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.
www.cambridgeenglish.org/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.

10 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 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.

12 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 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
 nderstanding of features of spoken and written discourse which contribute to successful communication, e.g. register,
U
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).

14 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 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.

16 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 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

MODULE ONE | THE TASKS IN PAPER 2

The tasks in Paper 2 In Part b, 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 Part a. The exercises,
Task One activities and stages for consideration in Part b are sometimes
specified in terms of a focus. For example, candidates may be asked
Task One tests candidates’ knowledge of:
to comment on how the vocabulary or pronunciation focus of the
• key concepts of terminology related to assessment in ELT remaining material combines with the exercises, activities and stages
• key principles informing test design. discussed in Part a. At other times, the focus of the exercises in Part b
may be wider in range.
Task One tests candidates’ ability to:
In Part c, candidates must identify six key assumptions about
• evaluate types of test for a stated purpose in a given context
language learning and/or skills development that are evident in some
• relate key principles of assessment to the language learners,
or all of the exercises, activities and stages discussed in Parts a and
specified purposes and the ELT classroom.
b, and explain why the authors of the material might consider these
For this task, candidates are provided with an extract from, or a assumptions to be important for learning and development. Part c
description of, a public examination, a commercially produced test indicates which of the exercises candidates should focus on. When
(e.g. a placement test or a coursebook progress test) or a teacher- discussing the assumptions, candidates can draw on their knowledge
generated test. The context and purpose of the test’s use are stated of a range of different areas, including: different learners and
in the rubric. Candidates are asked to provide an evaluation of the contexts; ELT approaches, methodologies and techniques; theories
effectiveness of the test for the stated purpose with reference to the of first and second language acquisition. Candidates should support
stated context. They are asked to include six features of the test, refer their comments with examples from and references to the specified
to relevant testing concepts and include both positive and negative exercises, activities and stages.
observations.

In their answers, candidates are expected to refer to assessment-

Task Three
related terminology and explicitly link the points they make to the Task Three tests candidates’ ability to:
stated context and purpose. For example, if a specific learner’s needs
• analyse materials and resources produced by or for use by
are identified in the stated context, candidates should refer to these
language teachers
needs explicitly when evaluating the test. Candidates should base
• apply their analysis to different teachers, learners and contexts
their answers on the extract as provided in Task One. Candidates
and identify how specified ELT teacher roles, approaches,
will not gain marks for discussing features of the test they may know
methodologies and techniques might help learners develop
about but that are not represented in the extract itself.
language and language skills
• identify, describe and evaluate different teacher approaches,
Task Two methodologies and techniques in ELT
Task Two tests candidates’ ability to: • identify, explain and relate theories of first and second language
acquisition to resources, approaches, methodologies and
• identify the language learning and/or skills development purpose
materials produced by or for use by language teachers
of ELT materials, how different parts of the material combine and
• relate resources, approaches, methodologies and materials to
support each other, and the principles informing the design of
teachers’ roles in a variety of ELT practices.
materials
• analyse and evaluate materials for use by language learners For this task, candidates are provided with ELT-related input such as
• apply their analysis to different learners and contexts and identify one or two extracts from materials designed for use by or produced
how specified ELT approaches, methodologies and techniques by language teachers (e.g. a methodology/resource book, a teacher’s
might help learners develop language and language skills guide to a coursebook, a lesson plan extract or a transcript of
• identify, describe and evaluate different approaches, teachers, observers or learners discussing a lesson).
methodologies and techniques in ELT
This task is divided into two or more parts, designed to guide
• identify, explain and relate theories of first and second language
candidates through their answers. Candidates answer specific
acquisition to resources, approaches, methodologies and
questions about the material (e.g. interpreting the teacher’s role as
materials for use by language learners.
exemplified in the material, discussing the implications this view of
For this task, candidates are provided with an extract from published teaching has for classroom practice and the development of language
ELT coursebook material. The language learning purpose of the and language skills). The material may provide the stimulus for a
extract is specified in the rubric. wider discussion of ELT issues with specific reference to teacher
roles and practices in relation to language teaching and learning.
In Part a of the task, candidates are asked to identify the main
If the material is used as a stimulus for discussion of wider issues,
purpose of specified individual exercises, activities and stages in the
these will be linked thematically to the content of the material itself.
material in relation to the purpose of the extract as a whole. Marks
The material and questions may refer to current or historical ELT
are only awarded for identifying a purpose for each exercise, activity
perspectives, approaches and practice.
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 In their answers, candidates should refer explicitly to the material
of ‘contextualising lexis’ rather than ‘developing reading skills’ when when this is asked for in the rubric but need not do so when
viewed in relation to the purpose of the extract as a whole. questions guide them on to wider issues. When asked to comment
on broader issues, candidates can draw on their knowledge of a

18 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 MODULE ONE | GUIDANCE FOR TUTORS AND CANDIDATES

range of different areas. Depending on the task, these can include: • models and sources informing skills analysis
different learners and contexts; ELT approaches, methodologies and • testing and assessment (e.g. concepts of validity, reliability,
techniques; theories of first and second language acquisition; their impact and practicality) and the purposes for which tests are
own teaching experience. used (e.g. diagnostic, formative, summative assessment).

Please note: the examples given above are indicative only and are not
intended to be fully comprehensive.
Guidance for tutors and The types of text that are likely to contain the content listed above
candidates are:

• grammar analysis references

• discourse analysis references
General
• lexical analysis references
Before the exam • skills analysis references
• academic and practical guides to methodology and pedagogical
Candidates are not required to follow a course to prepare for the
issues
Delta Module One examination. However, candidates who do
• academic and practical guides to language acquisition and
choose to follow a course will benefit from having a structured
learning
approach to their preparation for the examination. The following
• historical and contemporary coursebooks and learning materials
information may be used by centres/tutors delivering courses leading
• widely available tests
to the Delta Module One examination or by candidates preparing
• articles in journals and on the internet.
independently.
While preparing for the examination, candidates should think about
For all parts of both examination papers, candidates need to have a
what, for them, is the clearest format for writing their responses to
breadth and depth of knowledge and awareness of issues related to
each task (e.g. bullets, note form, grids or continuous prose).
ELT. For this reason, it is important that candidates read widely before
taking the examination. The texts that candidates should read and be During the exam
familiar with include those covering the following areas:
Candidates are strongly recommended to read task rubrics very
• historical and current hypotheses of first and second language carefully, perhaps underlining or highlighting key points, and ensuring
acquisition (e.g. imitation, innateness, cognitive-developmental, that in their answers they only address these points. This will help
behaviourist) and comparison of first and second language them focus and save time by not providing information they were not
acquisition asked for.
• key concepts related to the areas above (e.g. language acquisition
Candidates should note that if a task requires a specific number of
device, critical period, order of acquisition)
answers, the examiner will mark only the requested number and
• historical and current approaches and methods (both
ignore any further responses.
mainstream and non-mainstream) in language teaching/learning
(e.g. grammar-translation, audio-lingual method, communicative Candidates should read through the whole of any text or extract to
and task-based learning approaches, Content and Language gain a clear idea of its content before they begin to write answers to
Integrated Learning, delayed oral practice, Natural Approach, any of the questions.
Total Physical Response)
The amount that candidates are expected to produce increases
• a variety of learning environments (e.g. the classroom, resource
across the two papers from simple labelling, to short written
centres, Virtual Learning Environments, experiential learning
responses and longer written responses. Tasks Three, Four and
outside the classroom)
Five in Paper 1 and all the tasks in Paper 2 require longer written
• contemporary issues in ELT (e.g. CLIL)
responses.
• the relationship between language and society i.e. how language
is used to form, maintain and transform identity and power Candidates may write on the question paper during the examination
relations (e.g. cultural, social, political or religious) but their notes will not be marked. Candidates must write their
• varieties of English (e.g. English as a lingua franca, World answers in the answer booklet provided. Candidates should start
Englishes, Englishes used by specific speech communities) and each task on a new page and label their answers clearly, ensuring
principles informing which varieties to teach that the correct question number is written next to each answer.
• features of language systems appropriate to teaching purposes Candidates are also recommended to lay out their answers as
and lesson planning (e.g. meaning/use, form and pronunciation) concisely and clearly as possible, using headings and bullet points.
and associated terminology This will help them see more easily whether they have addressed
• error analysis, common or typical errors related to L1 or other relevant points and have done so adequately.
contextual features
Candidates can complete the different parts of each paper in any
• models and sources informing language analysis (e.g. corpus
order.
data, grammars)
• features of language skills (e.g. subskills and strategies) and texts They should plan their time carefully. The marks available for the task
(e.g. genre, communicative purpose and success) appropriate to are indicated on the question paper and candidates should ensure
teaching purposes and lesson planning that they allow an appropriate amount of time for each task in light
• learner problems in achieving successful language skills work of this.
(including literacy in different ELT contexts)

