Exploring the use of
Command Words used in Exam Questions, Texts and
Text books.
Student Support exercises on left hand pages.
Teacher Support Notes and suggestion on right hand pages.
Adapted from Hounslow Language Service by Moray EAL Service.
Contents
Section A - Following Instructions in Tests and Exams
Introductionpage 1
1. Verbs used in Examspage 3
2. Discussionpage 5
3. Reading Instructionspage 5
4. Predicting Meaningpage 5
5. Word Buildingpage 7
6. Formulating Answerspage 9
7. Exploring Meaningpage 9
8. Changing Verbs into Nounspage 11
Section B: Exploring Writing in Exam Papers
1. Working as an Examinerpage 13
2. Rewriting Exam Questionspage 13
3. Exploring Vocabularypage 15
4. Verbs used in Examspage 17
5. Formulating Answerspage 17
Teacher Notes
Exploring Use of Command Verbs used
In Exam Questions,Tests and Text Books
Introduction
This book is organised in a way that provides notes and suggestionsforteachers on the one side and the student book, as it appears to the student, on the other side.
The scheme of work aims to assist students to understand the precise meanings of a number of command verbs which research shows to be among the most commonly used verbs in test and exam questions.
The approach is flexible in that certain activities are general in nature, while others relate specifically to the area of Business Studies, though all students still take part in these. Further activities can be adapted to suit your subject area. Where this is recommended, it is indicated in the teaching notes by the following symbol:
Learning Objectives
• To heighten learners' awareness of the style of language used in exams
• To deepen learners' understanding of frequently used command verbs which give instructions in exam questions
•To heighten learners' awareness of the precise meanings of words
•To build learners' confidence in answering exam questions
•To encourage learners to follow instructions more carefully
• To provide opportunities for learners to articulate answers to exam questions
• To provide opportunities for learners to share and contribute to each other's ideas
•To develop learners' use of predicting skills
•To develop learners' vocabulary through word building activities
• To encourage learners to reflect on the usage of specific vocabulary in their L1.
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Student Book
Exploring Use of Command Verbs used
in Exam Questions, Tests andText Books
Introduction
This scheme of work explores the meanings of verbs which are commonly used to give instructions in exams and tests.
It aims to:
• develop your knowledge of vocabulary
• examine the meaning of frequently used command verbs which come up in test and exam questions
• assist you in understanding the precise meanings of words
• explore the use of formal language
• develop your skills in predicting
• encourage you to follow instructions more carefully
• build your confidence in answering exam questions
• provide practice in answering exam questions
• encourage you to share and contribute to each other's ideas
• encourage you to compare how these verbs are used in your first language.
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Teacher Notes
Section A - Following Instructions in Exams and Tests
Suggestions
Activity 1
Verbs used in Exams
Encourage students to discuss the meaning of these verbs without using a dictionary. However, it's not necessary to spend a long time on this, as students will explore these verbs in more detail as they work through the unit.
Student Book
Section A: Following Instructions in Tests and Exams
1. Verbs used in Exams
Can you explain the meaning of these words?
analyse
assess
comment on
criticize
define
describe
differentiate
discuss
distinguish
enumerate
evaluate
examine
explain
illustrate
interpret
justify
outline
relate
state
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Teacher Notes
Activity 2
Discussion
You might like to begin this activity by reading out some example exam questions for students to consider.
Activity 3
Reading Instructions
For this activity students will need access to exam or test papers relating their particular subject area.
Prior to this activity, it may be useful to discuss a definition of the term `verb'.
You might also want to discuss how it's not always easy to follow the exact meaning of given instructions, which in turn can affect students' performance in exams. Point out the value of the activity, therefore, in understanding the precise meaning of the instructions given.
Activity 4
Predicting Meaning
4a.Students might find this activity difficult and want to give the same definition for some of these words, however, encourage them to come up with definitions that aren't identical.
Using L1 (Students' first language)
At this stage, you could encourage students to translate the verbs mentally into their L1 and consider the differences between meanings. Students might want to make notes using L1.
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2. Discussion
In pairs or small groups, discuss what you consider to be some of the difficulties involved in answering exam or test questions.
Share your ideas with the rest of the class.
3. Reading instructions
In pairs or small groups, read through a sample test or exam paper which is related to your subject area
• Make a list of all the command verbs you can find i.e. the words which ask you to do something for example, identify, describe
• Discuss their meaning.
Share your findings with the rest of the class.
4. Predicting Meaning
4a. The verbs below are often used in exam questions and tests: analyse examine evaluate assess
If you are asked to evaluate, assess, examine or analysesomething, what exactly does it mean?
In pairs or small groups and without using a dictionary, write a short definition of each word.
Share your ideas with the rest of the class.
