GENERAL DESCRIPTION
Examination format The Delta Module One examination consists of two papers. Timing
No. of tasks
Task types
Answer format
Marks
3 hours and 30 minutes (two 1 'h-hour papers with a 30-minute break in between). Paper 1 comprises five tasks.
Paper 2 comprises four tasks. All tasks are compulsory.
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.
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.
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) Timing Task focusTASK TWO
Task type(s) Timing Task focusTASK
THREE
Task type(s) Timing Task focus Labelling taskSix definitions of ELT-related terms are provided. Candidates supply the correct term.
5 minutes
Knowledge of language systems; skills; methodology and approaches; assessment.
Short written response Six terms are provided.
Candidates choose four of these and supply a definition and an appropriate example. 15 minutes
Knowledge of language systems; skills; methodology and approaches; assessment.
Longer written response
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.
15 minutes
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.
[I]
PAPER 1
STRUCTURE AND TASKS
TASK FOUR
Task type(s) Longer written response
An authentic text is provided, e.g. a newspaper article, a leaflet, a brochure, a form.
Candidates identify features of the text which are typical of its genre and identify and explain the form, meaning, use and phonological features of three different language items or areas highlighted in the text. For one of the items or areas, candidates identify possible learner problems with form, meaning, use and pronunciation, as appropriate.
Timing 30 minutes
Task focus Ability to analyse features oflanguage and to identify problems learners may have with them.
TASK FIVE
Task type(s) Longer written response
An authentic spoken (transcribed) or written text produced by a learner is provided.
Candidates analyse the main strengths and weaknesses in the text based on a set of specific areas, e.g. use of collocation, communicative success, cohesion.
Timing 25 minutes
Task focus Ability to analyse and explain learner errors in written and spoken discourse.
Understanding of features of spoken and written discourse which contribute to successful communication, e.g. register, cohesion, organisation, range of grammar and lexis.
The tasks in Paper 1
• TASKONETask 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.
• TASKTWO
Task 1\vo 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 bulle ted 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.
• TASKTHREE
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.
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.
• TASKFOUR
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 (a-d).
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.
• DELTA HANDBOOK
I
MODULE ONE• TASKFIVE
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.
PAPER 2
STRUCTURE AND TASKS
TASK ONE
Task type Timing Task focusTASK TWO
Task type Timing Task focusTASK THREE
Task type Timing Task focusTASK FOUR
Task type Timing Task focusLonger 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.
20 minutes
Understanding of key concepts and terminology related to assessment; ability to evaluate types of assessment and their purposes; ability to relate principles of assessment to the classroom.
Longer written response
An extract from published coursebook material is provided.
Candidates identify the purpose of specified individual activities and stages in the material, and
comment on key assumptions about language learning that are evident in the exercises.
25 minutes
Analysis of resources, approaches and methodologies, and learners and contexts.
Longer written response
Based on the same extract as Task 'TWo.
Candidates identify and comment on how specified activities and stages in the material support the
activities and stages discussed in Task 'TWo.
10 minutes
Analysis of resources, approaches and methodologies, and learners and contexts.
Longer written response
ELT-related input is provided, e.g. one or two extracts from material for teachers or from a
methodology/resource book, a lesson plan extract, a transcript of teachers discussing a lesson, an extract from tutor feedback.
Candidates answer specific questions about the material, e.g. interpreting the teacher's role as
exemplified in the material, discussing the implications this view of teaching has for classroom practice. This could include analysis of: both historical and current perspectives on approaches and
methodologies, theories of language acquisition, resources, learner and teacher roles. 35 minutes
Analysis of resources, approaches and methodologies, learners and contexts, language acquisition and teacher roles.
The tasks in Paper 2
Task One tests candidates' ability to:• TASKONE
Task One tests candidates' knowledge of:
• key concepts of terminology related to assessment
in ELT
• key principles informing test design.
• 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
00
placement test or a coursebook progress test) or a teacher-generated test. The context and purpose of the test's 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 learner's 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.
