MODULE ONE | INTRODUCTION

Module One Commissioning of material

for question papers

Understanding language, methodology Pre-editing and editing

and resources for teaching of material

Trial construction
Introduction to Module One Revision Rejection

Trialling
Module One is assessed via a written examination.

The aim of Module One is to extend and develop candidates’ Trial review
knowledge and understanding of:
Live materials bank
• theoretical perspectives on language acquisition and language
teaching
• different approaches and methodologies including current
Question paper
developments construction
• 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.
Question paper production cycle
Trialling of Module One test material provides us with valuable
To achieve these aims, candidates need to: information about the performance of particular tasks.
• demonstrate knowledge of historical and current theories of first
and second language acquisition Assessment
• critically evaluate current and historical approaches and In Module One, candidates accumulate marks across questions and
methodologies in English language teaching it is the total numbers of marks obtained across the two papers that
• demonstrate understanding of key features of language systems decides which grade a candidate is awarded. Candidates’ answers
and skills appropriate to teaching and lesson planning, including are marked against a detailed mark scheme containing Guideline
problems with language use and skills experienced by learners Answers. Marks are awarded for appropriate responses in terms of
• examine and evaluate a range of teaching resources and content.
materials, and reference materials (including e-resources and
multimedia materials) There are 200 marks available for Module One as a whole. See
• demonstrate knowledge of the role and methods of assessment. the General Description on page 12 and the Structure and Tasks
sections on pages 12–13 and 16 for a detailed description of the mark
The full syllabus can be downloaded at scheme.
[Link]/delta/prepare
Marking
The production of Module One The panel of examiners is divided into small teams, each with an
We are committed to providing examinations of the highest possible experienced examiner as Team Leader. A Principal Examiner guides
quality. This commitment is underpinned by an extensive programme and monitors the marking process.
of research and evaluation, and by continuous monitoring of the The process begins with a meeting of the Principal Examiner, the
marking and grading of all Cambridge English examinations. Of Team Leaders and all the examiners. This is held immediately after
particular importance is the rigorous set of procedures which are the examination and begins the process of establishing a common
used in the production and pretesting of question papers. standard of assessment by the selection and marking of sample
The production process begins with the commissioning of materials scripts for all the tasks. These are chosen to represent a range of
and ends with the printing of question papers. responses and different levels. The Task Specific Mark Schemes are
amended to take into account real candidate responses. Examiners
There are five main stages in the production process: discuss these Task Specific Mark Schemes and refer to them
• commissioning regularly while marking.
• pre-editing and editing During marking, each examiner is apportioned scripts chosen
• trialling on a random basis from the whole entry. A rigorous process of
• analysis and banking of materials co-ordination and checking is carried out before, during and after the
• question paper construction. 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.

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 MODULE ONE | INTRODUCTION

Grading The following information is used in the grading process:

The purpose of grading is to determine candidates’ overall grades, • statistics on the candidature
based on the total score gained across the two papers. Results are • comparison with statistics from previous years’ examination
recorded as three passing grades (Pass with Distinction, Pass with performance and candidature
Merit, Pass) and one failing grade (Fail). • recommendations of examiners, based on the performance of
candidates.
At the end of the marking process, there is a grading meeting to
determine precisely how many marks are required to obtain each The number of marks required to obtain each grade are:
of the passing grades. The grade boundaries are set in a way that Pass .................................................. approximately 100
ensures that the level of knowledge required to obtain the three Pass with Merit ............................ approximately 130
passing grades: Pass with Distinction .................. approximately 150
• is consistent with the grade descriptions below
• is the same from one session to the next
• does not vary as a result of slight variations in the difficulty of the
papers.

GRADE DESCRIPTION

Pass with Distinction The candidate demonstrates a comprehensive and accurate knowledge of the Delta Module One syllabus and a high
level of familiarity with the full range of ELT terminology, concepts, theories and practices tested in the Delta Module
One examination. In addition, the candidate shows a high level of insight in their 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
and a high level of familiarity with a wide range of ELT terminology, concepts, theories and practices tested in the Delta
Module One examination. In addition, the candidate shows a good level of insight in their 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
and a sound level of familiarity with a range of ELT terminology, concepts, theories and practices tested in the Delta
Module One examination. In addition, the candidate shows a generally sound (though inconsistent) level of insight in
their 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. The candidate may show an inadequate level of familiarity with ELT terminology,
concepts, theories and practices tested in the Delta Module One examination. Alternatively the candidate may show
insufficient insight in their analysis of language systems, language skills, testing, methodology, approaches and factors
affecting learning and teaching.

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 11

MODULE ONE | GENERAL DESCRIPTION

General description
EXAMINATION FORMAT The Delta Module One examination consists of two papers.

TIMING 3 hours and 30 minutes (two 1½-hour papers with a 30-minute break in between)

NO. OF TASKS Paper 1 comprises five tasks.