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 19

MODULE ONE | GUIDANCE FOR TUTORS AND CANDIDATES

Syntax, spelling and other uses of language should be accurate across During the exam, candidates should:
both papers. No marks are awarded for correct use of English but
• only discuss what the rubric requires: note carefully which
candidates should ensure that their responses are written in a style
language features have been excluded in the rubric
that imposes no strain on the reader.
• provide three features and ensure that each has an appropriate
example or illustration
By task • make sure the language features and examples relate specifically
to the text described in the task, and not just to the genre in
Paper 1
general
Task One • simply list the points they wish to make, avoiding any
introduction, summary or conclusion, using bullet points or a
Before the exam, candidates should: similar format when answering.
• practise by referring to terminology reference materials and
testing themselves on items
Task Four
• keep a note of key terms and definitions they encounter when Before the exam, candidates should:
reading to prepare for the exam. Candidates can use these to
• read grammar, discourse, lexical, phonological and genre analysis
revise for the exam itself.
references
During the exam, candidates should: • read references on learner error analysis
• provide their learners with extended writing tasks and analyse
• provide an answer for all six items, even if they are not sure
the responses for a variety of features (e.g. task achievement,
something is correct
appropriacy of genre and style, effect on the reader, organisation,
• provide one answer only for each item. If a candidate writes two
cohesion, punctuation, accuracy of lexis, grammar and spelling,
answers, one of which is correct and one of which is incorrect, no
range of lexis and grammar, complexity of grammar and lexis)
marks will be awarded
• provide their learners with extended speaking tasks, record their
• answer those items they are sure of first and then return to those
responses and analyse these for a variety of features (e.g. range
they are less sure of
of grammar and lexis, complexity of grammar and lexis, accuracy
• avoid paraphrasing the term if they cannot remember it as no
of grammar and lexis, pronunciation, organisation, cohesion,
marks will be given for this
effect on the listener, task achievement)
• only write the required term and not give examples or any extra
• provide constructive feedback to their learners regarding their
information
performance in the writing/speaking tasks above – considering
• spell terms correctly.
which strengths and weaknesses have the greatest impact on
Task Two their successful completion of the task(s).

Before the exam, candidates should: During the exam, candidates should:

• practise by referring to terminology reference materials and • read the rubrics for each part carefully to ensure they comment
producing their own definitions for terms only on the features and language areas identified in the rubric
• keep a note of key terms and definitions they encounter when • provide a total of four key strengths and weaknesses plus an
reading to prepare for the exam. example for each from the text and at least one of each in their
answers, e.g. one strength and three weaknesses is acceptable as
During the exam, candidates should:
is two strengths and two weaknesses
• provide an answer for all four terms • only give one example for each strength and each weakness
• give a definition for each term • bear in mind the learner’s level when commenting on the text’s
• make use of precise linguistic/technical terms rather than the strengths and weaknesses
more simplified terms they might use with students • make sure they express their points clearly and use a bullet point
• make sure each answer has a clear example or illustration. layout for the strengths and weaknesses
• include comments on the effect the particular strengths and
Task Three weaknesses have on the effectiveness of the text.
Before the exam, candidates should:
Task Five
• look at skills tasks in published ELT materials and practise
Before the exam, candidates should:
identifying language features
• plan lessons with a skills focus and predict what language • read grammar, discourse, lexical, phonological and genre analysis
features their learners will need references
• observe their learners’ responses to skills tasks used in the • read references on common learner problems with grammar,
classroom and note in which language features they might have discourse, lexis and phonology
usefully been prepared • identify typical features of a variety of text genres
• consult other teachers when preparing skills lessons to gain • use self-access language analysis references (with answer keys)
greater input on the language features involved in particular tasks to practise analysing language
• read discourse and skills analysis references • plan lessons with a language focus, analysing the language to be
• read practical guides to methodology and pedagogical issues taught and predicting the problems learners might have with the
involved in writing and speaking skills. language

20 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 MODULE ONE | GUIDANCE FOR TUTORS AND CANDIDATES

• observe their learners’ responses to language tasks used in • include no more than six features of the test in their answers
the classroom and note which features of language they had • ensure that they cover both positive and negative points
problems with • consider whether points noted as positive could also be
• consult other teachers when preparing language lessons to gain negative
greater input on the features of language they might usefully • refer to relevant testing concepts using terminology accurately
analyse. and when appropriate
• cover a range of points relating to the test’s effectiveness in their
During the exam, candidates should:
answers
• read the rubrics for each part carefully to see exactly what they • not include an introduction or a summary in their answer;
are required to comment on and ensure they comment only on these are not required and writing them takes up valuable time
the features and language areas specified unnecessarily
• only comment on pronunciation in sections where it is • use a clear layout that shows which points are intended as
specifically mentioned positive and which as negative.
• pay attention to words given in bold and only comment on these,
not on accompanying or surrounding words Task Two
• if the rubric requires it, generalise beyond the language in the text Before the exam, candidates should:
in the learner problems section to the area that the language is an
example of (the rubric will indicate what this is) • read references on historical and current hypotheses of first and
• make sure they consistently provide the full information required, second language acquisition
including examples where necessary • read references on historical and current mainstream approaches
• make their answers as detailed as is required, making as many and methods in language teaching/learning
points as possible • read and analyse a variety of published ELT coursebook materials
• make use of precise linguistic/technical terms rather than the for approaches to and assumptions about language learning and
more simplified terms they might use with students teaching
– define all terms accurately/fully • read the introductory matter and Teacher’s Book materials in
– make sure they spell all linguistic/technical terms accurately a variety of published ELT coursebooks for a rationale on the
• make use of phonemic script as appropriate; they will not be authors’ approaches to language learning and teaching
awarded marks if this is not used or not used accurately, when • plan lessons using published coursebook materials assigning an
relevant aim/objective to each stage of the lesson
• write their answers in list form making use of bullets or a similar • observe learners while they engage in exercises and stages of
format. a lesson to ascertain if the aim/objective assigned to it was
accurate
Paper 2 • consult other teachers when preparing lessons to gain greater
input on the intended purpose and assumptions informing
Task One individual exercises, activities and stages.
Before the exam, candidates should: During the exam, candidates should:
• read references on testing and assessment and the purposes for • read the rubric carefully and take full note of which exercises
which tests are used should be discussed for each part of the task
• read authentic extracts from public examinations, commercially • note that in Part a they should discuss the purposes of the
produced tests (e.g. a placement test or a coursebook progress exercises in relation to the purpose of the extract as a whole,
test) or teacher-generated tests rather than just the purposes of the individual exercises
• analyse the tests above for the principles informing their • write more than one purpose for each exercise
design and use (e.g. reliability, practicality, validity) and their – only write about six purposes in Part a
effectiveness in achieving a stated purpose – for Part b, make sure they discuss how the specific exercises
• select tests of various types (e.g. diagnostic, proficiency, combine with and/or support the exercises in Part a
progress) for particular learners, defining the purpose for each – note that there may be several ways in which each exercise
test can combine so they should try to identify more than one
• provide their learners with a variety of test types (e.g. diagnostic, way
proficiency, progress) and analyse the results with reference – only write about six ways the exercises combine in Part b
to the purpose for which it was used and to key assessment • in Part c, identify six key assumptions about language learning
concepts (e.g. reliability, practicality, validity). evident in the specified exercises and the reasons for these
During the exam, candidates should: assumptions
• only write about six assumptions in Part c
• read the situation and purpose in the rubric carefully to decide • avoid describing the activities and instead consider the
how each part of it can be relevant to the answer assumptions behind them
• make sure their answers are specifically about the particular • ensure that they explain why the authors might consider the
description or extract of the test and the specified learner and assumption important for learning and/or skills development,
context making reference to ELT-related research where necessary
• make sure they always show explicitly how the points they make • make sure they indicate which exercises the assumptions they
about the test’s effectiveness apply to the particular learner and mention refer to
the learner’s context

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 21

MODULE ONE | GUIDANCE FOR TUTORS AND CANDIDATES

• group their answers together as indicated by the task rubric

sections to ensure that they give sufficient coverage in the
required way to the right exercises i.e. separate their answers to
each part of the task and number each point or assumption that
they make so that they ensure that they follow the rubric.

Task Three
Before the exam, candidates should:

• read references on historical and current hypotheses of first and

second language acquisition
• read references on historical and current approaches and
methods (both mainstream and non-mainstream) in language
teaching/learning in a variety of learning environments
• explore contemporary issues in ELT
• read academic and practical guides to methodology and
pedagogical issues with a focus on teachers’ and learners’ 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:

• read the rubric carefully and only provide the information they are
asked for
• make as many relevant points as they can under each section
• develop the points made, supporting them with rationale based
on relevant reference to one or more of the following: experience/
examples/range of contexts/sources/theories
• signpost their answers clearly to show what kind of information
they are giving, e.g. beliefs/similarities/differences/teachers’
roles/learning contexts/principles/effects.

22 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 2 3

Task One (6 marks) Task Three (12 marks)

Provide the term for each definition. The extract for this task is the writing activity below for advanced (CEFR C1) level learners.

Write your answers in your answer booklet. Provide only one answer per question.

