CEFR Listening & Reading Assessment:

Transcription

1 CEFR Listening & Reading Assessment: Assessment Tasks SIP Munich 10th November 2012 Brian North

2 Contents 1. Project aims 2. EAQUALS CEFR/Portfolio Descriptors 3. Micro-activities in Reception (= Listening / Reading) 4. Assessment ideas 5. An example for Listening at B1 6. Brainstorming assessment ideas

3 Project Aims Focus on for Reading and Listening because Speaking & Writing are easier to assess with descriptors Develop ideas for classroom assessment tasks at CEFR levels Develop and trial assessment tasks

4 Descriptors for Listening Overall Listening Comprehension Listening to Interlocutors Listening in Discussion Listening to / Watching Film & TV Listening to Announcements

5 B1 Listening Overall Listening Comprehension I can understand the main points of clear standard speech on familiar, everyday subjects, provided there is an opportunity to get repetition or clarification sometimes.

6 B1 Listening Overall Listening Comprehension I can understand the main points of clear standard speech on familiar, everyday subjects, provided there is an opportunity to get repetition or clarification sometimes. Listening to Interlocutors I can understand what is said to me in everyday conversations, but I sometimes need help in clarifying particular.

7 B1 Listening Overall Listening Comprehension I can understand the main points of clear standard speech on familiar, everyday subjects, provided there is an opportunity to get repetition or clarification sometimes. Listening to Interlocutors I can understand what is said to me in everyday conversations, but I sometimes need help in clarifying particular. Listening in Discussion I can understand the main points of discussion on familiar topics in everyday situations when people speak clearly, but I sometimes need help in understanding.

8 Descriptors for Listening Overall Listening Comprehension Listening to Interlocutors Listening in Discussion Listening to / Watching Film & TV Listening to Announcements

9 Descriptors for Reading Overall Reading Comprehension Reading Correspondence Reading for Orientation Reading for Information and Argument Reading Instructions Reading Literature

10 B1 Reading Overall Reading Comprehension I can understand the main points in factual texts on subjects of personal or professional interest well enough to talk about them afterwards.

11 B1 Reading Overall Reading Comprehension I can understand the main points in factual texts on subjects of personal or professional interest well enough to talk about them afterwards. Reading Correspondence I can understand private letters about events, feelings and wishes well enough to write back.

12 B1 Reading Overall Reading Comprehension I can understand the main points in factual texts on subjects of personal or professional interest well enough to talk about them afterwards. Reading Correspondence I can understand private letters about events, feelings and wishes well enough to write back. Reading for Orientation I can find and understand relevant information in brochures, leaflets and other short texts related to my interests.

13 Descriptors for Reading Overall Reading Comprehension Reading Correspondence Reading for Orientation Reading for Information and Argument Reading Instructions Reading Literature

14 Microactivities - Reception Recognise Distinguish Understand B1 useful information relevant facts and information main point / relevant facts and information from specific main points / most important information Relevant factual info an explicitly signalled line of argument main conclusions specific B2 which part(s) of the text(s) is relevant to the purpose a change of direction, style or emphasis different formulation of the same ideas main points from relevant supporting detail/arguments/examples such supporting arguments and more precise information from a digression aspects reported as facts from those reported as opinion main ideas essentials/essential meaning explicitly stated points of view, opinions and complex lines of argument expressed, specific attitudes specific mood and tone explicitly expressed in the text