• 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
Ill
DELTA HANDBOOKI
MODULE ONEareas, 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.
• TASKFOUR
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 teacher's 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 teacher's 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
• 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
[I]
• error analysis, common or typical errors related to Ll or other contextual features
• models and sources informing language analysis (e.g. corpus data, grammars)
• features of language skills (e.g. subs kills 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 examCandidates 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.
• consult other teachers when preparing lessons to gain greater input on the intended purpose and assumptions informing individual exercises, activities and stages. During the exam, candidates should:
• spend no more than 25 minutes on Task 'TWo and 10 minutes on Task Three
• read the introductory information and the whole text before beginning their answers
• read the instructions carefully
• identify only six key assumptions about language learning evident in the specified exercises • ensure that they explain why the authors might
consider the assumption important for learning, making reference to ELT-related research where necessary • ensure that they identify the purpose of each exercise
with reference to the purpose of the extract as a whole.
Task Four
Before the exam, candidates should:
• read references on historical and current hypotheses of first and second language acquisition
II
DELTA HANDBOOKI
MODULE ONE• read references on historical and current approaches and methods (both mainstream and non-mainstream) in language teaching/learning in a variety of learning environments
• explore contemporary issues in ELT/ESOL
• read academic and practical guides to methodology and pedagogical issues with a focus on teachers' roles and practices and the effect of these on teaching and learning
• observe others teaching for data on different approaches and discuss these with them
• ask a colleague to observe their teaching and discuss the different approaches and roles used during the lesson • plan lessons with specific attention to the techniques, roles and approaches they intend to adopt during the lesson
• analyse the effectiveness of these in terms of outcomes for learners and achievement of aims.
During the exam, candidates should:
• spend no more than 35 minutes on this task
• read the introductory information and the whole text before beginning their answers
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2Task One (5 minutes}
Provide the term for each definition.
Write your answers in your answer booklet. Please provide only one answer per question.
a the positive or negative impact of a test on classroom teaching
b the replacing of a noun phrase or a clause by a single word in order to avoid repetition or to make a text more cohesive
c the theory which claims that every speaker of a language knows a set of principles which apply to all languages and also a set of parameters that can vary from one language to another, but only within set limits
d the attitudinal meaning of a word, which may be culturally determined, such as whether it carries a positive or negative meaning
e the place in an utterance where the major pitch movement begins, marking the focal point of the message
a process through which an error has become a permanent feature of a learner's language use and is believed to be resistant to correction
Task Two (15 minutes}
Provide a definition and an appropriate brief example or illustration for four of the terms below.
Write your answers in your answer booklet.
a adjacency pair b anaphoric reference c collocation d order of acquisition e structural syllabus word family 3
Task Three (15 minutes}
The extract for this task is a speaking activity for elementary level learners.
Identify a total of five key speaking subskills/features of discourse learners at this level would need in order to complete the activity successfully. Provide an example specific to this activity to support each choice.
Write your answer in your answer booklet.
Get talking
9 In groups, plan a leaving party for someone at work or college. You can afford to spend £500. Look at the costs below.
PARTY PlANtfR Tlck(,f)llere
lo,f)
t.ocatiOII Allheolllce £0Holli £150 ")Food Sr>!d<se.gQlSill ~.- £75
-
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£100 ~IIUOO( £300 Totll:The extract is taken from Language to Go Elementary Students' Book, Simon Le Maistre and Carina Lewis, Pearson Longman, 2005, page 67.
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a The text is a human interest story from a newspaper. Identify five features of the text which are typical of this genre. Provide an example for each.
b Look at the following three extracts taken from the text, all of which contain the word (or contraction) had. Comment on the form, meaning/use and pronunciation of had in each case .
She'd guzzled too much espresso coffee. (line 4)
.... and (I) had tears streaming down my face. (line 8) In the end, Jasmine had to be sent home. (line 12)
c Look at this sentence from the text and comment on the form, meaning/use and pronunciation of the underlined part. What problems might learners have with the meaning and phonology?