An international research group is investigating attitudes to education in different parts of the

a the verbal signals given by the listener to indicate interest, attention, surprise etc. world. You have been asked to write a report on education in your country. Your report
should address the following questions:
e.g. really, uh-huh, yeah
• What are the strengths and weaknesses of education in your country?
b a test employing tasks which replicate real-life activities e.g. role-playing a job interview, writing a • What educational developments would you like to see in your country in the future?
letter of complaint, or reading and completing an application form
Write your report.
c using the medium of English to teach a subject such as geography, natural science or history, to
learners whose first language is not English

d a verb which does not take an object e.g. He arrived early

e a consonant sound in which the air flow is initially stopped, but is then released slowly with friction In order to complete this activity successfully, learners at this level would need to use the following
e.g. /tß/ key language features:

f a word which has the same pronunciation as another word but a different spelling and meaning • report organisation and layout e.g. first section on strengths, second section on weaknesses,
e.g. see and sea use of headings and bullet points
• educational and development lexis e.g. success rate, widening participation, sit an exam

Identify a total of three further key language features learners at this level would need to use.
Provide an example specific to this activity to support each choice.

Task Two (12 marks)

Provide a definition and an appropriate brief example or illustration for each of the terms below.
Write your answer in your answer booklet.
Write your answers in your answer booklet.
PAPER 1 | SAMPLE TEST

a compound words

b genre

c stative verb

d proficiency test

The extract is taken from CAE Past Papers With Answers Book 6, CUP, 2005, page 19.

DELTA HANDBOOK FOR TUTORS AND CANDIDATES

Turn over ►

23
MODULE ONE | PAPER 1


24
4 5

Task Four (20 marks)

The text (161 words) for this task is reproduced on the opposite page. It was written by a learner in an
MODULE ONE | PAPER 1

intermediate (CEFR B1) level class in response to the following task:

Write about a holiday you will never forget.

Focusing on the areas listed below, identify a total of four key strengths and weaknesses of the
text. Provide an example from the text of each choice. Include at least one strength and one
weakness in your answer.

I never forget my last trip in Dublin. I went for 5 days with some friends. I remember the hostel, we
• Organisation
• Accuracy of grammar were in a room of 14 people and there was a man who every night snored. At the beginning we

DELTA HANDBOOK FOR TUTORS AND CANDIDATES

• Range and accuracy of lexis
• Cohesion couldn’t sleep but we finally get used to.

The second day we went to Guiness for know the history about it, and one of my friends lost her I.D.
EXAM

We couldn’t belive it! She was so worry because she couldn’t return to Spain. We phoned to the 5
Write your answers in your answer booklet.
police and we applied for did a complain. Finally their family sent her the passport. Fortunately she

got it 2 days after and she hadn’t troubles for come back to Spain.
PAPER 1| |LEVEL

Apart for this problems we spent a funny time all together and if we had to do a new trip we would
SAMPLE

go to the same place. I think that with this kind of problems you learn how to manage in differents
| PAPER
TEST

situations. 10

Turn over ►
SAMPLE PAPER
 6 7

Task Five (50 marks)

The text for this task is reproduced on pages 7 and 8.

a The text is the inside parts of a book cover. Identify five features of the text that are characteristic
of its genre. Give one example of each feature you identify.

Do not include features of layout.

b Look at the following adjectives from the text, all of which contain suffixes.

• stunning (line 3)
• earlier (line 12)
• revolutionary (line 32)
• recognizable (line 54)

(i) Comment on the form of each adjective.

(ii) Identify three problems learners might have with the pronunciation of the adjectives.

c Comment on the use of articles in the following extracts from the text.

• The images (line 10)

• a unique photographic approach (lines 14-15)
• wildlife (line 19)
• the human senses (line 21)
• in the field (line 25)
PAPER 1 | SAMPLE TEST

d Look at the following extracts from the text. Comment on the form and use of the verbs in bold.

• Steve McCurry was on assignment (line 47)

• the treasure he had until (lines 50-51)
• the image was developed (line 51)
• she had led (line 59)

Write your answers in your answer booklet.

Inside front cover

DELTA HANDBOOK FOR TUTORS AND CANDIDATES

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25
MODULE ONE | PAPER 1


26
8
MODULE ONE | PAPER 1

DELTA HANDBOOK FOR TUTORS AND CANDIDATES

EXAM
PAPER 1| |LEVEL
SAMPLE
| PAPER
TEST

Inside back cover

The extract is taken from The Photographs, Leah Bendavid-Val, National Geographic Society, 2008,
inside cover pages.
SAMPLE PAPER

2 3

Task One (18 marks)

The text for this task is reproduced on pages 3 and 4. It is being used in the following situation: 6 Listen to the sentences. Listen again and
write them down. Then listen again and
check.

S works in the head office of a retail chain with branches in several different countries. 1 …………………………………………..
…………………………………………..
She is often required to answer the phone in English. She has been sent on a course 2 …………………………………………..
to improve her listening and speaking skills. She attends classes at a pre-intermediate …………………………………….……..
3 …………………………………………..
(CEFR A2) level. The teacher is using this test as the listening element of a diagnostic
…………………………………………..
test. (There is also a separate speaking test.) 4 …………………………………….…….
…………………………………………..
5 …………………………………………..
Using your knowledge of relevant testing concepts, evaluate the effectiveness of these tasks for this …………………………………………..
learner in this situation. (10 marks)
7 Roberta is talking to her friend about her
Make a total of six points. You must include both positive and negative points. evening with her new boyfriend, Mike.
Read the questions and tick the correct
answers.
Example:
What was Roberta’s evening with Mike like?
a) awful 
b) fantastic 
Write your answer in your answer booklet. 
PAPER

c) nice
1 What is Mike like?
a) rude 
b) friendly 
c) cool 
EXAM 2| LEVEL

2 What was the restaurant like?

a) crowded 
b) expensive 
| SAMPLE

c) comfortable 

3 Did Roberta like the food?

a) She didn’t like the food. 
| PAPER
TEST

b) She hated the food. 

c) She really liked the food. 

4 When is Roberta seeing Mike again?

a) On Friday. 
b) On Saturday. 
c) On Sunday. 

5 Where are Roberta and her friend going to

meet?
a) At Roberta’s house. 
b) At her friend’s house. 
c) At the cinema. 

Based on Wavelength Elementary Teacher’s Resource Book, Kathy Burke, Julia Brooks, Longman,
1999, pages 179 and 184

DELTA HANDBOOK FOR TUTORS AND CANDIDATES

Turn over ►
SAMPLE PAPER

27
MODULE ONE | PAPER 2
28
4 5

Task Two (a 12 marks, b 12 marks, c 18 marks)

Teacher’s notes for exercise 6
The text for this task is reproduced on pages 6 and 7.
6 For each totally correct answer, 2 marks. Take off 1
MODULE ONE | PAPER 2

mark for each incorrect spelling, missing word or

word out of order. (10 marks)
1 I’m frightened / of snakes / but I like / spiders.
The purpose of the extract as a whole is to train learners to use dictionaries and to focus on different
2 The hotel / is between / the lake / and the forest. aspects of what it is to know a word.
3 I was angry / because my car / broke down / this
morning. 4 I want / to get fit / so I’m going / to walk a Identify six purposes of the exercises listed in the box below in relation to the purpose of the
to work. 5 I’ve got / an awful headache / because extract as a whole.
I’m / very tired.

How to talk about vocabulary:

Think about words and meanings A1, A2, A3

Pronunciation in the dictionary B4, B5, B6
Tapescript for Exercise 7
Recording script

DELTA HANDBOOK FOR TUTORS AND CANDIDATES

FRIEND: How was your evening with Mike, Roberta? b Comment on six ways in which the exercises listed in the box below combine with the exercises
ROBERTA: It was fantastic. We went to that new restaurant in King Street. discussed in a.
FRIEND: What’s Mike like, then?
ROBERTA: Well, he’s not like my other boyfriend. He’s not cool – he’s not interested in clothes. He’s very polite to
everyone and friendly.
How to talk about vocabulary:
FRIEND: Right. What’s the restaurant like?
ROBERTA: Well, inside it’s very nice. And it wasn’t at all expensive. The only problem was that there were too many
Read definitions and respond C7 and C9
people. It was crowded. We waited for over an hour in the bar for our table and it wasn’t very comfortable.
Grammar in the dictionary D10 and D11
FRIEND: And what did you have to eat? It’s a fish restaurant, isn’t it? I thought you didn’t like fish very much.
ROBERTA: Well, I don’t, but I love prawns. I really liked the food.
FRIEND: So are you seeing him again?
ROBERTA: Yes, I am. He wanted to see me on Friday evening but I’m working. So we’re going out on Saturday
instead. You do not need to refer to Grammar Bank mentioned in the extract.
FRIEND: Don’t forget you’re seeing me on Sunday.
ROBERTA: No, I won’t. How about going to the cinema?
PAPER 2 | SAMPLE TEST

FRIEND: There is nothing I want to see. Anyway, I haven’t got any money. c Identify a total of six key assumptions about language learning that are evident in the exercises
ROBERTA: What about meeting at my house? We can stay in. listed in the box below. Explain why these assumptions might be considered to be important for
FRIEND: OK, Roberta. Then I can see your brother again! language learning. State which exercise or exercises each assumption refers to.

