Language Assessment Part of he Uivaraty of Cambridge CAMBRIDGE ENGLISH DELTA MODULE ONE PAPER 1 Understanding language, methodology and resources D031/01 for teaching Wednesday 03 JUNE 2015 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 evr © UCLES 2015TaskOne — (6 marks) Provide the term for each definition. ‘Write your answers in your answer booklet. Provide only one answer per question. a a type of test given at the end of a course to measure how much has been leamed, e.g, to test the content of a specific coursebook or syllabus b a sequence of two or more consonants occurring together, at the beginning or end of a syllable They may cause pronunciation difficulties for a learner when they do not occur in the learner's L1, e.g. crisps, play © a term used to describe a part of a sentence that consists of a pronoun or a noun and any other words placed before or after which modify it, e.g. an old photograph of my father the study of language use in context, e.g, it looks at how, in a particular situation, a listener might interpret the comment /s that the phone? as a request to answer the phone © an approach to language learning where first a rule is given to the learners and they then go on to apply it, e.g. the students read: ‘We form the comparative of adjectives by adding —er’ the students then apply this rule to a list of adjectives f a term used to describe words that have the same spelling but a different meaning and pronunciation, e.g. wind (movement of air), wind (to turn something around) Task Two (12 marks) Provide a definition and an appropriate brief example or illustration for each of the terms below. Write your answers in your answer booklet. a lexical set b ellipsis c affricate d- causative haveTask Three (12 marks) The extract for this task is the speaking activity below for pre-intermediate (CEFR B1) level leamers. ut your childhood memar In order to complete this activity successfully, leamers at this level would need to use the following key language features: ‘© verbs and nouns relating to childhood activities, e.g. go swimming, watch cartoons, play computer games « back-channelling and responding to others’ contributions, e.g. Oh, really?, Yes, | did that too! 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. Write your answer in your answer booklet. Tilbury, Clementson, Hendra, Rea, Dott (2010), English Unlimited Pre-Intermediate Coursebook with e-Portfolio, Cambridge University Press, 109. Turn over >Task Four (20 marks) The text (259 words) for this task is reproduced on the opposite page. It was written by a learner in an advanced (CEFR C1) level class in response to the following task: Write approximately 250 words. An English-speaking friend is doing some research on changes in eating habits around the world. Your friend would like to know about changes in eating habits in your country, and has asked you to write a report briefly describing the traditional food of your region and explaining how eating habits are being influenced by factors such as advertising, changing work patterns and food technology. Write your report. 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. Organisation Accuracy of grammar Range of lexis Accuracy of lexis, Write your answer in your answer booklet.10 15 20 Changes in eating habits in Italy The aims of this report are to: = describe the traditional food in Italy ~ analyse which factors have influenced the Italian eating habits. TRADITIONAL FOOD IN ITALY Although it is known that italian people take pround of their traditional food, it is a matter of fact that their habits are remarcably changing. Tipical Italian food is home made and requires a considerable ammount of time to be cooked. Preservatives and colourants are not used wheras byological ingredients are fully taken into consideration. In order to have a good result it is necessary to use all the ingredients that grow in Italy which have a particular and strong test. FACTORS THAT HAVE INFLUENCED ITALIAN HABITS TOWARDS FOOD Even if the 80% of people still prefer their tradition food, it has emerged that several factors have led people to obtain for a totally different option. The advertaisments on television, thrown by big companies, get the message that food is fun’ across to the people. Those and ‘more often adverts referring to food allude to a happy message. Another factor is that nowaday only few people have actually time to cook due to their job responsabilities. Moreover grandparents do not teach any more their traditional recipes as the family lost its worth. It has been also revield that fast food has more costumers than before, also because this king of food is available almost everywhere. Although Italian habits have changed towards the food they eat, I don’t totally agree with the fact that tradition food is going to disappeared. Turn over >Task Five (50 marks) The text for this task is reproduced on the opposite page. a The text is the short biography of a writer included for information in one of his books. Identify five features of the text that are characteristic of its genre. Give one example of each feature you identiy Do not include more than one feature of layout. Comment on the use of articles in the following extracts from the text. his father worked for the Civil Service (lines 1-2) an experience that inspired his first novel (line 5) contributed reviews (line 8) which brought him world-wide