Delta Mod BK

u
C
L
L
S
2
u
u
8
L
M
C
]
5
2
7
8
]
8
1
u
*
1
9
0
0
6
5
0
9
8
9
*
unvcrsly cf Cambrdgc LSUL Lxamnalcns
1 hs kcad
Cambrdgc
C1 2Lu unlcd Kngdcm
Tc. +// 1223 553997
cma LSUL[CambrdgcLSUL.crg
www.CambridgeESOL.org
9 7 8 1 9 0 6 4 3 8 4 1 8
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
44 Structure and tasks
45 Professional Development Assignment (PDA) specifications
48 Language Systems and Skills Assignments specifications
62 Assessment
63 Module Three
63 Introduction to Delta Module Three
64 Extended Assignment specifications
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: ESOLhelpdesk@CambridgeESOL.org,
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
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.
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.
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.
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.
TASK FOUR
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
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.
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
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
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
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
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
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
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.
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
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.
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
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
consult other teachers when preparing language lessons
to gain greater input on the features of language they
might usefully analyse.
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
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).
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
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).
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
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.
spend no more than 25 minutes on Task Two and 10
minutes on Task Three
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
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.
read the instructions carefully.
DELTA HANDBOOK | PAPER 1 SAMPLE TEST 17
3

T
a
s
k

T
h
r
e
e

(
1
5

m
i
n
u
t
e
s
)

T
h
e

e
x
t
r
a
c
t

f
o
r

t
h
i
s

t
a
s
k

i
s

a

s
p
e
a
k
i
n
g

a
c
t
i
v
i
t
y

f
o
r

e
l
e
m
e
n
t
a
r
y

l
e
v
e
l

l
e
a
r
n
e
r
s
.

I
d
e
n
t
i
f
y

a

t
o
t
a
l

o
f

f
i
v
e

k
e
y

s
p
e
a
k
i
n
g

s
u
b
s
k
i
l
l
s
/
f
e
a
t
u
r
e
s

o
f

d
i
s
c
o
u
r
s
e

l
e
a
r
n
e
r
s

a
t

t
h
i
s

l
e
v
e
l

w
o
u
l
d

n
e
e
d

i
n

o
r
d
e
r

t
o

c
o
m
p
l
e
t
e

t
h
e

a
c
t
i
v
i
t
y

s
u
c
c
e
s
s
f
u
l
l
y
.

P
r
o
v
i
d
e

a
n

e
x
a
m
p
l
e

s
p
e
c
i
f
i
c

t
o

t
h
i
s

a
c
t
i
v
i
t
y

t
o

s
u
p
p
o
r
t

e
a
c
h

c
h
o
i
c
e
.

W
r
i
t
e

y
o
u
r

a
n
s
w
e
r

i
n

y
o
u
r

a
n
s
w
e
r

b
o
o
k
l
e
t
.

T
h
e

e
x
t
r
a
c
t

i
s

t
a
k
e
n

f
r
o
m

L
a
n
g
u
a
g
e

t
o

G
o

E
l
e
m
e
n
t
a
r
y

S
t
u
d
e
n
t
s

B
o
o
k
,

S
i
m
o
n

L
e

M
a
i
s
t
r
e

a
n
d

C
a
r
i
n
a

L
e
w
i
s
,

P
e
a
r
s
o
n

L
o
n
g
m
a
n
,

2
0
0
5
,

p
a
g
e

6
7
.

T
u
r
n

O
v
e
r

2

T
a
s
k

O
n
e

(
5

m
i
n
u
t
e
s
)

P
r
o
v
i
d
e

t
h
e

t
e
r
m

f
o
r

e
a
c
h

d
e
f
i
n
i
t
i
o
n
.

W
r
i
t
e

y
o
u
r

a
n
s
w
e
r
s

i
n

y
o
u
r

a
n
s
w
e
r

b
o
o
k
l
e
t
.

P
l
e
a
s
e

p
r
o
v
i
d
e

o
n
l
y

o
n
e

a
n
s
w
e
r

p
e
r

q
u
e
s
t
i
o
n
.

a

t
h
e

p
o
s
i
t
i
v
e

o
r

n
e
g
a
t
i
v
e

i
m
p
a
c
t

o
f

a

t
e
s
t

o
n

c
l
a
s
s
r
o
o
m

t
e
a
c
h
i
n
g

b

t
h
e

r
e
p
l
a
c
i
n
g

o
f

a

n
o
u
n

p
h
r
a
s
e

o
r

a

c
l
a
u
s
e

b
y

a

s
i
n
g
l
e

w
o
r
d

i
n

o
r
d
e
r

t
o

a
v
o
i
d

r
e
p
e
t
i
t
i
o
n

o
r

t
o

m
a
k
e

a

t
e
x
t

m
o
r
e

c
o
h
e
s
i
v
e

c

t
h
e

t
h
e
o
r
y

w
h
i
c
h

c
l
a
i
m
s

t
h
a
t

e
v
e
r
y

s
p
e
a
k
e
r

o
f

a

l
a
n
g
u
a
g
e

k
n
o
w
s

a

s
e
t

o
f

p
r
i
n
c
i
p
l
e
s

w
h
i
c
h

a
p
p
l
y

t
o

a
l
l

l
a
n
g
u
a
g
e
s

a
n
d

a
l
s
o

a

s
e
t

o
f

p
a
r
a
m
e
t
e
r
s

t
h
a
t

c
a
n

v
a
r
y

f
r
o
m

o
n
e

l
a
n
g
u
a
g
e

t
o

a
n
o
t
h
e
r
,

b
u
t

o
n
l
y

w
i
t
h
i
n

s
e
t

l
i
m
i
t
s

d

t
h
e

a
t
t
i
t
u
d
i
n
a
l

m
e
a
n
i
n
g

o
f

a

w
o
r
d
,

w
h
i
c
h

m
a
y

b
e

c
u
l
t
u
r
a
l
l
y

d
e
t
e
r
m
i
n
e
d
,

s
u
c
h

a
s

w
h
e
t
h
e
r

i
t

c
a
r
r
i
e
s

a

p
o
s
i
t
i
v
e

o
r

n
e
g
a
t
i
v
e

m
e
a
n
i
n
g

e

t
h
e

p
l
a
c
e

i
n

a
n

u
t
t
e
r
a
n
c
e

w
h
e
r
e

t
h
e

m
a
j
o
r

p
i
t
c
h

m
o
v
e
m
e
n
t

b
e
g
i
n
s
,

m
a
r
k
i
n
g

t
h
e

f
o
c
a
l

p
o
i
n
t

o
f

t
h
e

m
e
s
s
a
g
e

f

a

p
r
o
c
e
s
s

t
h
r
o
u
g
h

w
h
i
c
h

a
n

e
r
r
o
r

h
a
s

b
e
c
o
m
e

a

p
e
r
m
a
n
e
n
t

f
e
a
t
u
r
e

o
f

a

l
e
a
r
n
e
r
s

l
a
n
g
u
a
g
e

u
s
e

a
n
d

i
s

b
e
l
i
e
v
e
d

t
o

b
e

r
e
s
i
s
t
a
n
t

t
o

c
o
r
r
e
c
t
i
o
n

T
a
s
k

T
w
o

(
1
5

m
i
n
u
t
e
s
)

P
r
o
v
i
d
e

a

d
e
f
i
n
i
t
i
o
n

a
n
d

a
n

a
p
p
r
o
p
r
i
a
t
e

b
r
i
e
f

e
x
a
m
p
l
e

o
r

i
l
l
u
s
t
r
a
t
i
o
n

f
o
r

f
o
u
r

o
f

t
h
e

t
e
r
m
s

b
e
l
o
w
.

W
r
i
t
e

y
o
u
r

a
n
s
w
e
r
s

i
n

y
o
u
r

a
n
s
w
e
r

b
o
o
k
l
e
t
.

a

a
d
j
a
c
e
n
c
y

p
a
i
r

b

a
n
a
p
h
o
r
i
c

r
e
f
e
r
e
n
c
e

c

c
o
l
l
o
c
a
t
i
o
n

d

o
r
d
e
r

o
f

a
c
q
u
i
s
i
t
i
o
n

e

s
t
r
u
c
t
u
r
a
l

s
y
l
l
a
b
u
s

f

w
o
r
d

f
a
m
i
l
y

SAMPLE TEST
Paper 1
18 DELTA HANDBOOK | PAPER 1 SAMPLE TEST
5

T
u
r
n

O
v
e
r

C
o
p
y
r
i
g
h
t

G
u
a
r
d
i
a
n

N
e
w
s

&

M
e
d
i
a

L
t
d

2
0
0
7

J
u
s
t

s
a
y

n
o

t
o

e
s
p
r
e
s
s
o
:

t
e
e
n
a
g
e
r

i
n

h
o
s
p
i
t
a
l

a
f
t
e
r

o
v
e
r
d
o
s
e

o
f

c
o
f
f
e
e

1

5

1
0

1
5

2
0

2
5

3
0

3
5

4
0

4
5

1

5

1
0

1
5

2
0

2
5

3
0

3
5

4
0

4
5

S
t
e
p
h
e
n

B
a
t
e
s

I
t

i
s

a
n

a
l
l

t
o
o

f
a
m
i
l
i
a
r

m
o
d
e
r
n

m
o
r
a
l
i
t
y

t
a
l
e
:

t
e
e
n
a
g
e
r

g
o
e
s

t
o
o

f
a
r

a
n
d

g
e
t
s

r
u
s
h
e
d

t
o

h
o
s
p
i
t
a
l

s
u
f
f
e
r
i
n
g

f
r
o
m

a
n

o
v
e
r
d
o
s
e
.

B
u
t

i
n

t
h
e

c
a
s
e

o
f

1
7
-
y
e
a
r
-
o
l
d

w
a
i
t
r
e
s
s

J
a
s
m
i
n
e

W
i
l
l
i
s
,

t
h
e

h
y
p
e
r
-
v
e
n
t
i
l
a
t
i
o
n
,

u
n
c
o
n
t
r
o
l
l
e
d

s
o
b
b
i
n
g

a
n
d

r
o
c
k
e
t
i
n
g

t
e
m
p
e
r
a
t
u
r
e

t
h
a
t

s
h
e

s
u
f
f
e
r
e
d

b
e
h
i
n
d

t
h
e

c
o
u
n
t
e
r

o
f

h
e
r

d
a
d
'
s

s
a
n
d
w
i
c
h

s
h
o
p

h
a
d

a

m
o
r
e

m
u
n
d
a
n
e

c
a
u
s
e
.

S
h
e
'
d

g
u
z
z
l
e
d

t
o
o

m
u
c
h

e
s
p
r
e
s
s
o

c
o
f
f
e
e
.

J
a
s
m
i
n
e

d
r
a
n
k

s
e
v
e
n

d
o
u
b
l
e
-
e
s
p
r
e
s
s
o
s

d
u
r
i
n
g

t
h
e

c
o
u
r
s
e

o
f

h
e
r

s
h
i
f
t

a
t

t
h
e

s
h
o
p

i
n

S
t
a
n
l
e
y
,

C
o

D
u
r
h
a
m
.

C
u
s
t
o
m
e
r
s

n
o
t
i
c
e
d

t
h
e

d
i
f
f
e
r
e
n
c
e
.

"
M
y

n
e
r
v
e
s

w
e
r
e

a
l
l

o
v
e
r

t
h
e

p
l
a
c
e
,
"

s
h
e

s
a
i
d

y
e
s
t
e
r
d
a
y
.

I

w
a
s

c
r
y
i
n
g

i
n

f
r
o
n
t

o
f

t
h
e

c
u
s
t
o
m
e
r
s

a
n
d

h
a
d

t
e
a
r
s

s
t
r
e
a
m
i
n
g

d
o
w
n

m
y

f
a
c
e
.

I

w
a
s

d
r
e
n
c
h
e
d

a
n
d

b
u
r
n
i
n
g

u
p

a
n
d

h
y
p
e
r
v
e
n
t
i
l
a
t
i
n
g
.

I

w
a
s

h
a
v
i
n
g

p
a
l
p
i
t
a
t
i
o
n
s
,

m
y

h
e
a
r
t

w
a
s

b
e
a
t
i
n
g

s
o

f
a
s
t

a
n
d

I

t
h
i
n
k

I

w
a
s

g
o
i
n
g

i
n
t
o

s
h
o
c
k
.
"

I
n

t
h
e

e
n
d
,

J
a
s
m
i
n
e

h
a
d

t
o

b
e

s
e
n
t

h
o
m
e
.

B
u
t

a
f
t
e
r

b
e
i
n
g

d
e
s
p
a
t
c
h
e
d

b
y

h
e
r

f
a
t
h
e
r
,

G
a
r
y
,

h
e
r

c
o
n
d
i
t
i
o
n

w
o
r
s
e
n
e
d
.

T
h
e

t
e
e
n
a
g
e
r

d
e
v
e
l
o
p
e
d

a

f
e
v
e
r

a
n
d

w
a
s

u
n
a
b
l
e

t
o

b
r
e
a
t
h
e

p
r
o
p
e
r
l
y

a
n
d

h
a
d

t
o

b
e

a
d
m
i
t
t
e
d

t
o

t
h
e

U
n
i
v
e
r
s
i
t
y

H
o
s
p
i
t
a
l

o
f

N
o
r
t
h

D
u
r
h
a
m
.

J
a
s
m
i
n
e

m
a
d
e

a

f
u
l
l

r
e
c
o
v
e
r
y
,

b
u
t

l
a
s
t

n
i
g
h
t

h
e
r

p
l
i
g
h
t

w
a
s

b
e
i
n
g

c
o
p
i
e
d

i
n
t
o

c
o
u
n
t
l
e
s
s

o
f
f
i
c
e

e
m
a
i
l
s
,

w
i
t
h

a

w
a
r
n
i
n
g

a
b
o
u
t

t
h
e

d
a
n
g
e
r
s

l
u
r
k
i
n
g
,

e
s
p
e
c
i
a
l
l
y
,

w
i
t
h
i
n

f
i
l
t
e
r

c
o
f
f
e
e
,

w
h
i
c
h

h
a
s

m
u
c
h

h
i
g
h
e
r

c
a
f
f
e
i
n
e

l
e
v
e
l
s

t
h
a
n

t
h
e

i
n
s
t
a
n
t

v
a
r
i
e
t
y
.

A
c
c
o
r
d
i
n
g

t
o

t
h
e

B
r
i
t
i
s
h

C
o
f
f
e
e

A
s
s
o
c
i
a
t
i
o
n
,

d
r
i
n
k
i
n
g

a

d
a
i
l
y

c
u
p

o
r

t
h
r
e
e

m
a
y

r
e
d
u
c
e

l
i
v
e
r

d
i
s
e
a
s
e
s

a
n
d

s
t
a
v
e

o
f
f

A
l
z
h
e
i
m
e
r
'
s

b
u
t

c
a
f
f
e
i
n
e

s
t
i
m
u
l
a
t
e
s

t
h
e

h
e
a
r
t

a
n
d

c
e
n
t
r
a
l

n
e
r
v
o
u
s

s
y
s
t
e
m

a
n
d

m
a
y

t
e
m
p
o
r
a
r
i
l
y

i
n
c
r
e
a
s
e

b
l
o
o
d

p
r
e
s
s
u
r
e

a
n
d

r
a
i
s
e

c
h
o
l
e
s
t
e
r
o
l

l
e
v
e
l
s
.

N
o
t

s
i
n
c
e

r
e
v
e
l
a
t
i
o
n
s

o
f

R
o
b
b
i
e

W
i
l
l
i
a
m
s
'

a
p
p
a
r
e
n
t

3
6
-
a
-
d
a
y

d
o
u
b
l
e
-
e
s
p
r
e
s
s
o

h
a
b
i
t

h
a
s

c
o
f
f
e
e

h
a
d

s
u
c
h

a

b
a
d

p
r
e
s
s
.

H
i
s

p
u
b
l
i
c
i
s
t

a
c
k
n
o
w
l
e
d
g
e
d

h
e

h
a
d

c
h
e
c
k
e
d

i
n
t
o

r
e
h
a
b

e
a
r
l
i
e
r

t
h
i
s

y
e
a
r

t
o

c
o
m
b
a
t

h
i
s

c
r
a
v
i
n
g

f
o
r

t
h
e

e
c
c
e
n
t
r
i
c

c
o
m
b
i
n
a
t
i
o
n

o
f

t
h
r
e
e
-
d
o
z
e
n

e
s
p
r
e
s
s
o
s
,

6
0

S
i
l
k

C
u
t
,

a
n
d

2
0

c
a
n
s

o
f

R
e
d

B
u
l
l
s

e
v
e
r
y

d
a
y
.

L
o
o
k
i
n
g

o
n

t
h
e

b
r
i
g
h
t

s
i
d
e
,

F
r
e
n
c
h

r
e
s
e
a
r
c
h
e
r
s

h
a
v
e

a
p
p
a
r
e
n
t
l
y

f
o
u
n
d

t
h
a
t

w
o
m
e
n

w
h
o

d
r
i
n
k

m
o
r
e

t
h
a
n

t
h
r
e
e

c
u
p
s

a

d
a
y

s
h
o
w

l
e
s
s

d
e
c
l
i
n
e

i
n

m
e
m
o
r
y

t
e
s
t
s

t
h
a
n

t
h
o
s
e

w
h
o

d
o
n
'
t
.

U
n
f
o
r
t
u
n
a
t
e
l
y

f
o
r

J
a
s
m
i
n
e
,

t
h
e

b
a
d

n
e
w
s

i
s

t
h
a
t

s
h
e

w
i
l
l

h
a
v
e

t
o

w
a
i
t

a
n
o
t
h
e
r

4
8

y
e
a
r
s

t
o

d
i
s
c
o
v
e
r

w
h
e
t
h
e
r

t
h
a
t
'
s

t
r
u
e
,

s
i
n
c
e

t
h
e

t
e
s
t
s

w
e
r
e

o
n
l
y

c
a
r
r
i
e
d

o
u
t

o
n

w
o
m
e
n

o
v
e
r

t
h
e

a
g
e

o
f

6
5
.

J
a
s
m
i
n
e
'
s

f
a
t
h
e
r

G
a
r
y
,

w
h
o

r
u
n
s

t
h
e

S
a
n
d
w
i
c
h

B
a
r

i
n

S
t
a
n
l
e
y
,

s
a
i
d
:

"
S
h
e

d
i
d

n
o
t

r
e
a
l
i
s
e

s
h
e

w
a
s

d
r
i
n
k
i
n
g

d
o
u
b
l
e

m
e
a
s
u
r
e
s
.

I

h
a
v
e

a
l
w
a
y
s

s
t
r
e
s
s
e
d

t
o

m
y

c
h
i
l
d
r
e
n

t
h
e

i
m
p
o
r
t
a
n
c
e

o
f

m
o
d
e
r
a
t
i
o
n

b
u
t

J
a
s
m
i
n
e

g
o
t

c
a
u
g
h
t

o
u
t

o
n

t
h
i
s

o
c
c
a
s
i
o
n
.
"

A
l
t
h
o
u
g
h

s
h
e

w
a
s

o
n
l
y

k
e
p
t

i
n

h
o
s
p
i
t
a
l

f
o
r

a

f
e
w

h
o
u
r
s
,

J
a
s
m
i
n
e

s
u
f
f
e
r
e
d

s
i
d
e
-
e
f
f
e
c
t
s

f
o
r

s
e
v
e
r
a
l

d
a
y
s
.

J
a
s
m
i
n
e

s
a
y
s

s
h
e

n
o
w

c
a
n
n
o
t

f
a
c
e

t
h
e

s
i
g
h
t

o
f

c
o
f
f
e
e
,

w
h
i
c
h

m
a
y

l
i
m
i
t

h
e
r

f
u
t
u
r
e

c
a
r
e
e
r

p
r
o
s
p
e
c
t
s

i
n

h
e
r

d
a
d
'
s

s
a
n
d
w
i
c
h

s
h
o
p
.

I
n
s
t
e
a
d
,

l
i
k
e

o
n
e

o
f

H
i
l
a
i
r
e

B
e
l
l
o
c
'
s

C
a
u
t
i
o
n
a
r
y

T
a
l
e
s
,

s
h
e

i
s

l
e
f
t

o
f
f
e
r
i
n
g

d
i
r
e

w
a
r
n
i
n
g
s

t
o

o
t
h
e
r
s
:

"
I

d
i
d

n
o
t

r
e
a
l
i
s
e

t
h
i
s

c
o
u
l
d

h
a
p
p
e
n

t
o

y
o
u

a
n
d

I

o
n
l
y

h
o
p
e

o
t
h
e
r

p
e
o
p
l
e

l
e
a
r
n

f
r
o
m

m
y

m
i
s
t
a
k
e
,
"

s
h
e

s
a
i
d
.

4

T
a
s
k

F
o
u
r

(
3
0

m
i
n
u
t
e
s
)

T
h
e

t
e
x
t

f
o
r

t
h
i
s

t
a
s
k

i
s

r
e
p
r
o
d
u
c
e
d

o
n

t
h
e

o
p
p
o
s
i
t
e

p
a
g
e
.

a

T
h
e

t
e
x
t

i
s

a

h
u
m
a
n

i
n
t
e
r
e
s
t

s
t
o
r
y

f
r
o
m

a

n
e
w
s
p
a
p
e
r
.

I
d
e
n
t
i
f
y

f
i
v
e

f
e
a
t
u
r
e
s

o
f

t
h
e

t
e
x
t

w
h
i
c
h

a
r
e

t
y
p
i
c
a
l

o
f

t
h
i
s

g
e
n
r
e
.

P
r
o
v
i
d
e

a
n

e
x
a
m
p
l
e

f
o
r

e
a
c
h
.

b

L
o
o
k

a
t

t
h
e

f
o
l
l
o
w
i
n
g

t
h
r
e
e

e
x
t
r
a
c
t
s

t
a
k
e
n

f
r
o
m

t
h
e

t
e
x
t
,

a
l
l

o
f

w
h
i
c
h

c
o
n
t
a
i
n

t
h
e

w
o
r
d

(
o
r

c
o
n
t
r
a
c
t
i
o
n
)

h
a
d
.

C
o
m
m
e
n
t

o
n

t
h
e

f
o
r
m
,

m
e
a
n
i
n
g
/
u
s
e

a
n
d

p
r
o
n
u
n
c
i
a
t
i
o
n

o
f

h
a
d

i
n

e
a
c
h

c
a
s
e
.

x

S
h
e
d

g
u
z
z
l
e
d

t
o
o

m
u
c
h

e
s
p
r
e
s
s
o

c
o
f
f
e
e
.

(
l
i
n
e

4
)

x

.

a
n
d

(
I
)

h
a
d

t
e
a
r
s

s
t
r
e
a
m
i
n
g

d
o
w
n

m
y

f
a
c
e
.

(
l
i
n
e

8
)

x

I
n

t
h
e

e
n
d
,

J
a
s
m
i
n
e

h
a
d

t
o

b
e

s
e
n
t

h
o
m
e
.

(
l
i
n
e

1
2
)

c

L
o
o
k

a
t

t
h
i
s

s
e
n
t
e
n
c
e

f
r
o
m

t
h
e

t
e
x
t

a
n
d

c
o
m
m
e
n
t

o
n

t
h
e

f
o
r
m
,

m
e
a
n
i
n
g
/
u
s
e

a
n
d

p
r
o
n
u
n
c
i
a
t
i
o
n

o
f

t
h
e

u
n
d
e
r
l
i
n
e
d

p
a
r
t
.

W
h
a
t

p
r
o
b
l
e
m
s

m
i
g
h
t

l
e
a
r
n
e
r
s

h
a
v
e

w
i
t
h

t
h
e

m
e
a
n
i
n
g

a
n
d

p
h
o
n
o
l
o
g
y
?

I

h
a
v
e

a
l
w
a
y
s

s
t
r
e
s
s
e
d

t
o

m
y

c
h
i
l
d
r
e
n

t
h
e

i
m
p
o
r
t
a
n
c
e

o
f

m
o
d
e
r
a
t
i
o
n

b
u
t

J
a
s
m
i
n
e

g
o
t

c
a
u
g
h
t

o
u
t

o
n

t
h
i
s

o
c
c
a
s
i
o
n
.

(
l
i
n
e

3
8
)

d

L
o
o
k

a
t

t
h
e

f
o
l
l
o
w
i
n
g

t
h
r
e
e

e
x
t
r
a
c
t
s

t
a
k
e
n

f
r
o
m

t
h
e

t
e
x
t
.

C
o
m
m
e
n
t

o
n

t
h
e

f
o
r
m

a
n
d

m
e
a
n
i
n
g
/
u
s
e

o
f

t
h
e

u
n
d
e
r
l
i
n
e
d

p
a
r
t
s
.

x

u
n
c
o
n
t
r
o
l
l
e
d

s
o
b
b
i
n
g

(
l
i
n
e

3
)

x

a
n
d

r
o
c
k
e
t
i
n
g

t
e
m
p
e
r
a
t
u
r
e

(
l
i
n
e

3
)

x

B
u
t

a
f
t
e
r

b
e
i
n
g

d
e
s
p
a
t
c
h
e
d

b
y

h
e
r

f
a
t
h
e
r
,

(
l
i
n
e

1
2
)

W
r
i
t
e

y
o
u
r

a
n
s
w
e
r
s

i
n

y
o
u
r

a
n
s
w
e
r

b
o
o
k
l
e
t
.

