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ISBN 978-1-906438-41-8
Delta
Module One, Module Two, Module Three
Handbook for tutors
and candidates
www.CambridgeESOL.org/exams/teaching-awards/delta.html
INTRODUCTION
1
MODULE ONE
1
MODULE TWO
MODULE THREE
2
1
3
2 Introduction
2 Introduction to Cambridge ESOL
3 Cambridge ESOL teaching awards and tests for teachers
4 An overview of the Delta Modules
4 Content of Delta Modules
5 Delta Modules administration
5 Special Circumstances
6 Module One
6 Introduction to Delta Module One
8 General description
8 Paper 1 structure and tasks
9 The tasks in Paper 1
11 Paper 2 structure and tasks
11 The tasks in Paper 2
13 Guidance for tutors and candidates
17 Sample test
24 Sample test guideline answers
30 Sample scripts with examiner comments
43 Module Two
43 Introduction to Delta Module Two
43 General description
44 Structure and tasks
45 Professional Development Assignment (PDA) specifications
48 Language Systems and Skills Assignments specifications
52 Guidance for tutors and candidates
62 Assessment
63 Module Three
63 Introduction to Delta Module Three
63 General description
64 Extended Assignment specifications
65 Guidance for tutors and candidates
68 Assessment
70 Support for Delta candidates and course providers
70 Common questions and answers
Contents
Preface
This handbook is intended for tutors and candidates and provides information to help prepare for
Delta Modules One, Two and Three.
For further information on any of the Cambridge ESOL examinations and teaching awards, please contact:
Cambridge ESOL Information, 1 Hills Road, Cambridge, CB1 2EU, United Kingdom
Tel: +44 1223 553997, Fax: +44 1223 460278, email: [email protected],
www.CambridgeESOL.org
1 DELTA HANDBOOK | CONTENTS
Introduction
I Introduction to Cambridge ESOL
The Delta Modules are designed and produced by University
of Cambridge ESOL Examinations (Cambridge ESOL), a part of
Cambridge Assessment, which is a department of the
University of Cambridge. Cambridge ESOL has provided
examinations in English for speakers of other languages since
1913 and offers an extensive range of examinations,
certificates and diplomas for learners and teachers of
English, taken by over 2 million people a year, in more than
130 countries.
Delta Modules form part of a framework of teaching awards
and tests for teachers offered by Cambridge ESOL.
Cambridge ESOLs tests for teachers include:
The Teaching Knowledge Test (TKT)
TKT: Knowledge about Language (KAL)
TKT: Content and Language Integrated Learning (CLIL).
Cambridge ESOLs practical, course-based qualifications for
teachers include:
CELTA (Certificate in English Language Teaching to
Adults)
CELTYL (Certificate in English Language Teaching to
Young Learners)
ICELT (In-service Certificate in English Language
Teaching).
The Delta Modules cover all areas of knowledge at an
advanced level and include teaching practice.
Other teaching qualifications offered by Cambridge ESOL
include two specifically designed for the further education
and skills sector within the UK. A summary of the entry
requirements and content of Cambridge ESOLs teaching
awards and tests for teachers can be found on the
following page.
2 DELTA HANDBOOK | I NTRODUCTI ON
3 DELTA HANDBOOK | I NTRODUCTI ON
CAMBRIDGE ESOL TEACHING AWARDS AND TESTS FOR TEACHERS
TKT Module 1 TKT: CLIL TKT: KAL CELTA CELTYL ICELT Delta Delta Delta
TKT Module 2 Module Module Module
TKT Module 3 1 2 3
Teaching not essential not essential not essential not required not required required recommended required recommended
experience
Previous not essential not essential not essential qualifications qualifications local an initial an initial an initial
qualifications/ which allow which allow requirements teaching teaching teaching
training access to access to apply qualification qualification qualification
higher higher
education education
Suggested minimum minimum minimum minimum minimum minimum minimum minimum minimum
language Council of Council of Council of Council of Council of Council of Council of Council of Council of
level Europe B1 Europe B1 Europe B2 Europe C2/C1 Europe C2/C1 Europe B2 Europe C2/C1 Europe C2/C1 Europe C2/C1
Teaching age primary, primary, primary, adults (16+) primary or primary, primary, primary, primary,
group secondary or secondary or secondary or secondary secondary or secondary or secondary or secondary or
adults adults adults adults adults adults adults
Can be taken yes yes yes yes yes no not no not
pre-service recommended recommended
Course not required not required not required yes yes yes not required yes not required
attendance
Assessed no no no yes yes yes no yes no
teaching
practice
Continuous no no no yes yes yes no yes no
assessment
Involves no no no yes yes yes no yes no
coursework
Written test/ yes yes yes no no no yes no no
examination
Note: Cambridge ESOL also offers IDLTM and the Young Learner Extension to CELTA. IDLTM is an educational management qualification
and, as such, does not focus on knowledge about or practice of teaching. The Young Learner Extension to CELTA shares similarities with
CELTYL, except that entry is conditional on candidates having completed CELTA.
An overview of the Delta
Modules
I Aims of modular framework
The modular framework aims to provide an accessible
professional development programme with flexible entry
points. Candidates may choose to do any or all of the modules
and have the opportunity to focus on a specialist area of
teaching in Modules Two and Three. Each module is assessed
independently and is separately certificated. Achievement of a
Pass in all three modules confers the status of a full Delta
qualification.