How to talk about vocabulary:

Think about words and meanings A1 and A3

Pronunciation in the dictionary B4 and B5

Write your answers in your answer booklet.

Turn over ►
 MODULE ONE | PAPER 2

PAPER
EXAM 2| LEVEL | PAPER
| SAMPLE TEST SAMPLE PAPER

Turn over ►
English Result Pre-Intermediate, Mark Hancock and Annie McDonald, OUP, 2008, pages 12-13
7
6

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 29



30
8

Task Three (40 marks)

Below is a task created by a teacher to obtain student feedback.

MODULE ONE | PAPER 2

Getting Student Feedback

1. At the end of the lesson, elicit from the students the stages/activities of the lesson and write
them on the board.

2. Ask students to copy down the stages and award 0-3 points for how useful they thought each
stage was (0 = not useful, 3 = very useful) and then ask them to award 0-3 points for how
enjoyable they thought each stage was (0 = not enjoyable, 3 = very enjoyable).

3. Ask students to write a comment for each stage and give some examples e.g.
• I want to do more of this
• The explanation was very difficult. I did not understand it
• We did too much pairwork

DELTA HANDBOOK FOR TUTORS AND CANDIDATES

4. Put students in groups of 3 to discuss their answers.

5. Collect the scores and comments, read them after class and compare them with your own
perceptions of the class.
PAPER

6. Note the most important thing you have learned about the lesson from this feedback. Share it
with your students in the next lesson.
EXAM 2| LEVEL

a Why might a teacher want to obtain feedback:

| SAMPLE

(i) on these aspects of the lesson?

(ii) using the procedures described in the box above?
| PAPER
TEST

b What reasons are there against obtaining feedback from students?

Write your answer in your answer booklet.

SAMPLE PAPER
 MODULE ONE | SAMPLE TEST GUIDELINE ANSWERS

Sample test guideline answers • Use of passive for impersonal/report style

Example Parents are given the opportunity to, pupils are expected to
• Use of modals for suggestions/hypothesising about the future
The answers contained here are intended to illustrate as Example This would lead to, I would recommend, This could result in
comprehensively as possible the points that candidates can write in
• Language for generalisation
order to gain marks in Delta Module One. Please note that candidates
Example tend to, Generally speaking
are not expected to write all of the information contained in these
guideline answers. • Language for comparing and contrasting
Example The subjects are much more diverse, Fewer students enter
higher education, Nevertheless
Paper One
Task One (6 marks) Task Four (20 marks)

• back-channel(l)ing/back-channel(l) (response(s)/device(s)/ Key strengths

word(s)/interjection(s)/listenership) • Organisation
• direct (testing)/(a) direct (test) Logically organised/use of paragraphs
• content and language integrated learning/CLIL/content-based Example introduction to the trip → a story about where they stayed
teaching/content-based learning/content teaching → a place they visited → what happened to his friend → what they
• (an) intransitive (verb) did about it → what happened in the end → conclusion that they had
• (an) affricate/affricative a good time and would go again
• (a) homophone(s) OR
Paragraph 1 = background detail; Paragraph 2 = what happened;
Task Two (12 marks) Paragraph 3 = resolution
Compound words • Range of lexis
Definition Use of phrases/collocations/use of get
• A (new) word created by combining two (or more) words Example We couldn’t belive it! You learn how to manage, get used
Example to, she got it 2 days after
• memory stick/brand name/over-ambitious/website/downsize/ • Cohesion
single‑handedly/into Uses linking devices
Example At the beginning, Finally, Fortunately, Apart for (from) this
Genre
Definition Key weaknesses
• A text type/specific type/style/kind of text distinguished by
• Accuracy of grammar
specific features
Problems with prepositions
Example Example my last trip in Dublin, we phoned to the police, At the
• Formal letters, anecdotes, informal telephone conversations beginning

Stative verb • Accuracy of grammar

Definition Singular and plurals
• A verb which is/can be used to describe a condition/state/belief/ Example Apart for this problems, I think that with this kind of
emotion/possession/sense problems, Finally their family sent her, this vs these, their vs her

Example • Accuracy of grammar

• I know it’s true/I have a house/any appropriate example Narrative tenses/simple past/get used to
Example she hadn’t troubles, we finally get used to
Proficiency test
• Accuracy of lexis
Definition
Collocations
• A test taken to assess candidates’ language ability
Example did a complain, a funny time, come back to Spain, she was
independently/regardless of any course of study
so worry
Example
• University entrance (language) exams, IELTS, FCE, TOEFL, etc. • Cohesion
Purpose clauses
Task Three (12 marks) Example we went to Guiness for know the history, for did a complain

• Formal/semi-formal/impersonal/objective style/no
contractions
Example the aim of this report is to..., an increase in funding would
allow..., it is unusual for students to….
• Language relating to numbers and statistics
Example the vast majority of 4 year olds, only one in ten graduates
• Discourse markers signposting addition/justification
Example what is more, due to, given

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 31

MODULE ONE | SAMPLE TEST GUIDELINE ANSWERS

Task Five (50 marks) c use of articles

a features of the text characteristic of the inside parts of a the images (line 10)
• Definite (article)
book cover
• With plural noun
Content • Specific (images)/shared knowledge based on a text
• Book title in italics/price of book/photo of the author • Anaphoric reference to title/images (line 4)/photographs (line 7)
• Information about author and their other works a unique photographic approach (lines 14–15)
• Explains the photos on the book covers • Indefinite (article)
• Summarises the key content in the book • With singular/countable noun
• First time mentioned
Organisation
• Non-specific in spite of apparent conflict with exclusive meaning
• Information on book on front, on author on back of unique because unique is hyperbole for special
• Description of book moves from overview to detail • a not an as following word does not begin with vowel sound/
begins with a semi vowel /j/
Grammatical/Lexical
• Lexical density/compound and complex sentences wildlife (line 19)
sometimes humorous, sometimes terrifying, always vividly compelling, • Zero article
was the gift book of the year when it was first published, and the • With uncountable noun
images..., Grown now, with children of her own, she had led... • General/non specific
• Extreme adjectives/positive adjectives the human senses (line 21)
stunning, terrifying, iconic, unique • Definite article
• Lexis about writing • With plural noun
author, chronicles, volume, published • Specific/shared knowledge/unique/closed set
• Use of present simple for overview of book (or other appropriate • Exophoric reference
example)
in the field (line 25)
the images capture, Five chapters cover, Accompanying the images
• Definite article
are . . .
• With singular/countable noun
b (i) form of each adjective • Part of fixed expression/lexical chunk/idiom
• Could refer anaphorically to all the places and experiences
stunning (line 3)
mentioned in previous paragraph
• Verb +ing/present participle
• Final consonant doubled because single consonant follows single
d form and use of words in bold
vowel/CVC
Steve McCurry was on assignment (line 47)
earlier (line 12) Form/use
• Comparative • Irregular
• Adjective + er • Past simple
• y changes to i • Third person singular
• Tendency for 2-syllable adjectives to form the comparative by • Main verb
adding ‘-er’ • Part of the lexical phrase/collocation be on assignment
revolutionary (line 32) • To set the background to the narrative
• Countable noun + ary the treasure he had until (lines 50–51)
• –ary can be used as noun suffix (e.g. a visionary, a revolutionary) Form/use
recognizable (line 54) • Irregular
• Verb + able • Past simple
• Use of z in American publication/s in British publication • Third person singular
• Final e dropped because tendency is if stem word ends in an e • Full/uncontracted form/cannot be contracted
and suffix begins with a vowel, final e is dropped • Main verb
• Transitive
(ii) learner problems with the pronunciation of the adjectives • To express possession
(NB: allow a maximum of 3) • To narrate events in the past
• Vowel sound/monothong /L/ stunning the image was developed (line 51)
• Consonant sounds /l/ and /r/ earlier, revolutionary Form/use
• Vowel elision a in revolutionary /nr/ • Irregular
• Weak forms/schwa (revolutionary, earlier, recognizable) // • Past simple
• Consonant clusters st in stunning, gn in recognizable • Third person singular
• Word stress learners don’t know where to place, e.g. revolutionary, • Auxiliary verb
recognizable OR word stress changes from stem word, e.g. • Part of passive/agent assumed/irrelevant/keeps focus on image/
recognize to recognizable subject
• Sound/spelling relationship: tion /n/; ear // • To narrate series of actions in past