Paper 2 comprises three 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 Module One as a whole.
Paper 1 Paper 2
Task 1 6 marks Task 1 18 marks
Task 2 12 marks Task 2 42 marks
Task 3 12 marks Task 3 40 marks
Task 4 20 marks Total 100 marks
Task 5 50 marks
Total 100 marks
Results are 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 Labelling task
Six definitions of ELT-related terms are provided.
Candidates supply the correct term.

TASK FOCUS Knowledge of language systems; skills; methodology and approaches; assessment

MARKS AVAILABLE 6

MARK SCHEME One mark is awarded for each correct answer.

TASK TWO
TASK TYPE Short written response
Four terms are provided.
Candidates supply a definition and an appropriate example for each item.

TASK FOCUS Knowledge of language systems; skills; methodology and approaches; assessment

MARK AVAILABLE 12

MARK SCHEME • Two marks for the definition.

• One mark for a correct example.
Note: A mark is only awarded for the example if the definition is correct.

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 MODULE ONE | PAPER 1 – STRUCTURE AND TASKS

Paper 1 – Structure and tasks (continued)

TASK THREE
TASK TYPE Longer written response
A writing or speaking skills task from published ELT course material or published examination material is provided.
Candidates are provided with a number of language features (e.g. ordering information, linking information, use of
appropriate salutation) that learners would need to use to complete the activity successfully. Candidates identify three
further appropriate language features which learners would need to complete the activity.

TASK FOCUS Understanding of skills and ability to identify appropriate language features
Understanding of features of spoken and written discourse which contribute to successful communication, e.g. register,
cohesion, organisation, range of grammar and lexis

MARKS AVAILABLE 12

MARK SCHEME Two marks are awarded for each language feature correctly identified.
Two marks are awarded for each correct example/illustration.
Note: Marks are only awarded for the example if the language feature is correctly identified.

TASK FOUR
TASK TYPE 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, grammatical accuracy, cohesion. They identify a total of four strengths and weaknesses.

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

MARKS AVAILABLE 20

MARK SCHEME Three marks are awarded for each key strength or weakness correctly identified.
Two marks are awarded for each example from the text illustrating the strength or weakness identified.
Note: Marks are only awarded for the example if the strength/weakness is correctly identified.

TASK FIVE
TASK TYPE 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 may be asked to identify possible learner problems with form, meaning, use and pronunciation, as
appropriate.

MARKS AVAILABLE 50

MARK SCHEME One mark is awarded for each point correctly made.
Note: in Part a, a mark is only awarded if a correct example is given.

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 13

MODULE ONE | THE TASKS IN PAPER 1

The tasks in Paper 1 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
Task One provides the examples ‘Yes, good idea’, ‘I see what you mean but I
wonder if we should . . .’ Alternatively, the candidate identifies ‘logical
Task One tests candidates’ knowledge of key concepts and
organisation appropriate to discursive essay writing’ and provides the
terminology related to:
illustration ‘introduction – opinions for – opinions against – conclusion
• language systems and personal opinion’. Candidates cannot gain full marks if they
• language skills do not provide relevant examples or illustrations. Points that may
• methodology and approaches reasonably be seen as connected, e.g. ‘expressing agreement and
• assessment disagreement’ will count as one point, not two.
• first and second language acquisition.

For this task, candidates are given six definitions of ELT-related

Task Four
terms. They are asked to provide the correct term for each definition. Task Four tests candidates’ ability to:
The terms provided by candidates will rarely be more than one or two
• analyse lexical, grammatical, functional, phonological and
words in length.
discoursal features of language in use
The definitions are selected to represent those terms, concepts • analyse and explain learner errors in written and spoken
and practices with which a Delta-level candidate can reasonably be discourse
expected to be familiar. On each paper, the definitions provided will • analyse features of spoken and written discourse (including
cover a range of aspects of ELT. genre) which contribute to successful communication, e.g.
register, cohesion, organisation, range of grammar and lexis.
Task Two
For this task, candidates are provided with authentic spoken
Task Two tests candidates’ knowledge of key concepts and practices
(transcribed) or written text produced by a learner. The level of
related to:
the learner and the task the learner was asked to perform when
• language systems producing the text are specified in the rubric.
• language skills
• methodology and approaches Candidates are asked to analyse specific areas of the text (e.g. use of
• assessment collocation, cohesion, task achievement, range of lexis, accuracy of
• first and second language acquisition. grammar) and provide examples of these from the text.

In their answers, candidates are expected to provide a detailed

For this task, candidates are given four terms describing ELT-related analysis of four key strengths and weaknesses but must include at
concepts and practices. Candidates must provide a definition for each least one strength and one weakness in their answers. For example,
term including an appropriate example or illustration to support their an answer which includes one weakness and three strengths is
answer. Definitions provided by candidates will normally be one or acceptable, as is an answer which includes two strengths and two
two sentences in length and may be written in a bulleted format or in weaknesses. An answer which includes four weaknesses or four
continuous prose. strengths, however, is not acceptable.
The ELT-related terms, concepts and practices are selected to When identifying key strengths and weaknesses, candidates should
represent those with which a Delta-level candidate can reasonably be focus only on the areas specified in the task. Candidates will not gain
expected to be familiar. On each paper, the terms provided will cover marks for analysing strengths and weaknesses related to areas that
a range of aspects of ELT. are not specified.

