Paper 2 Task 1
The text for this task is reproduced on the opposite page. It is being used in the following
situation:
N has lived in London for six months and, in order to improve her English, has enrolled
on a course that teaches ‘ESOL Skills for Life’. These classes focus on language and
language skills that are needed for people living, working and studying in England. The
college gave her a test to assess her level in order to help find the most appropriate
class for her. This task is part of the writing section of the test. The other language
skills are tested in other parts of the test.
Using your knowledge of relevant testing concepts, evaluate the effectiveness of the test
for this learner in this situation.
Make a total of six points. You must include both positive and negative points.
Paper 2 Task 2
The purpose of this extract as a whole is to teach pre-intermediate learners ways of describing
things for which they do not know the correct word.
a) Identify six purposes of the exercises in the box below in relation to the purpose of the
extract as a whole.
Listening 2
Listening 3
Functions box
Functions 1
Functions 2
Functions 3
b) Identify a total of six key assumptions about language learning that are evident in the
exercises in the box above, and explain why the authors might consider these assumptions to be
important for learning. You must refer to each of the exercises at least once.
c) Comment on six ways in which the vocabulary and speaking focus in the remaining material
combines with the exercises discussed in Task Two.
Task 3 (35 minutes)
Read the following quotes from teachers about using the students’ first language (L1) in the
classroom.
Teacher 1:
‘There’s an activity in the unit we were working on this morning which asks them to translate back to L1.
I never do that one because I don’t see the point.’
Teacher 2:
‘I never use the students’ language in the classroom, even though I can.’
Teacher 3:
‘I have to use L1 in my class, otherwise everything takes too long.’
Teacher 4:
‘All my students tell me they want to speak English in class, but whenever we have a discussion, I can’t
keep them in English.’
a What beliefs inform attitudes such as those expressed by the teachers in the quotes above?
b What roles and procedures would teachers 3 and 4 need to adopt in order to encourage greater use of
English in their classroom?
c On what occasions might it be beneficial for either a teacher or students to use L1 in the classroom?