DELTA MODULE ONE

PAPER 1

Understanding language, methodology and resources D031/01

for teaching


Wednesday 01 JUNE 2011

NOTE: This exam has been adapted to meet the 2015 changes to Delta Module One

Time 1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES
Do not open this question paper 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.
Read the instructions for each part of the paper carefully.
Complete all tasks.
You must write your answers in the answer booklet.
Write clearly in pen, not pencil. You may make alterations, but make sure your work is easy
to read.
At the end of the test, hand in this question paper and your answer booklet.

INFORMATION FOR CANDIDATES

This paper consists of five tasks.
Marks allocation for each task:

Task One 6
Task Two 12
Task Three 12
Task Four 20
Task Five 50
Total 100

© UCLES 2011
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Task One (6 marks)

Provide the term for each definition.

Write your answers in your answer booklet. Provide only one answer per question.

a a noun that is created by adding –ing to the verb-stem (e.g. Parking is not permitted)

b a database of real language samples (either spoken or written texts) stored on a computer and
which can be used for investigating language use and structure

c using the medium of English to teach a subject such as geography, natural science or history, to
learners whose first language is not English

d a consonant sound in which the air flow is initially stopped, but then is released slowly with friction
e.g. /tß/

e the morphological process of adding a bound morpheme to the stem of a word, either at the end or
at the beginning. This modifies the word’s meaning and/or changes its word class, e.g. adding ful
to use or un to tidy.

f a type of test which is designed to show what language skills or knowledge a learner already has.
It is often used by a teacher to find out how much a learner knows before beginning a language
course.

Task Two (12 marks)

Provide a definition and an appropriate brief example or illustration for four of the terms below.

Write your answers in your answer booklet.

a jigsaw reading

b de-lexicalised verb

c top-down processing

d intrusive /w/
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Task Three (12 marks)

The extract for this task is the speaking activity below for upper-intermediate (CEFR B2) level learners.

In order to complete this activity successfully, learners at this level would need to use the following
key language features:

• discourse structure, e.g. initiate – negotiate – come to an agreement – check decision

• lexis specific to the task, e.g. late-night opening, refurbish/re-decorate the facilities, office space

Identify a total of three further key language features learners at this level would need to use.
Provide an example specific to this activity to support each choice.

Names of places are provided in the extract. Do not write about names of places in your answer.
The extract is taken from Speaking Extra, M. Gammidge, Cambridge University Press, 2004, page 39.
Turn over ►
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Task Four (20 marks)

The text (133 words) for this task is reproduced on the opposite page. It was spoken by a learner in
an intermediate (CEFR B1) class in response to the following task:

Tell your teacher the story in the pictures below.

Focusing on the areas listed below, identify a total of four key strengths and weaknesses of the
text. Provide an example from the text of each choice. Include at least one strength and one weakness in
your answer.

• Task achievement
• Range and accuracy of grammar
• Range and accuracy of lexis
• Pronunciation: sounds, stress, connected speech

Write your answers in your answer booklet.

The extract is taken from Composition through Pictures, J. B. Heaton, Longman, 1966, pages 47 and
48.
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Note: Parts of the text are transcribed in phonemics representing how they were spoken and the
syllables which the learner stressed are underlined.

1 / ∂eWrwÅsæn ˆlektrˆk ßÅp / / æraˆved /

There was an electric shop…er…where arrived a man with a jacket

/ WnW / / wˆ∂W /
and a...a bag So…the man with the jacket asked to the

/ tu…∂i…jW¨nWr /
owner…asked to the owner about…er…one radio…er…which

/ æ∂WtÅpÅvdW / / fu…rnˆtj¨Wr / / wÅs traˆjˆntu… /

was at the top of the…of the furniture, then when the owner was trying to

/ teˆkˆt / / di…saˆdˆdtu… /
5 …er …take it…er…the man with the jacket decided to stole a radio but

/ p¨tÅndWbÅtÅn // ændW reˆdˆW¨ /

he…er he made the mistake than put on the button and the radio start

/ tu…sˆ˜ˆn /
to…to singing.

/ frÅm∂W ßÅp /
So when the man with the jacket started to run away from the shop the owner

/ reˆWlaˆzˆd ∂ætW /
realised that the man with the jacket was trying to stole, so when this man

/ Wraˆvtu…∂W stri…t / / hæd∂ˆjÅpø…tu…nˆtˆ /

10 arrived to the street…er…a policeman…er…had the opportunity

/tu…kæt߈t/
to catch it…catch him.

Turn over ►
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Task Five (50 marks)

The text for this task is reproduced on the opposite page.

a The text is an advertisement for a type of car insurance. Identify five features of the text which
are typical of its genre. Give one example of each feature you identify.

You must include features of organisation and language.

Do not include more than one feature of layout.

b Look at the following extracts from the text.

(i) Comment on the form of the words in bold as they are used in the text.
(ii) How are the words in bold used to make the text cohesive?

• or that it is available (line 3)

• it will give you peace of mind (line 9)
• like engines and gearboxes (lines 12/13)
• if you want to stay loyal to your local garage you can (lines 17/18)

c Comment on the form and meaning/use of the verbs in bold below as they are used in the
text. Discuss meaning/use in terms of both grammar and lexis.

Not many people realise that our unique warranty

even covers cars that have done a few miles and
are getting on a bit (lines 1-3)

d Look at the following word combinations which are taken from the text. Comment on the form
and features of connected speech of each.

• go wrong (line 7)
• wear and tear (line 16)
• be in with a chance (lines 24/25)

Write your answer in your answer booklet.

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be a smart move.

25

This advertisement appeared in The Daily Telegraph in 2009.

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