Delta Module One Structure

Delta Module One
Understanding language, methodology and resources for teaching
General description
Examination format Timing The Delta Module One examination consists of two papers. 3 hours and 30 minutes (Two 1-hour papers with a 30-minute break in between) Paper 1 is comprised of five tasks. Paper 2 is comprised of 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. 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 and Fail, based on the total number of marks achieved.
No. of tasks
Structure and tasks

Paper 1 (1.5 hours)
Task 1 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.
Short written response Six terms are provided. Candidates must choose four of these and supply a definition and an appropriate example.
15 minutes
Knowledge of language systems; skills; methodology and approaches; assessment.
Longer written response Candidates are given a writing or speaking skills task from published ELT/ESOL course material or published exam material. Candidates are asked to identify the appropriate sub-skills/features of discourse (e.g. ordering information, linking information, use of appropriate salutation) which they would train specified learners in to complete the task.
15 minutes
Understanding of skills and ability to identify appropriate sub-skills. Understanding of features of spoken and written discourse which contribute to successful communication, e.g. register, cohesion, organisation, range of grammar and lexis.
Longer written response An authentic text is provided, e.g. a newspaper article, a leaflet, a brochure, a form. Candidates are asked to identify features of the text which are typical of its genre and to 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 are also asked to identify possible learner problems with form, meaning, use and pronunciation, as appropriate.
30 minutes
Ability to analyse features of language and to identify problems learners may have with them.
Longer written response An authentic spoken (transcribed) or written text produced by a learner is provided. Candidates are given a set of specific areas to analyse in the text, e.g. use of collocation, communicative success, cohesion. Candidates must provide a detailed analysis of the main strengths and weaknesses in the areas given.
25 minutes
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.
Paper 2 (1.5 hours)

Task 1 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 must provide a brief 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.
Longer written response An extract from published coursebook material is provided. Candidates must 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.
25 minutes
Analysis of resources, approaches and methodologies, and learners and contexts.
Longer written response Based on the same extract as Task 2, candidates must identify and comment on how specified activities and stages in the material support the activities and stages discussed in Task 2.
10 minutes
Analysis of resources, approaches and methodologies, and learners and contexts.
Longer written response Candidates are provided with ELT-related input, 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.
35 minutes
Analysis of resources, approaches and methodologies, learners and contexts, language acquisition and teacher roles

Delta Module One Structure

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Delta Module One

Understanding language, methodology and resources for teaching

Structure and tasks

Knowledge of language systems; skills; methodology and approaches; assessment.

Paper 2 (1.5 hours)

Analysis of resources, approaches and methodologies, and learners and contexts.

Analysis of resources, approaches and methodologies, and learners and contexts.

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