I Delta candidature
Delta Modules can be taken at any stage in a teachers career.
They are suitable for in-service teachers of English in a variety
of teaching contexts e.g. adult, primary, or secondary teaching
contexts, and are intended for an international audience of
non-first language or first language teachers of English.
Candidates taking Delta Modules One, Two or Three will
normally have an initial ELT qualification and will have had at
least a years ELT experience but these are not requirements.
The Delta Modules may also be taken by:
teachers who wish to refresh their teaching knowledge
teachers who wish to review and update their practice
teachers who wish to extend their expertise in a
specialist area.
Achievement of the Delta Modules prepares teachers for more
senior teaching roles and facilitates progression to other
qualifications such as MAs in Linguistics and Language
Teaching. Some MA programmes will accept Delta credits (up
to 20 credits for each module).
Content of Delta Modules
I Delta Modules content outline
Delta consists of three modules, each of which is separately
assessed. All three modules include a focus on both theory
and practice, though teaching is only directly assessed in
Module Two.
I Delta overview
Module Title Assessment Format
One Understanding Language, A written examination
Methodology and Resources consisting of two parts,
for Teaching each 1 hour 30
minutes (externally
marked)
Two Developing Professional Assessed assignments
Practice incorporating
background essays
and observed teaching
Three Extending Practice and ELT An extended
Specialism (e.g. Teaching assignment of 4,000
young learners, English for 4,500 words
Special Purposes, Teaching (externally marked)
one-to one)
I Approaches to teaching and learning
The syllabus does not set out a repertoire of prescribed
procedures or techniques for language teaching. It is intended
to establish a framework within which candidates can develop
awareness, understanding and skills appropriate to working
with a wide range of learners in a variety of contexts.
I Access to Delta Modules
To access Delta Modules, teachers need a level of English
between C2/C1. However, candidates are not required to have
taken any English language examinations.
Candidates may take the modules individually and in any
order. Candidates are not required to fulfil any specific entry
requirements for any of the modules, though previous
teaching experience is strongly recommended. Centres have
their own selection procedures for entry onto Module Two
courses. This is to ensure that candidates have sufficient prior
knowledge and experience to benefit from the course.
Although the modules are designed as a complementary set,
candidates do not have to take all three modules but can
select according to need. Some teachers may find it useful to
take Modules One and Two together, then complete Module
Three at a later date. Teachers may also select any of the
modules to complement other training e.g. Module Two while
or after doing an MA in Linguistics and Language Teaching.
4 DELTA HANDBOOK | I NTRODUCTI ON
5 DELTA HANDBOOK | I NTRODUCTI ON
Delta Modules administration
I Course requirements
It is not essential to do a course to enter for Modules One and
Three. Candidates may either follow a course at a centre or
prepare for the examination/extended assignment
independently. Module Two requires course attendance at an
approved Delta centre so that teaching can be supported and
assessed.
I Entry procedure
Candidates wishing to enter for any or all three modules must
register at an authorised Cambridge ESOL examination or
teaching award centre. Please note that candidates who are
following a course for Module One must register for the
examination at the centre where they will be sitting the
examination which may be different from the centre where
they have taken the course.
Candidate details must be submitted to Cambridge ESOL at
least six weeks prior to the examination submission dates.
Please note that more notice may be necessary if candidates
have special requirements and therefore need special
arrangements.
A list of Cambridge ESOL examination centres is available
from Cambridge ESOL from the address on page 1. Institutions
wishing to become a Cambridge ESOL examination/teaching
award centre should contact the Centre Registration Unit at
Cambridge ESOL.
Copies of the Regulations and more details on entry
procedure, current fees and further information about this
and other Cambridge ESOL examinations can be obtained
from the Cambridge ESOL Examination centre in your area,
or from the address on page 1.
I Results
Successful candidates receive a certificate for each module.
Grades awarded are Pass with Distinction, Pass with Merit, Pass or
Fail.
I Notification of results
Candidates are issued with a statement of results
approximately two months after the examination/submission
date.
Certificates are issued to candidates gaining a passing grade
approximately six weeks after the issue of statements of
results.
Please note that despatch of candidates results will be
delayed if they need special consideration or if malpractice is
suspected. (See below.)
Enquiries on results may be made through the centre at which
the candidate entered. For details refer to Results Enquiries on
the Cambridge ESOL website.
I Appeals procedure
Cambridge ESOL provides a service to enable centres to
appeal, on behalf of candidates, against assessment decisions
that affect grades awarded to candidates, e.g. decisions
relating to results and decisions relating to irregular conduct.
Candidates should first contact their centre for advice.
Further information about the appeals procedure can be found
at www.CambridgeESOL.org/support
Special Circumstances
Special Circumstances cover three main areas: special
arrangements, special consideration and malpractice.
I Special arrangements
These are available for candidates with disabilities. They may
include extra time, separate accommodation or equipment,
Braille versions of question papers, etc. If you think you may
need special arrangements, you must contact your Cambridge
ESOL centre as soon as possible so that the application can be
sent to Cambridge ESOL in time (usually 812 weeks before the
examination, depending on what is required).
