Cambridge Assessment English DELTA MODULE ONE PAPER 1 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 five tasks. Marks allocation for each task: Task One 6 Task Two 12 Task Three 12 Task Four 20 Task Five 50 Total 100 pviz Copyright @ UCLES 2018TaskOne (6 marks) Provide the term for each definition Write your answers in your answer booklet. Provide only one answer per question. a altype of sentence structure where an extra clause is added to a sentence in order to emphasise particular information. The extra clause can be a relative or noun clause. For example, | need a holiday can change to It's a holiday that | need or What ! need is a holiday, so the holiday is given extra emphasis, b the process in second language leaming in which incorrect language becomes a permanent part of the way a person speaks or writes the language, e.g. a learner who, despite repeated correction, does not use the third person ‘s’ © two words which have the same spelling and pronunciation, but different, unrelated meanings, e.g. / saw the book in the library /I have a saw and a hammer, | can swim /A can of beans da process in discourse in which a noun, phrase or clause is replaced by a word or words to help with cohesion inatext,e.g. “Would you like an ice cream?” “Yes, I'd love one.” ein phonology, the term used to describe the speech sound that is produced by only allowing air to escape around the sides of the obstruction caused by the tongue, represented by /1/ in large f an aspect of validity that shows that a test accurately reflects the theory of language ability on which it is based, e.g. that a listening test tests different listening skills as identified by the test developer 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 drilling objective test ¢ present participle d- frominenceTask Three (12 marks) The extract for this task is the writing activity below for pre-intermediate (CEFR A2) level learners. 12 Write a short letter to a friend. Give your news and invite him/her to a party. In order to complete this activity successfully, learners at this level would need to use the following key language features. * organisation of the letter, e.g. salutation, greeting, giving news, invitation, signing off «language for inviting, e.g. We'd love you to come, Would you like to come to our party? 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. Acklam & Crace (2005), Total English Pre-Intermediate Students’ Book, Pearson Longman, 290 Turn over > geTask Four — (20 marks) The text (231 words) for this task is reproduced on the following page. It was spoken by an upper intermediate (CEFR B2) level learner in response to the following task: Tell us about where you are from why you are in England * your studies 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. Accuracy of grammar Accuracy of lexis Cohesion Pronunciation: Intrusive sounds Pronunciation: Dental fricatives Write your answers in your answer booklet.10 15 I'm from Turkey. From the middle. Called Aksaray. It's a small town. It's near Inzereenkere/ Ideoza! Idol capital. Near Ankara. It's famous because there's a town in Istanbul in the juswa:l same name called Aksaray so when you say you are from Aksaray, people Ideal fo:lseuwrts) fezvell ask which one. On that side it's famous. But also it's historical as well. In (weri:s Turkish Republic very small town but in Ottoman Empire the Selcuki time it eri: was....er...famous and very...like...er...yes it was famous and it was on Ideverjavda/ the way of the....er...how can | say?...business. In Turkey, | graduated as a teacher but | haven't done yet. | came here...er...to improve my subject, to Ideetsvarjax! Ido! study more....er...that's why | came here. But it didn’t happen. For the future, | want to do some more study if it’s possible. | don't know. The time is Jeertertz/ passing. I'm getting older but | have still hope. My favourite area is politics, Ideetsvaija international relations. That's why | studied history. | tried to start from history and | wanted to discuss international relations, relationships, languages, cultures...er... but now I'm doing business. | don't know it's related together, Sometimes I'm thinking to make together business and finda! studying. It's possible how can | do. | don’t know. In the beginning | was Nxkanl learning English, studying English, but now just working. Just fezvel/ ..er...dreaming of studying as well Turn over >Task Five (60 marks) The text for this task is reproduced on the opposite page, a ‘The text is the printed rules that accompany a game. Identify five features of the text that are characteristic of its genre. Give one example of each feature you identify. Do not include more than one feature of layout. i Comment on the form and use of each of the verb phrases in bold in the following extracts as they are used in the text. Each person should be given a sheet (line 5) reads aloud the corresponding word presented on the card, (lines 19-21) Having heard all the possible definitions, (line 47) ‘Once every player has taken a tum (line 64) ii Comment on the possible features of connected speech in the extract below. «Each person should be given a sheet of blank paper and a writing implement. (lines 5-6) Comment on the form and use of the words in bold in each of the extracts below as they are used in the text. Please note that each of the cards (line 7) There are historical and background notes about that language (lines 8-10) but it really is more important in this game that the reader (lines 24-26) players take it in turn to vote (line 48) ‘Comment on the punctuation in the following extracts as it is used in the text. + about that language on one side of the card, and six words in that language on the other side (lines 10-12) «prompts to help pronounce each word — but it really is more important in this game that the reader gives a ‘flavour’ of the language (lines 23-26) + (taking great care to conceal the author of each definition). (ines 44-46) \Write your answers in your answer booklet.Preparation 5 Each person should be given a sheet of blank paper and a writing implement. Please note that each of the cards represents a different language. There are historical and background notes 10 about that language on one side of the card, and six words in that language on the other side of the card. ‘To Play At the beginning of each round, one player, 19 the reader, picks up ono of the language cards and calls out the name of the language (reading out the background notes if the other players 60 wish.) The reader then throws the die and reads 20 aloud the corresponding word presented on the card, but not the English definition of the word. We have, where possible offered prompts to help pronounce each word - but it really is amore important in this game thot the reader gives @ flavour’ of the language when reading out the word, rather than worrying too much over the correct ronuneiation. 30 Bach other player now has to ‘translate’ the given word and write a fako but plausible definition for it im an attempt to bluff fellow players into believing that Flummoxed Oxford Games Ltd. 1998 7 your definition offers the true meaning of 35 the word. Meanwhile, the reader writes out the correct definition of the word on to a piece of paper. ‘Once you have written your definition, 40 hand your script to the reader. When every player has handed in his/her definition the reader reads aloud the various false definitions together with the true meaning of the word (talsing great ascare to conceal the author of each definition). Having heard all the possible definitions, players take it in turn to vote for the definition they believe to be correct. 50 The reader then reveals which is in fact the true meaning of the word. Scoring Each player scores one point for having guessed correctly and one point for every 66 vote his/her fake definition acquired. ‘The reader scores one point if no one guessed the correct definition, Continuing Play ‘The player to the left of the reader cobecomes the nevi reader, picks up a fresh card, announces the language presented ‘on the card and proceeds as above. ‘The Winner Once every player has taken a turn as 6s the reader, the total scores should be calculated. The player with the highest number of points, wins the game. ©Copyright Oxford Games Ltd 1998 Oxford Games Ltd 70Lea Lane Thame Road Long Crendon Bucks HP18 9RN ‘Tel: 01844 208989 NB 75 inlet we have taken every eflort to ecuratly translate cach word and provide ‘formation on how to pronounce it ‘we would like to atrs that Flummoxed is inanded to cffer lighthearted intoduetion to 120 ofthe worl’ 6,00, ‘or more languages and shoul notin any way be seared 80 as aadrious work of reference. Naturally, we would be Aelighted thea fom any aative speakers of any language where we may have mit-pelled or inaccurately translated ‘word, so that corzections can be made in fature editions.8 BLANK PAGE