I have always stressed to my children the importance of moderation but Jasmina got caught out on this occasion. (line 38)
d Look at the following three extracts taken from the text. Comment on the form and meaning/use of the underlined parts.
. uncontrolled sobbing ... (line 3)
. and rocketing temperature ... (line 3)
But after !1m!Jg despatched by her father, .. (line 12)
Write your answers in your answer booklet.
5 10 15 20 25 30 35 40 45 5
Copyright Guardian News & Media Ltd 2007
Just say no to espresso: teenager in hospital after overdose of coffee Stephen Bates
It is an all too familiar modem morality tale: teenager goes too far and gets rushed to hospital suffering from an overdose. But in the case of 17-year-old waitress Jasmine Willis, the hyper-ventilation, uncontrolled sobbing and rocketing temperature that she suffered behind the counter of her dad's sandwich shop had a more mundane cause. She'd guzzled too much espresso coffee.
Jasmine drank seven double-espressos during the course of her shift at the shop in Stanley, Co Durham. Customers noticed the difference. "My nerves were all over the place," she said yesterday. I was crying in front of the customers and had tears streaming down my face. I was drenched and burning up and hyperventilating. I was having palpitations, my heart was beating so fast and I think I was going into shock."
ln the end, Jasmine had to be sent home. But after being despatched by her father, Gary, her condition worsened.
The teenager developed a fever and was unable to breathe properly and had to be admitted to the University Hospital of North Durham.
Jasmine made a full recovery, but last night her plight was being copied into countless office emails, with a warning about the dangers lurking, especially, within filter coffee, which has much higher caffeine levels than the instant variety.
According to the British Coffee Association, drinking a daily cup or three may reduce liver diseases
and stave off Alzheimer's but caffeine stimulates the heart and central nervous system and may temporarily increase blood pressure and raise cholesterol levels.
Not since revelations of Robbie Williams' apparent 36-a-day double-espresso habit has coffee had such a bad press. His publicist acknowledged he had checked into rehab earlier this year to combat his craving for the eccentric combination of three-dozen espressos, 60 Silk Cut, and 20 cans of Red Bulls every day.
Looking on the bright side, French researchers have apparently found that women who drink more than three cups a day show less decline in memory tests than those who don't.
Unfortunately for Jasmine, the bad news is that she will have to wait another 48 years to discover whether that's true, since the tests were only carried out on women over the age of65.
Jasmine's father Gary, who runs the Sandwich Bar in Stanley, said: "She did not realise she was drinking double measures. 1 have always stressed to my children the importance of moderation but Jasmine got caught out on this occasion."
Although she was only kept in hospital for a few hours, Jasmine suffered side-effects for several days. 5 10 15 20 25 30 35 40
Jasmine says she now cannot face the sight of coffee, which may limit her future career prospects in
her dad's sandwich shop. I 45
Instead, like one of Hilaire Belloc's Cautionary Tales, she is left offering dire warnings to others: "I did not realise this could happen to you and I only hope other people learn from my mistake," she sajd.
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6 Task Five (25 minutes)The text for this task is reproduced on the opposite page. It was written by a learner in an upper
intermediate class in response to the following task:
Write a film review for your school magazine.
a Identify three key strengths and three key weaknesses of the text. Provide an example of each
strength and each weakness.
Your answer should focus on some or all of the areas listed below.
• Task achievement
• Appropriacy of genre and style
• Organisation • Cohesion • Punctuation
b Which one of the weaknesses identified above would you choose to prioritise? Give three
reasons for your choice.
Write your answers in your answer booklet.
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The text for this task is reproduced on pages 3 and 4. It is two parts of the Cambridge ESOL
Preliminary English Test (PET) Writing test. PET is set at level 81 on the Common European
Framework of Reference for Languages. It is being used in the following situation:
J is a receptionist in a hotel and needs to improve her English to make her more effective at work. She feels least proficient in writing in English. She needs to write emails to clients. She is at Low Intermediate level and her teacher has suggested she
work towards the PET exam in order to improve her writing.