I Special consideration
Cambridge ESOL will give special consideration to candidates
affected by adverse circumstances before or during an
examination. Special consideration can be given where an
application is sent through the centre and is made within 10
working days of the examination date. Examples of acceptable
reasons for giving special consideration are cases of illness or
other unexpected events.
I Malpractice
The Malpractice Committee will consider cases where
candidates are suspected of copying, collusion or breaking the
examination regulations in some other way. Results may be
withheld because further investigation is needed or because of
infringement of regulations. Centres are notified if a
candidates results are being investigated.
Introduction to Delta Module
One
Delta Module One is assessed via a written examination.
The aim of Delta Module One is to extend and develop
candidates knowledge and understanding of:
theoretical perspectives on language acquisition and
language teaching
different approaches and methodologies including
current developments
language systems and learners linguistic problems
language skills and learner problems
resources, materials and reference sources for language
learning
key concepts and terminology related to assessment.
To achieve these aims, candidates need to:
demonstrate knowledge of historical and current
theories of first and second language acquisition
critically evaluate current and historical approaches and
methodologies in English language teaching
demonstrate understanding of key features of language
systems and skills appropriate to teaching and lesson
planning, including problems with language use and
skills experienced by learners
examine and evaluate a range of teaching resources and
materials, and reference materials (including e-
resources and multimedia materials)
demonstrate knowledge of the role and methods of
assessment.
The full syllabus can be downloaded at
http://www.cambridgeesol.org/ exams/ teaching-awards/
delta-modular.html
I The production of Module One
Cambridge ESOL is committed to providing examinations of
the highest possible quality. This commitment is underpinned
by an extensive programme of research and evaluation, and by
continuous monitoring of the marking and grading of all
Cambridge ESOL examinations. Of particular importance is the
rigorous set of procedures which are used in the production
and pretesting of question papers.
The production process for Delta Module One is the same as
that for the Cambridge ESOL language examinations. It begins
with the commissioning of materials and ends with the
printing of question papers.
There are five main stages in the production process:
commissioning
pre-editing and editing
trialling
analysis and banking of materials
question paper construction.
I Question paper production cycle
Trialling of Delta Module One test material provides
Cambridge ESOL with valuable information about the
performance of particular tasks.
I Assessment
Candidates answers are assessed with reference to a Task
Specific Mark Scheme. A separate Task Specific Mark Scheme
is created for each task in the test. The mark schemes are
based on the Guideline Answers for each task. They include
further instructions for markers concerning how many marks
are available for the task as a whole. Marks are awarded for
appropriate responses in terms of content. Candidates may
answer in any format, but they should ensure that their
responses are written in a style that imposes no strain on
the reader.
I Marking
The panel of examiners is divided into small teams, each with
an experienced examiner as Team Leader. A Principal
Examiner guides and monitors the marking process.
6 DELTA HANDBOOK | MODULE ONE
MODULE
ONE
UNDERSTANDING LANGUAGE, METHODOLOGY AND RESOURCES FOR TEACHING
Commissioning of material
for question papers
Pre-editing and editing
of material
Trial construction
Rejection Revision
Trialling
Trial review
Live materials bank
Question paper
construction
DELTA HANDBOOK | MODULE ONE 7
The process begins with a meeting of the Principal Examiner,
the Team Leaders and all the examiners. This is held
immediately after the examination and begins the process of
establishing a common standard of assessment by the
selection and marking of sample scripts for all the tasks.
These are chosen to represent a range of responses and
different levels. The Task Specific Mark Schemes are amended
to take into account real candidate responses. Examiners
discuss these Task Specific Mark Schemes and refer to them
regularly while marking.
During marking, each examiner is apportioned scripts chosen
on a random basis from the whole entry. A rigorous process of
co-ordination and checking is carried out before, during and
after the marking process. This ensures that all examiners
mark to the same level and also that credit can be given for
correct responses that do not feature in the original mark
scheme.
I Grading
A candidates overall grade is based on the total score gained
by the candidate across the two papers.
There are a total of 200 marks available for Delta Module One
as a whole.
Results are recorded as three passing grades (Pass with
Distinction, Pass with Merit, Pass) and one failing grade (Fail)
and are set according to the following information:
statistics on the candidature
advice, based on the performance of candidates and
recommendations of examiners
comparison with statistics from previous years
examination performance and candidature.
GRADE DESCRIPTION
Pass with Distinction
The candidate demonstrates a comprehensive and accurate knowledge of the Delta Module One syllabus. He/she
shows a high level of familiarity with the full range of ELT/ESOL terminology, concepts, theories and practices tested
in the Delta Module One examination. In addition, he/she shows an outstanding level of insight in his/her analysis
of language systems, language skills, testing, methodology, approaches and factors affecting learning and
teaching.
Pass with Merit
The candidate demonstrates a comprehensive and generally accurate knowledge of the Delta Module One syllabus.
He/she shows a high level of familiarity with a wide range of ELT/ESOL terminology, concepts, theories and
practices tested in the Delta Module One examination. In addition, he/she shows a good level of insight in his/her
analysis of language systems, language skills, testing, methodology, approaches and factors affecting learning and
teaching.
Pass
The candidate demonstrates a generally accurate knowledge of a range of areas in the Delta Module One syllabus.