32 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 MODULE ONE | SAMPLE TEST GUIDELINE ANSWERS

she had led (line 59) Paper 2

Form/use
• Irregular Task One (18 marks)
• Past simple
• Third person singular Positive points
• Full/uncontracted form • Language Test covers tenses, i.e. present, past and going to OR
• Auxiliary verb simple connectors OR basic adjectives OR functional language (a
• Part of past perfect simple minimum of 1)/integrative test (language & listening)
• To refer to a time/events before time focused on in past • Connected speech Tests learner’s ability to decode features of
connected speech
• Task type Dictation acts as a form of note-taking
• Listening skills Both tasks test listening for detail/intensive
listening
• Direct test It tests the learner’s listening skills
• Level Appropriate for the learner’s level/achievable/sufficiently
challenging
• Rubric Clear and simple instructions/has an example for
Exercise 7. This helps reliability
Positive applications
• Relevance/learner’s needs The learner is likely to need this in
her work
• Test content/task type The learner will believe that her needs
will be addressed in the rest of the course
• Learner reaction The learner will find the task motivating
• Format The learner will know what to do
• Evidence The exercises will allow the teacher to diagnose the
language areas that affect listening/the learner will be able to
show her language abilities
Negative points
• Topic Lexis in the dictation is not relevant to a business context/
topic is not relevant to the learner’s job
• Language The learner is not tested on her knowledge of
telephone language/the language in Task 7 is not transactional
• Task 6 Task 6 requires complete accuracy in writing which is
not necessary in note taking on phone/the test does not assess
learner’s ability to take notes
• Task 7 The learner can guess the answers because it’s a multiple
choice exercise
• Rubric The learner is not told that spelling/accuracy is important
• Language in the transcripts Both Tasks 6 and 7 are scripted/
non-authentic
Negative applications
• Learner reaction The learner may not be motivated/may lose
faith in the course/will not be interested in the topics/tasks/will
not take the exercise seriously
• Needs/lack of relevance The test is not entirely relevant to the
learner’s needs regarding the listening she does at work (i.e.
answering the phone)/learner needs to understand transactional
exchanges in her work
• Rubric The learner may not edit work carefully enough/may lose
a lot of points/there may be a lack of reliability
• Learner performance The learner may not show her real abilities
• Evidence for the teacher The teacher will not be able to assess
learner’s ability to understand unscripted/authentic speech
• Impact on course design It may be difficult for the teacher to
design the listening component of the course

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 33

MODULE ONE | SAMPLE TEST GUIDELINE ANSWERS

Task Two (42 marks) C Assumptions and reasons

• It is useful to give learners explicit training in using dictionaries/
A Purpose of the exercises
learner training/the value of both monolingual L2 and bilingual
Exercise Intended purpose dictionaries (Exs. A1, B4, B5)
A1 • to raise awareness of grammar information in dictionaries Because it helps learners continue learning outside the classroom/
• to help learners understand/review abbreviations in dictionaries encourages learners to take responsibility for their own learning/
the teacher is not always on hand to help them/learners will
• to check understanding of metalanguage
use dictionaries anyway but ineffectively if not trained/different
A2 • to pre-teach/check vocabulary for ex 3 dictionaries have different information/abbreviations/organisation of
• to raise awareness of words that have the same spelling but different information
meaning/homonyms
• It is valuable for learners to learn metalanguage (Ex. A1)
• to highlight different parts of speech of some homonyms
Because it enables them to access reference books/it is more efficient
A3 • to check understanding of both meanings of the homonyms if all using rather than paraphrase/adult learners expect it/useful to
• to contextualise the homonyms understand teacher’s explanations and voice queries about grammar
• to highlight form/part of speech • It is useful to study homonyms and homophones/words with
B4 • to raise awareness of pronunciation information in dictionaries multiple meanings in English/to focus on sound/spelling (Exs.
• to focus on words with the same pronunciation but different spelling/ A3, B4)
homophones Because they are common/could prevent blocking of understanding/
• to help learners with phonemic script/vowels and diphthongs may help learners to check beyond first meaning in a dictionary
• to focus on sound/spelling relationship • It is valuable for learners to recognise the phonemic script at
B5 • to practise using a dictionary for pronunciation information low level (Exs. B4, B5)
• to check/extend to different phonemes Because it enables them to access reference books/learners will
• to focus on sound/spelling relationship/silent letters attempt to record pronunciation so need tools to do so correctly/helps
learners continue learning outside the classroom
B6 • to help learners correlate sounds to their pronunciation/to reinforce the
phonemic script • It is useful for learners to work out language for themselves/the
• to give learners a good pronunciation model value of guided discovery approach (Exs. A1, B4, B5)
Because it is more memorable/more cognitively challenging if learners
• to provide learner-centred correction/to encourage learning to be
independent are actively involved/it is more motivating for learners
• It is valuable to focus on de-contextualised language (Exs. A1,
B Combinations B4, B5)
Because it is more effective if learners focus on one thing at a time/
Exercise How exercise combines with exercises in task two
learners may get distracted on other issues in context and not notice
C7 • reviews/summarises meanings of homonyms from previous exercises the target language/learners are familiar with this and expect it
• moves focus onto definitions information in (monolingual L2)
• It is valuable to focus on individual words (i.e. not collocations/
dictionary
chunks) (All exs.)
• exposes students to key dictionary definition lexis (e.g. the opposite of)
Because it is easier to start with individual words first/collocations
• provides an opportunity for collaborative work after a stretch of vary and may confuse learners/learners naturally focus on individual
individual work
items when consulting dictionaries
• allows the teacher to check understanding/progress with homonyms
• It is valuable to work with what students already know/extend
• provides a fun activity after analytical work
awareness of previously met language (Exs. A1, A3, B4)
C9 • extends dictionary definitions/language to other familiar words Because it gives learners confidence/so they can focus on dictionary
• focuses on dictionary definitions training rather than two aspects at the same time
D10 • returns focus to metalanguage/grammar information • Learning pronunciation is an important part of learning a word
• checks abbreviations introduced in A1 (Exs. B4, B5)
• extends abbreviations from A1 Because many learners learn English to speak it/enables learners to
D11 • gives practice in applying dictionary skills focused on in earlier recognise words when spoken/inaccurate pronunciation can lead to
exercises misunderstandings
• further checks learners’ understanding of abbreviations • It is valuable to give controlled practice (Ex. A3)
• allows the teacher to check understanding/progress with Because it gives learners confidence/it helps memorisation
metalanguage
All exercises • continues very restricted/controlled approach (students just match or
in Task 3 select from pre-determined answers – there is no productive use)
• continues with work on different parts of dictionary entries

34 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 MODULE ONE | SAMPLE TEST GUIDELINE ANSWERS

Task Three (40 marks) What reasons are there against obtaining feedback from
students?
(i) Why might a teacher want to obtain feedback on these
• Time-consuming It can take up lesson time that learners,
aspects of the lesson?
institutions or teachers believe would be more usefully spent on
• T – Ss collaboration They believe it is important to have teaching/learning
collaboration between teachers and students • Lack of learner awareness Learners may not know what they
• Learner motivation If students are given the opportunity to give really need
feedback on the teaching/lessons they may feel more part of the • Criticism of the teacher Learners may come from a culture
process and will be more willing to study/motivated where they feel uncomfortable ‘criticising’ the teacher
• Professionalism Feedback from learners on activities and content • Teacher authority Could undermine the teacher’s authority
of a lesson can help a teacher to develop professionally/it is good • Teacher’s job Learners may not see the point of it since they
professional practice believe that organising course content is the teacher’s job and not
• Learner needs Learners will feel that their needs are being met theirs
and their preferences considered • Teacher defensiveness The teacher may find it hard to take
• Course planning Learner feedback can help to inform the rest criticism
of the content and delivery of the course (in terms of content, • Teacher knowledge The teacher may feel they know better than
activities, language and what not to include) the learners what their needs are/what the aims of particular
• Learners’ experience A teacher should discuss the content of activities are and why they are useful
a course with learners as they will have had previous learning • Institution/syllabus The syllabus/institution may not allow for
experience and will know what they expect and like in a class any flexibility
• Hard to judge A teacher does not always know/cannot always • False/unrealistic expectations It can be hard for a teacher to
judge what their learners want meet everyone’s needs and so it can raise false expectations in
• Teacher confidence It can help to give the teacher confidence the learner/learners may make suggestions which cannot be
that they are doing the right things in the learners’ eyes implemented because of the course aims
• Teacher perception of learners It reminds the teacher to think of • Lower level It may be hard for lower level learners to express
the learners as individuals what they think
• Reflection It helps teachers develop analytical awareness of how
the lesson went
• Learner autonomy Research shows that it is important to
encourage learner autonomy/responsibility in the classroom
• Usefulness vs enjoyableness It shows the learners and/or
teacher that whilst something is enjoyable it may not be useful
and vice versa

(ii) Why might a teacher want to obtain feedback using the

procedures described?
• Checks lesson content It raises learners’ awareness/checks they
know what they have just done and what they have learnt from it
• Different opinions It is a good idea for learners to share their
opinions about a lesson with their peers as this can help them
to recognise that others may have different opinions/that the
teacher has to make decisions about the content of a course
which suit the majority of the learners (even if an individual does
not find a particular focus or activity or language area useful)
• Time It allows learners time to formulate their opinions so that
their feedback is focused
• Immediate recall Feedback at the end of the lesson means that
the lesson/how they feel is still fresh in the learners’ minds
• Teacher reflection time It allows time for the teacher to reflect
before acting on the feedback
• Honesty The feedback is written/anonymous and so it may be
more honest
• Enjoyment It’s important to focus on enjoyment in learning as
well as usefulness (because the combination of the two make
learning more effective)
• Stages 1–5 provide a concrete task/framework to focus the
learners’ feedback
• Stage 4 provides the opportunity for speaking practice
• Stage 6 helps the teacher to prioritise and show their learners
their commitment to taking their views on board and aim to meet
their needs