Using your knowledge of relevant testing concepts, evaluate the effectiveness of the tasks for this
learner in this situation.
Make a total of six points. You must include both positive and negative points.
Write your answer in your answer booklet.
3
Writing Part1 Questions 1-5
Here are some sentences about a holiday on a canal boat.
For each question, complete the second sentence so that it means the same as the first.
Use no more than three words.
Write only the missing words on your answer sheet. You may use this page for any rough work.
Example:
We had not been on a canal boat for two years.
It was two years we had been on a canal boat. Answer:~]
It took us a long time to decide where to go.
We spent a long time where to go.
2 The boat did not move very quickly down the river.
The boat moved very down the river.
We could not fish in many parts of the river.
We were not fish in many parts of the river.
4 There was a small kitchen on the boat.
The boat a small kitchen.
The sun shone every day of the boat trip.
It was every day of the boat trip.
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4 Part 2 Question 6You are going to move to a new flat.
Write an e-mail to an English friend of yours. In your e-mail, you should • say where you are moving to
• explain why you are moving • invite your friend to visit you.
Write 35-45 words on your answer sheet.
5
The text for tasks two and three is reproduced on pages 6 and 7.
Task Two (25 minutes)
The purpose of the extract as a whole is to teach differences between the present continuous and the present simple to pre-intermediate level learners.
a) Identify the purpose of the exercises in the box below in relation to the purpose of the extract as a whole.
Exercise 3 Exercise 4 Exercise 5 Exercise 6
b) Identify a total of six key assumptions about language learning that are evident in the exercises in the box above and explain why the authors might consider these assumptions to be important for learning. You must refer to each of the exercises at least once,
Task Three (10 minutes)
Comment on the ways in which the vocabulary focus in the remaining material in the extract combines with the exercises discussed in Task Two.
Write your answer in your answer booklet.
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Ill -4 6Unit 36 of faca2faca Pra-lntannadiata, Chris Redston and Gillie Cunningham, Cambridge University
Press, 2005, pages 22 - 23.
.Job-hunting
QUICK REVIEW • • •
Think of two people you know with jobs. Work in pairs. Tt.U your partner what these people have to do in their jobs. Which person has the be.st job, do you think?
Vocabulary Looking tor a Job
fJ
a) Tick the l'hra!OCS you kno\\,Cl~ck ne\\ words/phrase., In
l'.ID pl2).
finch jOb wrttu cV goforan:OlflVteW lost )'OO'I6b 1 looldou jOb fiU ill ao .appticltion form be untmpiOyo4 apply fO< • jOb I'' unemplbyment benefot earn a lot of rnOMy
b) Put the phnlSCS in 1a) in order l11r:J"t J(i mo~ than ont JXbSiblto:
onltr.
c) \\ork ln pours. Comparf' ans\.\ers_ Are they th~ samd
IJ
Work In groUJ)S. Use t.hephrases In 11) to ralk about )'OU or tht ptoplt )'OU kno\\.
I went {or ajobin~lasr Wftk. My fn<r>d johai1JI " <Hlemployod.
Reading and Grammar I) 1) Look at the photos. \\-'h.-.t
a.rT the people doing?
b) Read the ltltt'rs and nuttdt
them to the photos
c) Rtad the lcucrs ~in. Art sentences a)-0 correct? Change
t~ inco~cl sentrl.~.