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Teacher Notes
Suggestions
4b. At this stage you might also want to use questions using the verbs: analyse, examine, evaluate, assess which relate to students' particular subject areas.
4c and 4d.
Answer Key
Investigate the pros and cons and explain - Q2: examine
Give the main ideas, connections and importance - Q1: analyse
Give the weak or strong points - Q4: assess
Give the good and bad points about a subject - Q3: evaluate
Once students have considered question 4d, you might wish to get them to look these words up in a dictionary or read out the definitions below. This could lead to a discussion on how useful these definitions are and how well they relate to the context of exam questions in their own particular subject area.
Standard Definitions (Collins English Dictionary)
examine - to look at something carefully and in detail in order to discover something about it.
analyse - to study or examine something in detail in order to discover more about it.
assess - to judge or decide the amount, value or importance of something.
evaluate - to judge or calculate the quality, importance, amount or value of something.
Using L1
At this stage, you could encourage students to translate the verbs mentally into their L1 and consider the differences between meanings. Encourage students to make notes using L1.
Activity 5
Word Building
5a. It may be useful to discuss a definition of the term `noun'.
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Student Book
4b. Below are some examples of typical exam type questions which relate to the subject area of Business Studies. Read through them and highlight the verbs which ask you to do something.
1. Analyse the response from your questionnaires and use appropriate methods, such as graphs, tables or pie charts to show which foods are the most popular with each of the age groups you have chosen.
2. In the last ten years supermarket opening hours have changed dramatically. Most supermarkets now open on Sundays and stay open until 8pm or 9pm Monday to Saturday. There are even some branches that stay open for 24 hours. Examine why supermarket opening hours have changed in this way.
3. In nearly all supermarkets the checkout is placed by the exit whereas in many department stores the payment counters are placed in the middle of the store. Evaluate the reasons for this.
4. Spreadsheets are often used to create cash flow forecasts. Assess the possibilities of linking the cells of the spreadsheet by formulas.
4c.In your opinion which question asks you to:
investigate the pros and cons and explain?
give the main ideas, connections and importance?
give the weak or strong points?
give the good and bad points about a subject?
4d. Which of these verbs would you say are similar in meaning?
5.Word Building
5a. Find more words which stem from the verbs:
examine, assess, evaluate, analyse. For example:
examination examining examined
5b. Rewrite 2 of the questions in exercise 4b using nouns to replace the verbs.
Teacher Notes
Suggestions
Activity 6
Formulating Answers
6a.For this activity students will need access to exam or test questions which relate to their particular subject area.
6b. It may be useful to discuss the term `scan reading' here i.e. to look for specific information rather than read through the entire text.
Activity 7
Exploring Meaning
7a. Students may find this activity difficult and wish to use a dictionary, however, encourage them to come up with short definitions without using one. You could make this activity more challenging by setting a time limit.
7b. You might also wish to use
examples using these verbs
which relate to students'
particular subject areas.
Student Book
6. Formulating Answers
6a. In pairs or small groups, scan read through some exam papers, tests or text book questions related to your particular subject area.
Can you find any examples of questions which ask you to: examine, analyse, assess or evaluate?
6b. Choose one example question and discuss:
• how you would answer the question
• what information you would include
Share your ideas with the rest of the class.
7. Exploring meaning
7a.Below are some further examples of verbs which are commonly used in exam questions, tests and text books. Can you explain their meaning?
enumerate define justify relate
criticize interpret illustrate
Share your ideas with the rest of the class.
7b. Read through the exam questions below which relate to the subject area of Business Studies. With a partner or in a small group, discuss what the verbs in bold italics ask you to do.
1. The graph above shows how companies John West and Schmidt's both make an annual profit of over 2 million. Illustrate how they manage to achieve this.
2. Enumerate the benefits of issuing job descriptions for both
employers and employees.
3. In the last ten years supermarket opening hours have changed dramatically. Most supermarkets now open on Sundays and stay open until 8pm or 9pm. There are even some branches that stay open for 24 hours. Criticize this trend.
Teacher Notes
Suggestions
7c. Answer Key
Show connections - relate
Use examples to make a point - illustrate
Show what something means - interpret
Give the meaning of - define
List - enumerate
Explain your answer - justify
To say what you think for and against something - criticize
Once students have considered question 4d, you might wish to get them to look these words up in a dictionary or read out the definitions below. This could lead to a discussion on how useful these definitions are and how well they relate to the context of exam questions in their own particular subject areas.
Using L1
At this stage, you could encourage students to translate the verbs mentally into their L1 and consider the differences between meanings. Encourage students to make notes using L1.
7d. Once students have looked up these words in a dictionary, this activity could lead to a discussion on how some of these words have a variety of meanings and how it is important to be aware of the correct meaning when answering exam questions.