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 35

MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

Sample scripts with examiner

Compounds are sometimes hyphenated eg ice-cream.
Other noun
comments Are different to collocations which are words that co-occur frequently
One (could)
Paper 1 Task One (b) genre
The following sample answer gained almost all of the marks A feature of spoken or written discourse – that is recognised by its
available for this task language community by its register, style, lexis etc.
a back – chall chanelling channelling devices eg news report; email informal use of abbreviations
b direct test Formal; passive forms
c CLIL – content integrated lang teaching
Genre approaches are often adopted in the teaching of writing eg the
d intransitive verb
product approaches.
e affricate
If genre becomes “frozen” it is know
f homophone
Examiner’s comments on the sample answer (c) stative verb
The answer is clearly laid out and all the items are correctly identified A verb which describes that state of being an action/event and is not
and spelt, apart from item (c) where the candidate gives a correct dynamic in nature
term (CLIL) but also an incorrect one (content integrated lang e.g. know, agree, contain
teaching).
Stative verbs are not usually found in continuous forms i.e. I’ve
The following sample answer gained half of the marks available for known…not I’ve been knowing
this task
(d) proficiency test
a) back-channelling
A form of assessment which tests learners general ability in a
b) direct
language
c) immersion
d) intransitive e.g. FCE; CAE; placement tests.
e) fricative Tests which assess learners on content studied are known as progress
f) homonym (formative) tests or summative tests (and of course)
Examiner’s comments on the sample answer Examiner’s comments on the sample answer
The candidate’s layout of the task is clear. However, she only correctly The candidate provides an accurate definition and example for three
identifies and spells three of the items (back-channelling, direct, of the terms (compound words, genre and stative verb). However, she
intransitive). She misidentifies CLIL and appears to confuse fricative also includes additional information which is not required in the
with affricative and homonym with homophone. rubric, e.g. that stative verbs are not usually found in continuous
The following sample answer obtained very few of the marks forms. Candidates should note that no marks are given for further
available for this task points. The candidate’s definition of proficiency test cannot be
a filler credited because she does not mention that the test can be taken
b authentic testing independently of any course of study.
c integrated learning The following sample answer obtained half the marks available
d intransitive verb
a) words which are made up of two or more independent-meaning
e
words, to make a word with a new meaning, or by adding an affix to a
f homonym
word. E.g. toothbrush, highly-skilled, preorder
Examiner’s comments on the sample answer -they can be noun-noun combinations, adjective-noun, adverb-
The candidate’s layout of the task is clear but she automatically loses adjective etc.
a mark because she does not provide an answer for item (e). The
only term that she correctly identifies and spells is intransitive. Of b) the purpose or audience of a text categorised. eg business letter.
the remaining four, two do not exist (authentic testing and integrated Genres are particularly relevant in the written form, and English for
learning) and she confuses filler with back-channelling and homonym Specific Purposes (ESP) regards them as important.
with homophone. c) stative verb is a verb which expresses states, existence, beliefs,
perceptions etc. They are the opposite to dynamic verb which
Paper 1 Task Two generally express actions and events.
The following sample answer gained three quarters of the marks eg: BE, BELIEVE KNOW
available -we do not usually use stative verbs in the progressive (-ing) form,
(a) compound words (unless we want to express a temporary situation and never with
words such as KNOW.
Words which are composed of two individual which form a new,
sometimes unrelated meaning from the words in isolation. d) a proficiency test sets out to measure what a learner is able to do with
eg. compound nouns = handbag the language, rather than what they know.
compound adjective = well-designed eg: can they conduct a role in an interview? Fill out an application
compound adverbs = single mindedly single-mindedly. form? Proficiency tests are useful in situations such as assessing a
candidate for a job.

36 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

Examiner’s comments on the sample answer The following sample answer obtained a quarter of the marks
The candidate provides an accurate definition and example for two available
of the terms (compound words and stative verb). However, as with the 1 – correct use of linking words
previous candidate, she also includes additional information which is e.g.: In addition to this, Ireland is also developing…
not required in the rubric, e.g. that compound words can be formed
2 – expressing personal opinions
with different parts of speech. The candidate’s definition of proficiency
e.g. I strongly believe that the Irish educational system is a very
test cannot be credited because she does not mention that the test
competitive one.
can be taken independently of any course of study and her definition
3 – expressing comparisons and giving percentages
of genre does not mention that it is a text type which is distinguished
e.g.: less than 30% of Ireland’s population has a degree.
by specific features.
Examiner’s comments on the sample answer
The following sample answer gained a quarter of the marks
It is positive that this candidate has restricted her answer to three
available
features but unfortunately only one of them is correct, i.e. language for
a) a combination of 2 words which are often high frequency and the comparisons with the example less than 30% of Ireland’s population has
addition of the 2nd word changes the meaning book-case a degree. The feature of linking words cannot be credited because the
b) Genre – a type of text that is typical of and has many similar feature candidate needs to specify the type of linking words (for addition or
eg justification) and personal opinions are not a feature of a report.
c) stative verb – a verb that is used for states of being/emotion/feeling
The following sample answer gained none of the marks available
can not usually take the ing form
1) Summarizing/Closing report
sometime can take both
• Learner would need to be able to summarize the findings of the
eg have report and provide a conclusion.
I am having a look at it • “This report has shown that…/From the report findings we can
I have a house see that…”
d) proficiency test test the ss part way through a course to see how 2) Using future tenses to explain the purposes of the report. This would
proficient they are in using th applying the info that was included in be used in the introduction.
the test ie a y cours lesson using th Teaching the present sy simple • “This report is going to show us that…/This report will aim to…”
would be I – the proficiency test would test the present simple – 3) Language needed to show opinions of the writer based on facts put
reflects the learn. forward in the report. This may well need to be persuasive or/and well
d) to test the student to see what level they should be placed in – to test informed.
the knowledge they have @ the outset of the course. Ie a grammar • “As we have seen throughout this report, it is more important that
test to see what level their Ige is at to ensure they’re placed in the we…/In my opinion…/I believe it is clear that we need to…”
correct level. Examiner’s comments on the sample answer
Examiner’s comments on the sample answer The candidate’s answer is clearly laid out and she has respected the
The candidate provides an accurate definition and example for rubric by identifying three features with an example for each one.
stative verb. The remaining items are either not attempted (genre) However, the task cannot be awarded any marks because two of the
or incorrectly/imprecisely defined: the candidate does not say that features that she has identified are incorrect (use of future tenses and
a new word is created by the combination of two words; and her giving opinions) and the third one is part of report organisation and
definition of proficiency test is inaccurate. Whilst it is positive that she layout which is already listed in the rubric.
provides an accurate example (book-case), no marks can be awarded
for this because the definition has to be correct before a mark for the Paper 1 Task Four
example can be given.
The following sample answer gained most of the marks available
for this task
Paper 1 Task Three
4 strengths 1) task achievement
The following sample answer gained full marks
– The learner has achieved the task overall and provided an
– grammar: use of passive voice, e.g. “It is said assumed that…”; interesting and appropriately styled text for his/her level
“Calculation should be given priority to”.
e.g: there was a man who evey night snored
– style: should be formal and not personal, e.g. “The aim of this report one of my friends lost her ID.
is-“ (rather than “I’d like to write about…”)
This has a positive effect on the reader as it is clear
– cohesive devices: use of formal linkers to add information, (e.g.
“furthermore”) and to summarise/conclude (e.g. To sum up”) 2)cohesion and organization
-good use of cohesive devices to connect ideas, and introduce new
Examiner’s comments on the sample answer
ones.
The candidate identifies three accurate language features with an
eg: at the beginning,
example for each one: use of the passive; formal style; and linkers
for addition. Her answer is concise and does not provide any Apart from this (sic) problems
unnecessary information and it is positive that she does not identify This helps the reader to follow her ideas, the writing ‘flows’. In feedback, I
more than three features as examiners will ignore any extra features would highlight these strengths and encourage their use in the future.
beyond the first three.

