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
Introduction
page 1
1. Verbs used in Exams
page 3
2. Discussion
page 5
3. Reading Instructions
page 5
4. Predicting Meaning
page 5
5. Word Building
page 7
6. Formulating Answers
page 9
7. Exploring Meaning
page 9
8. Changing Verbs into Nouns
page 11
Section B: Exploring Writing in Exam Papers
1. Working as an Examiner
page 13
2. Rewriting Exam Questions
page 13
3. Exploring Vocabulary
page 15
4. Verbs used in Exams
page 17
5. Formulating Answers
page 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 suggestions for
teachers 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 and Text 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.
4
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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Student Book
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 analyse something,
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.
6
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
examine
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
criticize
define
justify
relate
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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Student Book
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. Interpret the 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 about the 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, write about 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 differences between induction
and training.
7. Give a detailed account of how 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 on
differentiate
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
7. Give a detailed account
3c. Which verbs would you say are similar in meaning?
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Teacher Notes
Activity 4
Verbs used in Exams
Students refer back to activity 1, section A (page 2 - student book). This
activity could also be done as a matching activity where words and definitions
are written down on separate cards for students to match up.
Answer Key
analyse assess
comment on criticize
define
describe differentiate discuss
distinguish enumerate evaluate examine explain
illustrate interpret justify
outline
relate
state
-
give the main ideas, connection and importance
give the weak or strong points
say what you think
say what you think for and against something
give the meaning of
give a detailed account
give precise differences
write in detail
give the differences between
list
give the good and bad points about a subject
investigate pros and cons and explain
give clear answers
use examples to make a point
show what something means
explain your answer
give a general idea of
to make connections
write in brief
Using L1
Once students have finished, you could encourage them to translate the
verbs mentally into their L1 and consider the differences between meanings.
Activity 5
Formulating Answers
For this activity, exam paper and test questions are required which use some
of the verbs listed in section A, activity 1.
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Student Book
3d. The verb 'discuss' can also mean to have a conversation about
something or other. Can you find any other meanings for any of the
other verbs?
4. Verbs used in exams
Return to the list of verbs in section A, activity 1. Can you explain their
precise meanings?
5. Formulating answers
Using past exam, test papers or a text book related to your subject area,
find examples of questions which use these verbs.
Choose examples and discuss:
 how you would answer the questions
 what information you would include
Share your ideas with the rest of the class.
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