Delta Module One June 2010 Paper 2 PDF

UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS
English for Speakers of Other Languages
DELTA MODULE ONE D031/2

Understanding language, methodology and resources
for teaching

PAPER 2
Wednesday 2 JUNE 2010 Morning 1 hour 30 minutes
Additional materials:
Answer booklet
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 your
answer booklet and on any separate answer paper used.
Complete all tasks.
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 answer
booklet. 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 that
any 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
2
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 test
for this learner in this situation.
Make a total of six points. You must include both positive and negative points.
Write your answer in your answer booklet.

3
Cambridge IELTS 6 Examination Papers, Cambridge University Press, 2007, p77
Turn over Ź
4
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 appropriate
responses 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 a
whole.
Exercises for Task Two
Exercise 14
Exercise 15
Exercise 17
Exercise 18a
18b
b Identify a total of six key assumptions about language learning that are evident in the exercises in
the box above and explain why the authors might consider these assumptions to be important for
language learning. State which exercise or exercises each assumption refers to.
Task Three (10 minutes)
Comment on the ways in which the exercises 19, 21 and 22 combine with the exercises discussed in
Task Two.
Write your answers in your answer booklet.

5
Just Right Upper Intermediate Student’s Book, Jeremy Harmer and Carol Lethaby, 2005, Marshall Cavendish,
p20-21
Turn over Ź
6
7
Tapescript p3
Track 9 is as it appears in Pronunciation Exercise 19.
Turn over Ź
8
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

Delta Module One June 2010 Paper 2 PDF

Uploaded by

Copyright:

Available Formats

Delta Module One June 2010 Paper 2 PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Delta Module One June 2010 Paper 2 PDF

Uploaded by

Copyright:

Available Formats

UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS

English for Speakers of Other Languages

DELTA MODULE ONE D031/2

Wednesday 2 JUNE 2010 Morning 1 hour 30 minutes

Time 1 hour 30 minutes

INFORMATION FOR CANDIDATES

Task One (20 minutes)

Write your answer in your answer booklet.

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

Task Two (25 minutes)

Exercises for Task Two

Task Three (10 minutes)

Write your answers in your answer booklet.

Track 9 is as it appears in Pronunciation Exercise 19.

Task Four (35 minutes)

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

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.

You might also like