•I h.c:nn L"-lookmg ror h•o;; firct JOb b) llr II" ad-. tho }<'h .1dvrns twkr
.iiWftk
c) 1-16 worling m Ius mothC"r· ..
gp.nlrnt(~.&)·
d) Gcorgr kno'A~ " lot about
c.:omputer:o
•) He l1)"J. lu., jdb twu moml ... •;:~' f) llr got">. 1\) a lot or int\'C\'lt'A !>
Letters
TO .-HE Ei A vicious circle Dear Sir,My ~on, KC\-In.. leh S<hooltwu momho; ~o and now 1
he't looldng for his fif!\t
job. The probkm b that mmp<~nieo;; alwty!> Soa\ ~he! \'1-nnt people with
e1.prriNk't'. but how rnn hC' gt·t
r'-pt•rit"TJCC' if nu ont.• g_i\'t"t him •Jnb? l He rtad' thr adv,•m In tht-Jlallt'f' r\W\ day. bot thet~\ nuthing fnt
pt"f)pl(•Jikr him. locla) 'he's dolnt Will~ ganJeninR for our nt"IK!thouf'o to
l'.u-n a bit of motif'}. btu •he ~s n
rl'aiJob.
MrsJM<'t.:L-nzie \\-uiH!rhampron
Vocabulary looking for a job
Grammar Present Contlnuous and
Present Simple; «tivity and state wrb!.
Review employment; question words
Give me a chance
Dcar">ir.
I read your rt"pon 011
unt>mj)h.~mentln )'t'loterday's
Jl.1(X'f'and 'I'm wrlrJnsto tl'll
vou how il ft't+• IIi be
unemployed I'll! S4 )'ean old
and I "ork.cd for awmputcr company fur 17 \'"t'l'lr\ unrillt do..ed down ruur months ago
'I'm applyJna lor t'\.rt) job 1 can,
but 1 nrver Jet an lnu.·rvie'\\
becou!>e 'peoJlle think I'm too
old It\ \'t'f)-fm'!;tn!ldng. 1\-e gor
:\ lot llf t'lLJK'tience and I \-\ani 10
work IJult nf'«i wmt.'Onl• to giv~
me a thance
GcorgeCarrrr
lipton
7
3B Vocabulary and Grammar
Help will! Gn!rnmar
I) a) look at 1hc verb forms l-8 in tht lctU't'S. \\ hk:h art. in the
Prcstnt Simple and "'hkh art in the Pn-~nt Cominuou,o;;?
b) Match a.he \'erb forms 1-8 to these mc-.mmgs. Thtrt' arc two ,·erb
fonns for each meaning.
• We ust lhc Pft:smt ContinuollS ror thmg..' tro-t
•I art happrnmg at the moment or sptakmg ht's doing
b) an- temporary and happenmg <tround now, hut ma~·bc> not at tht' moml'.nl or 'JXaklng
• Wt u~ the Pm.t:nt Simple for:
•I d:aily routines :md things Wt alway.sl~mtlimeslnevcr do b) verbs that dtSCribt :o.tatts (Pt. waru, hm·t got think, tiC.).
C) Do these verbs dcscri~ acU\ •ues (A) or Sllltrs (S)? Do "-t usually usc state \'t.rbs m the f"n:ostnl Continu()Uj,?
pt1y .A hk.e .S ~ write hate eat know
ttmfm~ run undffit.\nd do briM
d) How do we: 1na.~ ncg.uh·c:s and quc.!>tions in tlw: l>rt:~nt Simple and l>nst:m Continuous?
1) Chctk ;n C'1 pi H.
IJ GIJU
Listen and pr.&etiSt'He., d6ing """" glidonin9
" I) Read George's rm~il. What's his new job? I low did he gettl? ·~,
HI Andrew• Goesa what? I 1 \oe
got (have gotl a new JOb', you
(remember) thai letter I wro1e to the ~? Well, the manager ot a lOcal
~company road 11 and orrMed me a jOb! The c:ompany 1 (do)
'41'\" wei aJ tl'le ITI()f'(Ntnt and they redy. (need) people With
e~l~ (notworic)now-lfsmyklnchbrNk sot•
(write) a few ttmaJis 10 my ftiendl to tell them my M¥4. I'm a techniCal support q~neer and 11 (help) ~ With their eompuww problema. It's
only my first week, to I 1 (~I learn) aboUt all the PfOCIUd!l, tM I really
1
1 (like) it here I 11 (wotk)QOI\elongdayt. bo1111 (not
wOOl:) Ill the weettende. Myway_ I t\aYe to go-the phone 11
(rw1(J)
-b) Put the verbs in George's ciTUlil in tht Present Simplt or Present
Continuous.
c) Work in (>airs. Compare answers. Explain '"'h)' )·ou chose each ''crb rorm.