He/she shows a sound level of familiarity with a range of ELT/ESOL terminology, concepts, theories and practices
tested in the Delta Module One examination. In addition, he/she shows a generally sound (though inconsistent)
level of insight in his/her analysis of language systems, language skills, testing, methodology, approaches and
factors affecting learning and teaching.
Fail
The candidate fails to demonstrate a generally accurate knowledge in a wide enough range of areas in the Delta
Module One syllabus to reach pass standard. He/she may show an inadequate level of familiarity with ELT/ESOL
terminology, concepts, theories and practices tested in the Delta Module One examination. Alternatively he/she
may show insufficient insight in his/her analysis of language systems, language skills, testing, methodology,
approaches and factors affecting learning and teaching.
DELTA HANDBOOK | MODULE ONE 8
GENERAL DESCRIPTION
Examination format The Delta Module One examination consists of two papers.
Timing 3 hours and 30 minutes (two 1-hour papers with a 30-minute break in between).
No. of tasks Paper 1 comprises five tasks.
Paper 2 comprises four tasks.
All tasks are compulsory.
Task types Candidates are presented with ELT-related material and authentic texts.
In Paper 1, the task types include labelling, short answer and longer written responses.
In Paper 2, the tasks require longer written responses.
Answer format Candidates write their answers in the booklet provided. Candidates must write in ink.
There is no specified minimum or maximum word length for candidates answers.
Answers may be written in any form as long as they are clear to the reader. This can include
continuous prose, bulleted lists, notes, grids or tables.
Marks Each task is marked in accordance with Task Specific Mark Schemes.
There are a total of 200 marks available for Delta Module One as a whole. Timings for each task
give an indication of the number of marks available.
Results will be awarded as Pass with Distinction, Pass with Merit, Pass or Fail, based on the total
number of marks achieved.
PAPER 1 STRUCTURE AND TASKS
TASK ONE
Task type(s) Labelling task
Six definitions of ELT-related terms are provided.
Candidates supply the correct term.
Timing 5 minutes
Task focus Knowledge of language systems; skills; methodology and approaches; assessment.
TASK TWO
Task type(s) Short written response
Six terms are provided.
Candidates choose four of these and supply a definition and an appropriate example.
Timing 15 minutes
Task focus Knowledge of language systems; skills; methodology and approaches; assessment.
TASK THREE
Task type(s) Longer written response
A writing or speaking skills task from published ELT/ESOL course material or published exam
material is provided.
Candidates identify the appropriate subskills/features of discourse (e.g. ordering information,
linking information, use of appropriate salutation) which they would train specified learners in
to complete the task.
Timing 15 minutes
Task focus Understanding of skills and ability to identify appropriate subskills.
Understanding of features of spoken and written discourse which contribute to successful
communication, e.g. register, cohesion, organisation, range of grammar and lexis.
DELTA HANDBOOK | MODULE ONE 9
The tasks in Paper 1
I TASK ONE
Task One tests candidates knowledge of key concepts and
terminology related to:
language systems
language skills
methodology and approaches
assessment.
For this task candidates are given six definitions of ELT-related
terms. They are asked to provide the correct term for each
definition. The terms provided by candidates will rarely be
more than one or two words in length.
The definitions are selected to represent those terms, concepts
and practices with which a Delta-level candidate can
reasonably be expected to be familiar. On each paper, the
definitions provided will cover a range of aspects of ELT.
I TASK TWO
Task Two tests candidates knowledge of key concepts and
practices related to:
language systems
language skills
methodology and approaches
assessment.
For this task candidates are given six terms describing ELT-
related concepts and practices. Candidates must choose four
of these and provide a definition including an appropriate
example or illustration to support their answer. Definitions
provided by candidates will normally be one or two sentences
in length and may be written in a bulleted format or in
continuous prose.
The ELT-related terms, concepts and practices are selected
to represent those with which a Delta-level candidate can
reasonably be expected to be familiar. On each paper, the
terms provided will cover a range of aspects of ELT.
I TASK THREE
Task Three tests candidates knowledge of:
writing and speaking skills and subskills
the discourse of written and spoken communications
the skills, subskills and features of discourse
learners may need when completing a specified
ELT task.
For this task candidates are provided with an authentic
writing or speaking skills task from published ELT/ESOL course
material or published examination material. They are asked to
identify the relevant subskills/features of discourse that
learners would need training in to complete the task and
communicate successfully.
PAPER 1 STRUCTURE AND TASKS
TASK FOUR
Task type(s) Longer written response
An authentic text is provided, e.g. a newspaper article, a leaflet, a brochure, a form.
Candidates identify features of the text which are typical of its genre and identify and explain the form,
meaning, use and phonological features of three different language items or areas highlighted in the text.
For one of the items or areas, candidates identify possible learner problems with form, meaning, use and
pronunciation, as appropriate.
Timing 30 minutes
Task focus Ability to analyse features of language and to identify problems learners may have with them.
TASK FIVE
Task type(s) Longer written response
An authentic spoken (transcribed) or written text produced by a learner is provided.
Candidates analyse the main strengths and weaknesses in the text based on a set of specific areas, e.g.
use of collocation, communicative success, cohesion.
Timing 25 minutes
Task focus Ability to analyse and explain learner errors in written and spoken discourse.
