Centre

Number

Candidate

Number

Candidate Name

UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS

English for Speakers of Other Languages

DELTA MODULE ONE

D031/1

Understanding language, methodology and resources
for teaching

Sample Test

PAPER 1

Additional materials:

Answer

booklet

TIME

1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES

Write your name, centre number and candidate number in the spaces at the top of this page.
Write these details in the spaces provided on your answer booklet and on any separate answer
paper used.

Do not open this booklet until you are told to do so.

This paper consists of five tasks.

Complete

all tasks.

Write your answers

in the separate answer booklet. Use a pen.

You may write on the question paper, but you must write your answers in pen in the answer
booklet. You will have no extra time for this, so you must finish in one hour and thirty minutes.

At the end of the test, hand in both the question paper and the answer booklet and fasten any
separate paper used securely to the answer booklet.

INFORMATION FOR CANDIDATES

Suggested timings are indicated for each task.

This paper consists of 7 printed pages and 1 blank page.

v4.0

© UCLES 2008

2

Task One

(5 minutes)

Provide the term for each definition.

Write your answers in your answer booklet. Please provide only

one answer per question.

a the positive or negative impact of a test on classroom teaching


b the replacing of a noun phrase or a clause by a single word in order to avoid repetition or to make

a text more cohesive

c the theory which claims that every speaker of a language knows a set of principles which apply to

all languages and also a set of parameters that can vary from one language to another, but only
within set limits

d the attitudinal meaning of a word, which may be culturally determined, such as whether it carries a

positive or negative meaning

e the place in an utterance where the major pitch movement begins, marking the focal point of the

message

f a process through which an error has become a permanent feature of a learner’s language use

and is believed to be resistant to correction

Task Two

(15 minutes)

Provide a definition and an appropriate brief example or illustration for

four of the terms below.

Write your answers in your answer booklet.


a adjacency

pair

b anaphoric

reference

c collocation

d order of acquisition

e structural

syllabus

f word

family

3

Task Three (15 minutes)

The extract for this task is a speaking activity for elementary level learners.

Identify a total of

five key speaking subskills/features of discourse learners at this level would need

in order to complete the activity successfully. Provide an example specific to this activity to support
each choice.

Write your answer in your answer booklet.

The extract is taken from Language to Go Elementary Students’ Book, Simon Le Maistre and Carina
Lewis, Pearson Longman, 2005, page 67.

Turn Over►

4

Task Four

(30 minutes)

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





a The text is a human interest story from a newspaper. Identify five features of the text which are

typical of this genre. Provide an example for each.

b Look at the following three extracts taken from the text, all of which contain the word (or

contraction) had. Comment on the form, meaning/use and pronunciation of had in each case.

• She’d guzzled too much espresso coffee. (line 4)

• …. and (I) had tears streaming down my face. (line 8)

• In the end, Jasmine had to be sent home. (line 12)

c Look at this sentence from the text and comment on the form, meaning/use and pronunciation

of the underlined part. What problems might learners have with the meaning and phonology?

I have always stressed to my children the importance of moderation but Jasmine got
caught out on this occasion. (line 38)

d Look at the following three extracts taken from the text. Comment on the form and meaning/use of

the underlined parts.

• … uncontrolled sobbing … (line 3)

• … and rocketing temperature …(line 3)

• But after being despatched by her father, … (line 12)

Write your answers in your answer booklet.

5

Turn Over►

Copyright Guardian News & Media Ltd 2007

Just say no to espresso: teenager in hospital after overdose of coffee

1

5

10

15

20

25

30

35

40

45

1



5




10




15




20




25




30




35




40




45

Stephen Bates

It is an all too familiar modern morality tale: teenager goes too far and gets rushed to hospital
suffering from an overdose. But in the case of 17-year-old waitress Jasmine Willis, the hyper-
ventilation, uncontrolled sobbing and rocketing temperature that she suffered behind the counter of
her dad's sandwich shop had a more mundane cause. She'd guzzled too much espresso coffee.

Jasmine drank seven double-espressos during the course of her shift at the shop in Stanley, Co
Durham. Customers noticed the difference. "My nerves were all over the place," she said yesterday.
I was crying in front of the customers and had tears streaming down my face. I was drenched and
burning up and hyperventilating. I was having palpitations, my heart was beating so fast and I think
I was going into shock."

In the end, Jasmine had to be sent home. But after being despatched by her father, Gary, her
condition worsened.

The teenager developed a fever and was unable to breathe properly and had to be admitted to the
University Hospital of North Durham.

Jasmine made a full recovery, but last night her plight was being copied into countless office
emails, with a warning about the dangers lurking, especially, within filter coffee, which has much
higher caffeine levels than the instant variety.

According to the British Coffee Association, drinking a daily cup or three may reduce liver diseases
and stave off Alzheimer's but caffeine stimulates the heart and central nervous system and may
temporarily increase blood pressure and raise cholesterol levels.

Not since revelations of Robbie Williams' apparent 36-a-day double-espresso habit has coffee had
such a bad press. His publicist acknowledged he had checked into rehab earlier this year to combat
his craving for the eccentric combination of three-dozen espressos, 60 Silk Cut, and 20 cans of Red
Bulls every day.

Looking on the bright side, French researchers have apparently found that women who drink more
than three cups a day show less decline in memory tests than those who don't.

Unfortunately for Jasmine, the bad news is that she will have to wait another 48 years to discover
whether that's true, since the tests were only carried out on women over the age of 65.

Jasmine's father Gary, who runs the Sandwich Bar in Stanley, said: "She did not realise she was
drinking double measures. I have always stressed to my children the importance of moderation but
Jasmine got caught out on this occasion."

Although she was only kept in hospital for a few hours, Jasmine suffered side-effects for several
days.

Jasmine says she now cannot face the sight of coffee, which may limit her future career prospects in
her dad's sandwich shop.

Instead, like one of Hilaire Belloc's Cautionary Tales, she is left offering dire warnings to others: "I
did not realise this could happen to you and I only hope other people learn from my mistake," she
said.

6

Task Five

(25 minutes)

The text for this task is reproduced on the opposite page. It was written by a learner in an upper
intermediate class in response to the following task:

Write a film review for your school magazine.

a Identify

three key strengths and three key weaknesses of the text. Provide an example of each

strength and each weakness.

Your answer should focus on some or all of the areas listed below.

• Task

achievement

• Appropriacy of genre and style
• Organisation

• Cohesion

• Punctuation

b Which one of the weaknesses identified above would you choose to prioritise? Give three

reasons for your choice.

Write your answers in your answer booklet.

7

5

5

10

10

15

15

20

20

8

BLANK PAGE