Activity 8
Changing Verbs into Nouns
8a.At this stage students may comment on the use of the suffix `-tion'. You may wish to develop this activity further by exploring other frequently used suffixes at the end of nouns, such as `-ment,'-ure; `ty'
Encourage students to compare the use of suffixes in English with their L1.
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4. A new restaurant and wine bar is opening. The owners will shortly be advertising for staff. Before they do this they need to design job descriptions for all new employees. Justify the importance of job descriptions.
5. Define the Health and Safety at Work Act.
6. In your opinion, how does the percentage of leavers from a company relate to a well established loyalty scheme?
7. Interpretthe results shown in the graph above.
7c. In your opinion which of the verbs used above asks you to:
• show connections
• use examples to make a point
• show what something means
• give the meaning of
• list
• explain your answer
• to say what you think for and against something
7d. Can you find any other meanings for any of the verbs used above?
You may wish to use a dictionary.
8. Changing Verbs into Nouns
8a.How many nouns can you make from the following verbs? enumerate, define, justify, relate, interpret, illustrate
For example: relate - relation, relative
8b. Rewrite 3 of the questions from activity 7b using nouns instead of verbs.
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Teacher Notes
Section B - Exploring Writing in Exam Papers
Suggestions
Activity 1
Working as an Examiner
1a.Prior to this activity you could begin with a discussion of students' ideas about the role of an examiner.
Students might find this activity difficult and feel the need to come up with complex questions. However, encourage them to keep their questions simple.
1b. Discussion
Following this activity, you could raise a discussion about the use of formal language in exam questions and in texts generally. To illustrate this point, you might like to read out examples of formal writing from subject related texts which are difficult to understand in order to heighten students' awareness of how the use of formal language can alienate and confuse the reader.
Using L1
Students could also be encouraged to consider differences of formality in writing in their L1.
1c. This activity could prove useful in identifying further areas for the study of language.
Activity 2
Rewriting Exam Questions
You may also wish to use and adapt questions which relate to students' particular subject area.
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Student Book
Section B - Exploring Writing in Exam Papers
1. Working as an Examiner
1a. You are an examiner writing an exam paper for your particular subject area. Choose a subject you have studied and write one or two questions that could be included on the exam paper.
You may wish to discuss your ideas in pairs or small groups.
Share your ideas with the rest of the class.
1b. Discussion
• What did you notice about the type of language you used when writing exam questions?
• How would you rate the difficulty of language used in exam questions? (Choose a number between 1 and 5 where 1 is easy and 5 is difficult)
• Are there any other areas in your course, where you consider the use of language to be difficult?
2. Rewriting Exam Questions
The questions below have been written in preparation for an exam related to the area of Business Studies. Replace the words in bold italics using one verb of your choice. You should select a different verb for each example.
You may wish to work in pairs or small groups.
1. Incorrect entries are sometimes made in cash flow forecasts. Give clear answers as to why a computer spreadsheet cash flow forecast has an advantage over a hand-prepared cash flow forecast when correcting these entries.
2. Master's Marketing Company is trying to introduce more `team working' in their everyday tasks as a means to increasing profit levels. Say what you think about this strategy.
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Teacher Notes
Suggestions
Activity 3
Exploring Vocabulary
3a.Once students have done this activity, you might like to discuss which instructions are easier to follow i.e. those using a few words or those using just one verb.
Answer Key
1. Give clear answers - explain
2. Say what you think - comment on
3. Write in detail - discuss
4 Write in brief - state
5. Give a general idea of - outline
6. Give precise differences between - distinguish / differentiate
7. Give a detailed account of - describe
Once students have completed this activity, they could look these words up in a dictionary and compare the dictionary definition with those given above. This could lead to a discussion on how useful these definitions are and how well they relate to the context of exam questions in their own particular subject area.
Using L1
At this stage, you could encourage students to translate the verbs mentally into their L1 and consider the differences between meanings. Students might want to make notes using L1.
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Student Book
3. Write in detail aboutthe kinds of qualities that individuals need in order to work as a team. The teams can be made up of people from different levels.
4. In brief, writeabout which Act of Parliament says that both employers and employees have certain legal rights and responsibilities.
5. Give a general idea of how the Health and Safety at Work Act protects its employees.
6. The Deputy Manager of a large hotel has just been given the task of setting up an induction programme for a number of new staff commencing next week. Give precise differencesbetween induction and training.
7. Give a detailed account ofhow a high sheet clothes store could reduce the level of theft by customers.
Share your ideas with the rest of the class.
3. Exploring Vocabulary
3a. Did you use any of these verbs in activity two?
distinguish discuss describe explain
outline state comment ondifferentiate
3b. Which of the above verbs ask you to:
1. Give clear answers
2. Say what you think
3. Write in detail
4. Write in brief
5. Give a general idea of
6. Give precise differences