Understanding of features of spoken and written discourse which contribute to successful
communication, e.g. register, cohesion, organisation, range of grammar and lexis.
For each subskill/feature of discourse candidates identify, they
must provide an appropriate example or illustration (e.g. a
functional exponent, a language item used to realise a
particular feature of discourse). For example, a candidate
identifies that learners will need to know how to agree or
disagree politely in a spoken negotiation task and provides
the examples Yes, good idea, I see what you mean but I
wonder if we should . . .. Alternatively, the candidate
identifies logical organisation appropriate to discursive essay
writing and provides the illustration introduction opinions
for opinions against conclusion and personal opinion.
Candidates cannot gain full marks if they do not provide
relevant examples or illustrations. Points that may reasonably
be seen as connected e.g. expressing agreement and
disagreement will count as one point, not two.
I TASK FOUR
Task Four tests candidates ability to:
analyse lexical, grammatical, functional and
phonological features of language in use
identify features of genre
identify problems learners may have with specified
lexical, grammatical, functional and phonological
features of language.
For this task candidates are provided with an authentic
written text (e.g. a newspaper article, a leaflet, a form). The
task is divided into four parts (ad).
In the first part, candidates are asked to identify features of
the text that are typical of its genre. They must provide an
example from the text of each feature they identify.
In the remaining three parts, candidates are asked to identify
and comment on the form, meaning/use and phonological
features of three different language items or language areas
highlighted in the text. Each part specifies which features
candidates should focus on. In their answers, candidates are
expected to provide a detailed analysis of the language items
or areas using appropriate terminology, and phonemic
transcriptions where necessary.
For one of the three language items or areas, candidates are
asked to identify possible learner problems with form and/or
meaning/use and/or pronunciation. Candidates should
identify realistic problems with reference to groups of
learners.
I TASK FIVE
Task Five tests candidates ability to:
analyse lexical, grammatical, functional, phonological
and discoursal features of language in use
analyse and explain learner errors in written and spoken
discourse
analyse features of spoken and written discourse
(including genre) which contribute to successful
communication (e.g. register, cohesion, organisation,
range of grammar and lexis).
For this task candidates are provided with authentic spoken
(transcribed) or written text produced by a learner. The level of
the learner and the task he/she was asked to perform when
producing the text are specified in the rubric.
The task is divided into two parts (a and b). In part a,
candidates are asked to analyse specific areas of the text (e.g.
use of collocation, cohesion, task achievement, range of lexis,
accuracy of grammar) and provide examples of these from the
text. In part b, candidates are asked to identify which one of
the key weaknesses they identified in part a they would
choose to prioritise for development and to provide three
reasons for their choice.
In their answers to part a, candidates are expected provide a
detailed analysis of the key strengths and weaknesses,
focusing only on the areas specified in the task. Candidates
will not gain marks for analysing strengths and weaknesses
related to areas that are not specified. The examples
candidates provide can be copied directly from the text or line
references can be given when the example is extensive (e.g. a
full sentence or paragraph). Candidates cannot gain full marks
if they do not provide examples.
DELTA HANDBOOK | MODULE ONE 10
DELTA HANDBOOK | MODULE ONE 11
The tasks in Paper 2
I TASK ONE
Task One tests candidates knowledge of:
key concepts of terminology related to assessment
in ELT
key principles informing test design.
Task One tests candidates ability to:
evaluate types of test for a stated purpose in a given
context
relate key principles of assessment to the language
learners, specified purposes and the ELT classroom.
For this task candidates are provided with an extract from a
public examination, a commercially produced test (e.g. a
PAPER 2 STRUCTURE AND TASKS
TASK ONE
Task type Longer written response
An extract from a test is provided, along with the context and purpose of its use. The extract may be from
a public exam, a commercially produced test (e.g. a placement test or a coursebook progress test) or a
teacher-generated test.
Candidates provide an evaluation of its effectiveness for the stated purpose.
Timing 20 minutes
Task focus Understanding of key concepts and terminology related to assessment; ability to evaluate types of
assessment and their purposes; ability to relate principles of assessment to the classroom.
TASK TWO
Task type Longer written response
An extract from published coursebook material is provided.
Candidates identify the purpose of specified individual activities and stages in the material, and
comment on key assumptions about language learning that are evident in the exercises.
Timing 25 minutes
Task focus Analysis of resources, approaches and methodologies, and learners and contexts.
TASK THREE
Task type Longer written response
Based on the same extract as Task Two.
Candidates identify and comment on how specified activities and stages in the material support the
activities and stages discussed in Task Two.
Timing 10 minutes
Task focus Analysis of resources, approaches and methodologies, and learners and contexts.
TASK FOUR
Task type Longer written response
ELT-related input is provided, e.g. one or two extracts from material for teachers or from a
methodology/resource book, a lesson plan extract, a transcript of teachers discussing a lesson, an extract
from tutor feedback.
Candidates answer specific questions about the material, e.g. interpreting the teachers role as
exemplified in the material, discussing the implications this view of teaching has for classroom practice.
This could include analysis of: both historical and current perspectives on approaches and
methodologies, theories of language acquisition, resources, learner and teacher roles.