7

5

5

1
0

1
0

1
5

1
5

2
0

2
0

6

T
a
s
k

F
i
v
e

(
2
5

m
i
n
u
t
e
s
)

T
h
e

t
e
x
t

f
o
r

t
h
i
s

t
a
s
k

i
s

r
e
p
r
o
d
u
c
e
d

o
n

t
h
e

o
p
p
o
s
i
t
e

p
a
g
e
.

I
t

w
a
s

w
r
i
t
t
e
n

b
y

a

l
e
a
r
n
e
r

i
n

a
n

u
p
p
e
r

i
n
t
e
r
m
e
d
i
a
t
e

c
l
a
s
s

i
n

r
e
s
p
o
n
s
e

t
o

t
h
e

f
o
l
l
o
w
i
n
g

t
a
s
k
:

W
r
i
t
e

a

f
i
l
m

r
e
v
i
e
w

f
o
r

y
o
u
r

s
c
h
o
o
l

m
a
g
a
z
i
n
e
.

a

I
d
e
n
t
i
f
y

t
h
r
e
e

k
e
y

s
t
r
e
n
g
t
h
s

a
n
d

t
h
r
e
e

k
e
y

w
e
a
k
n
e
s
s
e
s

o
f

t
h
e

t
e
x
t
.

P
r
o
v
i
d
e

a
n

e
x
a
m
p
l
e

o
f

e
a
c
h

s
t
r
e
n
g
t
h

a
n
d

e
a
c
h

w
e
a
k
n
e
s
s
.

Y
o
u
r

a
n
s
w
e
r

s
h
o
u
l
d

f
o
c
u
s

o
n

s
o
m
e

o
r

a
l
l

o
f

t
h
e

a
r
e
a
s

l
i
s
t
e
d

b
e
l
o
w
.

x

T
a
s
k

a
c
h
i
e
v
e
m
e
n
t

x

A
p
p
r
o
p
r
i
a
c
y

o
f

g
e
n
r
e

a
n
d

s
t
y
l
e

x

O
r
g
a
n
i
s
a
t
i
o
n

x

C
o
h
e
s
i
o
n

x

P
u
n
c
t
u
a
t
i
o
n

b

W
h
i
c
h

o
n
e

o
f

t
h
e

w
e
a
k
n
e
s
s
e
s

i
d
e
n
t
i
f
i
e
d

a
b
o
v
e

w
o
u
l
d

y
o
u

c
h
o
o
s
e

t
o

p
r
i
o
r
i
t
i
s
e
?

G
i
v
e

t
h
r
e
e

r
e
a
s
o
n
s

f
o
r

y
o
u
r

c
h
o
i
c
e
.

W
r
i
t
e

y
o
u
r

a
n
s
w
e
r
s

i
n

y
o
u
r

a
n
s
w
e
r

b
o
o
k
l
e
t
.

3

T
u
r
n

O
v
e
r

[
T
u
r
n

O
v
e
r
W
r
i
t
i
n
g
P
a
r
t

1

Q
u
e
s
t
i
o
n
s

1
-
5

H
e
r
e

a
r
e

s
o
m
e

s
e
n
t
e
n
c
e
s

a
b
o
u
t

a

h
o
l
i
d
a
y

o
n

a

c
a
n
a
l

b
o
a
t
.

F
o
r

e
a
c
h

q
u
e
s
t
i
o
n
,

c
o
m
p
l
e
t
e

t
h
e

s
e
c
o
n
d

s
e
n
t
e
n
c
e

s
o

t
h
a
t

i
t

m
e
a
n
s

t
h
e

s
a
m
e

a
s

t
h
e

f
i
r
s
t
.

U
s
e

n
o

m
o
r
e

t
h
a
n

t
h
r
e
e

w
o
r
d
s
.

W
r
i
t
e

o
n
l
y

t
h
e

m
i
s
s
i
n
g

w
o
r
d
s

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

Y
o
u

m
a
y

u
s
e

t
h
i
s

p
a
g
e

f
o
r

a
n
y

r
o
u
g
h

w
o
r
k
.

E
x
a
m
p
l
e
:
0
W
e

h
a
d

n
o
t

b
e
e
n

o
n

a

c
a
n
a
l

b
o
a
t

f
o
r

t
w
o

y
e
a
r
s
.

I
t

w
a
s

t
w
o

y
e
a
r
s

.
.
.
.
.
.
.
.

w
e

h
a
d

b
e
e
n

o
n

a

c
a
n
a
l

b
o
a
t
.
A
n
s
w
e
r
:
0
s
i
n
c
e
1

I
t

t
o
o
k

u
s

a

l
o
n
g

t
i
m
e

t
o

d
e
c
i
d
e

w
h
e
r
e

t
o

g
o
.

W
e

s
p
e
n
t

a

l
o
n
g

t
i
m
e

.
.
.
.
.
.
.
.
w
h
e
r
e

t
o

g
o
.
2

T
h
e

b
o
a
t

d
i
d

n
o
t

m
o
v
e

v
e
r
y

q
u
i
c
k
l
y

d
o
w
n

t
h
e

r
i
v
e
r
.

T
h
e

b
o
a
t

m
o
v
e
d

v
e
r
y

.
.
.
.
.
.
.
.
d
o
w
n

t
h
e

r
i
v
e
r
.
3

W
e

c
o
u
l
d

n
o
t

f
i
s
h

i
n

m
a
n
y

p
a
r
t
s

o
f

t
h
e

r
i
v
e
r
.

W
e

w
e
r
e

n
o
t

.
.
.
.
.
.
.
.

f
i
s
h

i
n

m
a
n
y

p
a
r
t
s

o
f

t
h
e

r
i
v
e
r
.
4

T
h
e
r
e

w
a
s

a

s
m
a
l
l

k
i
t
c
h
e
n

o
n

t
h
e

b
o
a
t
.

T
h
e

b
o
a
t

.
.
.
.
.
.
.
.

a

s
m
a
l
l

k
i
t
c
h
e
n
.
5

T
h
e

s
u
n

s
h
o
n
e

e
v
e
r
y

d
a
y

o
f

t
h
e

b
o
a
t

t
r
i
p
.

I
t

w
a
s

.
.
.
.
.
.
.
.

e
v
e
r
y

d
a
y

o
f

t
h
e

b
o
a
t

t
r
i
p
.
2

T
a
s
k

O
n
e

(
2
0

m
i
n
u
t
e
s
)

T
h
e

t
e
x
t

f
o
r

t
h
i
s

t
a
s
k

i
s

r
e
p
r
o
d
u
c
e
d

o
n

p
a
g
e
s

3

a
n
d

4
.

I
t

i
s

t
w
o

p
a
r
t
s

o
f

t
h
e

C
a
m
b
r
i
d
g
e

E
S
O
L

P
r
e
l
i
m
i
n
a
r
y

E
n
g
l
i
s
h

T
e
s
t

(
P
E
T
)

W
r
i
t
i
n
g

t
e
s
t
.

P
E
T

i
s

s
e
t

a
t

l
e
v
e
l

B
1

o
n

t
h
e

C
o
m
m
o
n

E
u
r
o
p
e
a
n

F
r
a
m
e
w
o
r
k

o
f

R
e
f
e
r
e
n
c
e

f
o
r

L
a
n
g
u
a
g
e
s
.

I
t

i
s

b
e
i
n
g

u
s
e
d

i
n

t
h
e

f
o
l
l
o
w
i
n
g

s
i
t
u
a
t
i
o
n
:

J

i
s

a

r
e
c
e
p
t
i
o
n
i
s
t

i
n

a

h
o
t
e
l

a
n
d

n
e
e
d
s

t
o

i
m
p
r
o
v
e

h
e
r

E
n
g
l
i
s
h

t
o

m
a
k
e

h
e
r

m
o
r
e

e
f
f
e
c
t
i
v
e

a
t

w
o
r
k
.

S
h
e

f
e
e
l
s

l
e
a
s
t

p
r
o
f
i
c
i
e
n
t

i
n

w
r
i
t
i
n
g

i
n

E
n
g
l
i
s
h
.

S
h
e

n
e
e
d
s

t
o

w
r
i
t
e

e
m
a
i
l
s

t
o

c
l
i
e
n
t
s
.

S
h
e

i
s

a
t

L
o
w

I
n
t
e
r
m
e
d
i
a
t
e

l
e
v
e
l

a
n
d

h
e
r

t
e
a
c
h
e
r

h
a
s

s
u
g
g
e
s
t
e
d

s
h
e

w
o
r
k

t
o
w
a
r
d
s

t
h
e

P
E
T

e
x
a
m

i
n

o
r
d
e
r

t
o

i
m
p
r
o
v
e

h
e
r

w
r
i
t
i
n
g
.

U
s
i
n
g

y
o
u
r

k
n
o
w
l
e
d
g
e

o
f

r
e
l
e
v
a
n
t

t
e
s
t
i
n
g

c
o
n
c
e
p
t
s
,

e
v
a
l
u
a
t
e

t
h
e

e
f
f
e
c
t
i
v
e
n
e
s
s

o
f

t
h
e

t
a
s
k
s

f
o
r

t
h
i
s

l
e
a
r
n
e
r

i
n

t
h
i
s

s
i
t
u
a
t
i
o
n
.

M
a
k
e

a

t
o
t
a
l

o
f

s
i
x

p
o
i
n
t
s
.

Y
o
u

m
u
s
t

i
n
c
l
u
d
e

b
o
t
h

p
o
s
i
t
i
v
e

a
n
d

n
e
g
a
t
i
v
e

p
o
i
n
t
s
.

W
r
i
t
e

y
o
u
r

a
n
s
w
e
r

i
n

y
o
u
r

a
n
s
w
e
r

b
o
o
k
l
e
t
.

SAMPLE TEST
Paper 2
5

T
u
r
n

O
v
e
r

T
h
e

t
e
x
t

f
o
r

t
a
s
k
s

t
w
o

a
n
d

t
h
r
e
e

i
s

r
e
p
r
o
d
u
c
e
d

o
n

p
a
g
e
s

6

a
n
d

7
.

T
a
s
k

T
w
o

(
2
5

m
i
n
u
t
e
s
)

T
h
e

p
u
r
p
o
s
e

o
f

t
h
e

e
x
t
r
a
c
t

a
s

a

w
h
o
l
e

i
s

t
o

t
e
a
c
h

d
i
f
f
e
r
e
n
c
e
s

b
e
t
w
e
e
n

t
h
e

p
r
e
s
e
n
t

c
o
n
t
i
n
u
o
u
s

a
n
d

t
h
e

p
r
e
s
e
n
t

s
i
m
p
l
e

t
o

p
r
e
-
i
n
t
e
r
m
e
d
i
a
t
e

l
e
v
e
l

l
e
a
r
n
e
r
s
.

a
)

I
d
e
n
t
i
f
y

t
h
e

p
u
r
p
o
s
e

o
f

t
h
e

e
x
e
r
c
i
s
e
s

i
n

t
h
e

b
o
x

b
e
l
o
w

i
n

r
e
l
a
t
i
o
n

t
o

t
h
e

p
u
r
p
o
s
e

o
f

t
h
e

e
x
t
r
a
c
t

a
s

a

w
h
o
l
e
.

b
)

I
d
e
n
t
i
f
y

a

t
o
t
a
l

o
f

s
i
x

k
e
y

a
s
s
u
m
p
t
i
o
n
s

a
b
o
u
t

l
a
n
g
u
a
g
e

l
e
a
r
n
i
n
g

t
h
a
t

a
r
e

e
v
i
d
e
n
t

i
n

t
h
e

e
x
e
r
c
i
s
e
s

i
n

t
h
e

b
o
x

a
b
o
v
e

a
n
d

e
x
p
l
a
i
n

w
h
y

t
h
e

a
u
t
h
o
r
s

m
i
g
h
t

c
o
n
s
i
d
e
r

t
h
e
s
e

a
s
s
u
m
p
t
i
o
n
s

t
o

b
e

i
m
p
o
r
t
a
n
t

f
o
r

l
e
a
r
n
i
n
g
.

Y
o
u

m
u
s
t

r
e
f
e
r

t
o

e
a
c
h

o
f

t
h
e

e
x
e
r
c
i
s
e
s

a
t

l
e
a
s
t

o
n
c
e
,

T
a
s
k

T
h
r
e
e

(
1
0

m
i
n
u
t
e
s
)

C
o
m
m
e
n
t

o
n

t
h
e

w
a
y
s

i
n

w
h
i
c
h

t
h
e

v
o
c
a
b
u
l
a
r
y

f
o
c
u
s

i
n

t
h
e

r
e
m
a
i
n
i
n
g

m
a
t
e
r
i
a
l

i
n

t
h
e

e
x
t
r
a
c
t

c
o
m
b
i
n
e
s

w
i
t
h

t
h
e

e
x
e
r
c
i
s
e
s

d
i
s
c
u
s
s
e
d

i
n

T
a
s
k

T
w
o
.

W
r
i
t
e

y
o
u
r

a
n
s
w
e
r

i
n

y
o
u
r

a
n
s
w
e
r

b
o
o
k
l
e
t
.

E
x
e
r
c
i
s
e

3

E
x
e
r
c
i
s
e

4

E
x
e
r
c
i
s
e

5

E
x
e
r
c
i
s
e

6

4

P
a
r
t

2

Q
u
e
s
t
i
o
n

6

Y
o
u

a
r
e

g
o
i
n
g

t
o

m
o
v
e

t
o

a

n
e
w

f
l
a
t
.
W
r
i
t
e

a
n

e
-
m
a
i
l

t
o

a
n

E
n
g
l
i
s
h

f
r
i
e
n
d

o
f

y
o
u
r
s
.

I
n

y
o
u
r

e
-
m
a
i
l
,

y
o
u

s
h
o
u
l
d

x
s
a
y

w
h
e
r
e

y
o
u

a
r
e

m
o
v
i
n
g

t
o

x
e
x
p
l
a
i
n

w
h
y

y
o
u

a
r
e

m
o
v
i
n
g

x
i
n
v
i
t
e

y
o
u
r

f
r
i
e
n
d

t
o

v
i
s
i
t

y
o
u
.

W
r
i
t
e

3
5
-
4
5

w
o
r
d
s

o
n

y
o
u
r

a
n
s
w
e
r

s
h
e
e
t
.

7

T
u
r
n

O
v
e
r

6

U
n
i
t

3
B

o
f

f
a
c
e
2
f
a
c
e

P
r
e
-
I
n
t
e
r
m
e
d
i
a
t
e
,

C
h
r
i
s

R
e
d
s
t
o
n

a
n
d

G
i
l
l
i
e

C
u
n
n
i
n
g
h
a
m
,

C
a
m
b
r
i
d
g
e

U
n
i
v
e
r
s
i
t
y

P
r
e
s
s
,

2
0
0
5
,

p
a
g
e
s

2
2

2
3
.

8

T
a
s
k

F
o
u
r

(
3
5

m
i
n
u
t
e
s
)

R
e
a
d

t
h
e

f
o
l
l
o
w
i
n
g

q
u
o
t
e
s

f
r
o
m

t
e
a
c
h
e
r
s

a
b
o
u
t

u
s
i
n
g

t
h
e

s
t
u
d
e
n
t
s

f
i
r
s
t

l
a
n
g
u
a
g
e

(
L
1
)

i
n

t
h
e

c
l
a
s
s
r
o
o
m
.

T
e
a
c
h
e
r

1
:

T
h
e
r
e
s

a
n

a
c
t
i
v
i
t
y

i
n

t
h
e

u
n
i
t

w
e

w
e
r
e

w
o
r
k
i
n
g

o
n

t
h
i
s

m
o
r
n
i
n
g

w
h
i
c
h

a
s
k
s

t
h
e
m

t
o

t
r
a
n
s
l
a
t
e

b
a
c
k

t
o

L
1
.

I

n
e
v
e
r

d
o

t
h
a
t

o
n
e

b
e
c
a
u
s
e

I

d
o
n
t

s
e
e

t
h
e

p
o
i
n
t
.

T
e
a
c
h
e
r

2
:

I

n
e
v
e
r

u
s
e

t
h
e

s
t
u
d
e
n
t
s

l
a
n
g
u
a
g
e

i
n

t
h
e

c
l
a
s
s
r
o
o
m
,

e
v
e
n

t
h
o
u
g
h

I

c
a
n
.

T
e
a
c
h
e
r

3
:

I

h
a
v
e

t
o

u
s
e

L
1

i
n

m
y

c
l
a
s
s
,

o
t
h
e
r
w
i
s
e

e
v
e
r
y
t
h
i
n
g

t
a
k
e
s

t
o
o

l
o
n
g
.

T
e
a
c
h
e
r

4
:

A
l
l

m
y

s
t
u
d
e
n
t
s

t
e
l
l

m
e

t
h
e
y

w
a
n
t

t
o

s
p
e
a
k

E
n
g
l
i
s
h

i
n

c
l
a
s
s
,

b
u
t

w
h
e
n
e
v
e
r

w
e

h
a
v
e

a

d
i
s
c
u
s
s
i
o
n
,

I

c
a
n
t

k
e
e
p

t
h
e
m

i
n

E
n
g
l
i
s
h
.

a

W
h
a
t

b
e
l
i
e
f
s

i
n
f
o
r
m

a
t
t
i
t
u
d
e
s

s
u
c
h

a
s

t
h
o
s
e

e
x
p
r
e
s
s
e
d

b
y

t
h
e

t
e
a
c
h
e
r
s

i
n

t
h
e

q
u
o
t
e
s

a
b
o
v
e
?

b

W
h
a
t

r
o
l
e
s

a
n
d

p
r
o
c
e
d
u
r
e
s

w
o
u
l
d

t
e
a
c
h
e
r
s

3

a
n
d

4

n
e
e
d

t
o

a
d
o
p
t

i
n

o
r
d
e
r

t
o

e
n
c
o
u
r
a
g
e

g
r
e
a
t
e
r

u
s
e

o
f

E
n
g
l
i
s
h

i
n

t
h
e
i
r

c
l
a
s
s
r
o
o
m
?

c

O
n

w
h
a
t

o
c
c
a
s
i
o
n
s

m
i
g
h
t

i
t

b
e

b
e
n
e
f
i
c
i
a
l

f
o
r

e
i
t
h
e
r

a

t
e
a
c
h
e
r

o
r

s
t
u
d
e
n
t
s

t
o

u
s
e

L
1

i
n

t
h
e

c
l
a
s
s
r
o
o
m
?

W
r
i
t
e

y
o
u
r

a
n
s
w
e
r

i
n

y
o
u
r

a
n
s
w
e
r

b
o
o
k
l
e
t
.

