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Understanding language, methodology and resources for teaching



PAPER 2 Wednesday 1 JUNE 2011

Additional materials: Answer booklet


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. INFORMATION FOR CANDIDATES This paper consists of four tasks. Suggested timings are indicated for each task.

UCLES 2011

Delta Module One

2 Task One (20 minutes)

The text for this task is reproduced on pages 3 and 4. It is being used in the following situation: M is a manager in a tourist hotel, with customers mainly from the UK. Her job involves dealing with bookings and correspondence with hotel customers by email. Her overall level is low intermediate (CEFR B1). Her company has sent her on a 2-week intensive one-to-one course, focusing on her professional writing needs. At the end of the course the company informs the teacher that it would like a report. In order to provide more information for the report for the company, the teacher decides to administer this two-part writing test from a public exam.

Using your knowledge of relevant testing concepts, evaluate the effectiveness of these tasks 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.

BEC Preliminary Writing Paper Sample, Cambridge ESOL Website Turn over

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

Task Two

(25 minutes)

The purpose of the extract as a whole is to enable the students to give opinions on the topic of family roles using should/shouldnt. a Identify the purpose of the exercises listed in the box below in relation to the purpose of the extract as a whole. Exercises for Task Two lead-in 1 lead-in 2 grammar 1 grammar 3 read on 1 read on 2 b Identify a total of six key assumptions about language learning that are evident in grammar 1 and read on 2 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 grammar 2 and 4 and writing 1 and 2 combine with all the exercises discussed in Task Two. Do not refer to language reference and practice exercises p167.

Write your answers in your answer booklet.

Turn over

Natural English Pre-Intermediate Students Book, Ruth Gairns and Stuart Redman, Oxford University Press, 2005, p88-89 Turn over

8 Task Four (35 minutes)

The text for this task is reproduced below. It is a teachers notes from a seminar on text reconstruction activities.

Text Reconstruction Choose a short text slightly above the level of the learners. (The text could be one fairly long sentence or two or three shorter sentences.) Read out the text at natural speed once. Tell the learners to write down the main key words they can remember. Learners work in pairs or groups to try to reconstruct the sentence in writing as accurately as they can. (When they cant remember the exact words they can use their own words.) Finally, learners compare their sentence with the original.

What beliefs about second language learning underlie text reconstruction as described above?

For what purposes could the following more traditional dictation technique be used? The teacher reads out a text a few words at a time, pausing to allow learners to write down exactly what was said.

Write your answer in your answer booklet.