Timing 35 minutes
Task focus Analysis of resources, approaches and methodologies, learners and contexts, language acquisition and
teacher roles.
placement test or a coursebook progress test) or a teacher-
generated test. The context and purpose of the tests use are
stated in the rubric. Candidates are asked to provide an
evaluation of the effectiveness of the test for the stated
purpose with reference to the stated context. They are asked
to include six features of the test, refer to relevant testing
concepts and include both positive and negative observations.
In their answers, candidates are expected to refer to
assessment-related terminology and explicitly link the points
they make to the stated context and purpose. For example, if a
specific learners needs are identified in the stated context,
candidates should refer to these needs explicitly when
evaluating the test. Candidates should base their answers on
the extract as provided in Task One. Candidates will not gain
additional marks for discussing features of the test they may
know about but that are not represented in the extract itself.
I TASKS TWO AND THREE
Tasks Two and Three test candidates ability to:
identify the language learning purpose of ELT/ESOL
materials and the principles informing the design of
these
analyse and evaluate materials for use by language
learners
apply their analysis to different learners and contexts
and identify how specified ELT/ESOL approaches,
methodologies and techniques might help learners
develop language and language skills
identify, describe and evaluate different approaches,
methodologies and techniques in ELT/ESOL
identify, explain and relate theories of First and Second
Language Acquisition to resources, approaches,
methodologies and materials for use by language
learners.
For these tasks candidates are provided with an extract from
published ELT/ESOL coursebook material. The language
learning purpose of the extract is specified in the rubric.
In Task Two, candidates are asked to identify the main purpose
of specified individual exercises, activities and stages in the
material in relation to the purpose of the extract as a whole.
Marks are only awarded for identifying a purpose for each
exercise, activity and stage that relates specifically to the
stated purpose of the extract as a whole. For example, a
reading exercise may have a main purpose of contextualising
lexis rather than developing reading skills when viewed in
relation to the purpose of the extract as a whole.
Candidates must also identify six key assumptions about
language learning that are evident in the exercises, activities
and stages, and explain why the authors of the material might
consider these assumptions to be important for learning.
Candidates must refer to each specified exercise, activity or
stage at least once. When discussing the assumptions,
candidates can draw on their knowledge of a range of different
areas, including: different learners and contexts, ELT/ESOL
approaches, methodologies and techniques, theories of first
and second language acquisition. Candidates should support
their comments with examples from and references to the
specified exercises, activities and stages.
In Task Three, candidates are asked to identify and comment
on how specified exercises, activities and stages in the
remainder of the material combine with those discussed in
Task Two. The exercises, activities and stages for consideration
in Task Three are often specified in terms of a focus. For
example, candidates may be asked to comment on how the
vocabulary or pronunciation focus of the remaining material
combines with the exercises, activities and stages discussed in
Task Two.
I TASK FOUR
Task Four tests candidates ability to:
analyse materials and resources produced by or for use
by language teachers
apply their analysis to different teachers, learners and
contexts and identify how specified ELT/ESOL teacher
roles, approaches, methodologies and techniques might
help learners develop language and language skills
identify, describe and evaluate different teacher
approaches, methodologies and techniques in ELT/ESOL
identify, explain and relate theories of first and second
language acquisition to resources, approaches,
methodologies and materials produced by or for use by
language teachers
relate resources, approaches, methodologies and
materials to teachers roles in a variety of ELT/ESOL
practices.
For this task candidates are provided with ELT-related input
such as one or two extracts from materials designed for use
by or produced by language teachers (e.g. a methodology/
resource book, a teachers guide to a coursebook, a lesson plan
extract or a transcript of teachers, observers or learners
discussing a lesson).
This task is divided into two or more parts, designed to guide
candidates through their answers. Candidates answer specific
questions about the material (e.g. interpreting the teachers
role as exemplified in the material, discussing the
implications this view of teaching has for classroom practice
and the development of language and language skills). The
material may provide the stimulus for a wider discussion of
ELT/ESOL issues with specific reference to teacher roles and
practices in relation to language teaching and learning. If the
material is used as a stimulus for discussion of wider issues,
these will be linked thematically to the content of the material
itself. The material and questions may refer to current or
historical ELT/ESOL perspectives, approaches and practice.
In their answers, candidates should refer explicitly to the
material when this is asked for in the rubric but need not do
DELTA HANDBOOK | MODULE ONE 12
DELTA HANDBOOK | MODULE ONE 13
so when questions guide them on to wider issues. When asked
to comment on broader issues, candidates can draw on their
knowledge of a range of different areas. Depending on the
task, these can include: different learners and contexts,
ELT/ESOL approaches, methodologies and techniques, theories
of first and second language acquisition, their own teaching
experience.
Guidance for tutors and
candidates
I General
Before the exam
Candidates are not required to follow a course to prepare for
the Delta Module One examination. However, candidates who
do choose to follow a course will benefit from having a
structured approach to their preparation for the exam. The
following information may be used by centres/tutors
delivering courses leading to the Delta Module One
examination or by candidates preparing independently.
