116117 delta module 1 june 2010 paper 2

8/13/2019 116117 Delta Module 1 June 2010 Paper 2

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UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS

English for Speakers of Other Languages

DELTA MODULE ONE D031/2

Understanding language, methodology and resourcesfor teaching

PAPER 2

Wednesday 2 JUNE 2010 Morning 1 hour 30 minutes

Additional materials:

Answer booklet

*408066

2840*

Time 1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES

Do not open this booklet until you are told to do so.

Write your name, Centre number and candidate number in the spaces provided on youranswer booklet and on any separate answer paper used.

Complete alltasks.

Write your answer in the separate answer booklet. Use a pen.

You may write on the question paper, but you must write your answer in pen in the answerbooklet. You will have no extra time for this, so you must finish in one hour and thirty minutes.

At the end of the test, hand in both the question paper and the answer booklet and ensure thatany separate paper used is placed inside the back cover of the answer booklet.

INFORMATION FOR CANDIDATES

This paper consists of four tasks.

Suggested timings are indicated for each task.

PV1

UCLES 2010 Delta Module One


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Task One (20 minutes)

The text for this task is reproduced on the opposite page. It is being used in the following situation.

E works for a large company giving investment advice. She uses English daily in her

contacts with clients over the telephone, in conference calls and when giving

presentations. She is at upper intermediate (CEFR B2) level and has booked a short

tailor-made one-to-one English course to improve her speaking skills for work. Her

teacher has decided to give her this test to find out her needs at the start of the course.

Using your knowledge of relevant testing concepts, evaluate the effectiveness of the tasks in this testfor this learner in this situation.

Make a total of sixpoints. You must include both positive and negativepoints.

Write your answer in your answer booklet.


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Turn over

Cambridge IELTS 6 Examination Papers, Cambridge University Press, 2007, p77


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The text for Tasks Two and Three is reproduced on pages 5, 6 and 7.

Task Two (25 minutes)

The purpose of the extract as a whole is to teach the functional language of requests and appropriateresponses to upper intermediate (CEFR B2) level learners.

a Identify the purpose of the exercises in the box below in relation to the purpose of the extract as awhole.

Exercises for Task Two

Exercise 14Exercise 15

Exercise 17Exercise 18a

18b

b Identify a total of sixkey assumptions about language learning that are evident in the exercises inthe box above and explain why the authors might consider these assumptions to be important forlanguage learning. State which exercise or exercises each assumption refers to.

Task Three (10 minutes)

Comment on the ways in which the exercises 19, 21and 22combine with the exercises discussed inTask Two.

Write your answers in your answer booklet.


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Turn over

Just Right Upper Intermediate Students Book, Jeremy Harmer and Carol Lethaby, 2005, Marshall Cavendish,p20-21


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Turn over

Tapescript p3

Track 9 is as it appears in Pronunciation Exercise 19.


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Task Four (35 minutes)

Below is an extract from a magazine article on teaching grammar.

Enjoy yourselves!Paul Bress suggests (seven) ways to teach enjoyable and memorable grammar lessons.

There might be a number of reasons for students' reactions to grammar. For example, some

students' brain chemistry might be more (or less) pre-programmed for learning grammar. If the

latter is the case, the teacher has limited power to promote the enjoyment of grammar. But it's

also possible that students have had a negative learning experience with grammar - they might

be used to listening to lectures about grammar and doing long, esoteric exercises on one

particular area of target language.

In order to make grammar more interesting for students, I recommend a more inductive

approach, ie students should be allowed to work out the rules of the grammar for themselves. I

also think that the teachers' metalanguage (the technical language used to talk about the target

structures) should be kept to an absolute minimum.

a Bress suggests that students should be allowed to work out the rules of grammar for themselves.What are the possible benefits of this approach, for the students and the teacher?

b Why might Bress see metalanguage as needing to be kept to an absolute minimum?

c In what circumstances might the use of metalanguage be an advantage?

Write your answer in your answer booklet.

Enjoy Yourselves, Paul Bress, English Teaching Professional, November 2007, Issue 53, p30

116117 delta module 1 june 2010 paper 2

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