15 Assessment ideas B1 B1 B1 B1 B1 CEFR Descriptor Micro-activities Text features Task features Item types Example I can generally follow the main Understand main/most Series of 3-4 extracts Hear once only (in True / False / NS Identify main point of points of extended discussion important information Perhaps from same TV talk test) Matching (really a short conversation around me, provided speech is Understand main show One item per repeated MCQ with extracts clearly articulated in standard conclusions Clear, standard,, extract 5-6 alternatives) relatively slow No tricky distracters New MCQ each dialect. Extremely short (c 1 min) extract I can listen to a short narrative and form hypotheses about what will happen next. I can understand the main points of radio news bulletins and simpler recorded material on topics of personal interest delivered relatively slowly and clearly. I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. B1 I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. B1+ I can understand a large part of many TV programmes on topics of personal interest such as interviews, short lectures, and news reports when the delivery is relatively slow and clear. Follow, though not necessarily in detail Understand an explicitly signalled line of narrative / argument Distinguish main point / relevant facts and information from specific not central to story line Understand an explicitly signalled line of narrative / argument Understand main/most important information Follow, though not necessarily in detail Understand an explicitly signalled line of narrative / argument Understand main/most important information Distinguish conclusion from preceding detail Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Understand main/most important information Understand main conclusions Narrative in linear order Chain of events consequences Clear, standard,, relatively slow Topics in field of general personal interest Clear, standard,, relatively slow Familiar topics regularly encountered in a school, work or leisure context TV programmes: (interviews) short lectures, news reports Clear, standard,, relatively slow TV programme with short report/guide and interview(s) Familiar topics regularly encountered in a school, work or leisure context Clear, standard,, relatively slow Daytime / local TV news perhaps a studio audience Factual interview Straightforward factual interview questions Descrip.s of events / plans Descrip.s of feelings, wishes Hear once only Guess what comes next - recording stops at question point Answer to each question on separate paper, handed in Hear once only Straight forward transfer of info, in order of text Could hear twice/three times Identifying main information Identifying when conclusion is starting Catching main conclusion Could hear twice/three times Recognising sections (relevant to topics of questions) Identifying essential information Identifying adv.s / disadv.s of a plan Identifying consequences Identifying the opinions of the main speakers (for / against: why?) Series of MCQ only one alternative makes sense T /F / NS Matching Information transfer to table Open questions Information transfer to table Open ended questions T / F / NS Matching Information transfer (table or diagram) Open ended questions T / F / NS Information transfer (table) Open ended questions Follow a narrative and answer 5 MCQs to predict what comes next when the audio text stops Follow radio news and answer questions / complete table about 4 or 5 of the stories (Total c 10 questions) Follow a simple, factual TV/web documentary (c 5-10 mins), understand the main points and complete the table / answer open questions Follow a TV guided commentary on a place (e.g. Tour of Hampton Court, Versailles; extract from travel programme / tourism promotion) Listen to a, factual interview from a current affairs TV magazine programme (or local news) and understand both main points and specific

16 Example at B1 CEFR Descriptor I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. Microactivities Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Text features Task features TV programme with short report/guide and interview(s) Familiar topics regularly encountered in a school, work or leisure context Clear, standard, straightforwa rd, relatively slow Could hear 2/3 times Recognise sections (relevant to questions Identify essential info Item types T / F / NS Matching Info transfer (table or diagram) Open ended questions Example Follow a TV guided commentar y on a place (e.g. Hampton Court Versailles; from travel programme from tourism promotion)

17 Example at B1 CEFR Descriptor I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. Microactivities Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Text features TV programme with short report/guide and interview(s) Clearly structured Familiar topics regularly encountered in a school, work or leisure context Clear, standard,, relatively slow Task features Could hear 2/3 times Recognise sections (relevant to question s Identify essential info Item types T / F / NS Matching Info transfer (table or diagram) Open ended questions Example Follow a TV guided commentar y on a place (e.g. Hampton Court Versailles; from travel programme from tourism promotion)

18 Example at B1 CEFR Descriptor I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. Microactivities Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Text features TV programme with short report/guide and interview(s) Clearly structured Familiar topics regularly encountered in a school, work or leisure context Clear, standard,, relatively slow Task features Could hear 2/3 times Recognise sections (relevant to question s Identify essential info Item types T / F / NS Matching Info transfer (table or diagram) Open ended questions Example Follow a TV guided commentar y on a place (e.g. Hampton Court Versailles; from travel programme from tourism promotion)

19 Example at B1 CEFR Descriptor I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. Microactivities Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Text features TV programme with short report/guide and interview(s) Clearly structured Familiar topics regularly encountered in a school, work or leisure context Clear, standard,, relatively slow Task features Could hear 2/3 times Recognise sections (relevant to question s Identify essential info Item types T / F / NS Matching Info transfer (table or diagram) Open ended questions Example Follow a TV guided commentar y on a place (e.g. Hampton Court Versailles; from travel programme from tourism promotion)

20 Example at B1 CEFR Descriptor I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. Microactivities Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Text features TV programme with short report/guide and interview(s) Clearly structured Familiar topics regularly encountered in a school, work or leisure context Clear, standard,, relatively slow Task features Could hear 2/3 times Recognise sections (relevant to question s Identify essential info Item types T / F / NS Matching Info transfer (table or diagram) Open ended questions Example Follow a TV guided commentar y on a place (e.g. Hampton Court Versailles; from travel programme from tourism promotion)

