DELTA MODULE ONE

PAPER 2

Understanding language, methodology and resources D031/02

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 three tasks.
Marks allocation for each task:

Task One 18
Task Two 42
Task Three 40
Total 100

© UCLES 2011
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Task One (18 marks)

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.

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BEC Preliminary Writing Paper – Sample, Cambridge ESOL Website

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Task Two (a 12 marks, b 12 marks, c 18 marks)

The text for Task Two is reproduced on pages 6 and 7.

The purpose of the extract as a whole is to enable the students to give opinions on the topic of family
roles using should/shouldn’t.

a Identify six purposes of the exercises listed in the box below in relation to the purpose of
the extract as a whole.

lead-in 1
lead-in 2
grammar 1
grammar 3
read on 1
read on 2

b Comment on six ways in which the exercises listed in the box below combine with the exercises
discussed in a.

Do not refer to language reference and practice exercises p167.

grammar 2
grammar 4
writing 1
writing 2

c Identify a total of six key assumptions about language learning that are evident in the exercises
listed in the box below. Explain why each assumption might be considered important for
language learning. State which exercise or exercises each assumption refers to.

grammar 1
read on 2

Write your answers in your answer booklet.

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Natural English Pre-Intermediate Student’s Book, Ruth Gairns and Stuart Redman, Oxford University
Press, 2005, p88-89

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Task Three (40 marks)

The text for this task is reproduced below. It is a teacher’s 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 can’t
remember the exact words they can use their own words.)
• Finally, learners compare their sentence with the original.

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

b 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.