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Work in pairs. Student A --+ pl07. Student 8 + p115. Follow the.instllKlions.
I) \\ork in grou~ Dtscuss thcst•
question~.
1 I~ It more thfrl~:ult h.> ht unc:mploytd 'olohtu \·ou·rt
young or ~he:n )'·uu'rt oldtr? \\ln·?
2 Is unemployment :a problem in )OUt t·ountry?
3 Can people m )'llUr tOunt~
ger untmt)lovnwnt iw:ntfu1
• \\'lt.'ll~ Lht' best W3)' 1<1 fi11d ftJOb?
" a) Choow the correct an"w<"r.. Find someont" who ...
lootJ~Iur ;a tuh
.it !hE' IIJUIIlt'01 ~s/'rs hlvfpq •n inlett'!>ling tnh 31 s~~Snucly#ngflll.tn
.
'I
U'iUJil)' gmup/iJ t}Ht;ngII
up bdor1t Sl'\'t"ll u·dcKl. '.0 .. ~cs/i.s~oWntitlglnil\'«" inotdillt'tt'tll IIIIUIII';. •· triejfifttying lu .,lup ~mol.iug. 1 P .. tt!Mlsltsrudil'lg a ~polpMt'\'t'rytl.ty •• tNdJ!is ~ .t gorxl ln-l.nthcnt~lfllf1tl b} ~bkt quc"tlon'i wnh JO" for each stmcnct.Ate yoo loolong frn job It
tht!ltiOI'I'M!!nl?
4l!) 1) Ask olhcr students your
qutltlon.'l. Find one person ""ho ans\\er:s yes r(K' e-oteh
QU('SliOO. Thtn ask IWU foll<t"--up quc!iitions.
b) Work in groups. 1't'llthc other studc::nt.!t six dungs
you know about tht c.las!>
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8Task Four (35 minutes)
Read the following quotes from teachers about using the students' first language (L 1) in the
classroom.
Teacher 1:
'There's an activity in the unit we were working on this morning which asks them to translate back to L 1. I never do that one because I don't see the point.'
Teacher 2:
'I never use the students' language in the classroom, even though I can.'
Teacher 3:
'I have to use L 1 in my class, otherwise everything takes too long.'
Teacher4:
'All my students tell me they want to speak English in class, but whenever we have a discussion, I can't keep them in English.'
a What beliefs inform attitudes such as those expressed by the teachers in the quotes above?
b What roles and procedures would teachers 3 and 4 need to adopt in order to encourage greater use of English in their classroom?
c On what occasions might it be beneficial for either a teacher or students to use L 1 in the classroom?
Write your answer in your answer booklet.
[IJ
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. wash back I backwash b. substitution
c. universal grammar d. connotation
e. nucleus I tonic (syllable) I nuclear stress f. fossilization I 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 responsebased on sociolinguistic context
second utterance can be a 'preferred' or 'dispreferred' response
• example: 'Fancy a coffee?' 'I'd love one!'( i.e. offer-acceptance) I offer- non-acceptance I greeting- greeting I question- answer, I invitation- acceptance or non-acceptance I complaint- denial or apology I or any other acceptable example
b. anaphoric reference
•
c.