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 37

MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

Weaknesses1) accuracy of grammar Grammar: Accuracy of Grammar:

-the learner has used some past tenseverb forms inconsistently eg get Learner uses past simple form quite Plural forms
used to…? consistently, This is appropriate for this Use of infinitive to express purpose is
eg: she was so worry genre (anecdote) eg “ I went …” innacurate.
This can cause some confusion/misunderstanding for the reader and make “her family sent…” e.g
the text a seem strange …Guiness for know…
The reader would be clear that these …applied for did…
2) range and accuracy of lexis events took place in the same time frame
– the learner has some problems with collocations such as ‘a and in chronological order.
This may cause the reader to stop as “for”
funny time’ and the use of ‘s’ on adjectives modifying plural
is not followed by an accurate/predicted
nouns eg: in diffents situations
ending.
– this is probably due to L1 interference and could fossilize if not
Cohesion Lexis
corrected.
Use of discourse devices adds cohesion Plural forms are used inaccurately in
Examiner’s comments on the sample answer of the piece conjunction with “this”
The candidate accurately identifies one key strength of the text under eg “Finally…” eg “this problems”
the area of cohesion which is the learner’s use of linking devices. She “Fortunately…” “this kind of problems”
gains maximum marks here because she supports this point with a
clearly stated example although she provides two examples, when This engages the reader as it gives some
the rubric only asks for one. Candidates should note that only the first indication as to the writer’s attitudes/
example provided will be credited, which means that there needs to feelings towards what transpired.
be one accurate example provided rather than two accurate ones or
one inaccurate, followed by an accurate one. The other strength that Examiner’s comments on the sample answer
she identifies cannot be credited because the area of task achievement The candidate accurately identifies one key strength of the text
is not included in the rubric. under the area of organisation which is its logical organisation with
an example of the content of the first two parts of the text. The other
In terms of key weaknesses of the text, she identifies two: under
strength that she identifies cannot be credited because the learner’s
accuracy of grammar, she recognises the inaccurate use of get used
use of the past simple is inconsistent and is therefore a weakness of
to, and under accuracy of lexis, she cites the learner’s misuse of
the text. In terms of key weaknesses, she accurately identifies one:
collocations. She gains maximum marks for this second weakness
the misuse of purpose clauses with accurate exemplification but
because she provides a clear example (a funny time) but she gains
again, only the first example will be credited so it is not a productive
no marks for get used to because she does not provide an example
use of time to provide more than one. The point can be credited under
from the student generated text. The answer includes three additional
the criterion of accuracy of grammar because purpose clauses are part
comments as to how the features impact on the effectiveness of
of cohesion and grammar. The second weakness of task achievement
the text, e. g. (the use of linking devices) helps the reader to follow her
cannot be credited because it is not included in the rubric.
ideas, the writing ‘flows’. Candidates should note that such comments
are not required in this answer. The candidate also comments on This answer shows good potential but the candidate automatically
what she would tell the learner in feedback (In feedback, I would loses marks because only the first four points made in this task can
highlight these strengths and encourage their use in future) which is also be marked. In the case of this answer, there were two more accurate
outside the remit of this task. The examiners also noted that this points with clear exemplification (the use of linking devices and the
candidate has provided two strengths and two weaknesses. This may misuse of plural forms) which could not be credited because they
be because she has interpreted the rubric as requiring two strengths formed points five and six of the answer. Candidates must therefore
and two weaknesses but this is not the case. Candidates can include ensure that they only identify four key strengths and weaknesses
one strength and three weaknesses or vice versa. as it is not a productive use of time to identify more as they cannot
be marked. As with the previous sample, the candidate includes
The following sample answer gained over half the marks available
unnecessary additional comments on how the features impact on the
for this task
effectiveness of the text, e.g. This may cause the reader to stop as “for”
+ − is not followed by an accurate/predicted ending.
Organisation: Task Achievement: The following sample answer gained fewer than half the marks
The piece follows a logical order eg Final line should relate more closely to available for this task
Opening: Where? When? First Parag: rubric rather than the topic of problems eg. • task achievement (strength) the student answered the question, giving
Outline detail/anecdote “I think this kind of problems…”
information both about the ‘holiday’ aspect (location, participants,
Final: Sum up hotel, sightseeing etc) and why it was impossible to forget. Eg “…one
This impacts negatively on the reader as it
of my friends lost her I.D. we couldn’t believe it!”
This impacts positively on the readability of ends off topic “holiday”
the piece making it coherent. • organisation (weakness).
The information is somewhat jumbled, there is no clear topic sentence,
and the opening paragraph does not indicate what follows. eg. “ At the
beginning we couldn’t sleep but finally got used to it” does not set the
scene for why the trip was memorable.

38 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

• cohesion (strength) earlier

The story is clear and easy to understand. It does not put an undue • regular comparative form of adjective ending in “y”
strain on the reader. eg.”Fortunately she got it 2 days later after • “y” is removed and “ier” (suffix) is used to form comparative
and she hadn’t troubles for come back to Spain.” – this contains • used attributively to describe “pictures”
grammatical errors but is still straightforward to follow: had the • not used in conjunction with “more” unlike other comparatives
student’s limitations do not interfere with his/her message. • may be modified by adverbs eg much, for etc.
• accuracy of grammar (weakness) Revolutionary
The student has made most errors throughout, e.g. “I never forget • adj formed from noun (revolution) + suffix “ary”
my last trip to Dublin”. – the first error was even given in the correct • gradable adjective
form of part of the question. The student clearly knows how to form • used attributively to describe “idea”
past tense verbs as these are used in many places, but should be Recognizable
more careful to use the correct forms throughout. Process unity with • gradable adjective formed from lexical verb “recognize” + suffix
emphasis on drafting and editing could help. –able
Examiner’s comments on the sample answer • final ‘e’ of recognize is dropped
• used predicatively to describe “her” photo.
The candidate mentions two strengths and weaknesses but none of
them can be credited. In terms of strengths, the point concerning task PRONUNCIATION
achievement cannot be credited because this area is not included in 1 stunning /stn/
the rubric; the candidate’s point about the cohesion of the text is too • learners may have difficulty with consonant cluster resulting in
vague as she does not mention the learner’s use of linking devices. In epenthesis eg Spanish speakers /estn/
terms of weaknesses, a lack of precision in the candidate’s discussion 2 earlier /(r)li/
of accuracy of grammar is also problematic because she only refers • learners may not recognise the schwa ending eg Brazilians who
to inaccurate use of the past tense rather than inaccurate use of the are used to AmEng /rlier/
simple past tense. The second weakness of poor organisation of ideas
3 revolutionary /revlunri/
also cannot be credited because this is a strength of the text.
• Learners may not place word stress accurately due to L1 transfer
eg. Italians may stress suffix (Similar point for recognizable)
Paper 1 Task Five
(c) ARTICLES
The following sample answer gained a high number of the points the images
available • definite article plus plural countable noun
a) BOOK COVER • used to specify a particular group of images, in this case the
• Background info/profile of author plus accompanying photo images in this book
e.g. Leah Bendavid-Val, Director of Photography…. • Q determiner

This promotes other material by The same author indicating a unique photographic approach
other possible reading material of interest eg…. The author of • indefinite article used with vowel sound word beginning with
‘Propaganda & Dreams’ consonant sound – unique /junik/
• used to specify one approach
• Blurb/Description of content outlines what reader can expect in
• used with singular countable noun.
this book & to what degree of detail eg “ The images capture rare
• premodifies noun (approach) with adjectives (unique
moments.”. “Five chapters cover the Society’s major themes…”
photographic)
• Lexis is descriptive and promotes book eg stunning volume • a determiner
award winning photographs
Wildlife
• 
Style is quite formal and presents contents & author profile quite • zero article used before uncountable noun “wildlife”
factually • used when speaking generally – not referring to any specific
eg An introductory chapter chronicles… wildlife.
• Grammar used includes present simple tenses when referring to the human senses
content • definite article used with plural countable noun “senses”
eg • part of compound noun “human senses”
“The images capture…” • relates to a unique entity – the human senses only relates to one
possible thing (5 senses)
“stunning images reveal…”
• premodifies noun.
(b) FORM: (i)
In the field
Stunning
• Definite article premodifies countable noun “field”
• adjective form by lexical verb (stun) +ing form. “ing” is the suffix
• Used as part of a fixed expression/fixed prepositional phrase.
• final “n” is doubled due to C.V.C pattern.
• used attributively to describe countable noun “volume”.
• absolute/non-gradable adjective
• not used with gradable modifiers

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 39

MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

(d) verbs and so fails to gain another two marks; or that was sets the
background to a narrative; or that had refers to a time/events before a
Form Use
time focused on in the past rather than to an earlier past point.
• (was) past simple form of irregular • to express an action/state completed
auxiliary verb be in the past. The following sample answer gained half the marks available for
• Copular verb relating to subject “Steve” • relates to possession of “the treasure” this task
• followed by prepositional phrase “on – a photo. 5a 
organisation: each paragraph has a clear purpose, e.g. par 1
assignment” introduction: par 2 description images; par 3 outline book; par 4
• 3 rd person form written part of the book
• links subject and complement. 
style: use of positive extreme adjectives to promote the book e.g.
• positive form stunning, unique.
• (had) past simple form of irregular lexical lexis: topic-related lexis, e.g. to photography, e.g. images capture,

verb “have” pictures, perspective, illustrating
• 3 rd person (he is subject) 
grammar: use of present simple to describe the content. Also
• positive form when something happened in the past, the present simple is being
• transitive verb used, e.g. “Author Leah Bendavict-Val writes about…”
• (was) past simple of irregular aux. • common lexical collocation (develop 
cohesion: use of mostly simple linking devices, e.g. “and”
verb be a photo) combined with more formal linkers such as “while” and “along
• part of passive structure be +p.p. • follows given (the image) – new pattern with”
(developed) (developed) 5b (i) stunning: suffix is –ing. This suffix is used to indicate someone/
• 3 rd person subject is the image. • given new info end-weight something has an effect on I a person. The suffix a cause causes a
double consonant (root/arm: “stun”)
• (had) past simple of aux. verb have • part of fixed expression “to lead a Earlier: suffix is –er.
• part of past perfect simple construction difficult life”
This suffix is used for to make comparisons with one-syllable
(had) + p.p (led) • relates to an earlier past point. adjectives and adjectives ending with –ly. The “y” in the root form
• p.p is irregular lexical verb (lead) of the item is always replaced by “I” in the case of revolutionary a
• 3 rd person = she. companion or superlative form.
revolutionary: suffix is –ary
Examiner’s comments on the sample answer
recognizable: suffix is –able
Part a
Suffix Because of the suffix, the final “e” in the root form (to

