Day/Time Mon 9-10:30 (Lesson 11) Wed 9-10:30 (Lesson 12)
Topic Life's too Short The Hard Sell
Week 6 Submission of RLL Review Homework 10 mins
Review Homework 10 mins Introduction to Listening Part 4
Introduction to RUoE Part 1 R2ii R3i L2 L3 LX1 ET1 ET3
R2i R3i LX1 LX3 Task tips and demonstration 10 mins
Collocations work: sport 15 mins Task 15 mins
Task tips and demonstration 10 mins Reflection 10 mins
Task 15 mins Transcript analysis: distractors, words to
Reflection 10 mins identify tone/attitude/opinion and cohesive
Modals of speculation 30 mins devices 20 mins
L Part 4 Task 2 15 mins
Reflection (Lessons 11-12) 10 mins
Materials SB p.50; p.52-53; p.60 SB p.62-63; p.65; Transcript p.200
Homework SB p.51 Word formation LX3 SB p.61 Collocations (advertising) LX3;
Listening for RLL
Links Modals of speculation links forward to L Part 4 requires knowledge accumulated
lesson 12. RUoE Part 1 links back to throughout the course via transcript analysis
lesson 3 (skimming), 4 (skimming) & 6 (synonyms/paraphrase/identifying tone/
(affixation). cohesive devices) as well as vocabulary
work (collocations/word familes/affixation).

Stephanie Peer Teaching Exam Classes 19

 Day/Time Mon 9-10:30 (Lesson 13) Wed 9-10:30 (Lesson 14)

Stephanie Peer Teaching Exam Classes 20

 Topic Growing Up Students' Choice
Week 7 Submission of RLL Review Homework 10 mins
Review Homework 5 mins Reflection (Lesson 13) 10 mins
Introduction to RUoE Part 5
ET1 ET3 R2ii R3i Student's Choice on areas from Reading
Task tips and demonstration 10 mins and Use of English Paper
Task 15 mins 1 hour 10 mins
Reflection 10 mins
Text analysis: distractors, words to
identify tone/attitude/opinion and
cohesive devices 20 mins
Used to and would review 30 mins
Materials SB p.54-56
Homework RUoE Part 5 (https://www.examenglish. Revision for RUoE Test; Reading for RLL
com/FCE/fce_reading_and_use_of_
english_part5.htm)
Links RUoE Part 5 is a culmination of all the Lessons: 1, 3, 4, 6, 9, 10, 11, & 13.
reading and vocabulary skills gathered
throughout the course.
Day/Time Mon 9-10:30 (Lesson 15) Wed 9-10:30 (Lesson 16)
Topic None (TEST) None (TEST)
Week 8 Submission of RLL Timed RUoE Parts 5-7 ET2 40 mins
Timed RUoE Parts 1-4 ET2 35 mins Review answers in class 15 mins
Review answers in class 15 mins Reflection 10 mins
Reflection 10 mins Discussion and further tips on problem
Discussion and further tips on problem areas 30 mins
areas 30 mins
Materials Cambridge First Handbook for Teachers Cambridge First Handbook for Teachers
2016 (RUoE Sample 2) 2016 (RUoE Sample 2)
Homework Revision for RUoE Test Listening for RLL
Links Lessons: 1, 3, 4, 6, 9, 10, 11, & 13. Lessons: 1, 3, 4, 6, 9, 10, 11, & 13.
Day/Time Mon 9-10:30 (Lesson 17) Wed 9-10:30 (Lesson 18)
Topic Student's Choice None (TEST)
Week 9 Submission of RLL Timed Listening Parts 1-4 ET2 40 mins
Review answers in class 15 mins
Student's Choice on areas from Reflection 10 mins
Listening Paper Discussion and further tips on problem
areas 30 mins
Materials Cambridge First Handbook for Teachers
2016 (Listening Sample 2)
Homework Revision for Listening Test Revision
Links Lessons: 2, 5, 7, 8, & 12. Lessons: 2, 5, 7, 8, & 12.

Stephanie Peer Teaching Exam Classes 21

 Day/Time Mon 9-10:30 (Lesson 19) Wed 9-10:30 (Lesson 20)
Topic None (End of Course Assessment) None (End of Course Assessment)
Week 10 Submission of RLL Listening Exam 40 mins
Reading Exam 1hour 15mins Course Feedback
Task Reflection 15 mins Feedback sheet 10 mins
(Teacher marks L Exam)
Feedback discussion 15-20 mins
Results and Task Reflection 20 mins
Materials Cambridge English First Plus 2 p.6-15
Homework Revision None – Course End
Links Lessons: 1, 3, 4, 6, 9, 10, 11, & 13. Lessons: 2, 5, 7, 8, & 12.