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~?' 'You left them on the
kitchen table.' Them refers back to keys in the first
utterance I or any other acceptable example 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 I have a cigarette I high frequency I bitterly disappointed I completely agree I or any other acceptable example
II
DELTA HANDBOOKI
MODULE ONEd. order of acquisition
the order in which grammar I 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 I basic form words use different affixes I morpheme additions to make
different parts of speech
• example: care, careful, careless, uncaring, carer I or any other acceptable example
TASK THREE
Key subskillslfeatures 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
• tum-taking skills
example: recognising intonation patterns that indicate a
person is coming to the end of an utterance I interrupting I inviting others to speak
• knowledge of exponents and discourse function of adjacency pairs
example: a suggestion needs a response I an opinion needs an agreement or disagreement I or any other acceptable example
compensating or paraphrasing when they don't know a word in English I clarifying what someone else has said example: 'The thing you use for ... 'I 'Do you mean ... ?'I 'Sorry, could you say that again? I or any other acceptable example
initiating an interaction
example: 'So, what about the drinks?' I 'Let's start with the entertainment' I or any other acceptable example
• inviting others to speak [If candidates have used a language exponent to exemplify this under 'tum-taking skills', no separate credit will be given here.]
example: 'What do you think?' I 'Have you got any other suggestions?'
• making suggestions I giving opinions I negotiation example: 'we could ... 'I 'how about ... 'I 'let's ... 'I 'why don't we ... ?'I 'I think we should ... 'I 'What I'd like to have is ... . .'I or any other acceptable example
accepting others' ideas I agreement and disagreement I negotiation
example: 'good idea' I 'yes, that's a nice idea' I 'I agree' I 'I'm with x' I 'No, I'd rather. .. I 'Yes, but ... 'I or any other acceptable example
progressing the discussion I summarising
example: 'Anyway, ... 'I 'Let's go on to something else' I 'So, do we all agree?' I or any other acceptable example • comparing
example: 'x is much more expensive than y' I 'We could have more of x and still pay less' I 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 'tum-taking skills', no separate credit will be given here.] example: a falling intonation to indicate the end of a list of points I 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 'tum-taking skills', no separate credit will be given here.]
example: 'Yes, but I think .. .' I 'Err. ... also' I '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'
b.
use of humour/irony- e.g. ' ... which may limit her future career prospects'
use of short paragraphs often containing just one idea
She'd guzzled too much espresso coffee. Form
auxiliary verb (used with past participle (guzzled) to form the past perfect tense
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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 it's an auxiliary, not a main verb, it can be contracted as in this case
/d/ may be elided because it's followed by plosive /g/ and (I) had tears streaming down my face.
Form
main verb • stative • past simple
not contracted because it's a main verb I doesn't 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' wouldn't normally be contracted (and can't be in this case because there's 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
c.
not contracted because it's a main verb I delayed plosion/unexploded plosive
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' I '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
Pronunciation
elision of It! in 'got' I assimilation of It/ to a glottal stop before /k/
• linking /b : tau t/ -transfer of final consonant to following vowel (this may be referred to as catenation)
Leamer 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 /go(?)b:taut/
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 ... '
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DELTA HANDBOOKI
MODULE ONETASK FIVE
a.
Key strengths:
• Task Achievement: Task is achieved in terms of content. Leamer 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. 'it's a Hollywood film set in the 18th century' (line 3) appropriate for genre I 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: Leamer has used linking devices e.g. 'gradually' (line 12), 'then' (line 13).
• Cohesion: Leamer 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 I Genre: Task is not achieved because the text follows informal letter conventions rather than a magazine review e.g. greeting: 'Dear tiona' (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 I 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. 'it's a Hollywood film' (line 3), inconsistent use of capitals with title e.g. 'The Last samurai'; proper nouns e.g. 'tiona' (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:
• learner's level learner's future needs
• specific nature of learner's context fossilisation of error
• transferability to other genres • transferability to other skills • effect on the reader.
PAPER 2
TASK ONE Test Part 1 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 Jcannot 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 J's 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 J's 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.
J's main need seems to be to communicate effectively in writing. The discrete items targeted would not usually impede the message (e.g. no.l: 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.
Test Part 2
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/ wash back).• Clear specific task instructions mean that J
is unlikely to do the task incorrectly. This makes the task more reliable.
TASK TWO Exercise 3 Intended purpose
[IJ
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.
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.