fame. (lines 22-23) i Comment on the form and meaning/use of the verbs in bold in the extracts below. Do not comment on the lexical meaning of the verbs. ERIC ARTHUR BLAIR (George Orwell) was born in 1903 in India (line 1) he also wrote for the Observer (lines 19-20) A few days before, Desmond MacCarthy had 24-25) * ‘You have made an indelible mark on English literature’ (line 26) nt him a message of greeting (lines ii Comment on the possible features of connected speech in the following extract. Do not comment on word or sentence stress. = you are among the few memorable writers of your generation. (lines 26-27) Look at the following sentences taken from the text. Comment on the form and use of the words in bold as they are used in the text. + Orwell entered Eton, where he contributed regularly to the various college magazines. (lines 3-4) . + He was admitted to a sanatorium in 1938 and from then on was never fully fit. (lines 14-15) «He spent six months in Morocco and there wrote Coming Up for Air. (ine 16) * Desmond MacCarthy had sent him a message of greeting in which he wrote (ine 25) Write your answers in your answer booklet.10 15 20 25 ERIC ARTHUR BLAIR George Orwell) was born in 1903 in India, where his father worked for the Civil Service. The family moved to England in 1907, and in 1917 Orwell entered Eton, where he contributed regularly to the various college magazines. From 1922 to 1927 he served with the Indian Imperial Police in Burma, an experience that inspired his first novel, Burmese Days (1934). Several years of poverty followed. He lived in Paris for two years before retuming to England, where he worked successively as a private tutor, schoolteacher and bookshop assistant, and contributed reviews and articles to a number of periodicals. Down and out in Paris and London ‘was published in 1933. In 1936 he was commissioned by Victor Gollancz to visit areas of mass unemployment in Lancashire and Yorkshire, and The Road to Wigan Pier (1937) is a powerful description of the poverty he saw there. At the end of 1936, Orwell went to Spain to fight for the Republicans and was wounded. Homage to Catalonia is his account of the civil war. He ‘was admitted to a sanatorium in 1938 and from then on was never fully fit. He spent six months in Morocco and there wrote Coming Up for Air. During the Second World War he served in the Home Guard and worked for the BBC Eastem Service from 1941 to 1943. As literary editor of the Tribune he contributed a regular page of polit al and literary commentary, and he also wrote for the Observer and later for the Manchester Evening News. His unique political allegory, Animal Farm, was published in 1945, and it was this novel, together with Nineteen Bighty-Four (1949), which brought him world-wide fame. George Orwell died in London in January 1950. A few days before, Desmond MacCarthy had sent him a message of greeting in which he wrote, “You have made an indelible mark on English literature...you are among the few memorable writers of your generation.” Orwell, G (2003) “Animal Farm’, London: Penguin Books, page igece CAMBRIDGE ENGLISH atigy Language Assessment UD rant tne Vaversty of Combes DELTA MODULE ONE PAPER 2 Understanding language, methodology and resources D031/02 for teaching Wednesday 03 JUNE 2015 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 toread. 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 pvs OUCLES 2015,Task One (18 marks) The text for this task is reproduced on the opposite page. It is being used in the following situation: A group of elementary (CEFR A2) level students has just started a 4-week general English course. The teacher is using the test to diagnose their abilities in listening so that she can plan the listening component of their course. Using your knowledge of relevant testing concepts, evaluate the effectiveness of the test for these learners in this situation. Make a total of six points. You must include both positive and negative points. ‘Write your answer in your answer booklet.60 weisy mo urddoys Adder doys nok waym sages azayp turoyp aneay wes mo, ssauoydeyay awp 0% 3xaU [TEM 2p jo pus ayp ze 531 “woosKerd mau sno onoL TS uuaipriyD “satsuadxa 10u sar‘apaid @ dss av “Are. ezzid oyeus Karp pue eised quarayyp hnq ue> no, doys wewen esods @ osye sy asain TRY SwyR Us} “YeOLL ue 880 ‘assoup stias pue feu Is08Bia atp ST € TCH ‘Oe TE mun aseyyea1q 204 © pure “ye amp ur dep [18 Suu puR syPeUS ‘sayoEAPUES ye Ue nog “9peo e st ara eK SA O2 Ixeu PU ‘peaig pue s2ye> Ano] puy ued nok "Z [TH UT “eas 21g Bens asay sow: 85 poo8 Aran sey, 4 SEL “ASO YsED axp Ye BuyyAkrORD £0} Kod uuotp put seq anseld ain sn “sjasmok soqqereBon aq asooup “sayqeresaa quareyip Aueus kng ue> ‘of atop “L [eH 20F aouENUD aM 18 yo] WAM, ‘anot syfe4 poy are] aamtp axe B1BULL, ATEN poo poomts 18 sraddoys 10} uoneuLosut awos st STU, ‘soya woupuwofa ay) 4024 je eR S52-1z suonsanb aayduueo puo wast {sUBU poof v oqo uonnULfia swOs 1024 (swwepnys 10) you) JANOS ONY asnva oaus JaMsUE 24p UO siomsue NOK WIM 0} S2!MUIU g 9AEY MOU MOA, ea. an woos > so en na pe soypastion see 00H JauvW d00s GOOMTa ‘ave peo.6 age voRUIR ESA. seo Cambridge English Listening Sample Paper KET Handbook for Teachers, 28, 31 Turn over4 Task Two — (a 12 marks, b 12 marks, ¢ 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 leamers to express obligation and permission. a Identify six purposes of the exercises listed in the box below in