21 Microactivities - Reception Recognise Distinguish Understand B1 useful information relevant facts and information main point / relevant facts and information from specific main points / most important information Relevant factual info an explicitly signalled line of argument main conclusions specific B2 which part(s) of the text(s) is relevant to the purpose a change of direction, style or emphasis different formulation of the same ideas main points from relevant supporting detail/arguments/examples such supporting arguments and more precise information from a digression aspects reported as facts from those reported as opinion main ideas essentials/essential meaning explicitly stated points of view, opinions and complex lines of argument expressed, specific attitudes specific mood and tone explicitly expressed in the text

22 Microactivities - Reception Recognise Distinguish Understand B1 useful information relevant facts and information main point / relevant facts and information from specific main points / most important information Relevant factual info an explicitly signalled line of argument main conclusions specific B2 which part(s) of the text(s) is relevant to the purpose a change of direction, style or emphasis different formulation of the same ideas main points from relevant supporting detail/arguments/examples such supporting arguments and more precise information from a digression aspects reported as facts from those reported as opinion main ideas essentials/essential meaning explicitly stated points of view, opinions and complex lines of argument expressed, specific attitudes specific mood and tone explicitly expressed in the text

23 Example at B1 CEFR Descriptor I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. Microactivities Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Text features TV programme with short report/guide and interview(s) Clearly structured Familiar topics regularly encountered in a school, work or leisure context Clear, standard,, relatively slow Task features Could hear 2/3 times Recognise sections (relevant to question s Identify essential info Item types T / F / NS Matching Info transfer (table or diagram) Open ended questions Example Follow a TV guided commentar y on a place (e.g. Hampton Court Versailles; from travel programme from tourism promotion)

24 Microactivities - Reception Recognise Distinguish Understand B1 useful information relevant facts and information main point / relevant facts and information from specific main points / most important information Relevant factual info an explicitly signalled line of argument main conclusions specific B2 which part(s) of the text(s) is relevant to the purpose a change of direction, style or emphasis different formulation of the same ideas main points from relevant supporting detail/arguments/examples such supporting arguments and more precise information from a digression aspects reported as facts from those reported as opinion main ideas essentials/essential meaning explicitly stated points of view, opinions and complex lines of argument expressed, specific attitudes specific mood and tone explicitly expressed in the text

25 Example at B1 CEFR Descriptor I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. Microactivities Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Text features TV programme with short report/guide and interview(s) Clearly structured Familiar topics regularly encountered in a school, work or leisure context Clear, standard,, relatively slow Task features Could hear 2/3 times Recognise sections (relevant to question s Identify essential info Item types T / F / NS Matching Info transfer (table or diagram) Open ended questions Example Follow a TV guided commentar y on a place (e.g. Hampton Court Versailles; from travel programme from tourism promotion)

26 Microactivities - Reception Recognise Distinguish Understand B1 useful information relevant facts and information main point / relevant facts and information from specific main points / most important information Relevant factual info an explicitly signalled line of argument main conclusions specific B2 which part(s) of the text(s) is relevant to the purpose a change of direction, style or emphasis different formulation of the same ideas main points from relevant supporting detail/arguments/examples such supporting arguments and more precise information from a digression aspects reported as facts from those reported as opinion main ideas essentials/essential meaning explicitly stated points of view, opinions and complex lines of argument expressed, specific attitudes specific mood and tone explicitly expressed in the text

27 Example at B1 CEFR Descriptor I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. Microactivities Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Text features TV programme with short report/guide and interview(s) Clearly structured Familiar topics regularly encountered in a school, work or leisure context Clear, standard,, relatively slow Task features Could hear 2/3 times Recognise sections (relevant to question s Identify essential info Item types T / F / NS Matching Info transfer (table or diagram) Open ended questions Example Follow a TV guided commentar y on a place (e.g. Hampton Court Versailles; from travel programme from tourism promotion)

28 Example at B1 CEFR Descriptor I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. Microactivities Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Text features TV programme with short report/guide and interview(s) Clearly structured Familiar topics regularly encountered in a school, work or leisure context Clear, standard,, relatively slow Task features Could hear 2/3 times Recognise sections (relevant to question s Identify essential info Item types T / F / NS Matching Info transfer (table or diagram) Open ended questions Example Follow a TV guided commentar y on a place (e.g. Hampton Court Versailles; from travel programme from tourism promotion)