For all parts of both examination papers, candidates need to
have a breadth and depth of knowledge and awareness of
issues related to ELT/ESOL. For this reason it is important that
candidates read widely before taking the examination. The
texts that candidates should read and be familiar with include
those covering the following areas:
historical and current hypotheses of first and second
language acquisition (e.g. imitation, innateness,
cognitive-developmental, behaviourist) and comparison
of first and second language acquisition
key concepts related to the areas above (e.g. language
acquisition device, critical period, order of acquisition)
historical and current approaches and methods (both
mainstream and non-mainstream) in language
teaching/learning (e.g. grammar-translation, audio-
lingual method, communicative and task-based learning
approaches, Content and Language Integrated Learning,
delayed oral practice, Natural Approach, Total Physical
Response)
a variety of learning environments (e.g. the classroom,
resource centres, Virtual Learning Environments,
experiential learning outside the classroom)
contemporary issues in ELT/ESOL (e.g. CLIL)
the relationship between language and society i.e. how
language is used to form, maintain and transform
identity and power relations (e.g. cultural, social,
political or religious)
varieties of English (e.g. English as a lingua franca, World
Englishes, Englishes used by specific speech
communities) and principles informing which varieties
to teach
features of language systems appropriate to teaching
purposes and lesson planning (e.g. meaning/use, form
and pronunciation) and associated terminology
error analysis, common or typical errors related to L1 or
other contextual features
models and sources informing language analysis (e.g.
corpus data, grammars)
features of language skills (e.g. subskills and strategies)
and texts (e.g. genre, communicative purpose and
success) appropriate to teaching purposes and lesson
planning
learner problems in achieving successful language skills
work (including literacy in different ELT/ESOL contexts)
models and sources informing skills analysis
testing and assessment (e.g. concepts of validity,
reliability, impact and practicality) and the purposes for
which tests are used (e.g. diagnostic, formative,
summative assessment).
Please note: the examples given above are indicative only and
are not intended to be fully comprehensive.
The types of text that are likely to contain the content listed
above are:
grammar analysis references
discourse analysis references
lexical analysis references
skills analysis references
academic and practical guides to methodology and
pedagogical issues
academic and practical guides to language acquisition
and learning
historical and contemporary coursebooks and learning
materials
widely available tests
articles in journals and on the internet.
While preparing for the exam, candidates should think about
what, for them, is the clearest format for writing their
responses to each task (e.g. bullets, note form, grids or
continuous prose).
During the exam
Candidates should read through the whole of any text to gain
a clear idea of its content before they begin to write answers to
any of the questions.
The amount that candidates are expected to produce
increases across the two papers from simple labelling, to short
written responses and longer written responses. Tasks Three,
Four and Five in Paper 1 and all the tasks in Paper 2 require
longer written responses.
Candidates may write on the question paper during the
examination but their notes will not be marked. Candidates
must write their answers in the answer booklet provided.
Candidates should label their answers clearly and ensure that
the correct question number is written next to each answer.
Candidates can complete the different parts of each paper in
any order but it is probably better to begin Paper 1 with Tasks
One and Two as these require labelling or short written
responses and may serve as a warm up to the longer
responses required in other parts of the paper.
Candidates should plan their time carefully and not spend too
long on any part of the test. Time limits are provided for each
task and candidates should be guided by these.
Syntax, spelling and other uses of language should be
accurate across both papers. No marks are awarded for
correct use of English but candidates should ensure that
their responses are written in a style that imposes no strain
on the reader.
By task
I Paper 1
Task One
Before the exam, candidates should:
practise by referring to terminology reference materials
and testing themselves on items
keep a note of key terms and definitions they encounter
when reading to prepare for the exam. Candidates can
use these to revise for the exam itself.
During the exam, candidates should:
spend no more than 5 minutes on this task
provide an answer for all six items
provide one answer only for each item
answer those items they are sure of first and then return
to those they are less sure of
provide no more than three words in their answers as
the terms will be no longer than this
avoid paraphrasing the term if they cannot remember it
as no marks will be given for this.
Task Two
Before the exam, candidates should:
practise by referring to terminology reference materials
and producing their own definitions for terms
keep a note of key terms and definitions they encounter
when reading to prepare for the exam.
During the exam, candidates should:
spend no more than 15 minutes on this task
read through all six items before choosing which to
answer
provide an answer for only four of the items
make sure each answer has a clear example or
illustration.
Task Three
Before the exam, candidates should:
look at skills tasks in published ELT/ESOL
materials and practise identifying subskills/features
of discourse
plan lessons with a skills focus and predict what
subskills/features of discourse they should prepare their
learners in
observe their learners responses to skills tasks used
in the classroom and note which subskills/features
of discourse they might have usefully been prepared in
consult other teachers when preparing skills lessons to
gain greater input on the subskills/features of discourse
involved in particular tasks
read discourse and skills analysis references
read practical guides to methodology and pedagogical
issues involved in writing and speaking skills.
During the exam, candidates should:
spend no more than 15 minutes on this task
read the introductory information, the rubric and the
whole text before beginning their answers
provide five points only and ensure that each has an
appropriate example or illustration.
Task Four
Before the exam, candidates should:
read grammar, discourse, lexical, phonological and genre
analysis references
read references on common learner problems with
grammar, discourse, lexis and phonology
identify typical features of a variety of text genre
use self-access language analysis references (with
answer keys) to practise analysing language
plan lessons with a language focus, analysing the
language to be taught and predicting the problems
learners might have with the language
observe their learners responses to language tasks used
in the classroom and note which features of language
they had problems with
DELTA HANDBOOK | MODULE ONE 14
DELTA HANDBOOK | MODULE ONE 15
consult other teachers when preparing language lessons
to gain greater input on the features of language they
might usefully analyse.