Sample test guideline
answers
The answers contained here are intended to illustrate as
comprehensively as possible the points that candidates can
write in order to gain marks in Delta Module One. Please note
that candidates are not expected to write all of the
information contained in these guideline answers.
PAPER 1
TASK ONE
a. washback / backwash
b. substitution
c. universal grammar
d. connotation
e. nucleus / tonic (syllable) / nuclear stress
f. fossilization / fossilisation
TASK TWO
a. adjacency pair
a sequence of two related utterances by two different
speakers
the first utterance leads to a set of expectations
about the response
based on sociolinguistic context
second utterance can be a preferred or dispreferred
response
example: Fancy a coffee? Id love one!( i.e. offer
acceptance) / offer non-acceptance / greeting greeting /
question answer, / invitation acceptance or non-
acceptance / complaint denial or apology / or any other
acceptable example
b. anaphoric reference
a word or phrase that refers back to another word or
phrase which was used earlier in a text (written or
spoken)
makes a text cohesive
the second word or phrase is different in some way
from the first
example: Where are my keys? You left themon the
kitchen table. Themrefers back to keys in the first
utterance / or any other acceptable example
c. collocation
two or more words that co-occur in a language more often
than would be expected by chance
the more often words occur together, the stronger the
collocation
collocation can be a result of grammatical rules or
simply usage
examples: depend on / have a cigarette / high frequency /
bitterly disappointed / completely agree / or any other
acceptable example
d. order of acquisition
the order in which grammar / language items are thought
to be acquired
there may be a natural, predictable order for at least
some morphemes/language items
order of acquisition often different from order in
which language areas are introduced in coursebooks
example: candidates should provide an example with at
least one item that is thought be acquired before another
(e.g. irregular past before regular past), or an item that is
early acquired (e.g. vocabulary), or an item that is late
acquired (e.g. third person s)
e. structural syllabus
a syllabus which is based around a series of grammatical
structures
structures are sequenced according to assumed level of
complexity
example: verb to be present simple present continuous
f. word family
a group of words that share the same root / basic form
words use different affixes / morpheme additions to make
different parts of speech
example: care, careful, careless, uncaring, carer / or any
other acceptable example
TASK THREE
Key subskills/features of discourse
knowledge and use of discourse structure of this type of
interaction
example: initiation negotiation checking the general
consensus coming to an agreement checking the
decision
turn-taking skills
example: recognising intonation patterns that indicate a
person is coming to the end of an utterance / interrupting /
inviting others to speak
knowledge of exponents and discourse function of
adjacency pairs
example: a suggestion needs a response / an opinion
needs an agreement or disagreement / or any other
acceptable example
compensating or paraphrasing when they dont know a
word in English / clarifying what someone else has said
example: The thing you use for / Do you mean ? /
Sorry, could you say that again? / or any other acceptable
example
initiating an interaction
example: So, what about the drinks? / Lets start with the
entertainment / or any other acceptable example
inviting others to speak [If candidates have used a
language exponent to exemplify this under turn-taking
skills, no separate credit will be given here.]
example: What do you think? / Have you got any other
suggestions?
making suggestions / giving opinions / negotiation
example: we could / how about / lets / why
dont we ? / I think we should / What Id like to
have is .. / or any other acceptable example
accepting others ideas / agreement and disagreement /
negotiation
example: good idea / yes, thats a nice idea / I agree /
Im with x / No, Id rather / Yes, but / or any other
acceptable example
progressing the discussion / summarising
example: Anyway, / Lets go on to something else /
So, do we all agree? / or any other acceptable example
comparing
example: x is much more expensive than y / We could
have more of x and still pay less / or any other acceptable
example
recognising intonation patterns i.e. that indicate a per-
son is coming to the end of an utterance [If candidates
have used a language exponent to exemplify this under
turn-taking skills, no separate credit will be given here.]
example: a falling intonation to indicate the end of a list
of points / a rising intonation to indicate an invitation for
someone else to speak (i.e. a pattern similar to a question)
interrupting [If candidates have used a language exponent
to exemplify this under turn-taking skills, no separate
credit will be given here.]
example: Yes, but I think / Err.also / Could I just say
something?
TASK FOUR
a. Features typical of this genre
use of headline language e.g. teenager goes too far and
gets rushed to hospital
exaggerated/heightened/extreme lexis e.g. rushed to
(hospital), rocketing (temperature), (tears) streaming
down, drenched, burning up
complex clauses to describe people and things e.g.
17-year-old waitress Jasmine Willis, 36-a-day double-
espresso habit
use of direct speech e.g. I was crying in front of the
customers
colloquial expressions e.g. I was all over the place,
looking on the bright side
organisation i.e. introduction, summarise main point, list
events that led to/were caused by the event, reference to
situation now
maintaining protagonist as the focus/topic e.g. by use of
passives to keep Jasmine as the subject
reference to external (and significant) sources connected
to the theme e.g. Robbie Williams addiction, French
research
moral at the end e.g. dire warning to others
use of humour/irony e.g. which may limit her future
career prospects
use of short paragraphs often containing just one idea
b.
Shed guzzled too much espresso coffee.
Form
auxiliary verb (used with past participle (guzzled) to form
the past perfect tense
Meaning/use
setting action of guzzling before the main events focused
on in the text the illness which the guzzling caused
past perfect is very often used to give the causes of past
events
Pronunciation
because its an auxiliary, not a main verb, it can be
contracted as in this case
/d/ may be elided because its followed by plosive /g/
and (I) had tears streaming down my face.
Form
main verb
stative
past simple
not contracted because its a main verb / doesnt have a
subject to form part of the contraction in this case
Meaning/use
the event is happening at that moment
Pronunciation
as a main verb had wouldnt normally be contracted (and
cant be in this case because theres no subject)
might be slightly weakened as the stress is likely to be on
the object of the verb
In the end, Jasmine had to be sent home.
Form
semi-modal had to
main verb in past simple
Meaning/use
used to express modality necessity of sending Jasmine
home
Pronunciation
not contracted because its a main verb / delayed
plosion/unexploded plosive
c.
I have always stressed to my children the importance of
moderation but Jasmine got caught out on this occasion.
Form
passive voice using got as an alternative to was / get in
past followed by the past participle of catch and adver-
bial particle out
separable transitive phrasal verb to catch someone out
Meaning/use
passive: to keep the emphasis on Jasmine as the subject of
the sentence i.e. keeping the focus on the protagonist
use of get makes the sentence more informal common
in spoken English and emphasises it as an action rather
than a state
get is typically used to replace be in the passive when
the situation described has a negative impact on the
subject or if the subject was an unwilling participant in
the situation
phrasal verb catch out means take by surprise in this case
past simple used to describe a single event in the past as
part of a narrative
TASK FIVE
a.
Key strengths:
Task Achievement: Task is achieved in terms of content.
Learner reviews the film effectively, including outlining
the plot and the main character, evaluating the film and
giving a recommendation.
Genre: Includes some structural features of genre:
summary of plot, information about main character,
evaluative comments and recommendation.
Style: Neutral to informal e.g. its a Hollywood film set in
the 18th century ( line 3) appropriate for genre / audience,
personal comments (inspiring), use of contractions
appropriate to informal style.
Organisation: The information is in a logical order, with
the ideas in the main paragraph showing a logical
progression: the topic is introduced, plot and main
character described and the film is then evaluated
followed by a recommendation.
Cohesion: Learner has used linking devices e.g.
gradually (line 12), then (line 13).
Cohesion: Learner shows that he is able to write
sentences using appropriate conjunctions e.g. although
(line 8). He also uses relative clauses to add information
e.g. who came with his army (line 7); there is consistent
use of accurate anaphoric referencing.
Key weaknesses:
Task Achievement / Genre: Task is not achieved because
the text follows informal letter conventions rather than a
magazine review e.g. greeting: Dear fiona (line 1); signing
off: Best wishes (line 20).
Organisation: While the learner has some awareness of
the need for paragraphs (e.g. signing off is in a separate
paragraph), the main body of the text consists of one
paragraph, whereas it could be subdivided into 2/3
paragraphs e.g. introduction / plot and character/
evaluation and recommendation.
Punctuation: Use of capitals is problematic and has a
negative effect on the reader: few capitals to begin
sentences e.g. its a Hollywood film (line 3), inconsistent
use of capitals with title e.g. The Last samurai; proper
nouns e.g. fiona (line 1) Tom cruse (line 10) samurai
(lines 3, 5, 8, 11) but Mansoor; and nationalities e.g.
japanes (lines 4, 7) but American (lines 6, 8).
NOTE:
Inaccurate use of commas is not a key weakness.
b. Candidates may choose any of the key weaknesses listed
in Part a. They should provide a rationale for their choice
that is reasonable, informed and refers to one or more of
the following:
learners level
learners future needs
specific nature of learners context
fossilisation of error
transferability to other genres
transferability to other skills
effect on the reader.
Pronunciation
elision of /t/ in got / assimilation of /t/ to a glottal stop
before /k/
linking /k ta t/ transfer of final consonant to following
vowel (this may be referred to as catenation)
Learner problems
Meaning/use
students are likely to have a problem with the meaning of
get for passive use
students may be confused by get in general because they
perceive it as having so many uses and want an exact
translation
students may have a problem with caught out, the mean-
ing of which bears no relation to its separate parts
Phonology
problems with linking the phrasal verb attempting to
say the final consonants rather than attach them to the
following word
possible problems with three similar vowel sounds in got
caught out particularly as they follow each other
/()kt\t/
d.
Sobbing
Form
gerund a noun formed by adding ing to the base form
of the verb sob final b is doubled because of single
vowel followed by single consonant in a one-syllable verb
Meaning/use
used as a noun here
to cry hard and uncontrollably
extreme and emotive vocabulary typical of this genre
Rocketing
Form
present participle formed by adding ing to the base
from of the verb rocket an adjective
Meaning/use
used as an adjective here
to increase extremely quickly
a common collocation with temperature (also prices,
cost of living etc.)
extreme and emotive vocabulary typical of this genre
rocket originally a noun but is also used as a verb
Being
Form
present participle formed by adding -ing to the base form
of the verb be here it is part of the passive voice with
the past participle despatched
Meaning/use
use of the ing form following after
passive used here to forefront the action rather than the
agent (her father, Gary) and to agree with subject of the
finite clause that follows it
non-finite clause used as a sentence adverbial
used as a stylistic alternative to She had been
despatched
PAPER 2
TASK ONE
Test Part 1
Test Part 2
Positive points
It is an indirect test as it
focuses on grammatical
accuracy (part of the
writing construct) to give
an indication of writing
skills. In this sense the
test has construct validi-
ty (or theory-based valid-
ity). Also, the focus on
discrete items means J
cannot avoid the items
targeted (as she would
be able to in a direct test
such as Part 2) so can
target this element of
the construct more
effectively.
Preparation for this task
would help improve Js
accuracy in writing and
range of grammatical
structures, which would
improve the impression
her clients have of her
writing (positive
backwash/ washback).
Transformation exercises
help develop Js para-
phrasing skills. This con-
tributes to fluency
(positive backwash/
washback).
An example is given so J
is unlikely to score poor-
ly because she misunder-
stood the question.
Negative points
As an indirect test, it
tests competence (what
she knows about lan-
guage) rather than her
ability to use it. It could
be argued that this
makes the test less valid.
It may lead to a reduc-
tion in face validity as J
wants to communicate
effectively rather than
improve her grammatical
knowledge.
Js main need seems to
be to communicate
effectively in writing. The
discrete items targeted
would not usually
impede the message
(e.g. no.1: to decide vs.
deciding).
Gap-fills such as this
sometimes test only the
discrete items that lend
themselves to this kind
of exercise and not nec-
essarily what J needs.
This may affect the
validity of the task.
Familiarity with the task
would be an advantage.
This can affect reliability
in that the quality of test
preparation received
may be a factor, not
simply language compe-
tence. J will do a course,
which may enhance her
performance on the test
compared to other
candidates.
The task is not situation-
ally authentic as it is not
a real-world writing
activity. Doing this sort of
exercise is not something
J would do in her job.
Positive points
It is a direct test of
writing skills i.e. it tests
performance (what J can
do with her knowledge).
Because communicative
ability is a combination
of various subskills and
types of knowledge, it
can be argued that it is
more valid to test it by
means of an integrative
test such as this i.e. one
which judges how she
uses the language.
It replicates authentic
language use and relates
directly to the genre she
needs for work (email)
and so has face validity
the learner can see its
relevance to her writing
needs.
To prepare for this part
of the test J would need
to practise writing
emails, which would be
relevant for her work
(positive backwash/
washback).
Clear specific task
instructions mean that J
is unlikely to do the task
incorrectly. This makes
the task more reliable.
Negative points
The style is not totally
appropriate for J: infor-
mal since to a friend,
whereas at work emails
to clients and agents are
likely to be more formal;
this makes it a less valid
test of the language J
needs.
Detailed instructions
support candidate in pro-
viding clues to content
and organisation. This
will not be replicated in
the real world so could
be argued to make the
test less valid.
Informal language in
emails has many fea-
tures of spoken language
but improving her spo-
ken language is not a
perceived immediate
need.
TASK TWO
Exercise 3
Intended purpose
to provide a context/situation for the grammar
Assumptions
Language should be presented in context (in this case
a reading text). Learners focus on/understand the
context/situation before looking at the target language
itself this will help them decode the meaning of the
target language and therefore help them understand the
uses of the different forms.
Students need to read for general understanding and
detail to understand a text.
A reading text used for this purpose should not be too
long or challenging if it is to provide a clear context for
the target language learners should not be distracted by
the text itself (which may happen if the text is too long
and/or difficult).
Learners need to engage the correct schematic (back-
ground) knowledge before reading a text (use of pictures
and prediction activity in this exercise) this mirrors
what readers do in their first language it allows for top-
down processing.
Learners need to establish the general/overall idea of the
text to allow them to understand the context.
Learners need to gain a more detailed understanding of a
text in order to fully understand its meaning/content
this helps them, in turn, understand the context/situation
in which the target language is contained.
Learners need to be focused on language in use in order to
notice it once they have noticed it, they can begin
analysing, testing hypotheses and discovering the
meaning and form of the language.
Learners will notice more if they are exposed more to the
target language. The questions and the text have examples
of the target language.
Exercise 4
Intended purpose
to allow learners to discover the meaning/use (and form)
of the verb forms
Assumptions
Learners will learn more if they engage cognitively with
the language being presented through a guided discovery
activity in which they analyse and test hypotheses about
meaning/use and form of the language they noticed in
the reading text.
The teacher should be a secondary presence, supporting
the learners rather than providing all the information for
them. Learners will depend on the teacher as the knower
unless given activities that specifically demand they work
on the language themselves.
Learners will learn more if they focus on the gap
between their existing knowledge and the correct model
(hence exercise e).
Learners benefit if they use and build on their existing
knowledge (hence the testing inherent in many guided
discoveries).
Pronunciation is important to complete the picture (i.e.
meaning, form and pronunciation) see stress marked in
exercise 4 c).
If this activity is done in groups/pairs learners benefit
from collaboratively cognitively processing the language.
Exercise 5
Intended purpose
for learners to focus on the pronunciation (main stress) of
selected target language sentences
for learners to practise manipulating the target language
(form and pronunciation)
Assumptions
Pronunciation is an important part of knowing the target
language and this knowledge should not just stop with
meaning/use and form.
The significant aspect of pronunciation for learners to
focus on in this exercise is sentence stress (intonation,
individual sounds and connected speech have a less
important role here).
Learners will be understood if they have the main
sentence stress correct (intonation, individual sounds and
connected speech will not necessarily achieve this goal,
hence they play a less important role here).
Learners will internalise the target language more readily
if they have been given the chance to manipulate it orally
(a memory aid).
Exercise 6
Intended purpose
to test learners ability to implement the target language
form/to give controlled/accuracy practice of target
language form
Assumptions
Language should be practised/manipulated by students
immediately after it has been presented.
Language practised should be in a meaningful and
recognisable context (the email).
The context should be similar to the one in which the
language was initially presented this will aid recognition
because of its familiarity.
Learners need to be oriented to the wider text in the
practice exercise content before they use the text as a
test activity.
Learners need to implement the rules of meaning/use and
form in a controlled environment where accuracy is
important this allows them to discover mistakes they
are making before going on to implement the rules in
more realistic communicative activities.
Learners need to justify and discuss their choices in order
to further internalise the target language cognitive
engagement will help them internalise the language/rules
(hence justification/discussion with pairs).
Selection and justification of their choices will
demonstrate understanding of the target language and
rules the teacher and/or learners can then decide
whether clarification is needed.
The teacher should be a secondary presence, supporting
the learners rather than providing all the information for
them.
TASK THREE
Exercise 1 provides vocabulary that can be used in later
exercises (8 and to a lesser extent 9 and 10) when stu-
dents manipulate the grammar target language.
Exercise 1 pre-teaches vocabulary that learners may need
to know for reading exercise 3.
Exercise 2 allows learners to manipulate the vocabulary in
preparation for possible use in exercises 8 and to a lesser
extent 9 and 10 (see below) and has the same
assumptions as exercise 6 (discussed above).
Exercises 8 and to a lesser extent 9 and 10 support the
work on grammar by combining it with the work done on
vocabulary and allowing learners to use the target lan-
guage in a personalised context the focus moves slightly
away from accuracy and more towards using the target
language to communicate with others.
Exercises 2, 8, 9 and 10 support the work done on the
target language with the assumption that personalisation
will further enhance internalisation of the language.
TASK FOUR
a.
English should be used as the means for communicating
information about the language as well as the means for
communicating in the language (T1, T2).
This is based on an audiolingual approach to language
teaching which stipulates that learners need to be able to
think in the language they are learning (T1, T2).
Translation/use of L1 will hinder the ability to think in
the language they are learning (T1, T2).
This is a reaction against grammar translation where L1 is
a major tool in the language classroom (T1, T2).
Translation/use of L1 will make learners lazy in their use
of L2 because they know they can resort to L1 when
communication becomes tough (T1, T2).
There is often no direct one-to-one translation from L1 to
L2 (T1, T2).
If learners have to struggle to communicate, they are
more cognitively engaged and this is beneficial for
language learning (T1, T2, T4).
Part of speaking a second/foreign language is use of the
skills of paraphrasing in order to communicate
translation/use of L1 will stop learners developing these
skills (T1, T2, T4).
Being able to ask a speaker to clarify what they have said
is part of learning a language reliance on L1 will stop
learners developing language for clarification (T1, T2, T4).
Using L2 encourages learners to develop more autonomy
(i.e. they dont routinely rely on the teacher or other
students in the class to help them communicate by using
L1) (T1, T2, T4).
Learners may get little chance to use L2 outside the
classroom so class time is best spent using L2 (not L1) (T1,
T2, T4).
If the teacher uses L1, it reduces learners exposure to L2
the teacher is often (one of) the only natural source(s) of
L2 that learners are exposed to (T1, T2, T4).
Using L1 may lead to over-correction by the teacher
(because corrections may become simpler to give) this
may have an adverse effect on developing learners
fluency (T1, T2, T4).
b.
The teacher could focus on learner training in classroom
language e.g. exponents for asking for/giving clarification,
skills of paraphrasing, etc.
The teacher could focus on learner training in the skills of
using a mono-lingual English dictionary.
The teacher should make their own role (as non-user of
L1) clear to learners.
The teacher should explain why they are taking the role
above (regardless of whether they can actually speak
learners L1 or not) see answers to a) above for
justification for teacher taking this role.
The teacher could explicitly justify use of L2 in the
classroom. (See reasons in a. above.)
The teacher should ensure that learners know what their
role is in the classroom in terms of demands made on
them to use L2 e.g. learner contracts.
The teacher needs to be clear and unambiguous when
dealing with meaning/use of language e.g. visuals,
concept questions, situations, contexts.
The teacher needs to be clear and unambiguous when
dealing with the form of language e.g. board, other visual
representations, gestures.
The teacher needs to maintain clear and concise
explanations using para-language graded to the learners
level when giving information about language to learners.
The teacher could encourage learners to take clear notes
during the class in the L2.
The teacher could encourage pair/group work.
The teacher should give clear speaking tasks with a clear
outcome that learners can achieve using L2 (rather than
resorting to L1).
The teacher should make sure that pairs and groups
include learners who want to communicate with each
other e.g. they like each other, they are interested in each
other.
The teacher could give learners an L1-break at times
during the lesson i.e. understand that using L2 can be
tiring and stressful (especially at lower levels) and allow
them to chat in L1 for limited periods e.g. while the
teacher sets up a new activity, during mini-breaks etc.
The teacher should give praise when learners use L2.
The teacher should avoid over-correction of mistakes in
L2 output.
c.
When learners are at a low level i.e. a level that restricts
the use of L2.
When the teacher speaks the learners L1.
When a word/phrase can be easily and directly translated
into L1 (speed and efficiency).
When all the learners have the same L1.
When only one or two learners have a problem
understanding a specific word in English (speed and
efficiency) helps with effective differentiation.
The teacher can give a translation or ask a learner to give
a translation to a weaker learner.
The teacher can check learners understanding by asking
them to translate (if the teacher knows the learners L1).
When explaining a false cognate (false friend) similarity
of the English word to a word in the learners language
may make them resistant to attempts to demonstrate/
explain a simple/quick translation will suffice.
When learners need interpreting/translating skills (useful
in their own right and sometimes necessary in learners
jobs/lives).
When a learner knows a word/phrase in L1 and wants an
L2 equivalent (e.g. Community Language Learning).
When setting up complicated activities in class e.g. L1
instructions may be more easily accessed by learners.
If the teacher wants to encourage a more natural
interaction between teacher and learners i.e. learners
know that the teacher speaks their language issues of
trust.
Sample scripts with examiner
comments
PAPER 1
I Paper 1 Task Two
The following answers all gained full marks for this task. The
answers were produced by a range of candidates.
A Adjacency pair: Within an exchange between 2 speakers, an
initiation and response that typically belong together.
Speakers conform to sociolinguistic norms, which makes
communication easier.
e.g. Speaker 1: Hi! How are you?
Speaker 2: Not bad. And you?
B Anaphoric reference:
associated with cohesion within discourse
reference is made to something/someone that has already
been referred to previously.
e.g. Weboughtahouselastyear, andfeltwedgotabargainasthe
housewasonlyfiveyearsold. Asteal at theprice.
C Collocation: A feature within the lexical system, in which two
or more words occur together in varying degrees of frequency.
Strong collocations e.g. buttered toast. Mid strength
collocations (often high frequency involving delexicalised
verbs) have a bath, do your homework.
(v) + (n) (v) + (n)
Sometimes referred to as semi-fixed expressions (Lewis). Some
writers include all multi-word units under the umbrella term
collocation while others separate these from lexical features
such as idioms.
D Order of acquisition: This refers to the order in which certain
morphemes appear within the development of L1. It seems this
bears little relation to the order in which language items have
often been presented in coursebooks i.e. s 3rd pers singular
appears to be acquired relatively late yet often appears very
early in some syllabi/coursebooks.
F WORD FAMILY IT IS A GROUP OF WORDS WITH A
COMMON ROOT AND ITS DERIVATIVES FORMED BY
AFFIXATION
e.g. HAPPY
HAPPINESS
UNHAPPY
HAPPILY
Comment:
All the definitions provided by the candidates are full and
show depth of understanding of the terms defined. Clear and
appropriate examples are given. Note that the responses are
written in a range of styles.
The following answers gained some marks but did not gain
all the marks available for the task.
Collocation = words that go together
e.g. Communicate with sone = talk/write to sone
Communicate by sone talk/write to sone
Communicate collocates with with not by to mean talk/write
to sone
e.g. take medicine
eat medicine
In English take and medicine collocate, not eat and
medicine.
Comment:
This definition gained credit for the examples given (though
the candidate did not need to provide more than one
example). The definition itself was awarded no marks
because it is too general and does not allow for the concept
that collocated words go together with more than random
frequency.
Collocation is a term describing words that are good friends and
often go together. An example of collocation would be
associated with when using the word associated it is most
commonly used with the preposition with.
Comment:
The definition is clear, though not complete as it does not
refer to strong or weak collocation, and an appropriate
example is given.
ORDER OF ACQUISITION: Theory which says that we acquire
specific bits of a language in a specified order.
Comment:
Although this answer gained credit for the definition, no
example was given by the candidate.
ANAPHORIC REFERENCE is the term used to refer back to other
words in a piece of discourse. For example, in Peter came home
yesterday. He gave me a nice present, the pronoun He refers
back to Peter and is therefore an example of anaphoric
reference.
Comment:
This answer gained some credit for the definition though
more information, such as the fact that anaphoric reference
makes a text cohesive, was needed to attract all the marks
available. The example gained credit.
ORDER OF ACQUISITION: The idea that, in the process of
acquiring a language, certain items will be learnt at certain
stages and errors will occur in certain stages until that specific
item the learner is learning has been acquired according to the
natural order. e.g. the third person s should not be corrected
because learners will naturally make an error.
Comment:
This answer gained some credit for the definition though
significantly more clarity and focus (note the unnecessary
emphasis on error) was needed to attract all the marks
available. The candidate failed to provide an appropriate
example.
The following answers were awarded no marks.
ADJACENCY PAIR: Vocabulary teaching process/activity whereby
words are listed on one side and mixed definitions are listed
opposite. The student must link the word with the correct
definition.
ORDER OF ACQUISITION: The manner in which a language is
learnt e.g. listening, mimicing [sic], correction, practice, accuracy.
WORD FAMILY: All words belong to a kind of family or form,
that is, they might be verbs, adjectives, adverbs etc. e.g.
entertainment belongs to nouns.
Comment:
The candidates do not demonstrate an understanding of the
term referred to.
I Paper 1 Task Three
The following answer is written by a Distinction level candidate.
In order to cope successfully learners would need to be able to
express a range of functions typical of problem-solving group
tasks; for example, they would need to make suggestions as to
how the money should be spent (How about having a DJ?),
provide reasons for their suggestions (A formal dinner is too
expensive), agree with suggestions (Good idea) and disagree with
suggestions (I dont think thats a good idea). All of these would
have to be articulated sufficiently accurately for effective
communication to take place. Thus, for instance, suggestions
should be pronounced with a rising intonation and
disagreements with a falling intonation.
Additionally, learners would need to be sensitive to turn-taking,
ideally trying to bring all group members into the discussion
(what do you think?). If misunderstandings occurred, they would
need to be able to re-phrase their utterances, perhaps by resorting
to repair strategies/chunks (I mean , what I meant was ).
By the same token, they would need to signal their
misunderstanding (I didnt understand what you said; Could you
say that again?) or check their understanding was correct (Do you
mean beer is cheaper?). Finally, to ensure the task was indeed
achieved, the learners would need to display a certain mastery of
