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

Understanding language, methodology and resources for teaching

D031/2

*4080662840*
Time
PV1

PAPER 2 Wednesday 2 JUNE 2010

Additional materials: Answer booklet

Morning

1 hour 30 minutes

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.

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.

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

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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 Exercise Exercise Exercise 14 15 17 18a 18b

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.

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

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7 Tapescript p3

Track 9 is as it appears in Pronunciation Exercise 19.

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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.

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?

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

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