Documente Academic
Documente Profesional
Documente Cultură
Candidate Name
PAPER 2
Additional materials:
Answer booklet
The text for this task is reproduced on the opposite page. It is two parts of the Cambridge ESOL
Preliminary English Test (PET) Writing test. PET is set at level B1 on the Common European
Framework of Reference for Languages. It is being used in the following situation:
J is a receptionist in a hotel and needs to improve her English to make her more
effective at work. She feels least proficient in writing in English. She needs to write
emails to clients. She is at Low Intermediate level and her teacher has suggested she
work towards the PET exam in order to improve her writing.
Using your knowledge of relevant testing concepts, evaluate the effectiveness of the tasks for this
learner in this situation.
Make a total of six points. You must include both positive and negative points.
Part 2
Writing
Question 6
Part 1
You are going to move to a new flat.
Questions 1-5
Write an e-mail to an English friend of yours. In your e-mail, you should
Here are some sentences about a holiday on a canal boat.
For each question, complete the second sentence so that it means the same as the first.
Use no more than three words. x say where you are moving to
Write only the missing words on your answer sheet.
You may use this page for any rough work.
x explain why you are moving
Example:
x invite your friend to visit you.
0 We had not been on a canal boat for two years.
2 The boat did not move very quickly down the river.
Turn Over
4
The text for tasks two and three is reproduced on pages 5 and 6.
The purpose of the extract as a whole is to teach differences between the present continuous and the
present simple to pre-intermediate level learners.
a) Identify the purpose of the exercises in the box below in relation to the purpose of the extract as a
whole.
Exercise 3
Exercise 4
Exercise 5
Exercise 6
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,
Comment on the ways in which the vocabulary focus in the remaining material in the extract combines
with the exercises discussed in Task Two.
Unit 3B of face2face Pre-Intermediate, Chris Redston and Gillie Cunningham, Cambridge University
Press, 2005, pages 22 23.
Turn Over
6
7
Read the following quotes from teachers about using the students first language (L1) in the
classroom.
Teacher 1:
Theres 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 dont see the point.
Teacher 2:
I never use the students language in the classroom, even though I can.
Teacher 3:
Teacher 4:
All my students tell me they want to speak English in class, but whenever we have a
discussion, I cant 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?
BLANK PAGE