summarising skills in order to ensure everybody agrees/
understands the decisions made (So, weve agreed to have ).
Comment:
The candidate has demonstrated that she has engaged with
the material provided in the exam paper and analysed it in
detail for the subskills and features of discourse learners
would need. She has not merely provided a generic list of
subskills that might be relevant to a number of speaking skills
activities. This is demonstrated by the examples the candidate
has given for each point which are specific to the speaking
skills task itself. In addition, the candidate has provided a wide
range of points and demonstrated an understanding of the
speaking process from the beginning to the end of the
interaction. This response is consistently effective throughout.
The following answer is written by a Merit level candidate.
Turn-taking: signalling when you want to speak (Okay, well
. . . Id just like to . . .)
Turn-relinquishing (Thats what I think, anyway); inviting
someone to speak (what about you?). Important because
this is a group discussion/negotiation.
Clarification (so what you mean is . . ., sorry could you say
that again). Important for completion of tasks but also
because learners (because of level) may not understand each
others language).
Repair (what I meant was).
Making suggestions (How about having a DJ?) and
agreeing/disagreeing (good idea, Mmmm, Im not so sure
thats the best . . ..
Comparing (We could have more food but still pay less).
Progressing the discussion and summarising (Anyway,
thats the food done. What about the . . . ? So, do we all
agree?).
Comment:
The candidate has demonstrated that he has engaged with
the material provided in the exam paper but this is not
consistent throughout the answer. In separating the second
and third bullet points from the first, the candidate has not
gained additional marks as these would be viewed as parts of
one point. Some points made are rather generic to speaking
skills activities (e.g. repair) and specific examples would have
helped connect these more to the activity under discussion.
However, overall the candidate has provided a good range of
points (discourse and subskills) and shows an awareness of
specific areas learners would need for this activity.
The following answer is written by a Pass level candidate.
Ss would ideally be able to:
Ask for opinions, e.g. shall we + verb?
have The party / at the office
in a hotel?
snacks?
a buffet?
etc.
Giveopinions, e.g. I thinkweshould+ verb
have the party at the office
snacks
a buffet
etc.
Agree, e.g.: I agree!
I agree with + name
Disagree, e.g.: Really? I think we should + verb
Hmm, lets + verb
have a DJ
have games
etc.
I dont agree
Act as a chairperson e.g. Re-state the Q (as printed
starting Plan a party ) for the
group
Make sure everyone
participates:
What do you think, ______?
OK, so we want
to + verb, right?
have beer
have karaoke
etc.
Making suggestions why dont we get the singer?
Negotiating (using conditionals) e.g. if we get the champagne,
we cant have the expensive snacks
Comment:
The candidate has demonstrated that he has engaged with
the material provided in the exam paper through the
examples he has provided. In separating the points 1/2 and
3/4, the candidate has not gained additional marks as these
would be viewed as parts of two points. In point 5 the
candidate does not add to the discussion of subskills the
group would need training in. The candidate has included a
fairly good range of points. However, some of the examples
could be clearer e.g. Shall we + verb might be used for
asking for opinions but could equally be used for making
suggestions. This crossover of examples reduced the
effectiveness of the answer.
The following answer is written by a Fail level candidate.
For completing the task successfully students would need to use
the following features of discourse:
a) Turn Taking as ss. will be working in groups this will be
very relevant as they have to announce when They
utterances [illeg.] and end by lowering their voices or choosing
the right moment to take part in the discussion.
b) Body language at this level ss. will benefit a lot from body
language to convey their ideas (e.g. using their hands and
gestures)
Also the following speaking subskills will be needed by the
learners:
a) Adequate sentences stress in accordance with the idea they
want to transmit.
b) Accuracy not very frequent grammar mistakes.
c) Fluency: normal speed of speaking in order not to lose their
listening attention).
I would like to mention all the following functions
a) giving suggestions
b) accepting or refusing
c) agreeing and disagreeing
Comment:
This candidate provided a weak response to the task.
Although there are a few accurate points in this candidates
answer, the examples provided do not refer specifically to the
activity provided in the question. The candidate has failed to
provide a sufficient range of valid points. A number of points
made are far too general (e.g. body language, adequate
sentence stress, accuracy) and could refer to a wide number
of speaking activities. It is also unclear why body language
etc. should be a particular issue for learners engaged in this
activity. There are no examples in many sections of the
response. It is not clear from this answer that the candidate
has engaged specifically with the activity presented in the
question.
I Paper 1 Task Four
The following answer is written by a Distinction level
candidate.
a) Features typical of news story.
Organisational + textual features
Use of punchy rhyming words in heading: no / espresso.
Followed by ellipted headline summary.
Opening paragraph states most eye-catching event, following
paragraphs give details in chronological order.
Short sentence length paragraphs.
Grammatical features
Use of direct speech for emotional impact my nerves and
reported speech for factual reporting of statements.
Variety of verb tenses: present simple, past simple, past perfect,
past continuous for narrative effect.
Use of subordinate clauses to pre-modify. Unfortunately for
According to Although she was
Lexical choices
36-a-day: compound adjectives save space.
17-year-old
Cohesive devices: linkers (instead, although, despite, not since)
link paragraphs
b)
a Form: Contraction of she + had. Past perfect
Meaning: Indicating the earlier of two past actions
guzzled suffered
x-x NOW
Pron: Weak, unstressed ? /d/
b Form: Subject + past of verb have + object
Meaning: Similar to possessive use of have used in narrative
form to describe past state
I had a huge puffy hairstyle
Pron: Had not contracted but still unstressed /\d/ where /h/ is
not audible.
c Form: Subject + had to + base verb (passive)
Meaning: Functional use of semi modal have to in past had to
suggesting an obligation. Passive used to suggest action done to
Jasmine rather than by her. In this sense similar to causative
have.
Pron: /hdt\/ stress on/hd/ weak /t\/
c)
Form: multi word verb: to get caught out Intransitive,
inseparable. Get used in the past simple to form the passive
(get + past participle). Get used to replace was here.
Meaning: To be negatively impacted by a situation of ones own
making. The get passive is often used to refer to accidental
happenings quite informal.
Idiomatic: always used to describe a negative situation e.g.
caught doing something unlawful, illegal, inadvisable.
Pron: Elision: /okaut/
Liaison / Linking: /kaut Haut
Stress on middle syllable: /kaut/
Silent consonants /h/
Problems with meaning:
idiomatic cannot be worked out from individual components
multi meanings caught out associated with sports such as
cricket
is not explicit
literal interpretation caught running?
Problems with phonology:
Elided /t/ /okautaut/
Liaison between final consonant /t/ and initial vowel /o/ got
caught Hout
spelling / sound problem: gh silent
d) Form: verb+ -ing (gerund here). In the base from sob, b is
doubled.
Meaning/use: to cry a lot and without control
Form: verb + -ing (present participle) The base form is rocket
Meaning/use: This is used as an adjective here (to describe
temperature). Its also a typical collocation with temperature
(along with soaring). Meaning increasing quickly.
Form: verb+ -ing. The auxiliary with the past participle
despatched to form the passive. Also, After is followed by the
-ing form.
Meaning/use: The passive is use to emphasise the action (not the
agent).
Comment:
Some parts of the answer are weaker than others but this
candidate has identified and commented on a large number
of the points of relevance in all areas of the question. She has
demonstrated a very developed understanding of the form,
meaning/use and phonology of the items highlighted as well
as a level of insight into features typical of this particular
genre. There is a good range of points under each section of
the answer with appropriate examples. Terminology is
mostly used accurately throughout the response and the
candidate has provided phonemic transcriptions of the
points on pronunciation. She has also identified a number of
problems learners might have with the language in section
c).
a)
(1) An eye-catching headline hinting at the content of the article.
(2) Liberal use of complex clauses describing things (17-year-old
waitress, 36-a-day double-espresso habit.
(3) Liberal use of direct speech interspersed within the prose text.
(4) Lots of short (often one-sentence) paragraphs looks lighter,
easier to read.
(5) The inclusion of expert opinion/advice/findings which
might have a bearing on the case.
b)
1. form: contracted form (d) forming part of the past perfect tense:
HAD (or d) + PAST PARTICIPLE OF MAIN VERB.
meaning: used to refer to an action taking place before another
action in the past. In this context, the symptoms Jasmine was
experiencing were the result of her excessive consumption of
espresso coffee earlier.
pronunciation: /d/ weakly pronounced followed by the
stressed guzzled.
2. form: had for all persons. Past simple form of the
delexicalised verb have.
meaning: used to convey a state; in this context,
paraphrasable as Tears were streaming down my face.
pronunciation: weakly pronounced, possible losing this initial h.
/had/
3. form: semi-modal followed by the to-infinitive. The base form
is have + to-infinitive. In the text, this is the past form.
meaning: used to express external obligation, that is,
regardless of the subjects volition, in the past.
pronunciation: stressed, with the final d possibly
assimilating to the next sound t /hd/ ~ /ht\/
c)
Form: past tense of get + past participle of the main verb catch
+ adverbial particle out. The on refers to the prepositional
phrase on this occasion. The structure has a passive voice feel to
it.
Meaning/use:
The passive quality may be captured by the gloss Jasmine was
caught out where the subject (Jasmine) suffered the action of
being discovered/found wanting (caught out) this time (on this
occasion).
Pronunciation:
Jasmine and out would probably receive the main stress; got
would probably lose the t // and on would be linked to the
final t in out.
Problems for learners
Meaning:
Learners might fail to see that the structure is passive in
meaning, particularly if they have learnt to equate passive
with a form of the verb to be, and therefore wrongly ascribe
the performance of the action (catching out) to Jasmine. Also,
if they do not chunk the underlined part correctly, they might
not make much sense of this segment of text.
Phonology:
Learners might try to stress caught and pronounce out
weakly or possibly fail to make a slight pause between out
and on to mark the division between the chunks got caught
out/on this occasion.
d)
Form: a gerund formed by adding -ing to the base form sob.
Meaning/use: Sobbing is used as a noun here meaning to cry
without any control.
Form: Rocketing is formed by adding -ing to the base form
rocket.
Meaning/use: Rocketing is used as an adjective here and is
collocated with temperature.
Form: Being is formed by adding -ing to the base form be. It is
used to form a passive structure (being + past participle
despatched).
Meaning/use: The passive is used to make the agent less
important than the action. The action carries the narrative
forward. Her father is the agent.
Comment:
Overall, this response is at a Merit level due to the candidate
identifying and commenting on a range of points, most of
which are accurate. The candidate has demonstrated some
insight into the areas she has identified in language analysis
and learner problems. The candidate has also demonstrated
that she has a developed understanding of form,
meaning/use and pronunciation in some sections of the
answer. However, some sections are weaker than others. In
part b), for example, the candidate has not provided
examples of the point she makes.
a)
(1) The first sentence starts with the hook of telling us that
were going to read a story (It is an all too familiar tale:).
(2) At the beginning, a problem is stated in general terms using
present simple, omitting grammatical features such as articles
(teenager instead of a teenager) much like a newspaper
headline.
(3) The headline itself is a play on words: Just say no to espresso.
The cultural reference is to Nancy Reagans War On Drugs
campaign entitled Just Say No.
(4) The text features quotes from the main characters (the girl
and her father), and typically ends with a quote that resolves
the initial problem stated at the beginning in this case,
giving advice.
b)
a) Form: Past perfect: She + had + past participle
Meaning: Before she suffered (from hyperventilation, etc.), she
drank too much coffee
Pron: contraction of had, so just a soft d sound
b) Form: Simple past
Meaning: to have tears streaming down your face
Have collocates with the phrase tears . . . face.
We dont say cry tears streaming . . ., we use have.
She could also say There were tears . . . face.
Have here means the tears existed.
Pron: No stress on had, otherwise its fully pronounced and
cannot be contracted to ( d).
c) Form: past of have to
Meaning: Used to talk about something thats very important
to do
Pron: No stress on had, but otherwise its fully pronounced
and cannot be contracted, e.g. to Shed to be sent.
c)
got caught out (on) is a phrasal verb, meaning made a
mistake that other people noticed. On goes together with
this occasion to tell us when. You can just say get caught
out without saying when, or use a different time word/
phrase, such as I got caught out yesterday. Its informal;
stress should be put on caught and out.
Learners may well have problems with the meaning since
although they may know the meaning of all the individual
words (got, caught, out + on), they wont be able to deduce the
meaning of the phrase from the individual words.
It will sound strange if learners dont put the stress on the
right words.
d)
Form: sobbing is a gerund made by adding -ing to the infinitive.
Meaning/use: To cry without any control.
Form: Rocketing is a gerundformedby adding -ing totheinfinitive.
Meaning/use: Rocketing is an adjective here to describe
temperature.
X X
now
suffered
(hyperventilation,
sobbing etc.)
guzzled too
much coffee
?
Form: Being is a gerund formed by adding -ing to the infinitive.
Meaning/use: After after, we use the -ing form.
Comment:
Overall, this response is at a Pass level. The candidate has
identified a number of points in each section sometimes
showing some insight. The candidate has demonstrated an
understanding of form, meaning/use. Also, although he has
not included any phonemic transcription, he has
demonstrated some understanding of pronunciation.
However, he has not consistently demonstrated a developed
understanding. He has included only three accurate points
under section b) though he has provided examples for these.
Part c) is weak and the candidate has failed to comment on
form. In addition, some comments on meaning are vague
and not relevant to the language item (on is not underlined
in the rubric). His identification of learner problems is
accurate but does not cover a range of points.
a)
Five features of this text which make it typical as a human
interest story are:
The first sentence delays giving any specific facts, but does
get us interested
The piece uses several quotes from the people involved
It uses phrases such as last night to give a sense of
immediacy
It gives information from an official body connected to the
topic
It tries to use the story to give advice to the readers
b)
a) This is the past perfect simple tense: had + past participle,
meaning something which happened before another event in
the past. Here, the had can always be contracted in the
spoken form and always takes the sound /d/ no matter what
precedes it.
b) This is the past simple of to have and in this case it means
to have something happening to you, which suggests that
you are not in control of the situation. When spoken and
unstressed it can be pronounced /\d/ or /d/.
c) This is the past form of must or have to and means it was
necessary for something to happen. It is usually pronounced
/htu/
c)
Form: Subject + to get caught out + on + this occasion
This means to get into trouble for doing something, probably
something you have done before. It is a phrasal verb and used
informally.
A problem with this meaning is that, while the meaning of
caught is retained in the phrase caught out, the meaning of
out is not. Learners may take it literally to mean someone
was caught outside. This is a common problem due to the
metaphorical meaning of phrasal verbs.
It is difficult to pronounce due to the consonant at the end of
caught and out and the vowels at the start of out and on
leading to:
/k a +\n/
Students may try to pronounce it as it looks:
/ k +at n/
which sounds slow and clumsy, or overpronounced.
d)
This is the verb + -ing tense, meaning when someone cries in
an out of control way. There would normally be the verb have
in this sentence but it has been omitted in this case. The word
rocketing is used in a collocation with temperature here and
being is a verb + -ing structure used in a continuous aspect.
Comment:
Overall, this response is at a Fail level. Some parts of this
candidates answer show an understanding of form,
meaning/use and pronunciation but this is extremely
inconsistent across the answer as a whole. There are a large
number of other points the candidate could have
commented on in each language analysis section and when
identifying features typical of the genre of the text.
I Paper 1 Task Five
candidate.
Firstly, the learner writes the text in the form of a letter (Dear
Fiona,) (looking forward to hearing what do you think of it, Best
wishes, Mansoor). This is inappropriate as the question specifies
that a film review is required. However, apart from the
beginning and ending of the text, the vast majority of the text is
on task and fairly appropriate in style and genre. (Im going to
tell you about the best film Ive ever seen )
Secondly, a problem with cohesion occurs with a lack of proper
referencing. Sometimes it is unclear who he is referring to (he
start to get on with). Also he refers to the character by his real
name, which confuses the matter even more. A plus point is that
he writes about the film in a logical way firstly he introduces
the name, where it was made, set, and the general theme. He
then goes on to talk about the plot in more specific detail.
Another strength of this learners text is that he/she does make
use of some linking phrases, e.g. Gradually, Although, then.
These cohesive devices help the text to flow somewhat. However,
the poor punctuation also present in this script offsets the linking
phrases greatly. The learner frequently omits capital letters at
the beginning of a sentence, does not capitalise proper nouns and
also makes a few spelling errors (e.g. its a Hollywood film,
japanes, Cruse).
The organisation of this text is diminished by the lack of effective
paragraphing and grouping together ideas. It should have been
divided into at least three paragraphs.
introducing the movie
plot
opinion
On the other hand, the learner produces some good turns of
phrase which are appropriate to this style of writing e.g.
set in
role of
contains a lot of special effects
plot
recommend
Although the punctuation in this text is severely marred, the fact
that it is written in a letter format most interferes with
successful communication. It is not clear when the reader first
sees the text that it is a film review. The reader will think its a
personal letter and will engage the wrong schema before reading
it. The result will be confusion (at least initially) and this may
well stop the reader. If we cannot infer the intention or purpose
of a text, it is very difficult to engage with it and we do not know
how to read it. At this level, the learner should be made aware
of different genre and their style because regardless of how
accurate they are and how good their range of vocabulary etc.,
they wont be able to communicate effectively if they do not
follow rules of discourse/genre. By rules, I mean the accepted
conventions of a text type in a culture.
Comment:
The candidate has provided three key strengths and three key
weaknesses. She has provided an appropriate example for
each strength and weakness. Her choice of area to prioritise is
clear and her rationale for choosing this area is convincing,
referring to the text, the reader and the learner. In addition,
she has demonstrated particular insight into her chosen area
in section b). This answer would have benefited from a clearer
layout with strengths and weaknesses listed separately.
Key strengths
1. Content: Though written in the form of a letter, the text does
hang together and is sufficiently informative (title; setting;
main characters; main storyline) for the reader to have a
general idea of the film. Moreover, the reviewers opinion is
clearly expressed and reinforced throughout (the best film Ive
ever seen, I strongly recommend , I hope you will enjoy it
as I did).
2. Appropriacy: The style employed is in keeping with the
generic features of film reviews. There is consistent use of the
present simple for the narrative events (the Americans are
much stronger, he start[s] to get on with , then he
decide[s]) as well as some good use of suitable lexical items (a
filmset in the 18th Century; amazing special effects; the plot
is really inspiring).
3. Organisation: Despite being written as one huge block, the
text does present evidence of good textual organisation. There
is an opening sentence that introduces the topic (Im going to
tell you about ), followed by background information (18th
Century; Japanese empire; Samurais), introduction of the
main characters and the basic plot. The text is rounded off
with the reviewers positive evaluation of the film.
4. Cohesion: The text is fully cohesive from beginning to end,
making it very easy to follow. In addition to many instances
of anaphoric reference (best film(its called; the Samurais
them), there is evidence of some good use of conjunction both
intersentential (Although the Americans are stronger
being caught by the Samurais) and as discourse markers
(Gradually he start ).
Key weaknesses
1. Task achievement: The text is actually a letter to Fiona (the
teacher?) rather than a review for a school magazine. It begins
Dear Fiona and ends Looking forward to ; Best wishes,
which is incompatible with the requirements of the task.
2. Appropriacy: Though the style is generally appropriate there
are a number of inaccuracies that detract from the overall
quality of the text, namely, the use of wrong verb forms for
the narrative (he start; he decide) and the use of awkward
structures (that dont prevent that Tom cruse is being caught
by ).
3. Cohesion: Rather than relying on reference, the student often
repeats the referent so that you find a number of artificial/
awkward sounding sentences (repetition of Tom Cruise,
Samurai(s)).
4. Punctuation: There are rather excessive mistakes for an
upper-intermediate student in this area. These include the
misuse of commas (the best film Ive ever seen, its called ;
failure to use capital letters ( the man he killed.
gradually ; japanes[e]).
In my view, the failure to comply with the task as set out in the
rubric would be the weakness most likely to interfere with
successful communication. After all, a real reader of the school
magazine would probably be puzzled if instead of a film review,
(s)he found him/herself reading a personal letter to/from
(possibly) a perfect stranger.
Comment:
The candidate has correctly identified three key strengths
and two key weaknesses with appropriate examples. In
addition, the candidate has, at times, demonstrated a high
level of insight into how the strengths and weaknesses add to
or detract from the communicative success of the text as a
whole. The candidate has, however, provided more points
than is required in the rubric and included points that are
not asked for (e.g. accuracy of grammar which does not
particularly relate to appropriacy). No additional marks are
awarded for these. The candidate has identified an area to
prioritise with a clear and convincing rationale.
Strengths:
(1) Mansoor used some appropriate vocab quite accurately to
write about a film, e.g. set in the 18th century, x plays the
main character in a (sic) role of. absolutely brilliant and
contains a lot of amazing special effects, the plot is very
interesting and really inspiring, I strongly recommend this
film to anyone .
(2) His organisation was good he first identified the film with
its title and where it was from, and then summarized the plot
in a comprehensible chronological order. Then he described
the film with adjectives and finally recommended it.
(3) He has good referencing, e.g. Although the Americans are
much stronger than dont (sic) prevent
to help the Japanese with their war
to get on with the samurais, then he decided to fight with
them.
(4) He uses good sequencing devices such as gradually he
and then he . His writing is quite compact and his
sentence structure is fairly accurately complex due to his good
use of the relative clause Tom Cruse , who came and
of the connecting word and by the samurais and held ;
brilliant and contains .
Weaknesses:
(1) Mansoor didnt exactly follow the instructions. A film review
is not a letter to a friend and doesnt include Dear + name or
a friendly sign off such as looking forward to or Best
wishes + name.
(2) He needs to learn about Common Splices, e.g.
Ive ever seen, its called
special effects, the plot is
Hes joined the two sentences together with a comma instead of
a semi-colon or dash, or chosen the option of writing 2 sentences
instead of one, or used a connecting word such as and, but,
because.
Re: his use of commas, he also mistakenly used one here:
amazing, special .
(3) Hes inconsistent also with his use of capitals at the beginning
of sentences and for proper names. e.g. its a Hollywood film,
the japanes (sic) empire gradually he , Tom cruse
(sic).
(4) He has several subject + verb agreement mistakes, e.g.
that dont (doesnt prevent)
he start (starts)
he decide (decides)
I believe his key weakness is his punctuation. I would work with
him to be more consistent with his capitalisation and use of
commas. Why? Because although these mistakes dont terribly
interfere with communicating meaning, they are basic English
writing skills. Not using them degrades his other strengths, and
might prevent him from advancing in an English environment.
Comment:
The candidate has provided more points than is required in
the rubric. Also, the candidate has focused on areas such as
vocabulary range and grammatical accuracy that were not
listed as part of the focus of the task. Therefore no marks are
awarded for these. As a result, he has identified only three
key strengths and two key weaknesses. However, he has
provided appropriate examples for these. Although the
candidate demonstrates some insight into how the strengths
add to or detract from the success of the text, this is
inconsistent. The candidate has identified an area to
prioritise but his rationale for this is not particularly
convincing. Furthermore, part of the area he has identified is
commas which is not considered a key weakness.
s w
task achievement the style of the film review
recommendation, brief is too personal for his genre
summary of plot and including of course best wishes.
comments on technical
points of film
cohesion too many run-on sentences
each area is in a separate lack of capitalisation
section of the review (The last samurai, its a
Hollywood film.)
The lack of punctuation most interferes with successful
communication. The review is supposed to inspire confidence in
the reader. When the reader encounters a text riddled with
errors, he/she loses respect for the reviewer and stops reading.
Comment:
This response is of a Fail standard. The candidate has
identified one strength and two weaknesses and provided
examples for the weaknesses. Although the candidate has
made a few points of relevance and provided examples, there
is a significant lack of appropriate comment. The candidate
has listed some points under inappropriate headings and has
failed to understand the meaning of headings (e.g.
cohesion). In addition, the final paragraph identifies an area
to prioritise but the rationale for this choice is unconvincing
and not related to the learner (i.e. the writer of the passage).
PAPER 2
I Paper 2 Task One
Positive Points:
As a low intermediate level learner, J would find the PET exam
effective for a number of reasons. Firstly, PET is a proficiency
test. Therefore J would be tested on his general writing skills at a
realistic level without being tied to a particular syllabus. Also, as
the first set of questions tests Js ability to paraphrase at
sentence level, it could be argued that this might reflect Js need
to broaden his range of expression when writing to clients.
Similarly, Part 2 of the test, actually writing an e-mail, can be
said to combine construct validity with face validity in as much
as writing e-mails to clients is Js main goal.
Negative Points:
On the other hand, J might find that the design of Part 1 does not
accurately reflect his context of use. For one thing, its atomistic
approach to eliciting answers fails to address Js need to engage
in extended discourse, in other words, Js ability to supply the
missing words is no guarantee he would be able to produce the
whole sentence, let alone a complete text. Seen in this light, this
part of the test could be said to lack reliability. This criticism also
applies, to a lesser extent, to Part 2. The rubric includes a detailed
outline of the content (bullet points) which, I dare say, gives J
excessively generous guidance as to how to go about the task, a
luxury which he is unlikely to have in his work context. Still on
Part 2, given the dissimilarity of topic, one wonders how far J
would be able to transfer the successful completion of the test
task to the topics/context of his professional writing.
Comment:
This candidate has correctly referred to five features of the
test and made an accurate point for each of the features.
There is good balance of positive and negative points. For
each point the candidate makes, she has provided explicit
links to the learner, her context and the stated purpose for
using the test. In addition, for the majority of points made,
the candidate explicitly refers to relevant testing concepts
and mostly uses terminology correctly, although the first
negative point relates to validity and not to reliability. The
candidate received no credit for the first point made as it
makes a broader point about PET and does not relate to the
materials in the sample.
I will look at the two parts separately, with reference to this
particular learner and how they suit her needs.
The first part has very little content validity in terms of questions
that test writing skills. These questions could just as easily be in
a Grammar and Vocabulary test as that is what they are testing.
In both this and the topic of the sentences, they dont suit Js need
to improve her ability to write email and messages at work. They
dont have construct validity either, as this is not a real-life task.
However, the sentences in Part One are testing her grammar and
vocabulary. This will have a beneficial backwash in improving her
overall accuracy, should she take a course to study for the PET.
The second part is lacking in terms of style and topic required, as
this is an informal email to a friend, rather than a more formal
work-related message.
On the other hand, it has construct validity and beneficial
backwash in that it is a real life task and learning to do this will
compare her ability to write emails at work.
Comment:
This is a strong Pass level response. The candidate has
referred to five features of the test and made an accurate
point for each of the features. He has included both positive
and negative points. While the candidate has referred
explicitly to the learner, her context and the purpose for
which the test is used on a number of occasions, this could
have been more consistent across the points made. The
candidate has referred to relevant testing concepts and used