Stephanie Peer Teaching Exam Classes 22

 Appendix 2: Needs Analysis Results

Appendix 2.1: Needs Analysis Questionnaire Results

Name Mahboobeh Mazaheri Nasim Hoor Beatrice Ngakan Marzieh Ghayur
Age 35 39 40 29
Nationality Iranian Iranian Cameroon Iranian
Occupation Unemployed Unemployed Student Unemployed
Mother tongue Farsi Farsi Batang Farsi
Other languages - English French English
Length of English study 2 and a half years About 2 years 4 months More than 10 years
Location of previous Glasgow School Secondary school Private institute in
English study home country
Frequency of English Every Day Every Day Every Day Every Day
used outside class
Reason for doing the Every day needs as a To get a job To study at university To study at university
exam resident in the UK

Name of Student →/ Mahboobeh Nasim Beatrice Marzieh

English Used For ↓
Emails to friends √ √ √ √
Business emails
Whatsapp / SMS √ √ √ √
Facebook / Twitter / √
Instagram
Letters √ √ √
Business letters
Phone calls √ √ √
Listening to news √ √ √ √

Stephanie Peer Teaching Exam Classes 23

Listening to music √ √ √ √
Listening to radio √ √ √ √
Watching TV √ √ √ √
Watching movies √ √ √
Academic writing √
Reading newspapers / √ √ √
magazines
Reading novels √ √ √
Academic reading √
Speaking to friends / √ √ √ √
colleagues
Presentations √
Other Story time with Writing a diary
daughters

Knowledge of Exam
Mahboobeh: Very little knowledge of the exam – almost all her answers were wrong.
Nasim: No knowledge of the exam. All her answers were wrong.
Beatrice: Very little knowledge of the exam – almost all her answers are wrong.
Marzieh: No knowledge of the exam.

Desires for Course Content

Student →/ Mahboobeh Nasim Beatrice Marzieh
Skills and Systems ↓
Grammar 15% 5% 30% 30%
Vocabulary 15% 15% 20% 15%
Reading 15% 20% 10% 10%
Writing 20% 20% 8% 20%
Speaking 20% 25% 20% 15%

Stephanie Peer Teaching Exam Classes 24

Listening 15% 15% 12% 10%

Perceived Strengths and Weaknesses

Student → Mahboobeh Nasim Beatrice Marzieh
Strength 1 Speaking Writing Grammar Writing
Strength 2 Reading Reading Vocabulary Grammar
Weakness 1 Listening Speaking Listening Not stated
Weakness 2 Writing Listening Speaking Not stated

Desires for Sub-skill Work

Student → Mahboobeh Nasim Beatrice Marzieh
Reading Understanding common Working out meaning from - Defining the purpose of a
features of how a text is context text
organised
Writing How to structure an essay How to structure an essay How to structure an essay Expressions for giving
opinions and/or reasons
Listening Listening for the general Listening for the general Working out meaning from Working out meaning from
idea idea context context
Speaking Making suggestions Managing a conversation Managing a conversation Managing a conversation

Stephanie Peer Teaching Exam Classes 25

Appendix 2.2: Multiple Intelligence Questionnaire

Mahboobeh

Nasim

Stephanie Peer Teaching Exam Classes 26

Beatrice

Marzieh

Stephanie Peer Teaching Exam Classes 27

Appendix 2.3: Diagnostic Test Results

Mahboobeh
Reading and Use of English: Part 3: 3/8 Part 5: 3/6

Writing: Part 1: No sample provided

Listening: Part 1: 5/8 Part 2: 1/10

Speaking: Part 2:9/15* Part 3: 13/20

Nasim
Reading and Use of English: Part 3: 5/8 Part 5: 2/6

Writing: Part 1: 14/20

Listening: Part 1: 4/8 Part 2: 5/10

Speaking: Part 2: 11/15* Part 3: 17/20

Beatrice
Reading and Use of English: Part 3: 4/8 Part 5: 2/6

Writing: Part 1: 17/20

Listening: Part 1: 4/8 Part 2: 1/10

Speaking: Part 2: 8/15* Part 3: 13/20

Marzieh
Reading and Use of English: Part 3: 3/8 Part 5: 3/6

Writing: Part 1: 15/20

Listening: Part 1: 5/8 Part 2: 4/10

Speaking: Part 2:13/15* Part 3: 14/20

*Did not take Interactive Communication into account as this was not an interactive task.

Stephanie Peer Teaching Exam Classes 28