Cambridge Assessment English DELTA MODULE ONE PAPER 2 Understanding language, methodology and resources for teaching Wednesday 06 JUNE 2018 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. Read the instructions for each part of the paper carefully Complete all tasks. You must write your answers in the answer booklet. Start each task on a new page. 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: TaskOne | 18 TaskTwo | 42 Task Three | 40 Total 100 pvs Copyright 6 UCLES 2018TaskOne — (18 marks) The text for this task is reproduced on the opposite page. It is being used in the following situation: This writing exercise is the end of week progress test for an intermediate (CEFR B1) level general English class. This week, the students have focused on the present perfect and past simple, travel-related lexis, and reading and discussion of guidebook extracts about their own countries. 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,Intermediate End of Week Test Name: Imagine you are on a trip to New York or London. Write a blog entry below about your trip. (about 250 words) Turn over >4 Task Two (a 12 marks, b 12 marks, ¢ 18 marks) ‘The text for this task is reproduced on pages 5, 6 and 7. The purpose of the extract as a whole is to introduce and practise the infinitive of purpose. a Identify six purposes of the exercises listed in the box below in relation to the purpose of the extract as a whole. Listening 2 Grammar shaded box ‘Human beings need...’ Grammar 1 Grammar 3 Pronunciation 2 NB Do not make reference to the Grammar Focus mentioned on page 25. b Comment on six ways in which the exercises listed in the box below combine with the exercises discussed in a. Vocabulary 2 Listening 1 Listening 4 Grammar 2 Pronunciation 1 ¢ Identify a total of six key assumptions about language learning that are evident in the exercises listed in the box below. Explain why these assumptions might be considered to be important for language leaming. State which exercise or exercises each assumption refers to. Vocabulary 2 Listening 1 Grammar shaded box ‘Human beings need Grammar 1 Pronunciation 2 Write your answers in your answer booklet.Part ‘he human body Wer & the human Seely Vocabulary 11 How many pars of the body can you ‘name in Engtish? Work in pairs and complete the words below. m bk er ew 9 finger feet har hind hed ke 1g nee 2 Look at the words inthe box. Decide ifteach partis inside (J) or ouside (0) the body. Write Tor 0, blood bona rain heart muscle _ rails skin__ ‘3. Work in pars. How many part from eacivise 2 can you se in the piceure? Listening 1. You are going to hear a talk abour water ‘and the human hody. First check you understand the words in the box. breathe rutronts convert factor temperature waste 2 4p 1.20 Listen to the tall and write the pars of the boy that you hear ‘3 Lisen agsin, What do the numbers mean? atowdeys 2% 22% 7556 85-95% 92% 4 How much water do you drink? Do you think you drink enough water? Tela permner, Drinking Grammar lua ings ned drink ert live What dos water dato ely the Body? + we use the infinitive to say why we do something 1 Look at the piccures of different objects below. Describe what each object is far using the phrases in the box. breathe underwater dink with rmakeice cubes puny water ‘serve drinking water water plants "You ute this to water pants Turn over >2 Complete More wate fics with +2 Pronunciation verb from the bor. 1 @% 1.2) Listen and circle how the fib gow hie padi gonis | oietina words pronouerdn ek Te’s tna cold. tal feu You need to drink more water, /taf stu! 2 Sp \.22 Listen to the story below then practise saying the sentences. Pay attention to the pronunciation of /ta/and Last summer | went to Speaking Use the prompts to make questions. How much water / every day? Do / too Hide water? Do / water before you go to bed? Do / bottled water or tap water? How many bottles / wel? 2. Work in pairs and choose one of the tasks below. ‘3 Workin pairs. Complete the senrencesin Ask each other the questions from as many different ways as you can. | went to the shop to .. B Make a similar questionnaire about a” Peele na Siting cole Ove Be rng Engel ‘questions in exercise’ to belp yu Grammar focus - exoianolion & more interview another ir 2 proce fhe noe of pupenwon pons 1A eC a91.20 ‘Human beings need water to live. A human being can live for weeks without food, but only a few days without water. We often hear that our body is two thirds water, but what exactly does water do to help the human body? ‘Water helps to protect important parts of the body, such as the eyes. The brain is 75% water. We also need water to breathe, and to keep our body temperature normal. Water carries nutrients and oxygen to all parts of the body. Blood is, in fact, 92% water. In addition, water helps to convert food into energy and removes waste from the body. It is also very good for a "skin. Even the bones in our body are nade up of 22% water ‘The human body gets water not only from water itself but also from other drinks and food. ‘Water is a major part of many foods, particularly fruit and vegetables, which may contain from 85 to 95% water. Because the amount of water we need may change with climate, level of activity, diet end other factors, there is no one recommendation for how much daily water you need to drink. However, adults typically need at east two litres (eight cups) of water a day, from all sources. Clandfield, L., with additional material by Jeffries, A. (2010), Global Pre-intermediate Coursebook, Oxford: Macmillan, 24-25 Turn over >Task Three (40 marks) Below is an extract from an article on learning vocabulary. Idioms ... are items which are not the sum of their parts: they have holistic meanings which cannot be retrieved from the individual meanings of the component words. ... examples include spill the beans, have an axe to grind, and kick the bucket. a What reasons are there for teaching idioms? b What problems might learners have with using idioms? ‘Write your answer in your answer booklet. Moon, R. (2000) ‘Vocabulary connections: multi-word items in English’, in Schmitt, N. and McCarthy, M. Vocabulary: description, acquisition and pedagogy, CUP, 46.BLANK PAGE