29 Example at B1 LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) IMPLEMENTATION B1 TASK 1 GENERAL DESCRIPTION SOURCES AUTHENTICITY LENGTH TEXT FEATURES VISUAL SUPPORT ITEM TYPE / NUMBER TASK RUBRIC TIME MARK SCHEME Follow short introduction to a TV guided commentary on Hampton Court, answering 5 True / False / Not Stated questions while listening The Tudors: Behind Hampton Court : Natalie Dormer of The Tudors celebrates the 500th anniversary of Henry 8's coronation by touring the Hampton Court palace Other possibilities might be: Simon Schama going round Versailles; extract from travel programme, tourist promotion) Authentic Ca minutes Yes commentary should match unfolding film Introduction: True / False / Not stated: (5 questions) Follow this introduction to a TV guided commentary on a historic place of interest Hampton Court Palace, near London and answer the 5 questions. Mark T if the statement is True, F if it is false and NS if the information is Not Stated in the commentary. While playing 5 x 1 mark = 5 marks TASK 2 GENERAL DESCRIPTION ITEM TYPE / NUMBER TASK RUBRIC TIME MARK SCHEME Match 10 things that are mentioned (avoiding 3 distractors) to the parts of the palace they relate to. Matching: Match things mentioned in the commentary to the part of Hampton Court concerned (3 extra distractors). Follow main body of the guided commentary. While you are listening match the 10 things in the list to the parts of the palace they relate to. Put a cross in the correct box for each point on the list. Note: 3 of the points on the list are not mentioned. While playing 10 x 0.5 marks = 5 marks TASK 3 GENERAL DESCRIPTION Answer 5 open questions which are read before listening to the recording a second time. ITEM TYPE / NUMBER Open questions: 5 TASK RUBRIC After listening, answer the following 5 questions with information from the commentary. TIME 10 minutes MARK SCHEME 5 x 2 marks = 10 marks. 2: complete answer; 1: partial answer. Grammar and spelling not penalised.

30 Example at B1 Task 1 LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) TASK 1 GENERAL DESCRIPTION SOURCES TEXT FEATURES ITEM TYPE / NUMBER TASK RUBRIC TIME MARK SCHEME Follow short introduction to a TV guided commentary on Hampton Court, answering 5 True / False / Not Stated questions while listening The Tudors: Behind Hampton Court : Natalie Dormer of The Tudors celebrates the 500th anniversary of Henry 8's coronation by touring the Hampton Court palace Other possibilities might be: Simon Schama going round Versailles; extract from travel programme, tourist promotion) Authentic Ca minutes Yes commentary should match unfolding film Introduction: True / False / Not stated: (5 questions) Follow this introduction to a TV guided commentary on a historic place of interest Hampton Court Palace, near London and answer the 5 questions. Mark T if the statement is True, F if it is false and NS if the information is Not Stated in the commentary. While playing 5 x 1 mark = 5 marks

31 Example at B1 Task 2 LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) TASK 2 GENERAL DESCRIPTION ITEM TYPE / NUMBER TASK RUBRIC TIME MARK SCHEME Match 10 things that are mentioned (avoiding 3 distractors) to the parts of the palace they relate to. Matching: Match things mentioned in the commentary to the part of Hampton Court concerned (3 extra distractors). Follow main body of the guided commentary. While you are listening match the 10 things in the list to the parts of the palace they relate to. Put a cross in the correct box for each point on the list. Note: 3 of the points on the list are not mentioned. While playing 10 x 0.5 marks = 5 marks

32 The Great Kitchen The Great Hall The Council Chamber The Haunted Gallery The Gardens Example at B1 Tasks Questions Section A: 1. Henry VIII, King of England, died 500 years ago. F 2. Henry VIII was one of the richest kings in Europe. NS 3. Henry bought Hampton Court from Cardinal Wolsey. F 4. Hampton Court was one of the most luxurious and modern palaces of its time. T 5. Henry had other palaces too, all connected by the river. T Section B: Matching The most magnificent room in the palace A Collection of gold Animals representing the different queens personal symbols A picture of the Pope Very big fireplaces Theatre and drama Discussion of state business Tapestries with gold thread A ghost (of Catherine Howard) Windows that make coloured light Weapons Entertainment Court ceremonies

33 Brain-storming 1. Start with descriptors 2. Brain-storm ideas for example activities right hand column

34 Brainstorming CEFR Descriptor I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. Microactivities Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Text features Task features TV programme with short report/guide and interview(s) Familiar topics regularly encountered in a school, work or leisure context Clear, standard, straightforwa rd, relatively slow Could hear 2/3 times Recognise sections (relevant to questions Identify essential info Item types T / F / NS Matching Info transfer (table or diagram) Open ended questions Example Follow a TV guided commentar y on a place (e.g. Hampton Court Versailles; from travel programme from tourism promotion) 1 2