some terminology, though not always accurately. More
instances of this would have gained more marks.
The test is suitable for J in terms of level she is at low
intermediate level and the exercises in part 1 are highly
controlled practice. The exercises will allow J to express herself in
a wider variety of ways in the future.
However, the context is not relevant to her job as a hotel
receptionist.
In part 2, writing an email would be useful to the student, as this
is part of her job, but she is required to write to a friend not to a
customer or client.
Comment:
This is a Fail response due to the fact that it is limited. The
candidate has identified three features of the test and there
are both positive and negative points. He has made reference
to the learner and her context but most comments made are
rather vague and need significantly more specificity to
demonstrate any insight. There is no reference to relevant
testing concepts and testing terminology is not used. Overall,
the test is treated as if it were a practice activity for the
learner.
I Paper 2 Tasks Two and Three
candidate.
Task Two
Exercise 3
Intended purpose:
To expose students to language within context. To allow them to
familiarize themselves with the meaning of the text before
focusing on language.
Key assumptions:
Language should be taught within a meaningful context rather
than decontextualised
Grammatical items e.g. verb tenses should not be taught in
isolation: contrasting two features helps with identifying
meaning
Visuals add to understanding of texts.
Exercise 4
Intended purpose:
To help learners discover meaning by matching verb forms to
meaning (Inductive approach).
Key assumptions:
Learners can be helped to notice if features are made salient
(e.g. by bolding/highlighting)
Learning is more memorable if there is a cognitive challenge
present in the task
Learning is more memorable if learners discover/associate
meaning for themselves.
Exercise 5
Intended purpose:
For learners to get an opportunity to repeat target structures in
order to get some initial practice in form v pron.
Assumptions:
Repetition is important for learning. Hearing good oral models
is essential for production of appropriate stress/intonation
Listen & repeat activities are reassuring for learners and
provide scaffolding required for lowering anxiety (affective filter).
Exercise 6
Intended purpose:
To provide restricted (controlled) practice of the two verb tenses.
Assumptions:
Consciousness raising activities help learners fix form/
meaning in their long term memories
Learners benefit from explicit focus on form & meaning
Talking about language to a partner helps to clarify concepts.
Task Three
A number of the remaining exercises in the extract have a
vocabulary focus that supports the exercises mentioned above.
Exercise 1 introduces vocabulary students might need when
reading the text in exercise 3. Exercises 1 and 2 introduce and give
initial practice of a set of phrases that might be used in exercises
8 and 10 in which learners practise using the grammar. In these
later exercises, students can choose which of these phrases to use
and this gives them a level of autonomy. Beginning the sequence
with vocabulary and then adding the grammar gives the students
scaffolding they need when asked to use the language later.
Exercises 8 (and to a lesser degree 9 and 10) support the language
work done in the exercises in Task 2 by combining it with
vocabulary/phrases in a personalised context. The personalised
factor has not been particularly present in the earlier exercises.
8 gives support by recycling the grammar but with a focus that
provides new interest for students. In these exercises the focus is
more on communicative ability than on accuracy. In this way the
work done on accuracy in earlier exercises is reinforced while also
giving students another opportunity to practise.
Comment:
The candidate has correctly identified the purpose of each
activity in relation to the purpose of the extract as a whole.
She has commented on six key assumptions about language
learning evident in these exercises and has demonstrated a
high level of insight into the learning/teaching process as
represented by these exercises. The candidate has provided
comments on significantly more than six key assumptions
but no additional marks were awarded for these. The
candidate has accurately and insightfully commented on a
wide range of ways in which the vocabulary focus of the
remaining exercises supports those discussed in Task Two.
(a) Exercise 3
Intended purpose:
set the context for/arouse interest in the reading of the letters (a)
provide practice in reading for gist (b)
provide practice in reading for detail (c)
provide initial exposure to target forms (e)
Key assumptions:
learners benefit from grading tasks from less to more
cognitively demanding
learning may be helped by initial exposure to target language
inductively
(b) Exercise 4
Intended purpose:
draw attention to target forms in context
provide guidance for the use of the target forms
Key assumptions
learners benefit by noticing the target language in context
explicit rules speed up/facilitate learning
(c) Exercise 5
Intended purpose:
provide controlled oral practice of the target forms
Key assumptions:
repetition of target language is a useful learning strategy
oral language work should precede written work
(d) Exercise 6
Intended purpose:
provide written controlled practice of the target language in a
meaningful context
Key assumptions:
learners benefit from testing their understanding of how the
target language works in controlled settings
learners benefit from articulating/sharing their hypotheses
:
The exercises with a vocabulary focus are 1 and 2.
Exercise 1
teaches vocabulary for use in exercise 2
teaches vocabulary to help students when reading the text in
exercise 3
supports the other exercises because it allows learners to
access the text (where the grammar is embedded)
Exercise 2
practises the vocabulary taught in exercise 1 in a personalised
way
assumption: is that students learn and remember language
more effectively if they use it to express personal factors.
Language takes on more meaning for them personally.
Comment:
The candidate has identified six assumptions about language
learning. However, he has not consistently provided an
explanation as to why the authors might consider these
assumptions to be important for learning. When the candidate
has provided comments they are, at times, insightful but this is
also inconsistent. The candidates comments in Task Three are
more complete and this has increased the marks scored. They
clearly refer to how the additional exercises support those
discussed in Task Two. The candidate has not identified that
exercise 8 also has a vocabulary focus.
Intended purposes:
Exercise 3: provide reading practice
Exercise 4: test students knowledge of present simple and
present continuous (positives, negatives and questions)
Exercise 5: students practise pronunciation
Exercise 6: students do a gapfill using the grammar
Assumptions:
3. visuals help learners when they read
4. teacher needs to know what students already know so they
canteach them what they dont know (test teach test)
5. pronunciation is as important as grammar
6. gapfills are a good way to practise grammar
Vocabulary focus
Exercise 1: the topic of the extract is Job Hunting and these
phrases are a lexical set
Exercise 2: Students practise the phrases in a personalised way
Comment:
The candidate has not identified all the intended purposes of
the exercises in relation to the purpose of the extract as a
whole. Rather, she has identified a purpose that is often limited
to one particular exercise. The candidate has not demonstrated
that she is aware of how the sequence of activities helps
achieve the stated purpose of the extract. The candidate has
identified four assumptions about the exercises (one for each)
but has not explained why the authors might consider them to
be important, which is what the rubric asks for. Many of the
comments made in this section are vague. In addition, the
candidate has not commented on how the vocabulary focus in
the remaining material supports the sequence in Task Two.
Rather, she has identified how two vocabulary exercises relate
to the topic of the extract and to each other. There is very little
evidence of the candidates understanding of the principles
informing this piece of material.
I Paper 2 Task Four
candidate.
(a) Each of the teacher quotes provided suggest that:
The use of L1 is inappropriate in a language classroom.
There is no benefit from using L1, other than as a time saving
device.
The expectation is that students use English 100% of class time.
Translation is a lazy teachers aid.
(b) The teacher would need to:
negotiate an English only policy with her learners at the start
of a course. This would involve a discussion of the value of such
a policy, linked to the learners need for English.
take on a language monitor role & call on learners who
consistently use L1 in class.
ensure that subject matter brought into class is interesting,
relevant, engaging & of the right level, so that learners do not
feel the need to revert to L1.
make task instructions absolutely clear so that confusion/lack
of understanding doesnt force learners to turn to each other for
explanations in L1.
scaffold her learners appropriately so that learners feel
challenged but comfortable in attempting set tasks in L2.
incorporate topics that are very familiar to learners so that they
feel like authorities on the subject & therefore confident in
approaching the language associated with the topic.
raise awareness by discussing theories of learning (risk taking,
immersion theory) & their implications with learners.
(c) Used judiciously, L1 can be helpful:
to explain tasks to low level learners
to encourage low level learners to discuss their understanding
of the meaning of a grammatical structure
to check if the connotation of an idiomatic expression has been
understood
as a concept checking tool with low levels
as a way of raising awareness of lexical chunks/collocations
(elicit equivalents in L1)
as a means of drawing attention to reading/listening sub-
skills and strategies in L1 in order to justify similar approaches
in L2 (e.g. bring in article in L1. Learners skim for gist under
timed conditions). Teacher/students discuss reasons for
successful reading. Attempt similar strategies in article in L2.
when teacher is aware of existence of false cognate and needs to
draw attention to this e.g. bookshop vs. library (Arabic + French)
when students need to check understanding but do not have
access to enough English
when a concept does not exist in L1 e.g. Tense vs. Aspect
teacher can use translation to illustrate the point.
Comment:
This is a comprehensive response covering a wide range of
relevant points. The candidate supports her assertions with
practical illustrations and examples that demonstrate a real
understanding of the issues involved in this task. Part a) is
weaker than the other two parts but the scope of parts b) and
c) gained enough marks to ensure a very high level of
achievement. Many of the comments in parts b) and c)
demonstrate a consistent level of insight in the topic area.
This response is authoritative and convincing throughout.
a.
T1 Translation into L1 is negative. It interrupts an approach
where it is believed if learners think in English, they will
be able to speak in English.
Translation anchors learners to their L1.
It is not possible to do direct L2 L1 translations.
T2 Learners need to be exposed to L2 at all times.
The teacher provides a model for L2.
Increased exposure and acquisition.
Creating an L2 classroom lingua franca aids acquisition.
T3 Many learners will not understand instructions,
explanations all teacher language in L2.
Developing listening skills and classroom metalanguage
inL2 are not priorities.
T4 Speaking fluency is a priority.
L2 (English) should be used at all times.
Discussion should be involving and engaging.
b.
Explanation/discussion of value and agreement to use
English in class, perhaps accompanied by a reward system
e.g. points/goals stars etc. for using English.
The teaching/use of relevant classroom language
e.g. for asking questions (Whats the answer to No. 3?).
for asking for clarification (e.g. I dont understand can
you explain again?).
The teaching and encouragement of
paraphrasing and defining e.g. its what you do/feel etc.
when . . . its another word for.
Techniques whereby learners can ask for help to say what
they want in English e.g. Community Language Learning,
where a discussion is recorded, tape recorder switched off
when L2 L1 translation is required, then tape recorder is
switched on for L1 translation by student.
Setting tasks & objectives for speaking fluency which
learners are able to do in English. So for example, rather
thanset up discussions which require lexis beyond the
learners competence, devise role plays & possibly problem-
solving discussions that require more limited English.
Pre-teach key language required for speaking activities.
Appoint monitors in groups whose role is to remind learners
to use English (during discussions).
T would need to avoid using L1 themselves.
Bring guests into the classroom who dont speak sts L1
(e.g. visiting family if in sts country).
Ask learners to role play celebrities who dont speak
learners own language.
Agree on English Only times in the lesson.
c.
Sometimes it is useful for learners to see that an apparently
difficult structure in L2 is very similar to one in L1 (e.g. if I
were se fossi in Italian).
To raise awareness of differences that learners may not have
noticed e.g. article use in English & Slav. languages.
In monolingual classes to explain difficult concepts that
requires language beyond the learners competence.
To encourage learners to suggest what they would like to
say in English, but cant. They say it in their L1, &
translations are provided.
Similarly, learners might bring texts/songs/poems/slogans
that they have heard/that they like and would like to know
what they mean. Later, the translation can be translated
back into English.
Concepts for which there is no translation in English.
Comment:
This is a comprehensive response covering a wide range of
relevant points. The candidate often supports her
observations with illustrations and examples that
demonstrate a good (sometimes very good) understanding of
the issues involved in this task. However, in parts b) and c),
the candidate doesnt always explain why these
roles/procedures and use of L1 might be beneficial and the
convincing nature of what the candidate writes sometimes
suffers as a result. Some comments are at a very high level of
insight but, again, this is not entirely consistent.
(a) The first quote is from someone who doesnt see the connection
between aptitude in L2 and your L1. The second is someone who
feels that use of L1 in class is a bad thing, in that it may distract
students from learning English. The third is someone who believes
in L1 as a tool to give instructions and manage students. Perhaps
they feel that as long as the students do the activities in English,
that is good enough. The final person feels that the whole lesson
needs to be in English and that using L1 doesnt help students.
(b) There are several different things that can be done, concerning
use of the L1, in order to increase the amount of English in the
classroom:
For students who use L1 too much (Teacher 4) allow L1 time
or a certain point in the lesson, but only then. Students will
need careful monitoring and encouragement during other times.
Also, make sure you set up activities properly present and
drill the language needed, demo with another student if
necessary.
For teachers who use L1 a lot (Teacher 3) spend a lesson on
classroom instructions, then gradually introduce them into your
teacher talk. Have students come up and give instructions from
time to time too.
Teacher 2 could use their knowledge to do certain activities. One
example is a translation dictation where you say something in
L1, they write it or say it back in L2.
(c) There are several times when I believe it is appropriate for
teacher or students to use the L1:
to make students aware of the differences between L1 and
L2 (e.g. no articles in Chinese). One activity is literal
translation where students translate an L2 phrase into L1,
then back into L1, but word for word.
to briefly clarify the meaning of a difficult vocabulary item
when mime, pictures or examples would take too long.
to deal with any disciplinary problems, where the language
level is low.
Comment:
This candidate has provided a range of relevant points and,
at times, supports these with examples that demonstrate a
practical (and partly, theoretical) understanding of the issues
involved in this task. Part a) tends to re-assert the positions
expressed by each quote without always exploring the beliefs
informing it. Part b) contains a solid range of roles and
procedures that are practical in nature but the candidate
does not often explain why these might be beneficial. Part c)
suffers from a lack of range and number of points though
those included are accurate. The candidate has restricted his
response by referring to the quotes in part b) where a wider
discussion of roles/procedures is more appropriate.
(a)
T1 This teacher doesnt see L1 as something that can be used
to raise awareness of certain features of English. The
teacher also probably doesnt believe that L1 actually
interferes with certain aspects of ESL teaching such as
collocation.
(b) The teacher would need to have a positive attitude towards
the L1 and respect it as opposed to dismiss it. The teacher
would have to choose very carefully when to use L1 in the
classroom. If L1 is used to raise awareness of a particular
grammatical item or vocabulary structure it would be useful.
Having said that, if the teacher resorts to L1 every time
someone doesnt understand they are providing a negative
model for their students.
(c) The teacher is translating a collocation.
The teacher is providing an awkward example of L1 mirroring
an awkward response produced by a student.
The Ss is asked to write down the meaning of a particular
grammar structure that wasnt presented but rather noticed.
The Ss needs only one word to express their communicative
purpose.
The S. is asking for a translation of a collocation from L1
English.
The teacher is explaining a culturally sensitive issue.
The teacher is providing a context for an idiomatic expression.
Comment:
The candidate has identified a very few accurate points
across parts a), b) and c) in this answer. In part a), the
candidate fails to identify the beliefs informing the teachers
attitudes but rather rephrases the first quote (and does not
mention any of the other quotes). The candidate refers to
collocation in part a) but with no clear rationale for doing so.
In part b), beyond referring to a positive attitude and the
need to choose carefully, the candidate does not refer to
teacher roles or procedures. In part c), the candidate refers to
a number of instances where use of L1 might be appropriate
but does not explore these in any meaningful way nor fully
explain why they might be appropriate. Throughout the
response, the candidate is vague on most points he makes
and demonstrates very little understanding of the issues
involved in this task.
Introduction to Delta Module Two
Delta Module Two aims to develop candidates ability in the
following areas:
working with language learners in a variety of learning
contexts
preparation for teaching learners of English
evaluation, selection and use of resources and materials
for teaching purposes
managing and supporting learning
evaluation of lesson preparation and teaching
observation and evaluation of other teachers lessons
professionalism and professional development.
To achieve these aims candidates need to show that they are
able to:
research selected language/skills areas and focus on
problems and solutions for learners
apply their knowledge and understanding of factors
affecting learning and teaching to their practice
plan, teach and evaluate lessons which meet the needs
of specific groups of learners and individuals within the
groups
use a range of resources and materials, and teaching and
learning strategies which are appropriate to learner
needs and context
constructively evaluate their own teaching and engage
in Continuing Professional Development (CPD).
http://www.cambridgeesol.org/ exams/teaching-awards/
delta-modular.html
Module Two is assessed via a portfolio of coursework,
including background essays, observed lessons, and a
professional development assignment. One assignment which
includes a background essay, an observed lesson and a lesson
evaluation is externally assessed.
Module Two assessment involves participation in a Delta
Module Two course at an approved Cambridge ESOL
Delta Module Two centre. See also, Guidance for tutors and
candidates (Section A: Guidance on course provision) page 52.
DELTA HANDBOOK | MODULE TWO 43
DEVELOPING PROFESSIONAL PRACTICE
GENERAL DESCRIPTION
Assessment format Delta Module Two assessment consists of five assignments which are completed during a Delta course.
Timing The assignments are set during the course at intervals determined by the centre.
(See notes on page 54 for suggested timing.)
No. of assignments Candidates complete:
a two-part Professional Development Assignment
two Language Systems Assignments
two Language Skills Assignments.
Task types The Professional Development Assignment includes two parts:
Reflection and Action (2,0002,500 words)
Experimental Practice (2,0002,500 words).
Each Systems Assignment includes:
a background essay (2,0002,500 words) in which the candidate explores an area of language systems
and considers related teaching and learning issues
planning, teaching and evaluation of a lesson related to the chosen area.
Each Skills Assignment includes:
a background essay (2,0002,500 words) in which the candidate explores an area of language skills
and considers related teaching and learning issues
planning, teaching and evaluation of a lesson related to the chosen area.
Answer format Candidates write their answers in prose, though bullet points, grids, tables and charts may be used
where appropriate. Assignments should be word processed.
Marks Each assignment is marked with reference to a set of assessment criteria.
Results will be awarded as Pass with Distinction, Pass with Merit, Pass or Fail.
MODULE
TWO
STRUCTURE AND TASKS
I Timing
The Professional Development Assignment (PDA) is set at the beginning of the course and completed during the course. The
Experimental Practice part of this assignment may be set at any time during the course.
The Systems and Skills Assignments are set in any order at appropriate intervals throughout the course. After each assignment
the candidate should receive feedback.
Assignment Professional Development
Task type(s) A two-part assignment based on an action plan formulated at the beginning of the course.
Part A Reflection and Actionis a reflective assignment which candidates work on at different stages of the
course.
Part B Experimental Practice is an investigation of an area of practice which is new for the individual
teacher.
The PDA includes observation and reflection on others teaching, as well as the observation by the tutors of the
candidates own teaching.
Syllabus focus Observation/Evaluation of other teachers lessons.
Professionalism and opportunities for professional development.
Assignment Systems x2
Task type(s) A background essay including research into and analysis of a selected aspect of language systems,
consideration of teaching learning issues and suggestions for teaching.
Preparation, teaching and evaluation of a lesson related to the area chosen for the background essay.
Each of the two Systems Assignments must focus on a different area of systems (grammar, lexis, phonology or
discourse).
Syllabus focus The language learner and the language learning context
Preparation for teaching English language learners
Evaluating, selecting and using resources and materials for teaching purposes
Managing and supporting learning
Evaluation of lesson preparation and teaching.
Assignment Skills x2
Task type(s) A background essay including research into and analysis of a selected aspect of language skills,
consideration of teaching/learning issues and suggestions for teaching.
Preparation, teaching and evaluation of a lesson related to the area chosen for the background essay.
One of the two Skills Assignments must focus on a productive skill (speaking or writing). The second must focus on
a receptive skill (reading or listening).
Syllabus focus The language learner and the language learning context
Preparation for teaching English language learners
Evaluating, selecting and using resources and materials for teaching purposes
Managing and supporting learning
Evaluation of lesson preparation and teaching.
Professional Development
Assignment (PDA)
specifications
The focus of this assignment is development and extension of
the candidates teaching skills. It includes:
Part A: Reflection and Action 2,0002,500 words.
Reflection and Action includes a series of tasks and
activities which candidates work on throughout the
course.
Part B: Experimental Practice 2,0002,500 words plus
lesson plan.
Experimental practice involves exploration into a
specific lesson approach/procedure/technique with
which the candidate is unfamiliar.
See page 54 for suggested timings and stages.
I Specifications for Part A: Reflection and Action
The focus of Reflection and Action is on personal and
professional development.
It includes:
reading and research related to procedures for reflection,
methods and/or documents for gathering data for
reflection purposes
reflection on the candidates own beliefs and practices in
the ESOL classroom
selection of approaches, methods, techniques and
materials that might enhance their practices and
justification of this selection
use and evaluation of some of the approaches, methods,
techniques and materials as a means of developing the
candidates teaching skills
ten hours observation of other teachers and reflection
on these observations. (Observations of other teachers
can be filmed or live.)
I Part A: Reflection and Action: Outline and summary
of stages
Stage 1 Diagnostic observation (There is no written
submission for Stage 1.)
At the beginning of the course the candidate plans and
teaches a lesson or part of a lesson (minimum 45 and
maximum 60 minutes).
The lesson is observed by an approved Delta tutor.
A post-lesson discussion is held between the candidate
and the tutor (and, if appropriate/relevant, includes
feedback from colleagues and/or peers).
During the discussion full oral and written feedback is
given by the tutor and included in the candidates
coursework portfolio as an appendix to the PDA.
The lesson is not formally assessed or graded and does
not contribute to the grade received by the candidate in
this module.
Stage 2 (maximum 1,000 words)
After the diagnostic observation, candidates:
reflect and comment on their beliefs and practices as a
teacher, identify key strengths and weaknesses in their
teaching and comment on the positive and negative
effects of these on their learners
identify the possible reasons for these key strengths and
weaknesses
produce an action plan for the development of their
teaching in response to the significant weaknesses they
have identified
select approaches, procedures, techniques or materials
that will allow them to develop their teaching skills and
enhance their learners learning experiences
select and/or design methods and/or documents for
gathering data that will allow them to focus specifically
on their performance in their assessed assignments
during the Delta course, and briefly explain the reasons
for choice(s). Candidates may also refer to any other
lessons they are teaching during the Delta course.
Stage 3 (maximum 750 words)
Candidates complete the first two of their Language
Systems/Skills Aassignments after which, with reference to
their action plan from Stage 2, they:
identify and comment on any key development(s) they
have made in their teaching practices since the
diagnostic observation
reflect on the effectiveness of the approaches, methods,
techniques and materials they selected in Stage 2 in
terms of how these have helped their development as
teachers
identify and comment on the most significant current
weaknesses in their teaching practices
select approaches, procedures, techniques or materials
that will allow them to develop their teaching skills and
enhance their learners learning experiences
select and/or design methods and/or documents for
gathering data that will allow them to focus specifically
on their performance in their remaining assignments
and briefly explain the reasons for choice(s).
Stage 4 (maximum 750 words)
When all internal assignments have been completed,
candidates:
identify and comment on how their beliefs about
teaching and learning and their classroom practice have
changed as a result of this assignment
identify and critically evaluate the most effective
procedures and/or methods and/or documents for
reflection and observation they have used for their
own professional development in this assignment
outline how they will continue to use these as part of
their own continuing professional development.
I Specifications for Part B Experimental Practice
The focus of Experimental Practice is an investigation of a
specific lesson approach/teaching procedure/teaching
technique with which the candidate is unfamiliar.
It includes:
reading and research related to the chosen area
a lesson in which the candidate experiments with the
new practice
identification, selection and/or development of methods,
procedures and/or documents to evaluate the
effectiveness of the experiment
an evaluation of its success.
I Part B: Experimental Practice: Outline
Length: 2,0002,500 words (excluding the lesson plan but
including the post-lesson evaluation).
Candidates:
describe the background to the chosen area in terms of
theory and practice
explain their professional interest in this area in terms
of experience, personal teaching preferences, and their
own professional development
identify objectives from the learners and teachers point
of view for the experiment
identify ways of finding out how far these objectives
have been met
plan and teach a lesson using the experimental lesson
approach/teaching procedure/teaching technique
retrospectively:
evaluate the lesson in terms of identified learning and
teaching objectives
identify ways in which this area may be adapted for
inclusion in future work (or consider and explain why
this area is not worth further extension or adaptation).
Professional Development Assignment
assessment criteria
I Part A Reflection and Action (RA) and Part B
Experimental Practice (EP)
Successful candidates can present an assignment which:
is written in language which is clear, accurate, easy to
follow and does not impose a strain on the reader
is cohesive and clearly ordered and in which component
parts of the assignment are relevant to the topic
uses appropriate terminology accurately
presents a range of relevant information, rationales and
arguments, and supports these by:
referring to and referencing key sources
referring to relevant aspects of their teaching practices
and professional development
contains a bibliography of key sources consulted
follows widely accepted referencing conventions
respects the word limits of individual stages of the
assignment and the overall word limit (2,0002,500 words
for each part) and states the number of words used.
I Part A Reflection and Action (RA)
Successful candidates can focus on the topic of the
assignment by:
selecting and critically reflecting on specific strengths
and weaknesses in their teaching practices and
providing a rationale for their selection
identifying, evaluating and critically reflecting on the
effectiveness of the approaches, procedures, techniques
or materials for teaching they have selected to promote
their professional development
effectiveness of the methods and/or documents they
have selected/designed to gather data to allow them to
focus on their teaching practices
providing an appropriate action plan to promote their
professional development
reflecting on, reviewing and evaluating their own
teaching practices and beliefs during the course of this
assignment.
I Part B Experimental Practice (EP)
Successful candidates can focus on the topic of the
assignment by:
selecting approaches, techniques and materials and
providing a rationale for their selection
making appropriate reference to theory, to the
characteristics and needs of specific groups of learners,
and to their own professional development to inform
their selection of approaches, techniques and materials
effectiveness of methods and/or documents they have
selected/designed to gather data to allow them to focus
on their teaching practices
evaluating their investigation with reference to the
