DELTA MODULE ONE
PAPER 2
Understanding language, methodology and resources
for teaching
D031/02

Wednesday 04 JUNE 2014
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 four tasks.
Suggested timings are indicated for each task.
PV9
© UCLES 2014
2
Task One
(20 minutes)
The text for this task is reproduced below and on the opposite page. It is part of a speaking test from
a Cambridge English handbook. It is being used in the following situation:
A, B and C have just arrived in the UK and a teacher is assessing their speaking skills
as part of a placement test to ensure they are put in a General English class at the
correct level. The teacher is acting as interlocutor and is using the task below and the
associated pictures on the opposite page.
Using your knowledge of relevant testing concepts, evaluate the effectiveness of the task for the
learners in this situation. Do not refer to the source of the task in your answer.
Make a total of six points. You must include both positive and negative points.
Write your answer in your answer booklet.
21 Jon’s café
Parts 3 and 4
7 minutes (9 minutes for groups of three)
Part 3
Interlocutor
Now, I’d like you to talk about something together for about three minutes.
(4 minutes for groups of three)
I’d like you to imagine that a local café wants to attract more people.
Here are some of the suggestions they are considering.
Place Part 3 booklet, open at Task 21, in front of the candidates.
First, talk to each other about how successful these suggestions might be.
Then decide which two would attract most people.
All right?
Candidates
3 minutes
(4 minutes for
groups of three)
3
Turn over ►
4
The text for Tasks Two and Three is reproduced on pages 5-6.
Task Two
(25 minutes)
The purpose of the extract as a whole is to develop and practise intermediate (CEFR B1) level
learners’ reading skills.
a
Identify the purpose of the exercises in the box below in relation to the purpose of the extract as a
whole.
Exercises for Task Two
Guessing meaning from context 4
Summary completion 5
Speaking 1
NB
Guidelines for Ecotourists,
mentioned in Speaking 1, is given on
p.34 of the extract.
b
Identify a total of six key assumptions about language learning and skills development that are
evident in the exercises Guessing meaning from context 4 and Summary completion 5 and
explain why the authors might consider these assumptions to be important for learning and skills
development. State which exercise or exercises each assumption refers to.
The extract is from an IELTS preparation coursebook. Do not refer to the IELTS exam in your
answer.
Task Three
(10 minutes)
Comment on the ways in which Prediction 1 and Reading for gist 3 combine with the exercises
discussed in Task Two.
Write your answers in your answer booklet.
5
IELTS Foundation, Roberts, Gakonga, Preshous, Macmillan, 2004, pages 34-35.
Turn over ►
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7
Task Four
(35 minutes)
The text below is a teacher trainer’s description of a way of organising a language lesson.
One approach to language lesson staging is PPP: presentation, practice and
production. Language is pre-selected by the teacher. A language presentation stage
is followed by controlled practice activities and a freer production stage.
a
What reasons are there for using PPP as described above in ELT classrooms?
b
What are the advantages of organising a language lesson in the following sequence:
production, presentation, practice?
Write your answer in your answer booklet.
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