During the exam, candidates should:
spend no more than 30 minutes on this task
read the introductory information and the whole text
before beginning their answers
read the rubrics for each part carefully to ensure they
comment only on the features and language areas
identified
provide examples where necessary.
Task Five
Before the exam, candidates should:
read grammar, discourse, lexical, phonological and genre
analysis references
read references on learner error analysis
provide their learners with extended writing tasks
and analyse the responses for a variety of features
(e.g. task achievement, appropriacy of genre and style,
effect on the reader, organisation, cohesion,
punctuation, accuracy of lexis, grammar and spelling,
range of lexis and grammar, complexity of grammar
and lexis
provide their learners with extended speaking tasks,
record their responses and analyse these for a variety of
features (e.g. range of grammar and lexis, complexity of
grammar and lexis, accuracy of grammar and lexis,
pronunciation, organisation, cohesion, effect on the
listener, task achievement)
provide constructive feedback to their learners regarding
their performance in the writing/speaking tasks above
prioritising the weakness that has greatest impact on
their successful completion of the task(s).
During the exam, candidates should:
spend no more than 25 minutes on this task
read the introductory information and the whole text
before beginning their answers
read the rubrics for each part carefully to ensure they
comment only on the features and language areas
identified
provide three strengths and three weaknesses plus
examples from the text
ensure that the key weakness chosen for follow-up work
is one of the weaknesses identified previously.
I Paper 2
Task One
Before the exam, candidates should:
read references on testing and assessment and the
purposes for which tests are used
read authentic extracts from public examinations,
commercially produced tests (e.g. a placement test or a
coursebook progress test) or teacher-generated tests
analyse the tests above for the principles informing their
design and use (e.g. reliability, practicality, validity) and
their effectiveness in achieving a stated purpose
select tests of various types (e.g. diagnostic, proficiency,
progress) for particular learners, defining the purpose for
each test
provide their learners with a variety of test types (e.g.
diagnostic, proficiency, progress) and analyse the results
with reference to the purpose for which it was used and
to key assessment concepts (e.g. reliability, practicality,
validity, impact).
During the exam, candidates should:
spend no more than 20 minutes on this task
read the introductory information and the whole text
before beginning their answers
read the instructions carefully
include only six features of the test in their answers
ensure that they cover both positive and negative points
explicitly refer to the learner and his/her context and to
relevant testing concepts (using accurate terminology
when possible).
Tasks Two and Three
Before the exam, candidates should:
read references on historical and current hypotheses of
first and second language acquisition
read references on historical and current
mainstreamapproaches and methods in language
teaching/learning
read and analyse a variety of published ELT/ESOL
coursebook materials for approaches to and
assumptions about language learning and teaching
read the introductory matter and Teachers Book
materials in a variety of published ELT/ESOL
coursebooks for a rationale on the authors approaches
to language learning and teaching
plan lessons using published coursebook materials
assigning an aim/objective to each stage of the lesson
observe learners while they engage in exercises and
stages of a lesson to ascertain if the aim/objective
assigned to it was accurate
consult other teachers when preparing lessons to gain
greater input on the intended purpose and assumptions
informing individual exercises, activities and stages.
During the exam, candidates should:
spend no more than 25 minutes on Task Two and 10
minutes on Task Three
read the introductory information and the whole text
before beginning their answers
read the instructions carefully
identify only six key assumptions about language
learning evident in the specified exercises
ensure that they explain why the authors might
consider the assumption important for learning, making
reference to ELT-related research where necessary
ensure that they identify the purpose of each exercise
with reference to the purpose of the extract as a
whole.
Task Four
Before the exam, candidates should:
read references on historical and current hypotheses of
first and second language acquisition
read references on historical and current approaches
and methods (both mainstream and non-mainstream) in
language teaching/learning in a variety of learning
environments
explore contemporary issues in ELT/ESOL
read academic and practical guides to methodology and
pedagogical issues with a focus on teachers roles and
practices and the effect of these on teaching and
learning
observe others teaching for data on different approaches
and discuss these with them
ask a colleague to observe their teaching and discuss the
different approaches and roles used during the lesson
plan lessons with specific attention to the techniques,
roles and approaches they intend to adopt during the
lesson
analyse the effectiveness of these in terms of outcomes
for learners and achievement of aims.
During the exam, candidates should:
spend no more than 35 minutes on this task
read the introductory information and the whole text
before beginning their answers
read the instructions carefully.
DELTA HANDBOOK | MODULE ONE 16
DELTA HANDBOOK | PAPER 1 SAMPLE TEST 17
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SAMPLE TEST
Paper 1
18 DELTA HANDBOOK | PAPER 1 SAMPLE TEST
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k
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.


19 DELTA HANDBOOK | PAPER 1 SAMPLE TEST
7





5

5

1
0

1
0

1
5

1
5

2
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2
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6

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b
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k
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t
.

20 DELTA HANDBOOK | PAPER 2 SAMPLE TEST
3

T
u
r
n

O
v
e
r