specific group of learners and their own professional
development
showing awareness of the links between practice and
underlying theory.
Professional Development Assignment Grade profile
The Professional Development Assignment is graded as Pass or Fail. Therefore only a Pass profile is provided. However, centres may
wish to indicate to candidates where they have exceeded the Pass criteria.
GRADE DESCRIPTION
Pass profile
Overall
A satisfactory piece of work which is generally accurate, clear, coherent and well-ordered, and respects the word
limit. It may contain occasional weaknesses but does not impose a strain on the reader. Relevant terminology is
generally used accurately and appropriately, and is supported by reference to key sources in a mostly appropriate
format and style.
Reflection and Action
A satisfactory piece of work in which the candidate demonstrates an ability to critically reflect on their own teaching
practices over time, to plan and take action to improve specific aspects of their practices, and to evaluate
developments in these aspects of their practices over time. It may contain occasional weaknesses, but the
candidate generally displays adequate ability in most of the following areas:
identifying key strengths and weaknesses in their classroom practices with reference to their existing beliefs
about teaching and learning
justifying their choice of areas to work on, and drawing up an action plan with clear objectives with reference to
relevant theoretical approaches and methods, practical techniques and procedures, and classroom materials
critically reflecting on and evaluating the effectiveness of their action plan.
Experimental Practice
A satisfactory piece of work in which the candidate demonstrates an ability to identify an aspect of their teaching
practices they wish to experiment with, research the relevant topic area, plan and teach a specific lesson using the
experimental approach/procedure/technique, evaluate its effectiveness and plan future action to improve their
teaching practices. It may contain occasional weaknesses, but the candidate generally displays adequate ability in
most of the following areas:
identifying a specific aspect of their teaching and clearly justifying their choice, possibly in relation to the
weaknesses identified in the Reflection and Action part of the assignment
planning and delivering an experimental lesson with clear objectives which is relevant to a particular group of
learners, and which shows understanding of the theory informing the choice of approach, techniques,
procedures and materials
critically reflecting on and evaluating their teaching of the experimental lesson, and proposing an action plan to
improve both their professional development generally and the experimental lesson taught.
Language Systems and Skills
Assignments specifications
The focus of the Language Systems/Skills Assignments is an
investigation into different areas of language systems and
language skills and issues related to teaching the chosen
areas.
Each assignment includes:
a background essay (2,0002,500 words) involving
reading and research, analysis of a chosen area of
language systems or skills, and discussion and critical
evaluation of specific approaches, methods, techniques
and materials that might enable the teaching/learning of
the chosen area
planning and delivering a lesson (4560 minutes)
designed to teach the chosen area to a specified group of
ESOL learners
reflection on and evaluation of the candidates own
teaching practices with reference to the chosen area of
language systems/skills and the lesson taught (300
words).
Background essay
Length: 2,0002,500 words
Candidates should make reference in their essay to their
reading, research and experience gained through their own
teaching.
I Topic of essay
Candidates should:
identify for analysis a specific area of a language system
(grammar, lexis, phonology or discourse) or a specific
skills area (listening, speaking, reading or writing)
define the scope by stating what aspect of the identified
area the assignment will focus on, with reference to e.g.
learner needs, level of learners, specific learning context,
language area, text type, and where relevant teaching
approach or method
outline the reasons for choosing the particular aspect by
making reference to classroom experience, observation,
research and reading.
I Analysis of area and discussion of learning
problems and teaching issues
Candidates should:
analyse the specific area of the selected language system
or skill. This could be in terms of form, meaning/use
and/or phonology in the case of language systems, and
in terms of linguistic, discoursal and communicative
features and/or subskills in the case of skills
in relation to the scope identified above, identify and
discuss common learning problems and key teaching
issues in a range of learning contexts e.g. different
learner characteristics and/or goals.
I Suggestions for teaching
Candidates should:
describe, show familiarity with and critically evaluate a
selected range of procedures, techniques, resources
and/or materials which are designed to develop learners
competence in the selected area.
I Background essay assessment criteria
Quality of writing
Successful candidates demonstrate that they can
effectively present an essay which:
is written in language which is clear, accurate, easy to
follow and is cohesive and clearly ordered
uses appropriate terminology accurately
refers to and references key sources
follows the conventions of a standard referencing
system for in-text referencing and the bibliography
respects the word limit (2,0002,500 words) and states
the number of words used.
Clarity of topic
effectively make clear the topic of the essay by:
identifying for analysis a specific area of the grammar,
lexis, phonology or discourse system of English, or a
skills area (listening, speaking, reading or writing)
defining the scope of the area they will analyse with
reference to e.g. learners, teaching approach, method,
learning context, learner needs or text type
explaining with reference to classroom experience,
reading and research why they have chosen this area
making all parts of the essay relevant to the topic and
coherent
following through in later parts of the essay on key
issues identified in earlier parts.
Analysis and issues
Successful candidates can effectively demonstrate an
understanding of the specific area by:
analysing the specific area with accuracy, identifying key
points
showing awareness of a range of learning and teaching
problems occurring in a range of learning contexts.
Suggestions for teaching
Successful candidates demonstrate that they can:
outline and show familiarity with relevant key
procedures, techniques, resources and/or materials
evaluate how the selected procedures, techniques,
resources and/or materials might be used effectively in
classroom practice
demonstrate how the procedures, techniques, resources
and/or materials address points raised under Analysis
and issues.
The lesson (planning, teaching and
evaluation)
I Lesson requirements
Each Systems/Skills Assignment includes planning,
teaching and evaluation of a lesson which is linked to the
topic of the background essay, though the lesson will be
narrower in scope than the background essay.
Each lesson must be a minimum of 45 minutes and a
maximum of 60 minutes.
The class size will vary according to context. There is no
maximum class size but the absolute minimum is five
learners.
The age range of classes selected for assessment purposes
is not specified. Any age group may be taught provided that
the research and teaching undertaken allow the teacher to
achieve the assessment criteria. (See below.)
For each lesson the candidate must submit a lesson plan,
supporting documentation and a post-lesson evaluation
(approx. 300 words).
I Assessment criteria Planning and preparation
Successful candidates design and present a lesson plan and
supporting documentation which:
includes
(i) a brief general overview of the group of learners and
the course
(ii) information about individual learners relevant to the
lesson
sets out clear and appropriate overall aims and learning
outcomes for the lesson in relation to language systems
and/or language skills and learner needs
provides relevant analysis of target language in terms of
meaning, use, form and pronunciation
outlines any relevant link(s) between this lesson and
relevant aspects of preceding and subsequent lessons,
and if relevant the course as a whole
states assumptions made about the learners knowledge,
abilities and interests relevant to the aims and learning
outcomes of the lesson
anticipates and explains potential problems in relation
to the lessons aims and learning outcomes, the learners
and the learning context, and the equipment, materials
and resources to be used
suggests appropriate solutions to the problems outlined
in the above bullet
describes suitably sequenced procedures and activities
appropriate to achieving the stated overall aims and
stage aims
states materials and/or resources to be used, which are
appropriate to the teaching and learning context, the
learners, the lesson aims and learning outcomes, and
the time available, and includes a copy/copies of suitably
presented materials, sourced where necessary
assigns realistic and appropriate timing for each stage
and/or group of stages in the procedure
includes a commentary, of between 500 and 750 words,
which provides a clear rationale for the lesson plan with
reference to learner characteristics and needs and the
candidates reading and research in the background
essay.
I Assessment criteria Teaching
Creating and maintaining an atmosphere conducive to
learning
effectively:
teach the class as a group and individuals within the
group, with sensitivity to the learners needs and
backgrounds, level and context, providing equal
opportunities for participation
purposefully engage and involve learners
vary their role in relation to the emerging learning and
affective needs of learners during the lesson
listen and respond appropriately to learner
contributions.
Understanding, knowledge and explanation of language
and language skills
effectively:
use language which is accurate and appropriate for the
teaching and learning context
adapt their own use of language to the level of the group
and individuals in the group
give accurate and appropriate models of language form,
meaning/use and pronunciation
give accurate and appropriate information about
language form, meaning/use and pronunciation and/or
language skills/subskills
notice and judiciously exploit learners language output
to further language and skills/subskills development.
Classroom, procedures and techniques
effectively:
use procedures, techniques and activities to support and
consolidate learning and to achieve language and/or skill
aims
exploit materials and resources to support learning and
achieve aims
deliver a coherent and suitably varied lesson
monitor and check students learning and respond as
appropriate.
Classroom management
effectively:
implement the lesson plan and where necessary adapt it
to emerging learner needs
manage the classroom space, furniture, equipment,
materials and resources
set up whole class and/or group and/or individual
activities, as appropriate
ensure the learners remain focused on the lesson aims
and the learning outcomes.
I Assessment criteria Reflection and evaluation
approx 300 words
effectively:
reflect on and evaluate their own planning, teaching and
the learners progress as evidenced in this lesson
identify key strengths and weaknesses in planning and
execution
explain how they will (would) consolidate/follow on
from the learning achieved in the lesson.
Marking the Systems/Skills Assignments
An overall grade is given for the Language Systems/Skills
Assignments. Weighting is given to the teaching and the
teaching grade is therefore primary. However, both the
background essay and the teaching must pass in order for the
candidate to achieve an overall Pass (or above) for the
assignment.
If there is a one-grade difference between the teaching and
background essay, the teaching grade is awarded as the overall
grade (provided the background essay is a Pass). So for
example, a Systems Assignment with a Merit for the teaching
and a Pass for the background essay would be graded as Merit.
A two-grade difference i.e. a Distinction for teaching and a
Pass for the background essay is a Merit overall.
If the teaching grade is only a Pass, then the overall grade
cannot be higher than a Pass; so a Pass for teaching and a
Merit or Distinction for the background essay is a Pass overall.
Systems/Skills Assignments Grade profile
GRADE BACKGROUND ESSAY TEACHING
Pass with
Distinction
The candidate has achieved all criteria in all assessment categories.
The background essay is very well written and appropriately
referenced throughout; all sections are relevant, coherent and clear.
The quality of the analysis of the area and the discussion of learning
problems and teaching issues is accurate and comprehensive,
showing keen insight and in-depth critical awareness supported by
reference to key sources and relevant classroom experience and
observation. The candidates suggestions for teaching the area are
coherent, comprehensive and insightful and show sensitivity to
learners. The suggestions are also very well grounded in the
previous analysis and discussion.
In teaching candidates demonstrate that they have effectively
achieved all assessment categories, and four of these at an
outstanding level. All criteria have been met and the majority
exceptionally well. The candidates planning and execution
evidence in-depth understanding of language and language
learning and methodology. Planning and execution reflect a
highly developed awareness of learners as individuals and as a
group and the ability to provide, and to respond flexibly and
effectively to, learning opportunities throughout the lesson. In
their evaluation the teacher is able to identify the key strengths
and weaknesses of the lesson and identify how the lesson could
be improved.
Pass with
Merit
The candidate has achieved all assessment categories though some
criteria may not be fully met. The background essay is well written
and demonstrates a competent level of language accuracy, clarity,
cohesion and structure. The quality of the analysis of the area and
the discussion of learning problems and teaching issues is solid
and broad-ranging, showing good general critical awareness
supported by reference to key sources and relevant classroom
experience and observation. The candidates suggestions for
teaching the area are coherent and broad-ranging. They take good
account of learners and of the previous analysis and discussion.
achieved all assessment categories. There may be some criteria
which are not fully met but they do not impact on the consistent
and all round effectiveness of the teachers performance and the
learning that takes place. The candidates planning and
execution evidence a good understanding of language and
language learning and methodology. Planning and execution
reflect a good awareness of learners as individuals and as a
group and the ability to provide, and to respond flexibly and
effectively to, learning opportunities during the lesson. In their
evaluation the teacher is able to identify most of the key
strengths and weaknesses of the lesson and identify how the
lesson could be improved.
Pass
The candidate has achieved all assessment categories though some
criteria may be weakly met. The background assignment is generally
accurate, clear and well ordered. It may contain occasional
weaknesses but does not impose a strain on the reader. The
analysis of the area and the discussion of learning problems and
teaching issues are mostly accurate, cover some key points and
show reasonable and generally accurate understanding supported
by reference to key sources and relevant classroom experience and
observation. The candidates suggestions for teaching the area are
generally relevant and coherent. The candidate shows some
familiarity with the suggestions made and how they might be
implemented in classroom practice. The candidates suggestions
generally address the points raised under Analysis and issues.
achieved all assessment categories. There may be some criteria
which are not met but they do not impact on the overall
effectiveness of the teachers performance and the learning that
takes place. The candidates preparation and delivery lead to
effective learning. The candidate has completed a reflection and
evaluation and is able to identify some of the strengths and
weaknesses of the lesson and some ways in which the lesson
could be improved.
Fail
A Fail assignment has not reached the criteria for a Pass in one or
more categories.
In teaching the candidate has failed in one or more categories.
There may be some criteria which are met but those which are
not met impact on the overall effectiveness of the teachers
performance and the learning that takes place. The candidates
preparation and delivery do not lead to effective learning.
candidates
General
Candidates are required to follow a course for Module Two at a
recognised Delta centre. This may be provided in parallel with
or separately from Delta Modules One and Three. Assessment
takes place during the course and includes both formative
assessment (with a focus on development) and an externally
assessed, summative assessment (with a focus on overall
achievement).
In Module Two candidates:
apply the theories covered in Module One
consider and construct frameworks for lessons derived
from different approaches/SLA research
plan for the teaching of systems and skills lessons
research and discuss materials, task types etc. for lesson
delivery
critically evaluate current practices and beliefs
implement and evaluate a developmental action plan.
Candidates who are following a stand-alone Module Two
course may need to review key principles from SLA/theoretical
stances, and to refresh and update their knowledge about
language and language skills, teaching methodology and
resources for teaching.
Candidates will need to research the areas they have chosen
for investigation in their assignments and will need to read
key texts relating to reflective practice and development of
teaching skills.
The types of text that are likely to contain the content listed
above are:
grammar analysis and how to teach grammar
practical guides to working on aspects of phonology in
the classroom
discourse analysis references and approaches to
teaching discourse
lexical analysis references and approaches to teaching
lexis
skills analysis and approaches to teaching skills
references
academic and practical guides to methodology and
pedagogical issues
academic and practical guides to language acquisition
and learning
texts on reflective practice
coursebooks and learning materials
articles in teaching publications and on the internet.
Section A: Guidance on course provision
I Course delivery
A range of delivery modes is appropriate to courses preparing
candidates for Delta Module Two. These may include face-to-
face courses and blended learning courses.
Module Two involves 200 learning hours including 100 tutor
facilitated hours and 100 independent learning hours (reading
and research and assignment preparation):
65 of the facilitated hours should be contact hours
including, for example, face-to-face input sessions
consisting of seminars, lectures, workshops, teaching
supervision, collaborative projects, tutorials and online
learning which is supervised and monitored
35 of the facilitated hours should be directed by the
tutors (e.g. set reading, data gathering in preparation for
an input session, completion of tasks for the observations
of other teachers, guided private study).
Because of the practical nature of Module Two, courses need to
include a considerable number of tutorials (group and
individual) to provide guidance and support for the
assignments and feedback after teaching.
I Course content and organisation
Input sessions may be themed e.g. an initial focus on skills
teaching followed by different areas of language systems, or
integrated i.e. each phase of the course may include sessions
covering all syllabus areas. The organisation of the course will
depend to a large extent on the needs and context of the
candidates.
All assignments include a focus on teaching. Courses include
observation of each candidates teaching and observation by
the candidate of others teaching. There are five observations
of each candidates teaching (including the diagnostic
observation) and 10 observations of others teaching, which
may include observations of colleagues, peers on the course or
of filmed lessons. (See also Observation below.)
The assignments are integrated into the course programme so
that candidates can complete an assignment, and respond to
feedback in preparation for the next assignment.
I Managing the assessments
The Professional Development Assignment is set up at the
beginning of the course beginning with a diagnostic
observation which informs the rest of the PDA and prepares
candidates for their first Language Systems/Skills Assignment.
The Experimental Practice part of the Assignment may be set
at any stage in the course and may be closely linked to the
Reflection and Action part of the PDA.
The internally assessed Language Systems/Skills Assignments
are essentially developmental and formative in nature. It is
therefore necessary that, whatever the length and intensity of
the course, the assignments are staged so that tutor feedback
and the candidates own evaluations can be incorporated into
subsequent assignments.
The final Language Systems or Skills Assignment is externally
assessed.
Courses may address solely the concerns of Module Two or
integrate preparation for Modules One and/or Three. In the
latter cases, courses will naturally be longer and this will
make the staging of Systems/Skills Assignments more
straightforward. Additionally, courses may be intensive, semi-
intensive, part time or a mixture of these delivery modes and
this will also affect how assignments can be staged.
I Centre support for assessment
Each candidates progress should be monitored by a minimum
of two tutors on the course. It is important that feedback from
each tutor/mentor makes explicit reference to the assessment
criteria and has a standard structure so that candidates are
clear where their strengths and weaknesses lie and can
address the latter in subsequent assignments.
The formative nature of internally assessed assignments
means that the amount of tutor support which is given should
decrease as the course progresses so that the final externally
assessed Systems or Skills Assignment is planned
independently.
Tutors may give guidance on an outline proposal for the
externally assessed background essay and lesson. The outline
proposal may include details of what the candidate proposes
to cover and the approach to be taken. Tutors may give advice
of a general nature e.g. they may refer candidates to useful
texts to consult. They should not correct drafts of either the
background essay or the lesson plan. The centre should not
see or comment on the post-lesson evaluation of the external
assessment before it is sent to the assessor.
I Observation
Candidates are required to undertake 10 hours of observation
of live or filmed teaching during the course. Observation can
have many purposes but the following could be considered in
planning observation tasks and follow-up activities:
identifying methodological influences
investigating particular aspects of classroom behaviour
(handling error, staging and progression, signalling
transitions, handling task feedback, instruction giving
and so on)
lesson planning
giving peer support
identifying areas for self-improvement/experimentation
(i.e. addressing some of the concerns of the Professional
Development Assignment and/or the Experimental
Practice Assignment).
Centres which run courses combining preparation for other
modules with Module Two may consider other purposes.
Whatever is identified as the purpose of candidates
observations of others, the observations should be integrated
into the course objectives. To this end, centres may like to
consider what kinds of tasks and observation schedules are
most appropriate to the aims of the undertaking. Centres
should also ensure that the observation experience is
constructive for the observed teacher as well as for the
candidate. Some observation tasks may require that the
observed teacher has a certain type and level of experience.
Section B: Guidance on the Professional
Development Assignment (PDA)
The aim of this section is to provide additional support and
guidance to Delta Module Two centres and course tutors in
setting up, administering and supporting the PDA. The
following are suggestions and should not necessarily be
followed by the letter.
I REFLECTION AND ACTION (RA)
Rationale for this part of the PDA
Reflection is increasingly seen as a crucial element in teacher
learning. Teachers develop beliefs about language teaching
and learning, and their classroom practices are influenced by
these beliefs. Teachers beliefs and practices often remain
unconscious and unchallenged. By consciously exploring and
critically reflecting on their existing beliefs and practices,
teachers are better able to question and, if necessary,
subsequently change aspects of them.
This assignment provides a framework within which
candidates can explore their existing beliefs and classroom
practices, engage critically with them, reflect on them in the
light of feedback, and consider ways in which aspects of them
might be adapted.
Setting up
It is important that candidates understand the rationale for
the RA part of the PDA, and that they see it as something
which is helping their learning and contributing to other parts
of Module Two. This may involve discussing with them the
importance of critical, action-based reflection and of exploring
existing beliefs and classroom practices. Centres and tutors
might like to consider using a beliefs questionnaire (see
Lightbown, P & Spada, N (1993) How Languages are Learned, OUP,
for an example), either as a pre-course task or in one of the
initial input sessions.
Staging
An important feature of the RA is that it is an ongoing piece of
work. In order to be an effective learning tool, candidates need
to go through the four stages in a structured and timely
manner. Centres and tutors are advised to draw up a
suggested schedule for candidates which suits the nature of
the course being provided, to make this schedule explicit to all
candidates, and to include it in their course programme.
(Table 1 below gives a suggested time frame in relation to
other assessments in Module Two.) They are also advised to
consider the extent to which tutorials and/or feedback on
drafts of each stage should be incorporated into the schedule.
Table 1: Suggested schedule for Reflection and Action (RA)
** Discussion and feedback on the RA could take place at this point either in a separate tutorial or as part of the feedback discussion following an
assessed lesson.
** Tutors may wish to comment on drafts before submission.
RA STAGE ACTIVITY DOCUMENTATION FOR PORTFOLIO
At the beginning
of the course
Candidate completes beliefs questionnaire selected by tutor
Tutorial to discuss beliefs either before or after diagnostic observation*
Questionnaire results (appendix)
Candidates own notes
Stage 1 Diagnostic observation
Post-lesson discussion with tutor*
Candidate makes notes for Stage 2
Lesson plan (appendix)
Tutor feedback (appendix)
Stage 2 Candidate writes Reflection and Action Plan** 8001,000 words
(Existing beliefs and practices/Strengths and weaknesses as a teacher/
Action plan)
Completed RA Stage 2
Between Stage 2
and Stage 3
Observations of other teachers
LSA1 (Language Systems or Skills)
Feedback on LSA1 (including reference to Stage 2 Action plan)*
Candidate prepares Stage 3
Feedback on LSA2 (including reference to Stage 2 Action plan)*
Written tutor feedback on LSA1 and RA Stage 2
Completed observation tasks
Stage 3 Candidate completes Stage 3**
Reflection and Action 600750 words
(Developments in practices/Reflect on Stage 2 Action plan/Current weaknesses
and future actions)
Between Stage 3
and Stage 4
Feedback on LSA3 (including reference to RA Stage 3)*
Stage 4 Reflection and Action 600750 words
(Developments in beliefs and practices/Reflect on future actions)
Tutor marks assignment
LSA4 (Externally assessed)
Support and guidance to candidates
The following specific suggestions might help centres and
tutors in administering the RA:
Beliefs questionnaire
Beliefs are often unconscious and candidates may need
help in raising them to a level of consciousness.
Questionnaires may be useful for this purpose.
It may be useful to encourage candidates to explore the
extent to which they feel their teaching reflects their
beliefs.
Any questionnaire(s) used to explore beliefs in Stage 1
can be revisited in Stage 4.
Diagnostic observation
The diagnostic observation should take place as soon
after the beginning of the course as possible to ensure
candidates have sufficient time to complete Stages 1 and
2 before the first assessed lessons. There should be a
post-lesson discussion and written feedback.
It would be useful if candidates could produce a lesson
plan for the diagnostic observation (although this will
not be assessed), and to include some rationale for their
lesson. This gives an indication of their beliefs and can
form the basis for constructive discussion with the tutor
after the lesson.
Strengths and weaknesses
Candidates can refer to the following in their comments:
previous feedback on their teaching (e.g. from their
institution, learners, colleagues); their own awareness of
previous strengths and weaknesses; previous teacher
training courses and in-service teacher training
(INSETT); observations made by their tutor; their own
observations; the learners performance and responses
during and/or after the diagnostic lesson.
Candidates should prioritise weaknesses that most
affect their students ability to learn and their own
practices as a teacher.
Candidates can refer to the following:
their preferred teaching styles, techniques and
procedures
their beliefs about learning and teaching
a pervading view of teaching present in their context
that may or may not be best suited to all learners
within that context
the needs and teaching preferences of institutions
they have worked for
over application of favourite techniques and
procedures
coursebook methodologies (not) suited to specific
contexts
(in)ability to adapt their methods/techniques/
procedures to specific contexts
lack of knowledge in particular linguistic or
methodological areas
lack of confidence in carrying out particular
methods, techniques and procedures
any initial teacher training and developmental
training they have experienced in their teaching
career.
Action plan
The purpose of the action plan in Stage 2 is to provide
structure to candidates development and to allow them
to carefully consider steps they need to take to improve
the weaknesses they have identified in their teaching.
Therefore, they need to prioritise a number of key areas
to work on (typically this would be between 35 areas),
outline what they intend to do and how, giving some
idea of the time frame within which they intend to work
on these areas.
Centres may consider producing a proforma for
candidates action plans.
Possible approaches/procedures/techniques might
include some of the following: reading specific books,
observing experienced colleagues and/or tutors,
experimenting with aspects of their teaching related to
the weakness identified, being observed, videoing their
own lessons, getting feedback from students, etc.
Although Stages 3 and 4 do not require detailed action
plans as such, some indication is required in both cases
as to how candidates intend to continue improving
aspects of their teaching.
Documents for gathering data
It would be useful for centres and tutors to consider
how to encourage candidates to consciously focus on
their prioritised weaknesses in their assessed LSAs, and
to make use of tutor feedback on these lessons for
the RA.
Where possible the peer observations required for
Module Two should be used to gather data for the action
plan. Candidates may use data from their own
observations of colleagues as well as their colleagues
observations of them.
Videos of candidates lessons may be used.
Feedback in the form of student questionnaires may be
used.
Any documents used should be put in the appendix, but
referred to in the text.
Word limit for each stage
Overall the RA is expected to be 2,0002,500 words,
therefore it is recommended that the three written
sections be as follows:
Stage 2: 8001,000 words (reflection/beliefs/strengths/
weaknesses 500, Action plan 500)
Stage 3: 600750 words (reflection on developments/
evaluation 300, current weaknesses 150, future
action 300)
Stage 4: 600750 words (reflection on developments
