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Centre Number Candidate Name

Candidate Number

UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS English for Speakers of Other Languages

DELTA MODULE ONE Understanding language, methodology and resources for teaching PAPER 2
Additional materials: Answer booklet

D031/2
Sample Test

TIME

1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES Write your name, centre number and candidate number in the spaces at the top of this page. Write these details in the spaces provided on your answer booklet and on any separate answer paper used. Do not open this booklet until you are told to do so. This paper consists of four tasks. Complete all tasks. Write your answers in the separate answer booklet. Use a pen. You may write on the question paper, but you must write your answers 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 fasten any separate paper used securely to the answer booklet. INFORMATION FOR CANDIDATES Suggested timings are indicated for each task.

This paper consists of 7 printed pages and 1 blank page.


v1.1 UCLES 2008

2 Task One (20 minutes)

The text for this task is reproduced on the opposite page. It is two parts of the Cambridge ESOL Preliminary English Test (PET) Writing test. PET is set at level B1 on the Common European Framework of Reference for Languages. Evaluate the effectiveness of the tasks for the purpose stated below, with reference to this learner and her context. Your answer should include six features of the test, refer to relevant testing concepts, and should include both positive and negative points.

Purpose J is a receptionist in a hotel and needs to improve her English to make her more effective at work. She feels least proficient in writing in English. She needs to write emails to clients. She is at Low Intermediate level and her teacher has suggested she work towards the PET exam in order to improve her writing.

Write your answer in your answer booklet.

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Writing
Question 6 You are going to move to a new flat. Write an e-mail to an English friend of yours. In your e-mail, you should

Part 2

Part 1

Questions 1-5

Here are some sentences about a holiday on a canal boat. For each question, complete the second sentence so that it means the same as the first. Use no more than three words. Write only the missing words on your answer sheet. You may use this page for any rough work.


say where you are moving to explain why you are moving invite your friend to visit you.


Write 35-45 words on your answer sheet.

Example:

We had not been on a canal boat for two years.

It was two years ........ we had been on a canal boat.

Answer:

since

It took us a long time to decide where to go.

We spent a long time ........ where to go.

The boat did not move very quickly down the river.

The boat moved very ........ down the river.

We could not fish in many parts of the river.

We were not ........ fish in many parts of the river.

There was a small kitchen on the boat.

The boat ........ a small kitchen.

The sun shone every day of the boat trip.

It was ........ every day of the boat trip.

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[Turn Over

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4 The text for tasks two and three is reproduced on pages 5 and 6. Task Two (25 minutes) The purpose of the material in the extract is to teach differences between the present continuous and the present simple to pre-intermediate level learners. Identify the purpose of the exercises below in relation to the purpose of the extract as a whole. Exercise 3 Exercise 4 Exercise 5 Exercise 6 You must: refer to each exercise at least once comment on six key assumptions about language learning that are evident in the exercises

Task Three (10 minutes) Comment on the ways in which the vocabulary focus in the remaining material in the extract combines with the exercises discussed above.

Write your answer in your answer booklet.

5 Unit 3B of face2face Pre-Intermediate, Chris Redston and Gillie Cunningham, Cambridge University Press, 2005, pages 22 23.

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7 Task Four (35 minutes)

Read the following quotes from teachers about using the students first language (L1) in the classroom.

Teacher 1: Theres an activity in the unit we were working on this morning which asks them to translate back to L1. I never do that one because I dont see the point.

Teacher 2: I never use the students language in the classroom, even though I can. Teacher 3: I have to use L1 in my class, otherwise everything takes too long. Teacher 4: All my students tell me they want to speak English in class, but whenever we have a discussion, I cant keep them in English.

a b

What beliefs inform attitudes such as those expressed by the teachers in the quotes above?

What roles and procedures would teachers 3 and 4 need to adopt in order to encourage greater use of English in their classroom?

On what occasions might it be beneficial for either a teacher or students to use L1 in the classroom?

Write your answer in your answer booklet.

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