relation to the purpose of the extract as a whole. Do not make reference to the Analysis box or Language Summary A on pages 152-153 mentioned on page 112. Language focus 1 Exercise 1 Language focus 1 Exercise 3 Practice 1a b Comment on six ways in which the exercises listed in the box below combine with the exercises discussed in a. Pronunciation 1 and 2 Practice 3a and 3b ¢ 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 leaming. State which exercise or exercises each assumption refers to. Language focus 1 Exercise 1 Language focus 1 Exercise 3 Pronunciation 1 and 2 ‘Write your answers in your answer booklet.MODULE 11 Rules and freedom > Obligation and permission in the present and past, > Pronunciation: Modal verbs > Listening: Annoying ules > Taske Present your opinions > Reading and vocabulary: To sue or roto sue? > writing: Linking words Renae > Wordspot: do se Dealt Peed Language focus 1 Obligation and permis: present 1, What rules would you expect to find inthe {following places? Make alist of one or two rules for each place. in in the | airports bars and pubs beaches hospitals libraries | roads museums nightclubs parks planes | | ble swimming pools wa stations Q Wook at the signs on pages 112 and 113, In which place(s) above would you see them? What do they 3 Which signs on page 112. the following relate 0? Cross out the sentence(s) that are not true ‘about each sign. You can use your credit card here. You must use your credit card here You've gatto use your creditcard here. You musin!t smoke in the smoking ares. You'ce allowed to smoke in the smoking area, You can smoke in the smoking area if you want. € You mustn't leave your mobile on. You can't use your mobile, You shouldn't leave your mobile on. 4 Dogs are allowed, ‘Dogs are not allowed © You have to be careful of the wet paint You don't have to be careful of the wet paint. You ought to be careful of the wet paint. Put the underined verbs trom exercise 3 in the correct category | 1 tls necessary have (yet) to 2 itis not necessary 3 tis Okpermitted can 4 tis not Ok/permited 5 6 Itisa good idea’ the correct thing itis not a good idea /not the correct thing > Read Language summary A on pages 152-153, (Page 172) Turn overPractice 1 Findtve signs on this page thatthe following ‘sentences refer to. Then complete the gaps with the positive or negative form of the verbs in brackets, 1 The public __ allowed) to come in here. 2. Cyclists allowed to use this path 4 You... thave to) cycle on this path, you ean) walk ifyou want, 4 You (must) wear jeans or Tshirts. 5 You (should) dress smartly, but you - (ave to) wear a sult and a te 6 You Ghoul swim here dangerus, 7 You (an) park your ear here 8 You — (ought 16) bave your boarding ‘card ready for inspection, 9 You {Ghould) dive into the swimming pool 10 You _.. (have fe) show your passport. {2 GEIBD Usten and check Pronunciation 7 RIED Lien tothe pronunciation ofeach of the ves in execs 1 ‘aren't allowed to. the public aren't allowed to. the public aren't allowed to come in here. f 2 Practise saying the verbs separately, then practise the fll sentence, GEL pedestrians only 2 Complete the gaps witha suitable verb from ‘exercise 1 to make them true for your cityicountry, In city centres b park in the city centre, drive theough the centre ~ pay to drive your ear into the city contre Can stop at pedestrian crossings ‘on roads © You ‘wear a seatbelt 1 You pay to use the motorways. 6 You dive at 180 kmh, hh You take your driving test if you'e seventeen years old on tains * You buy your ticket in advance i You bbuy your ticket on the ron, k You pay a fine if you're caught without a ticket 1 You smoke, 3 3 Choose three of the places in exercise 1 on page 112 and make alist of the most important rules for ‘each place 'b Work in small groups, Read your rules to your ‘roup, but do not say the place. Can they guess? (You have to get there two >) hoursinadvanee. 7 Yourein an 2 airport!T 11.2 for Pronunciation 1 Recording 2 aren't allowed to. the public aren't allowed to... the public aren't allowed to come in here fre allowed to . cyclists are allowed to. cyelists are ‘allowed to use this path don’t have to... you don't have to cycle... you don’t have [Link] on this path can .. You can walk... you can walk if you want ‘musta’t.. you mustn't wear... you mustn't wear feans or Tshirts should ... you should... you should dress smartly don’t have to... you don’t have to wear .. you don’t have to wear a suit and a tie shouldn't... you shouldn't... you shouldn't swim here unt... you Can't... you can't park your car here ‘ought to. You ought to .. You ought to have your ‘boarding card ready for inspection shouldn't... you shouldn't... you shouldn't dive into the swimming pool have to... you have to... you have to show your passport ‘Cunningham and Moor (2005) New Cutting Edge Intermediate, Harlow: Pearson Longman, 112-113 and 173, ‘Turn over >Task Three (40 marks) The text for this task is reproduced below. It is an extract from an article in an English language teaching journal Many teachers believe that they should at all times reduce their own talking time and increase that of their students. ‘a What reasons are there for reducing teacher talking time and increasing student talking time? b How do learners benefit from teacher talking time in a lesson? Write your answer in your answer booklet. Cook G (2002) Breaking Taboos English Teaching Professional 23, 5