300, evaluation 200, future action 250).
It is recommended that centres and tutors consider
having separate submission deadlines for each of the
three written parts of the RA.
Drafting and feedback
Centres and tutors may wish to collect in and give
feedback on Stage 2 before candidates continue writing
the remaining parts of the assignment. It is likely to be
of more use to candidates to receive feedback at this
stage than at the end of the process. Each centre will
need to decide and make explicit to candidates their
own approach to drafting and feedback for the various
stages of the RA.
Tutorials
Candidates may not have done systematic reflection in
this manner before and are likely to benefit from ongoing
individual support and guidance if they are to get the
most out of this assignment as a learning experience. It
is suggested that centres and tutors conduct face-to-face
or online tutorials during the course with the specific
purpose of discussing this assignment. These may be
incorporated into feedback sessions following assessed
teaching observations. (See Table 1 above.)
Centres may also consider setting up an interactive
online facility (such as Moodle) in order to encourage
regular and systematic reflection and interaction among
candidates and tutors.
Candidates may be encouraged to keep a regular journal
(with possible entries online) to guide their reflections.
(See teacher portfolio at www.teacherportfolio.
CambridgeEsol.org)
I EXPERIMENTAL PRACTICE (EP)
Rationale for this part of the PDA
Teachers develop routines during their early years of teaching
which enable them to deal with the complexities of their
teaching situation and to plan lessons and respond to
classroom events as they occur. Developing new routines is a
challenging and complex process and numerous contextual
and personal factors make it hard for teachers to change their
existing routines and to experiment with alternative practices.
This assignment provides a framework within which
candidates can experiment with, what is for them, a new
aspect of teaching, and helps them to reflect on its
effectiveness for them and their learners learning.
Setting up
It is important that candidates understand the rationale for
the EP part of the PDA, and that they see it as something
which is helping their learning and contributing to other parts
of Module Two. This may involve discussing with them the
importance of experimental practice and showing how this
relates to the exploration of beliefs and classroom practices
they carried out in the RA part of the PDA.
Staging
An important feature of the EP is that candidates explore an
approach/procedure/technique with which they are not
familiar. Centres may wish to support the learning process
through tutorial support and/or to comment on a draft
assignment. A suggested tutorial schedule is outlined in Table
2 below.
Support and guidance to candidates
The following specific suggestions might help centres and
tutors in administering the EP:
Link to Reflection and Action (RA)
Where possible candidates should be advised to relate
the topic of the EP to their action plan for the RA
assignment.
Word limit for each stage
Overall the EP is expected to be 2,0002,500 words, not
including the lesson plan (but including the post-lesson
evaluation, 500 words), therefore it is recommended that
the various sections be approximately as follows:
Background essay: 7501,000 words (reading and
research, own professional interest in the topic)
Lesson: 7501,000 words (objectives for teacher and
learners, how to evaluate the lesson, commentary on
lesson)
Post-lesson evaluation: 400500 words (depending on
length of above sections).
The lesson plan and accompanying materials go in the
appendix and do not count towards the word limit.
EP
STAGE
TUTOR
SUPPORT
CANDIDATE
ACTIVITY
Set up EP
(Tutorial to discuss
possible EP topic)
Research (Tutorial to discuss
lesson idea)
Reading and research
1,000 words max
Plan lesson (Tutorial to discuss
lesson specifics)
Plan lesson and evaluation
1,000 words max
Teach
lesson
(Feedback on draft
assignment)
Pair candidates for
peer observation
Teach lesson
Lesson plan
(appendix)
Evaluate
lesson
(Tutorial to discuss
evaluation data)
Evaluate lesson
500 words max
Table 2: Suggested schedule for Experimental Practice (EP)
Lesson plan
Candidates should provide a full lesson plan and
accompanying materials for a lesson of 4560 minutes.
Peer observations
Where possible centres and tutors may endeavour to
arrange for candidates to peer observe each other teach
their experimental practice lesson. Candidates may then
refer to their colleagues feedback in their post-lesson
evaluation.
Post-lesson evaluation
The word limit is 500 words for the post-lesson
evaluation, which candidates are advised to plan
approximately as follows:
Strengths and weaknesses, 300 words
Future action, 200 words.
Section C: Guidance on completing the
Language Systems/Skills Assignments
I The background essay
Presentation of the essay
Essays must be word processed, preferably using a programme
which will allow the insertion of comments by markers, and
submitted electronically as one document. Centres may
require the use of specific word processing packages (such as
Word) but free packages which can produce Word formatted
documents (such as Star Office or Open Office) are also
acceptable.
All essays must include:
a cover page showing the title of the essay, number of
words used, date of submission, candidate name and
centre number
a contents page
a running footer, which should be inserted with
candidate name, essay title
page numbering
all appendices.
Plagiarised work will not be accepted. Candidates should be
advised on what constitutes plagiarism and how to avoid it.
Plagiarism includes:
copying anothers language or ideas as if they were your
own
unauthorised collusion
quoting directly without making it clear by standard
referencing and the use of quotation marks and/or
layout (indented paragraphs, for example) that you are
doing so
using text downloaded from the internet without
referencing the source conventionally
closely paraphrasing a text
submitting work which has been undertaken wholly or
in part by someone else.
Organisation of the essay
The essay will consist of a short introduction, followed
by an analysis of the topic area, discussion of issues for
learners, and suggestions for teaching.
The introduction should be brief, probably not more
than 200 words. Candidates should state the focus of the
essay, and provide reasons for their choice of topic.
The body of the essay consists of Analysis and issues and
Suggestions for teaching. It is suggested that around 1,200
words should be devoted to Analysis and issues and
around 800 words to Suggestions for teaching. This is a
guideline only. However, candidates are advised not to
spend so long on Analysis and issues that they have
insufficient words to cover Suggestions for teaching to an
appropriate depth.
Candidates must adhere strictly to the word-count limits
(2,0002,500 words). essay exceeding the limit or which
abuse the use of footnotes and appendices cannot be
awarded a grade above a Pass.
Footnotes and appendices should not be used for text
which would belong better in the main body of the essay.
The use of footnotes should be limited to referencing.
Quality of writing
The essay should be written in language which is clear,
accurate, easy to follow and cohesive.
The essay should be clearly ordered, and the rationale
behind how it is organised should be apparent to the
reader. Candidates are advised to make use of sub-
headings and, if appropriate, other formatting
conventions in order to guide the reader through the
essay.
Appropriate terminology should be used accurately.
Candidates should show evidence of their
understanding by defining terms and supporting their
definitions with examples.
A range of references and key sources should be referred
to. The number of sources referred to will to an extent
depend on the choice of topic and availability of
resources. However, candidates should aim to refer to at
least three different sources. Candidates should follow
the standard conventions for in-text referencing. For
example, when referring to a source, the authors
surname and the year of the works publication should
be given in parentheses or in a footnote. If specific
quotes are used, they should be referenced using
author(s) surname(s), year of publication and page
numbers quoted, e.g. (Lightbown & Spada 1993:203).
References should be formatted consistently. A
bibliography should be included. This needs to be
presented appropriately in alphabetical order of authors
surname. Year of publication and publisher should be
included. It should be presented after the essay and
before the appendices, and should only include
publications referred to in the text itself.
Citations and references to authority in essays must be
accurately credited using a standard referencing system
which shows author, date and, where appropriate, page
number(s).
Clarity of topic
It is important that the topic of the essay is
appropriately focused and is made clear to the reader.
Candidates need to ensure that they identify for analysis
a specific area of the grammar, lexis, phonology or
discourse system of English e.g. Perfect aspect, Collocations
in a specified lexical set, Intonation in questions, Cohesive
devices, or of skills (listening, speaking, reading or
writing) e.g. Top down/bottom up processing, Turn taking,
Organising/structuring a text.
In addition, candidates will need to define the scope of
their chosen area. There are many ways of doing so. For
example, a grammatical area could be narrowed down to
a particular use (e.g. Modal verbs could be narrowed to
Modal verbs expressing obligation). A chosen area can be
narrowed down to a particular level (e.g. Future forms
could be narrowed to Understanding and using different
ways of expressing the future with lower level learners;
Authentic texts could be narrowed down to Enabling lower
level learners to read authentic texts). A specific need or
learning context could be the means of narrowing the
scope e.g. Top down/bottom up processing could be
narrowed to Helping learners use top down/bottom up
processing in CAE Paper One). Whichever approach is
taken, it is important to narrow the focus to allow for
sufficient depth of analysis. Titles such as Improving
learners ability to read authentic and simplified newspaper
articles or The English article system are too broad as they
imply all learners in all situations at all levels with all
needs for English.
Candidates should explain with reference to their
classroom experience, and if appropriate their reading
and research, why they have chosen this area and why
they have chosen to narrow it in this way.
Candidates should make all parts of the essay relevant
to the topic. For example, if the chosen topic is Modal
verbs expressing obligation, while there might be a brief
comment on modal verbs in general, most of the
analysis should examine modals for obligation only. If
the chosen topic is Enabling lower level learners to read
authentic texts, the suggestions for teaching should not
include activities which are clearly only suitable for
higher levels.
In addition, candidates should follow through in later
parts of the essay on key issues identified in earlier
parts. So for example, if a candidate spends time
analysing a key point regarding meaning in the analysis
section, the issues for learners should note problems
learners have with this, and the suggestions for
teaching should include at least one way of addressing
it in the classroom.
Candidates should be advised to word a title which
really describes the topic of the essay and refer to it
often as they write to make sure that what they write is
relevant and coherent (criterion 2d).
Analysis and issues
In this section candidates need to demonstrate an
understanding of the specific area by analysing the specific
area with accuracy, identifying key points, and by showing
awareness of common learning issues occurring in a range
of learning contexts.
The analysis
If the chosen area is an aspect of language systems, then
key issues of form and meaning should be examined. If
the chosen area is an aspect of language skills,
candidates will need to analyse the key process(es) and
strategies involved in the chosen aspect of the skill.
When selecting points to examine, candidates should
bear in mind how they have narrowed the scope (see
above) and should take care not to go beyond this.
It is important that candidates demonstrate an
understanding of the area. Terminology should be defined
(see above) in order that an understanding of the term is
demonstrated. Similarly, candidates should demonstrate
an understanding of sources by commenting on references
made; a paragraph consisting entirely of a direct
quotation for a source, with no additional comment, does
not provide evidence of a candidates understanding.
Candidates should consider how best to organise this
section and sequence the points which are made.
Organising the analysis into logical sub-sections is
another opportunity for candidates to demonstrate their
understanding.
The problems
If the essay has a systems focus, it may be relevant to
consider problems with form, meaning and
pronunciation, and/or with awareness and production.
In essays with a skills focus, candidates should consider
particular difficulties with applying the chosen strategy,
or problems with understanding or producing the text
type, or typical problems with the task type, etc. as
appropriate, depending on the choice of topic.
Candidates should aim to consider a range of issues for
learners.
Note that contexts here does not necessarily mean
different geographical contexts. Different educational
backgrounds, cultural differences, different learning
styles, different levels, different ages, different course
types (intensive <-> extensive) could all be considered
different contexts.
It may be relevant here to suggest solutions to the
problems. Alternatively, solutions could be mentioned in
the later Suggestions for teaching section.
Again, candidates should consider how best to organise
this section and sequence the points which are made.
Arranging the learner issues into sub-sections and/or a
logical order is another opportunity for candidates to
demonstrate their understanding.
Suggestions for teaching
In this section candidates need to outline and show
familiarity with a range of relevant procedures, techniques,
resources and/or materials. (They should not include here
issues which belong to the commentary section of the
lesson plan. Class-specific comments and rationales for
approaches and procedures belong there.)
Each suggestion (which may be drawn from personal
experience, reading and reflection or observation of
colleagues) should be described in sufficient detail for
the reader to assess its suitability. In addition,
candidates should state how the idea might be used in
classroom practice. It is not sufficient merely to list a
number of resources. A comment such as Visuals are
useful for practising the present continuous is
insufficient; some description of the visuals is required,
and the reader needs to know how the candidate would
make use of visuals.
In addition, candidates should comment on the value of
each suggestion, i.e. state how it helps, why it is
particularly useful for the area in question. Taking the
above Visuals are useful for practising the present
continuous example, candidates should state what it is
about such visuals that makes them particularly useful.
Candidates should refer to a range of teaching ideas. For
example, if a candidate has chosen an area of grammar,
suggestions for teaching should not be limited to
practice activities but should also include ways of
clarifying the language and helping with conceptual
difficulties.
Candidates should also demonstrate how the teaching
suggestions address points raised under Analysis and
issues. For example, if a teaching idea addresses a learner
problem noted earlier, this should be explicitly stated. It
should be clear how the points raised in this section
relate to the analysis; for example, if an essay on an
aspect of listening skills has devoted a large part of the
analysis to differences between top down and bottom up
processing, then frequent reference to this distinction
should be made when discussing classroom approaches.
As ever, candidates should consider how best to organise
this section and sequence the points which are made.
Submission of background essay
The background essay is submitted to the tutor/assessor
before the lesson is taught.
I Planning and preparing for teaching
Candidates should be made aware of the assessment criteria
which refer to planning and preparation. A detailed gloss,
which provides guidance on each criterion, is available in the
support section of the Cambridge ESOL website.
Courses should be structured so that sufficient time can be
devoted to achieving these criteria from the outset. It is
important, too, that the rationale for lesson planning is clear
to candidates.
Guidance given after the diagnostic observation will ensure
that problems with, e.g. aims/objectives limitation and
expression, providing a rationale and structuring the stages
of the lesson are addressed before the candidates are
formally assessed. Intensive course providers may wish to
consider whether a pre-course planning task involving
submission of a plan is appropriate. Others may choose to
integrate a focus on lesson planning into the observations of
others teaching.
All assessed teaching requires a formal lesson plan to be
presented prior to lesson delivery. Centres are advised to
provide candidates with a lesson planning template. There is
no prescribed format for this but centres should ensure that
the format given allows candidates to fulfil the lesson
planning criteria. So, for example, there should be a section on
the lesson plan for analysis of the language to be taught and
for anticipated problems and solutions. Bullet points can be
used to complete the template.
Candidates will come from a wide variety of teaching contexts
and backgrounds and the following points are intended to
help raise awareness of certain features of the required plans
for Delta Module Two assessed lessons and suggest points to
bear in mind when approaching the process of planning and
the writing of the assessed lesson plan.
The plan should focus on an aspect of the topic area
chosen for the background essay and allow candidates
to deal in some depth with that aspect in the time
available for their lesson. The plan and the background
essay should therefore not be exactly the same in terms
of coverage. For example, a background essay may be
titled Process/Genre Approach to Writing Formal Letters and
a lesson relating to it might focus on Writing a Letter of
Complaint.
Given the developmental focus of Module Two,
candidates are likely to want to use these Systems/Skills
Assignments to develop their existing skills and
expertise rather than solely replicate current practices; a
balance needs to be struck between teaching within
known parameters and adopting completely unknown
procedures in the spirit of professional adventurism. It
should be noted that the PDA will also offer candidates
the opportunity to experiment with a new practice or
technique. Discussion of lesson focus with tutors prior to
lesson delivery should also help with this matter and
ensure that, wherever possible, the professional needs of
the candidates and the need of the learners in the class
can be meshed.
Candidates should not feel they are required to display
everything they know about the topic area, its
techniques and procedures within one lesson but rather
show they can appropriately select those features which
will be of benefit to their chosen class and context. This
explicit link to learners needs for this particular lesson
would likely be signalled in the section of the plan which
addresses the general overview of the group of learners
and the course.
It will be helpful therefore for candidates to
appropriately limit what they hope to cover in the stated
time frame for the lesson; inclusion of optional
pathways or flexi-stages in the lesson plan may alleviate
the sense that everything on the plan must be covered in
order to meet criteria. Candidates at Delta level are
expected to be sensitive to learners emerging needs and
to implement their plans appropriately in relation to
these as they arise in the lesson.
Where lessons attempt to incorporate an approach to a
lesson, candidates plans should reflect some of the
underlying principles or tenets of that approach; e.g. parts
of the task cycle in certain versions of task based lessons
would be expected within the identification of lesson
stages and aims for that lesson. In this way, candidates
will be better able to show their ability to link theory with
practice between the background essay and the lesson.
In planning lessons, candidates need to show an ability
to select, adapt or design materials which will
appropriately challenge their classes. In some cases, too
many materials or activities can detract from the
learning process and overwhelm teachers and learners
alike. It is expected that at Delta level, teachers will have
moved beyond display teaching such that any decisions
they take to include materials will be in support of
lesson outcomes and in response to learners needs and
learning styles. The concept of planning to do more with
less is sometimes psychologically challenging for
teachers in the context of assessed lessons but may
ultimately lead to less stressful classes for all concerned.
Candidates may also support themselves at the planning
stage, where circumstances allow, by laying a foundation
for the assessed lesson in an earlier lesson for
example, for an assessed lesson of which the focus is on
a genre approach to writing, candidates could choose to
lay a foundation for this lesson by working through the
reading comprehension of a written text in a prior
lesson so that they can focus their time with the class on
the genre analysis and writing skill itself in the assessed
lesson. Similarly, for an assessed lesson of which the
focus will be features of connected speech, candidates
may choose to deal with a listening text for
comprehension in a previous lesson so that they can
focus on awareness-raising and practice of those
features in the assessed lesson.
Where candidates are teaching classes with which they
are familiar, the anticipation of problems for their
learners in relation to the topic, texts and system/skills
focus will likely be evident. In circumstances where
candidates are working with classes with whom they are
unfamiliar, certain information may not be as fully
available for inclusion in the plan. This is acceptable and
should be signalled clearly in the documentation
accompanying the lesson. Alternatively, candidates may
seek advice from those teachers who have had contact
with the class and indicate this in the plan; in some
cases, opportunities to canvass the class itself through
its existing teacher prior to the assessed lesson may be
available e.g. face-to-face, via email. Similarly, where
candidates have limited exposure to a class prior to their
assessed lesson, some needs analysis could be done
through, e.g. use of audio or video, questionnaire to the
class as pre or post lesson homework, or focus group
discussion.
Candidates may like to consider alternative strategies at
the planning stage which they could call upon in the
event of unexpected technical problems at lesson
delivery stage e.g. power failure for IWB/IT focused
stages. This will help indicate the kind of foresight and
anticipation of practical problems expected at Delta
level.
Candidates should take care to attribute sources to
materials which they have reproduced or amended from,
e.g. websites such as online teacher resource forums.
Another important aspect of planning beyond the
anticipation of problems is linked to the anticipation of
questions learners might have about language, tasks, or
texts. Giving some thought to these matters at the
planning stage can add to a teachers confidence in the
classroom, reduce the need to provide spontaneous (and
possibly inaccurate) answers to complex grammatical
questions, and may mean that there is less anxiety
about the assessed lesson itself. However, at Delta level,
teachers will be expected to recognise that much of real
teaching emerges in the interface between the planned
and the unexpected.
Pre-planning of board work and pre-planning any
groupings for paired/group activities can also be helpful,
as making on-the-spot decisions in these areas can be
stressful. Teachers will also need to be able to deal with
situations which arise as the lesson unfolds.
In producing written lesson plans, candidates will be
able to show their understanding of the stages of each
lesson, the aim of each stage, and the procedures they
will follow to accomplish those aims and those of the
lesson as a whole. At Delta level, teachers will be
expected to be able to distinguish between an aim and
a procedure, and to show that they have taken into
account the need to set up each stage/task and give
feedback on each stage/task in their allocation of
timing.
I Assessment of teaching
The lesson
The teaching will take place within a wide variety of contexts
across the range of approved Delta Module Two providers and so
uniformity in delivery is not expected. There will be variation in
teaching style relative to individuals and the teaching contexts
in which they are operating. Furthermore, it is understood and
understandable that teaching under assessment conditions can
be potentially stressful for both candidates and learners alike.
While the overall focus of the Systems/Skills Assignments
within the Delta Module Two programme will be formative,
candidates are still likely to be concerned with meeting
assessment criteria. The following advice may be helpful
regardless of prior experience and context.
Candidates should be reminded that their focus when
teaching their lessons should be on the learners rather
than on an inflexible implementation of their plan. In
some cases, prior experience may have necessitated
moving classes very swiftly through a lot of material in
one lesson in order to meet syllabus goals. Candidates
need to remember that in the case of their assessed
Delta lessons, they will be required to show their
sensitivity to learners needs as they emerge through the
delivery of the planned materials while not
unnecessarily abandoning their plans.
Candidates should therefore feel reassured that if their
lessons take unexpected turns they should not become
unduly distressed but rather stay calm and simply
respond to what is happening as they would do under
normal teaching circumstances. This will allow them to
demonstrate their flexibility and commitment to the
learning process as opposed to the teaching practice,
and will be seen as a positive feature of their work rather
than as a lack.
Equally, candidates who are pursuing a new area of ELT
in terms of their practice or use of a different kind of
text type/material may need to be vigilant that their
inclusion supports learners through some skill/system
work rather than overshadows them.
The presence of an observer in a classroom can be
challenging for teachers, experienced or otherwise. It is
hoped that the relationship between tutor and teacher is
such that the tutors dual role as mentor and assessor
will be acknowledged and accepted by candidates on the
course. As far as is possible, the observer should be
benignly ignored so that candidates can focus on their
lesson and learners.
Candidates may find course tutors occasionally moving
around the class while a lesson is in progress, and should
not feel concerned if this is the case. Where this occurs, it
may be in order that e.g. learners writing is seen by the
tutor in order to facilitate an informed discussion with
the candidate in any post-lesson discussion. Tutors will
not take on the teaching of any part of the assessed
lesson under any circumstances, however.
I Feedback on assessed lessons
The assessment criteria for the planning, teaching and post-
lesson evaluation are outlined on pages 4950 and are
comprehensibly glossed in the guidance documentation
available in the support area of the Cambridge ESOL website.
It is important that candidates are aware of both formative
and summative assessment purposes and that they are able to
understand the criteria. The criteria should be used to
structure feedback to candidates on their teaching
performance and, from the feedback they receive, candidates
and other tutors should be able clearly to identify the
candidates strengths and weaknesses with regard to all the
criteria.
Oral feedback may be conducted immediately following the
lesson or may be delayed (or both) but must be given. Delayed
feedback has the advantage that candidates (and the tutor)
can reflect on the lesson and, if appropriate, write up their
post-lesson evaluations. If feedback is given before the
candidate writes up the post-lesson evaluation, this must be
noted in the tutors report. The writing of the post-lesson
evaluation for the externally assessed teaching assignment
will not benefit from any tutor feedback so candidates need to
be prepared during the course to write evaluations
independently. See also under Centre support for assessment
in Section A (Page 53).
I The candidates self-evaluation of their teaching
There are three criteria and all must be explicitly addressed.
Suggesting headings such as Planning and outcomes, Strengths
and weaknesses and Consolidation and follow up may be helpful.
Candidates and tutors should be particularly alert to the need
to justify unplanned changes and deviations from the lesson
plan. While all lessons should allow for changes to plan to
adjust to circumstances and learner-related issues, poor
planning and prediction of problems should be noted.
It is important that candidates understand the purposes of
post-lesson evaluations and that they consider and prioritise
the lessons strengths and weaknesses based on the effects
these had on learning outcomes and the achievement of
objectives.
Post-lesson evaluations are part of the whole Systems/Skills
Assignment and should be taken into account before any
grade is awarded.
It is crucial that candidates have time to draw on the post-
lesson evaluation and the tutors feedback on it, and on the
planning and teaching before beginning subsequent
assignments. Course timetabling, the staging of assignments
and deadlines for post-lesson evaluations must take this need
into account.
Assessment
The Module Two Assignments are assessed with reference to
the assessment criteria for each assignment. (See pages 46
and 4850.) Three of the Language Systems/Skills Assignments
and the Professional Development Assignment are assessed by
Delta course tutors at the centre.
One of the Language Systems or Skills Assignments is
externally assessed by a Cambridge approved external
assessor. The assessor marks the background essay, observes
the lesson and submits a completed assessment form to
Cambridge ESOL together with the background essay, lesson
plan and the candidates evaluation of the lesson, which will
be sent to the assessor by the centre within 48 hours of the
external assessment.
One of the tutor-marked Language Systems or Skills
Assignments is submitted to Cambridge ESOL. This will
include the background essay, the lesson plan and evaluation,
and course tutor feedback on the assignment.
In order to ensure that evidence is available of the candidates
ability to teach language and skills lessons successfully, the
documentation submitted by the external assessor and centre
must include one Systems and one Skills Assignment.
Therefore, if the external is a systems lesson, the centre must
submit a skills lesson and vice-versa.
Coursework record
At the end of the course, the centre submits a coursework
record to Cambridge ESOL. This record will confirm that all the
internal coursework has been completed and will include a
report summarising the candidates progress over the course.
Pass requirements
The two assignments (one Systems, one Skills) submitted to
Cambridge ESOL (one from the centre, one from the assessor)
must be at Pass standard or above for the candidate to be
awarded Delta Module Two. The PDA is internally assessed and
graded as either Pass or Fail.
Candidates need to complete both parts of the PDA to gain an
overall Pass in Module Two. Candidates who do not achieve a
Pass will be ineligible for overall Merit or Distinction grades in
Module Two.
The coursework record will be referred to in the case of
borderline candidates. For example if the centre-submitted
assignment is a Merit, and the assessors grade indicates a
strong Pass, a Merit may be awarded if evidence to support a
Merit is documented in the coursework record.
Grades of award
Candidates who achieve a Pass in the Language Systems and
Skills Assignments submitted to Cambridge ESOL and who