Task Three 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
Task Three tests candidates’ knowledge of: full sentence or paragraph). Candidates cannot gain full marks if they
• writing and speaking skills and subskills do not provide examples.
• the discourse of written and spoken communications
• the language features learners may need when completing a Task Five
specified ELT task. Task Five tests candidates’ ability to:

For this task, candidates are provided with an authentic writing • analyse lexical, grammatical, functional and phonological features
or speaking skills activity from published ELT course material or of language in use
published examination material. Candidates are provided with two • identify characteristic features of texts and genre
or three language features learners would need in order to complete • identify problems learners may have with specified lexical,
the activity successfully and are asked to identify three further key grammatical, functional and phonological features of language.
language features that learners would need.
For this task, candidates are provided with an authentic written text,
For each language feature candidates identify, they must provide
e.g. a newspaper article, a leaflet, a form. The task is divided into four
an appropriate example or illustration, e.g. a functional exponent,
parts (a–d).

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 MODULE ONE | THE TASKS IN PAPER 1

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 may

be 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 FOR TUTORS AND CANDIDATES 15

MODULE ONE | PAPER 2 – STRUCTURE AND TASKS

Paper 2 – Structure and tasks

TASK ONE
TASK TYPE Longer written response
An extract from or a description of a test is provided, along with the context and purpose of its use. The extract/
description may be from a public examination, 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, making six points.
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
MARKS AVAILABLE 18
MARK SCHEME Two marks are awarded for each positive/negative identified.
One mark is awarded for each application to the learner identified.

TASK TWO
TASK TYPE Longer written response
An extract from published coursebook material is provided.
Candidates identify the purpose of specified individual activities and stages in the material, how specified activities
and stages in the material support those discussed previously, and then comment on key assumptions about language
learning and skills development that are evident in some or all of the activities and stages.
TASK FOCUS Analysis of resources, approaches and methodologies, and learners and contexts
MARKS AVAILABLE 42 (Part a = 12, Part b = 12, Part c = 18)
MARK SCHEME Two marks are awarded for each point made up to a maximum of 12 marks for Parts a and b.
One mark is awarded for each assumption listed; one mark is awarded for each explanation of an assumption; one
mark is awarded for correct reference to a relevant exercise for each assumption for Part c.

TASK THREE
TASK TYPE Longer written response
ELT-related input is provided, e.g. one or two extracts from material for teachers or from a methodology/resource book,
a lesson plan extract, a transcript of teachers discussing a lesson, an extract from tutor feedback.
Candidates answer specific questions about the material, e.g. interpreting the 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.
TASK FOCUS Analysis of resources, approaches and methodologies, learners and contexts, language acquisition and teacher roles
MARKS AVAILABLE 40
MARK SCHEME Two marks are awarded for each correct point made up to a maximum of 30 marks.
A mark out of five is given for the depth of the overall response. This is doubled to a mark out of 10.

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 MODULE ONE | PAPER 2 – DEPTH CRITERIA

Depth
• Give a rating between 0 and 5 for the overall response. NB Ratings for depth are doubled to a maximum of 10 marks.
• Depth criteria: development, rationale, reference

RATING

5 A fully developed, well-balanced response to the task.

Points are consistently supported by rationale based on relevant reference to experience; and/or examples; and/or range of contexts;
and/or sources; and/or theories.
Rationale is convincing and insightful in justifying points made.

4 A well-developed, well-balanced response to the task.

Points are mostly supported by rationale based on relevant reference to experience; and/or examples; and/or range of contexts;
and/or sources; and/or theories.
Rationale is mostly convincing and insightful in justifying points made.

3 A generally well-developed response to the task.

Points are generally supported by rationale based on relevant reference to experience; and/or examples; and/or range of contexts;
and/or sources; and/or theories. Some points may be less well supported; a few irrelevancies may be present.
Rationale is satisfactory in justifying points made.

2 A limited response to the task.

Points are sometimes supported by rationale based on relevant reference to experience; and/or examples; and/or range of contexts;
and/or sources; and/or theories. Some points may be unsupported; a number of irrelevancies may be present; the response may contain
more description than analysis.
Rationale is evident, but inconsistent in justifying points made.

1 A minimal response to the task.

Points are minimally supported by rationale based on relevant reference to experience; and/or examples; and/or range of contexts;
and/or sources; and/or theories. Most points are unsupported; a number of irrelevancies may be present; the response contains a lot of
description and very little analysis.
Rationale is minimal.

0 No development of the response.

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 17