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UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS

EngIish for Speakers of Other Languages



DELTA MODULE ONE
D031/2




Understanding language, methodology and resources
for teaching


PAPER 2

Wednesday 5 JUNE 2013 Morning 1 hour 30 minutes


Additional materials:


Answer booklet











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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 bookIet and on any separate answer paper used.
Complete aII tasks.
Write your answer in the separate answer bookIet. 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.








PV4
UCLES 2013 Delta Module One

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Task One (20 minutes)

The text for this task is reproduced on the opposite page. t is the teacher's instructions for a language
school end of term test. t is being used in the following situation:


The school offers language revision classes to help learners improve their language
accuracy. The teacher is using this test with his Upper Intermediate (CEFR B2) level
revision class at the end of term to check their progress in grammatical accuracy. They
have studied the following areas: past tenses, conditionals and articles.


Using your knowledge of relevant testing concepts, evaluate the effectiveness of the test for this class
in this situation.

Make a total of six points. You must include both positive and negative points.





Write your answer in your answer booklet.
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Turn over


CIass 5 End of Term Test

1. Photocopy 4 sets of the topic cards below.
2. Put the students into 4 groups of 3 and give each group one of the topic
cards to discuss.
3. After 5 minutes stop the groups and give them a different card.
4. Repeat until you have used all the cards.
5. While students are discussing, monitor and make notes of their strengths
and weaknesses.


Card 1
What makes a good teacher?



Card 2
We should stop travelling to protect the planet.



Card 3
Celebrities have a right to privacy.


























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





Task Two (25 minutes)

The purpose of the extract as a whole is to improve learners' ability to give a business presentation.

a dentify 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

Key Language 1
Case Study exercise 1
Case Study exercise 2


b dentify a total of six key assumptions about language learning and skills development that are
evident in the exercises listed in the box above. Explain why the authors might consider these
assumptions to be important for language learning and skills development. State which exercise
or exercises each assumption refers to.





Task Three (10 minutes)

Comment on the ways in which Key Language exercise 3, Case Study exercise 3, and FoIIow Up
combine with the exercises discussed in Task Two.





Write your answers in your answer booklet.
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Turn over


New Business Matters, Mark Powell, Heinle, 2004, pages 85-86
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Turn over

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Task Four (35 minutes)

Below is an extract from Inside Teaching by Tim Bowen and Jonathan Marks (Heinemann, 1994,
page 143):





a Why might teaching writing skills be 'at the bottom of the list of teachers' priorities'?



b What justification could there be for giving the teaching of writing skills a more central role in
English-language teaching?



Write your answer in your answer booklet.