have completed the coursework will be awarded a Pass in
Delta Module Two.
Candidates who have achieved a Pass with Merit in the
Language Systems and Skills Assignments submitted to
Cambridge ESOL and who have achieved a Pass in the
Professional Development Assignment and completed the
coursework will be awarded a Pass with Merit.
Candidates who have achieved a Pass with Distinction in the
Language Systems and Skills Assignments submitted to
Cambridge ESOL and who have achieved a Pass in the
Professional Development Assignment and completed the
coursework will be awarded a Pass with Distinction.
Introduction to Delta Module
Three
Module Three aims to develop candidates knowledge of and
competence in:
a chosen specialist area
curriculum and syllabus design principles
different types of syllabus
approaches to needs analysis
course design and evaluation
assessment of learners.
To achieve these aims, candidates need to:
research a chosen specialist area
understand and apply key principles underpinning
syllabus design and course planning
understand and use appropriate methods of needs
analysis for a specific group of learners
consider learner assessment and course evaluation
synthesise all their learning into a project which can be
coherently presented to a third party.
http://www.cambridgeesol.org/ exams/ teaching-awards/
delta-modular.html
Module Three is assessed via an extended written assignment.
Candidates may select one of the following specialisms:
Business English
Teaching young learners/young adults (specified age
group required with 5-year range e.g. 813, 1419)
English for Special Purposes
English for Academic Purposes
ESOL learners with clear specialist needs e.g. literacy
needs
CLIL/Embedded ESOL (teaching English through
subject/work-based learning)
Teaching examination classes
Teaching one-to-one
Teaching monolingual classes
Teaching multilingual classes
Teaching in an English-speaking environment
Teaching in a non-English-speaking environment.
63 DELTA HANDBOOK | MODULE THREE
EXTENDING PRACTICE AND ELT SPECIALISM
GENERAL DESCRIPTION
Assessment Delta Module Three is assessed
format by means of a 4,0004,500 word
Extended Assignment
(excluding appendices)
Timing There is no set time limit for
completion of the assignment
but the assignment has to be
submitted through an approved
Cambridge ESOL examination
centre in time for the centre to
submit it to Cambridge ESOL by
the set submission date in
either June or December.
Answer format The assignment is submitted
electronically to the centre*.
Marks The assignment is marked in
accordance with a Mark
Scheme. Grade descriptions are
outlined on page 69.
Electronic submissions will be piloted in December
2008. Some centres may need to submit printed copies
of the Extended Assignment during the pilot period.
MODULE
THREE
64
Extended Assignment
specifications
Candidates should select a specialism which is relevant to
their current or intended teaching context and ensure that the
centre at which they are enrolled is prepared to supervise it.
Candidates work should demonstrate a sound grasp of
general principles and their implications for the specialised
area concerned. Candidates should also demonstrate in-depth
knowledge and understanding of their specialism.
The candidate should carry out an independent investigation
leading to the design of a course programme relating to the
specialism, making clear any assumptions that they are
making about the learner or learners involved. Candidates
should consider how they would assess and evaluate the
programme. The project will be reported in the form of an
Extended Assignment (4,0004,500 words, excluding
appendices) which includes:
a review of key issues informing the approach to be
proposed
an analysis of the learners needs, motivations and
learning styles and diagnostic assessment data
the design of a short course programme (minimum 20
hours)
a rationale for the design of the course, drawing on and
embodying principles derived from discriminating
reading of relevant literature, and including evidence
drawn from experience and observation
an explanation of how the course will be assessed and
evaluated, a rationale for these choices and a critical
analysis of sample assessment material.
I Outline for candidates
The following outline and guidance notes refer to a group of
learners. However, an individual learner may be chosen as a
specialist subject for this assignment. (See list of specialisms
on page 63.)
The paper will consist of five main parts, plus appendices:
Introduction: a review of the key issues which prompted
your choice of specialism. This will include a discriminating
review of relevant literature and a consideration of the
implication of key issues for your proposed specialism.
Needs analysis and commentary: an explanation of how
you identified the needs, motivations and learning styles of
your specialist learner group, and how you used the
diagnostic tests to establish priorities.
Course proposal: the rationale for the course, the learning
goals, the content and outline of the course. (This should
not simply be a duplication or summary of coursebook
content.)
Assessment: drawing on relevant reading on assessment,
in this section you will explain the role of different types of
assessment in the proposed course and demonstrate how
the key principles validity, reliability, practicality and
impact and roles of assessment formative and
summative apply to the way you will monitor progress
and assess learning outcomes of the proposed course, and
how the course will be evaluated. A sample(s) of the
assessments you will use will be provided in the
appendices.
Conclusion: showing how your proposed course design is
linked to the key issues you outlined in your introduction.
I Appendices
Needs analysis material, diagnostic test and results
Course outline
Course evaluation materials and/or outline of procedure
Sample materials or summary of materials
Draft assessments.
Below is an indication of suggested length for each part. The
total length may be between 4,000 and 4,500 words, but the
proportion of words in each part should be approximately as
indicated below (plus or minus 10%), regardless of the total
word length.
Part Length
Introduction 1,100
Needs analysis and commentary 800
Course proposal 1,100
Assessment 1,100
Conclusion 400
4,500
What follows is a set of questions for each part.
I Part 1 Topic area/Introduction
Length: 1,100 words
Why did you choose this specialism?
What theories and principles in the academic and
professional literature have you found relevant, useful or
challenging?
What ideas from observation and experience have you
drawn on?
What are the implications of these ideas for designing or
developing a course?
I Part 2 Needs analysis and commentary
Length: 800 words
Who is your specialist group? What are their main
characteristics? e.g. age, educational and language level,
nationality, learning style(s), motivations, job, etc.
How did you identify the needs of your specialist group?
For example: Did you use a questionnaire, interviews,
examination results?
What form of diagnostic testing did you use?
DELTA HANDBOOK | MODULE THREE
What were the results of the diagnostic test(s)? How did
you use these in clarifying the learners needs and
identifying language areas requiring attention? What
aspects did you focus on and why?
What priorities have you identified from the above?
I Part 3 Course proposal
Length: 1,100 words
In what ways is your proposed course based on or
influenced by ideas and information from parts 1 and 2?
What are the learning aims and objectives you hope to
achieve?
What is the content of the proposed course?
What approach to teaching will be used?
What materials will be used? If you propose using
published materials, how do these match the aims of the
course?
What institutional requirements or other constraints
have you taken into account? e.g. availability of teachers
with the relevant skills and experience, availability of
materials and resources, timetabling.
I Part 4 Assessment
Length: 1,100 words
How will you monitor learning progress?
How will you assess learning outcomes?
What are the assessment principles outlined in the
testing literature which will be applied to the
assessments?
How have these principles influenced your choice of
assessments?
In what ways, if any, are your choices of assessments
constrained?
How fit for purpose are the assessments in relation to
your learner group and the proposed course?
What constraints and opportunities affect the proposed
assessment procedures?
How will the course be evaluated for future use?
I Part 5 Conclusion
Length: 400 words
How has your course proposal applied the principles you
discussed in part 1?
What do you expect to be the benefits for the learners of
your course proposal?
What do you consider to be some of the limitations of
your proposal?
candidates
I General
Candidates are not required to follow a course to prepare for
the Delta Module Three Extended Assignment. However,
candidates who do receive support from their centres will
benefit from having a structured approach to their preparation
for the assignment. The following information may be used by
centres/tutors providing support for the Delta Module Three
Extended Assignment or by candidates preparing
independently. Such support may be in the form of a course,
individual or group tutorials or online packages, and may be
provided in parallel with or separately from Delta Modules
One and Two.
Where the Extended Assignment is supervised as part of a
course, each centre is advised to develop and make explicit
their approach to the module. It may be that a whole group
chooses the same specialist area, e.g. ESP or young learners, in
which case the same input can be provided for all candidates.
If a range of specialist areas is chosen, then input may be
given by tutors with some expertise in the specialist area.
Candidates could advise centres of their specialist area, and
receive advice, guidance and support in the form of individual
or group tutorials or online packages. If candidates wish to
receive individual support, they will need to ensure that the
centre where they are registered is able to provide this for
their chosen specialism and check the centres arrangements
for this provision.
For the Extended Assignment, candidates need to have a
breadth and depth of knowledge and awareness of issues
related to their chosen specialism. For this reason it is
important that candidates read widely before starting the
assignment. Candidates should also read and be familiar with
the key principles and issues in the following areas:
needs analysis and diagnostic testing
course and syllabus design
assessment.
I Choice of topic for the assignment
The focus of the assignment will be on a specialism chosen by
the candidate in consultation with the centre. It is the
prerogative of the centre to decide if they are able/willing to
supervise a particular specialism, which could be one where
the candidate already has experience or one which they would
like to explore for future employment. In either case, the
candidate will need to have access to the type of learners
chosen as a focus for the assignment.
The topic area Teaching young learners, for example, includes a
wide range of ages. There would need to be a focus on a
particular age group for the research into discussion of
theories and principles, and a specified class would be needed
for the course design and assessment elements of the
research project.
Candidates must choose a specialism from the list provided.
I Staging and planning
It is recommended that candidates be advised to address
the various stages of the assignment separately, and that a
study plan be drawn up so that candidates clearly carry out
the necessary background work for each stage before
moving on to the subsequent stage. Tutorials may be built
into this planning to provide more structured guidance.
I Presentation of the assignment
Advice to candidates
The assignment is to be submitted electronically as one
document using this format:
Word 2003 or 2007 document, 2.50 margins
Entitled as follows: centre number_candidate
number_surname_Delta3_ month year.doc e.g.
11111_001_smith_Delta3_1208.doc
All appendices should be included in the document
itself.
Any materials should be scanned electronically and
added to the main document to enable them to be
submitted electronically.
Candidates are expected to check their assignments for
language errors.
The title page should contain details of centre and
candidate number and the word count.
A contents page, listing headings/sub-headings and
including page numbers should be provided
immediately after the cover page.
Pages should be numbered by using the insert page
number function in Word.
A running footer should be inserted with candidate
name and assignment title.
Headings should be used for sections in the body of the
assignment. Sub-headings should be used where
appropriate for sub-sections.
The word count is very important as it provides a form
of standardisation for the assignment. Candidates must
adhere to the word count, so they should plan their
assignment to cover the criteria within the word count.
Assignments which exceed the word limit will be
penalised during marking. Suggested word counts for
each section will help candidates organise themselves
accordingly.
I Reading, bibliography and referencing
Candidates should show an extensive range of reading
resources.
Candidates are expected to do appropriate research into
their specialism, needs analysis, course design and
testing. Appropriate terminology should be used and
sources referred to where necessary. These should be
clearly referenced in the text, e.g. Richards (2001). If
specific quotes are used, they should be referenced using
author(s) surname(s), year of publication and page
numbers quoted, e.g. (Richards 2001:98).
The bibliography needs to be presented appropriately in
alphabetical order of authors surname. Year of
publication and publisher should be included. This
should be presented after the assignment and before the
appendices, and should only include publications
referred to in the text itself.
References should be formatted consistently. It is
recommended that this be done according to the APA
Publication Manual, (5th ed., 2001); for more information
see www.apastyle.org. Examples of several references
are given below.
Single author book:
Richards, J.C. (2001). Curriculum development in language teaching.
Cambridge; New York: CUP.
Journal article:
Chapelle, C. (1999). Validity in language assessment. Annual
Review of Applied Linguistics 19, 254272.
Edited book:
Graves, K. (Ed.) (1996). Teachers as course developers. Cambridge;
New York: CUP.
Section of edited book:
Messick, S. (1989). Validity. In R. Linn (Ed.), Educational
measurement (pp. 13103). New York: Macmillan.
Electronic source:
British Educational Research Association. (1992). Ethical
guidelines. Retrieved 22 May, 2004, from:
http://www.bera.ac.uk/guidelines.html
Associations and corporate authors:
American Psychological Association. (2001). Publication manual
of the American Psychological Association(5th ed.). Washington,
DC: American Psychological Association.
I Note on plagiarism
Plagiarised work will not be accepted. Candidates should be
advised on what constitutes plagiarism and how to avoid it.
Plagiarism includes:
copying anothers language or ideas as if they were your
own
unauthorised collusion
quoting directly without making it clear by standard
referencing and the use of quotation marks and/or
layout (indented paragraphs, for example) that you are
doing so
using text downloaded from the internet without
referencing the source conventionally
closely paraphrasing a text
submitting work which has been undertaken wholly or
in part by someone else.
I Part 1 Topic area/Introduction
Candidates should choose a specialism where they
already have experience or which they would like to
explore for future employment.
Candidates should have access to the type of learners
chosen as a focus for the assignment.
The assignment should be written for a real, rather than
imaginary group of learners. Candidates should provide
a reason for choosing this particular group of learners
and give some information on their own experience of
teaching them if appropriate.
It is recommended that candidates research their chosen
topic area by doing relevant reading before
planning/finalising the second stage of the assignment.
Candidates are expected to show understanding of the
key issues related to their topic area using relevant
terminology.
I Part 2 Needs analysis and commentary
A portrait of the group of learners is needed with
emphasis on language learning background, motivation,
learning styles, learning needs and level, and should
include comments on the candidates assessment of
their strengths and weaknesses. Questionnaires and/or
interviews may be used here. In order to adhere to the
word count candidates need to provide brief, relevant
information.
Candidates are expected to show awareness of
principles of needs analysis and diagnostic testing.
Terminology should be used and referenced to its
sources. Understanding of principles of needs analysis
and diagnostic testing does not mean purely stating lists
of factors. Candidates need to show how awareness of
these principles has influenced their choice of diagnostic
assessment procedures.
Candidates are expected to choose appropriate
diagnostic test(s) to diagnose the groups strengths and
weaknesses. Simply using off-the-shelf placement tests
is unlikely to be sufficient. The diagnostic test(s) should
address language and skills areas (e.g. grammar, lexis,
discourse, phonology, reading, listening, writing and
speaking) as appropriate to the learners needs and goals
and the objectives of the course.
It is essential that candidates show how they have used
the needs analysis and diagnostic test data to identify
learners needs and language areas which require
attention. This needs to be highlighted here in brief and
then used to form the basis of the course proposal in the
next section.
I Part 3 Course proposal
principles of course and syllabus design. Terminology
should be used and referenced to its sources.
Understanding of principles of syllabus and course
design does not mean purely stating lists of factors.
Candidates need to show how awareness of these
principles has influenced the design of the course.
It is essential that the proposed course is clearly
influenced by the needs analysis and analysis of the
diagnostic test(s) from the previous stage of the
assignment.
The course proposal needs to clearly state the learning
aims and objectives, approach to teaching, course
content and teaching materials which will be used.
The course proposal needs to be realistic and should
acknowledge relevant institutional constraints where
appropriate.
Candidates are expected to design a course for at least
20 hours of teaching. While it is acceptable to design a
longer course, candidates should bear in mind that
sufficient detail in terms of course content is required.
Therefore, designing a longer course proposal will
inevitably require more time and effort on the part of
candidates.
While tables or charts may be used to summarise the
course proposal, sufficient prose is required to expand
details and provide explanations.
Candidates may (but are not required to) present
samples of teaching materials to be used, in which case
they should be added to the appendix and clearly
referenced.
Published materials from coursebooks may be used, but
candidates still need to justify their use in relation to the
aims of the course and learners needs.
I Part 4 Assessment
principles of assessment. Terminology should be used
and referenced to its sources. Understanding of
assessment principles does not mean purely stating lists
of factors. Candidates need to relate these factors to
their choice of assessment and show how awareness of
these principles has influenced their choice of
assessment procedures.
Candidates may choose already published tests from
examining bodies or coursebooks. This is appropriate as
long as they are relevant to the assessment of the course
and the learners.
Candidates must provide a clear rationale for the
assessment types chosen. This must include both
formative assessment to monitor learners progress
during the course, and summative assessment to assess
learning outcomes at the end of the course.
Candidates should also indicate briefly how they intend
to evaluate the effectiveness of the course with
reference to any questionnaires or other materials used.
The link between the course and the assessment is
paramount. The rationale for the assessment must show
awareness of the groups perceived language learning
priorities as well as the course content and suggested
teaching methodology.
The assessment needs to be realistic and should
acknowledge relevant institutional constraints where
appropriate.
I Conclusion
In this section, candidates should summarise how the
course proposal and accompanying assessment
procedures will achieve the learning objectives identified
for the specific group of learners chosen.
This should not simply be a regurgitation of everything
that has been said in the assignment. Some indication
should be given of the expected benefits of the course
proposal to the group of learners and some of its
limitations.
I Appendices
The appendices can only be used for samples of
questionnaires and diagnostic test results, and for copies
of resources, materials and tests.
Appendices should be numbered and included in the
contents page. They should also state what they contain,
e.g. Appendix 1 Needs Analysis Questionnaire.
Assessment
Candidates assignments are assessed with reference to a
detailed Mark Scheme. The Mark Scheme is based on the
guidelines for each part of the assignment, and includes
instructions for markers concerning the number of marks
available for each of five assessment categories (grasp of topic,
needs analysis, course proposal, assessment, presentation and
organisation). Marks are awarded for each category using a
band system, and these are then totalled to form an overall
grade.
I Marking
A Principal Examiner guides and monitors the marking
process. The process begins with a co-ordination meeting at
which the Principal Examiner and a team of examiners
establish a common standard of assessment through the
selection and marking of sample assignments. These are
chosen to represent a range of performance across different
specialisms. During marking, each examiner is apportioned
randomly chosen assignments. A rigorous process of co-
ordination and checking is carried out before, during and after
the marking process.
Grade profile
GRADE DESCRIPTION
Pass with Distinction
Excellent piece of work which shows a very high level of understanding, analysis and application, and which
displays originality and critical insight. Very high standard in all of the following areas:
Understanding of: the topic area; principles of needs analysis and diagnostic testing; principles of syllabus and
course design; principles of assessment
Analysis of key issues in the topic area, and learner needs; justification of learning aims, teaching approach,
course content and assessment procedures
Identification of key issues and learning priorities; design of course and assessment
Academic writing, presentation and organisation, clarity of argument and quality of ideas.
Pass with Merit
Very good piece of work which shows a high level of understanding, analysis and application, and which displays
some originality and critical insight. High standard in most of the following areas, but with some room for
improvement:
Pass
Satisfactory piece of work which shows an acceptable level of understanding, analysis and application, and which
meets the requirements of the assignment. Good standard in some areas, but some room for improvement in most
of the following areas:
Fail
Inadequate piece of work which fails to show an acceptable level of understanding, analysis and application.
Substantial room for improvement in some or all of the following areas:
70
I Module One
What happens if a candidate does a Module One course in
one place but wants to take their exam somewhere else?
This situation may arise if a candidate for the exam does not
take the preparation course immediately prior to the exam, or
if the candidate is on a distance-learning preparation course.
In this event, it is the responsibility of the candidate to
approach the centre where he/she wishes to take the exam
and to ensure that all arrangements are in place. The
candidate pays the entry fee directly to the centre where
he/she will be taking the exam. A list of registered centres is
available at http://cambridgeesol-
centres.org/centres/index.do. Candidates are recommended
to search first for existing Delta Module One centres. If there
are no Delta Module One centres in a suitable location,
candidates should search for any Cambridge ESOL exam
centre.
The role of the Delta Module One course provider is to
facilitate this process by providing assistance to the candidate
where necessary.
I Module Two
What is the recommended number of hours for course
content?
The syllabus states that there are 200 learning hours. These
can be made up of input, e-learning and directed or individual
self study.
What is the recommended contact time between tutors and
trainees?
For a discrete Module Two course, it is estimated that about a
third of the total number of learning hours should be tutor
contact i.e. about 6670 hours. Centres may offer blended
learning packages with a reduced number of face-to-face
contact hours. A total of 100 hours should be tutor-facilitated.
What are the pass requirements for Module Two?
Two assignments (one Systems, one Skills) are submitted to
Cambridge ESOL (one from the centre, one from the assessor)
and must be at Pass standard or above for the candidate to be
awarded Delta Module Two.
Candidates need to complete both parts of the Professional
Development Assignment to gain an overall Pass in Module
Two. Candidates must achieve a Pass in this assignment to be
eligible for an overall Merit or Distinction grade in Module Two.
The coursework report will be referred to in the case of
borderline candidates. For example if the centre submitted
assignment is a Merit, and the assessors grade indicates a
strong Pass, a Merit may be awarded if evidence to support a
Merit is documented in the coursework record.
DELTA HANDBOOK | SUPPORT
General information on Delta Modules including
administration details and downloadable versions of this
handbook and sample materials, can be found by visiting
www.CambridgeESOL.org/Delta Modules
Support material for teacher trainers is in development.
Further support is also available in the form of seminar
programmes in different countries. Contact Cambridge ESOL
Information for further details by emailing:
ESOLhelpdesk@CambridgeESOL.org
Common questions and answers
I General
Do I have to take all three modules?
No. Candidates may choose to enter a single module or any
combination of modules. Each module is separately
certificated so this will allow candidates to receive credit for
each module successfully completed.
Can the modules be taken in any order?
While candidates may choose to take the modules in any
order, Modules Two and Three assume the candidate will have
the knowledge and competences gained in the previous
module(s) so for most candidates the most practical order will
be from Module One through to Module Three.
Can I take all three modules at the same time?
Yes. Some centres may carry on delivering Delta as a single
course (all three modules being run concurrently by a centre).
However, the distribution of content across the three modules
allows centres the flexibility of offering individual modules or
combinations of modules for candidates who may not wish to,
or need to, complete them all.
Do I have to complete all three modules within a specific
time?
No. There is no time limit for completion of all three modules.
Can I retake modules?
Yes. There is no limit to the number of times a candidate may
take a module.
Do I have to take a course for each module?
Attendance on a course will only be necessary for Module Two
so that practice can be directly assessed. Candidates can enter
for Module One and Module Three without taking a course.
Will I get an overall Delta qualification if I pass Delta
Modules One, Two and Three?
Yes. An overall Delta certificate will be awarded to candidates
who submit evidence of a pass in all three modules.
SUPPORT FOR DELTA CANDIDATES AND COURSE PROVIDERS
How are assignments for Module Two graded?
The Language Systems and Skills Assignments
An overall grade is given for each Language Systems/Skills
Assignment. Weighting is given to the teaching and the
teaching grade is therefore primary. However, both the
background essay and the teaching must pass in order for the
candidate to achieve an overall Pass (or above) for the
assignment.
If there is a one-grade difference between the teaching and
the background essay, the teaching grade is awarded as the
overall grade (provided the background essay is a Pass). So for
example, a Systems Assignment with a Merit for the teaching
and a Pass for the background essay would be graded as Merit.
A two-grade difference i.e. a Distinction for teaching and a
Pass for the background essay is a Merit overall.
If the teaching grade is only a Pass, then the overall grade
cannot be higher than a Pass; so a Pass for teaching and a
Merit or Distinction for the background essay is a Pass overall.
The Professional Development Assignment
This assignment is graded as Pass or Fail.
Is a first degree essential for enrolment onto Module Two?
No, many candidates will have a first degree but it is not a
requirement. However, centres should advise candidates that
Delta Modules are at Masters level.
I Module Three
Do candidates have to include tests and samples for analysis
of learners strengths as well as weaknesses?
Yes, they need to comment on strengths as well as
weaknesses in order to justify the course programme e.g. there
might be less of an emphasis on a particular skill if this has
been identified as a strength or is irrelevant to the learners
needs or the focus of the course.
Should candidates do one diagnostic test or can they do
several?
They can do several.
Should the test(s) only be on language or on the four skills
too?
Candidates should test what needs to be tested according to
the needs and the purpose for which their learners are
learning English. If the course had a very specific focus e.g.
academic writing skills exclusively then the focus of the
testing would be on writing skills and subskills. The narrower
the range of diagnostic assessment, the more detail of analysis
would be expected i.e. less breadth and more depth of analysis
if the topic chosen is narrow in terms of skills/language area.
Should the results include areas such as pronunciation and
discourse features or only lexical and grammatical needs?
As in answer to the previous question, it depends on the
nature of the course.
Should candidates include issues such as class management
(e.g. in the case of YLs which may influence their choice of
activities in the course plan) or cultural taboos in
monolingual classes in their analysis or only language
learning needs?
Yes, these issues should be included if relevant.
How do candidates go about justifying how they have
prioritised the areas they are going to focus on? Presumably
they cant do detailed annotated scripts and samples for
each student, so how do they show the evidence for their
choices?
Candidates cannot analyse all the diagnostic assessments in
depth if their course is for a whole class (but more detail
would be expected for a one-to-one study). Candidates should
do what would be realistic in a real situation e.g. collating and
commenting on results, interviewing students or using
interview notes or application information.
In the appendices, do the candidates submit copies of
completed needs analyses and diagnostic tests for each
student or for just a cross section or for none and just in the
form of collated results?
Results should be collated and samples do not need to be
submitted. Candidates must, however, keep the samples on
which the collation is based until their result is issued.
Cambridge ESOL may ask to see evidence from some candidates
and/or ask the centre to verify that they have seen it.
Is the Extended Assignment submitted by the candidate to
Cambridge ESOL or should it go via the centre?
Candidates must register and submit the Extended
Assignment through a centre. If the candidate is not following
a course at the centre, then the centre will charge the
Cambridge ESOL entry fee plus their own administration fee
for processing the entry.
DELTA HANDBOOK | SUPPORT 71

Delta Mod BK

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Delta Mod BK

Hochgeladen von

Copyright:

Verfügbare Formate

u

Das könnte Ihnen auch gefallen