35 Brain-storming 3. Select Micro-activities from - selected descriptor(s) - micro-activities chart

36 Micro-activities CEFR Descriptor I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. Microactivities Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Text features TV programme with short report/guide and interview(s) Clearly structured Familiar topics regularly encountered in a school, work or leisure context Clear, standard,, relatively slow Task features Could hear 2/3 times Recognise sections (relevant to question s Identify essential info Item types T / F / NS Matching Info transfer (table or diagram) Open ended questions Example Follow a TV guided commentar y on a place (e.g. Hampton Court Versailles; from travel programme from tourism promotion) 3

37 Brain-storming 4. Select text features from - selected descriptors - CEFR Salient features chart

38 Text Features CEFR Descriptor I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. Microactivities Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Text features TV programme with short report/guide and interview(s) Clearly structured Familiar topics regularly encountered in a school, work or leisure context Clear, standard,, relatively slow Task features Could hear 2/3 times Recognise sections (relevant to question s Identify essential info Item types T / F / NS Matching Info transfer (table or diagram) Open ended questions Example Follow a TV guided commentar y on a place (e.g. Hampton Court Versailles; from travel programme from tourism promotion) 4

39 Brain-storming 5. What would the learners need to do? Task features 6. What item types might be suitaböle for that? Item types

40 Brainstorming CEFR Descriptor I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. Microactivities Distinguish main points from specific Understand an explicitly signalled line of narrative / argument Understand specific Text features Task features TV programme with short report/guide and interview(s) Familiar topics regularly encountered in a school, work or leisure context Clear, standard, straightforwa rd, relatively slow Could hear 2/3 times Recognise sections (relevant to questions Identify essential info Item types T / F / NS Matching Info transfer (table or diagram) Open ended questions Example Follow a TV guided commentar y on a place (e.g. Hampton Court Versailles; from travel programme from tourism promotion) 5 6

41 Brain-storming 1. Start with descriptors 2. Brain-storm ideas for example activities right hand column 3. Select Micro-activities from selected descriptor(s) & micro-activities chart 4. Select text features from selected descriptors & CEFR Salient features chart 5. What would the learners need to do? Task features 6. What item types might be suitaböle for that? Item types

42 To conclude The Scenario concept is a way of Starting from real world needs Fitting everything together, putting everything in context Going from theoretical to practical and vice-versa Summarising what language, strategies and enabling skills are needed for a task

43 Scenario - Objectives LISTENING ASSESSMENT: SITE TOUR (HAMPTON COURT) OVERVIEW B1 DOMAIN CONTEXT TASKS ACTIVITIES TEXTS Personal / Educational Home Following a simple, factual TV/web documentary Following the commentary, accompanying the visuals Listening as a member of an audience Watching TV/web video clip A guided commentary on a place (historic building, resort, town etc.) LEVEL CAN-DOS* MICROACTIVITIES* RECOGNISE useful information DISTINGUISH B1 I can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. I can follow a lecture or talk within my own field, provided the subject matter is familiar and the presentation and clearly structured. main points from specific aspects reported as facts from those reported as opinion COMPETENCES STRATEGIC PRAGMATIC Recognise the beginning of a significantly new and different part of the text Recognise where difficulty lies (subject/assumed knowledge, linguistic) Use context to deduce probable meaning of unknown words (repetition, visuals, gesture, what comes next) Use the beginning of a significantly new and different part of the text to intensify effort Functional Describing places Describing events Describing feelings, emotions, attitude UNDERSTAND an explicitly signalled line of argument main conclusions specific Long but text TEXT FEATURES* Clear, standard,, relatively slow Clearly signposted/signalled with explicit markers Familiar topics regularly encountered in a school, work or leisure context * Content From CEFR scales and/or Swiss EAQUALS-ALTE Portfolio in normal print Elaborated content (e.g. Micro-activities chart) in italics LINGUISTIC Discourse Grammatical Linkers: sequential past time Connecting words expressing cause and effect, contrast etc. (e.g. on the other hand; however; despite) Summarising Past time: Simple past, past continuous, used to, past perfect Passive (past) Reporting structures 3 rd conditional / mixed conditionals Must/can t/might have Intensifiers Comparatives / Superlatives Lexical Phonological Adjectives for places and people Time phrases (e.g. In the last century ; 50 years ago) Verbs describing construction, development (e.g. plan, construct, rebuild, renovate, demolish) Emphasis in sentence stress