The candidate identifies three features with an example for each
recognize”) is dropped. –able is used here to express that someone
one: the inclusion of a photo of the author; information about the
can/is able to recognize something/someone
author and her other work; and an outline of the key content of the
book. There are two other potentially correct points but they cannot 5b (ii) – students may mispronounce “ing” in stunning. It should be
be credited because the candidate does not explicitly state that pronounced on the a diphtong / / and not as separate
adjectives are used or that the present tense is the present simple. The phonemes /n/ /g/ or as only /n/
point about the use of a formal style is not a feature of the genre. – word stress in ‘revolutionary’ because it contains many
Part b syllables. So learners many may stress the syllables “na”
The candidate is detailed and accurate in her answer and she makes instead of “lu”, especially Spanish natives, since this would be
six points in terms of the form of the four adjectives. However, she done in their L1
provides information on the use of the items which is not required – learners may pronounce “ear” in earlier as /i/ because this
in the rubric. In terms of pronunciation, she respects the rubric and would be the pronoununciation of “ear” as an individual word.
only identifies three problems that learners might have. These are all 5c – 
the images: use of definite articles because the images have
accurate, clearly stated and illustrated with appropriate use of the been mentioned already, in the paragraph before
phonemic script.
– a unique approach: indefinitive article because the approach
Part c isn’t specific and hasn’t been mentioned before. “a” and not
Here the candidate makes 14 out of a possible 20 points, an “an” is used because “u” is pronounced here as a consonant.
indication that she has a sound knowledge of the use of articles – wildlife: zero article, because meant is wildlife in general.
although she misses the two points about anaphoric reference in
– the human senses; definite articles because these are specific
terms of the images/in the field and does not mention the use of a
senses and not senses in general.
rather than an with unique.
– the field: even though the “field” is a specific field, an a so
Part d definitive articles is used. Because Meant is the field of
The candidate’s response to this part of the task is less convincing photographer
and she only makes 13 out of a possible 27 points. She does not
5d “was”: irregular past simple of the verb “to be”, used for the 1st and
achieve a number of points because of a lack of precision, for
3rd person. Singular. Past simple is used because the event takes
example she does not say 3rd person singular and therefore loses four
place at a particular time in the past.
marks across the four items. Her analysis is also not detailed/precise
enough: for example, she does not state that was and had are main Use: “was” is the main verb of the sentences

40 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

– “had” : form irregular past simple form of verb “to have”. Past that the past simple is used because the event takes place at a particular
simple is used because the event took place at a particular point in the past which is not the case. She also asserts that the past
time in the past. perfect is used to express which past event of two events happened first
Use. “had” refers to “possessed” which is not accurate because in this particular text, it is being used
to refer to a time/events before a time focused on in the past. The
“was” FORM irregular auxiliary verb (irregular past form of
– 
“to be”) as part of a passive construction (“was developed”) candidate needs to look more closely at the use of the language items
in the sth past simple tenses (was/were + past participle) in this particular text.


Use: passive construction is used because it’s irrelevant who The following sample answer gained a quarter of the marks
developed the photo; the focus is on the action, not the actor. available for this task
– Had led Form auxiliary verb (irregular past form of verb to 5a 1. Contains a paragraph of either the author, subject of the
have”) as part of the past perfect tense (had led) had + past book and a biography of the person photographed. eg
participle) photo as seen inside back cover in this+ … is the author of
– 
Use: past perfect is used to exp express which past events of Propaganda.
two events happened first. 2. Use of the present tense to describe the contents of the book.
The woman had led a difficult time before the photographer came eg Five chapters cover the society’s major themes.
to visit her again. 3. formal language/style. e.g. ”An introductory chapter
Examiner’s comments on the sample answer chronicles The Evolution of Photographic….

Part a 4. The inside back cover makes references to both the front and
The candidate identifies two features with an example for each back cover of the book.
one: the use of extreme/positive adjectives and the use of the eg. (46) Front cover: Veteran National Geographic…
present simple. Of the three other points made, the one in relation eg. (56) Back cover: Seventeen years later....
to organisation cannot be credited because it is descriptive and not 5. Contains a lot of descriptive adjectives stunning volume,
specific to the genre; the same applies to the point relating to lexis compelling,
because in the genre of the inside parts of a book cover, the lexis is
5b (i) Stunning
related to the field of writing (the topic of photography is specific to
this particular text); and the point about cohesion is not accurate. from lexical verb stun +ing
-spelling- double the final consonant n as preceded by a single
Part b
vowel
The candidate’s response is very limited and she only makes
+-ing
four points over the two parts. As with the previous sample,
she provides information on the use of the items which is not describes the volume noun head ‘volume’
required in the rubric and narrowly misses points because of a earlier- comparative adjective formed by dropping the ‘y’ of adj
lack of precision in her analysis: for example, she recognises that early, replacing it with ‘i’ and adding er earlyi+er
the consonant doubles at the end of stun but does not state why contrasting old + new pictures.
and she does not say that recognisable is formed with the verb +
revolutionary – derived from the noun revolution.
suffix. In terms of pronunciation, she respects the rubric and only
identifies three problems that learners might have but only one of revolution+ary
these is accurate (problems with stress placement in words). The describing a concept
first problem regarding the pronunciation of stunning is inaccurate
recognizable
and the third relating to earlier is not stated precisely enough to be
derived from the state verb. to recognize.
credited because the candidate does not refer to the sound/spelling
relationship which is the cause of the problem. recognize = delete ‘e’ +able

Part c 5b (ii) Stunning:

Here the candidate gains only eight marks, an indication that her ss may use the long/u/ instead of //
knowledge of the use of articles is incomplete. Again, she misses out ss may place the stress on second syllable instead of the first.
on points because of a lack of precision: for example she needs to say
earlier
anaphoric reference to be awarded the point in terms of the images; and
she needs to use the phonemic script or mention the term semi-vowel ss may not recognise the e+a together make an // and
to be awarded the point about the use of a rather than an with unique. pronounce them individually.
She also omits key information, such as the use of the definite article ss may not realise you can pronounce the ending two ways
with a plural noun (the images) and the indefinite article with the /rli/ or /rlir/
singular/countable noun (approach). Her final point about in the field ss may pronounce e as in erli/
is inaccurate because she does not recognise that the is being used as
• revolutionary
part of a fixed expression.
– ss may place stress on wrong syllable eg revolutionary
Part d not revolutionary
The candidate’s response to this part of the task is also not strong – ss may not recognise the // sound of tion & pronounce
as she gains only 12 marks. As with the previous sample, she loses it /t/
a number of points because of a lack of precision. However, some of – ss may pronounce ‘o’ as // as opposed to the weak
her analysis is also inaccurate, for example in terms of was, she states form //

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 41

MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

• recognizable. Paper 2 Task One

– ss may put stress on wrong syllable eg  recognisable
The following sample answer gained two thirds of the marks
– ss may not recognise the ellision of /zHbl/
available for this task
5c The images
+ −
– referring to
• The rubrics are clear stated with no • In ex.7 there is a lot of reading to do
wildlife
ambiguous terms. while listening (integrated test)
no article as refers to a Application to L: Application to Learner:
5d was on assignment S will be motivated by task Qs as it is S may not be able to identify correct
past simple of lexical vb to be irregular clearly stated and easy to follow as a answer due to unknown lexis &/or slow/
diagnostic test this is important. The test poor reading skills. The construct of
• was developed. is easy to administer as a result. the test should have validity. This could
past simple of auxilliary vb be used to construct the passive demotivate S and affect the reliability of
with past participle of vb develop. S’s result.

Examiner’s comments on the sample answer • It is a direct test discrete point test of • It’s an indirect test.
listening (Ex6)
Part a
Applic to L: Applic to:
The candidate identifies two features with an example for each one:
S needs to use Eng on the phone Ex6 In exercise 6 S will have to rely on
explanation of the photographs on the book covers and the use of
provides real-life practice of noting writing skills so if her writing skills are
extreme/positive adjectives. The remaining three points cannot be
down msgs as we do on the phone. It is poor (she may not be able to spell or
credited because the use of the present simple is not explicitly stated
both relevant and accessible to S. It will identify connected forms) her results
(rather she says the present tense); the point about formal style is not provide good evidence for T. won’t reflect ability.
a feature of this particular genre; and the point about the inside cover
• The tasks provide an opp. for S to have • The content of Ex7 is an informal
is descriptive.
fresh starts. dialogue between native speakers.
Part b Applic to L Applic to L:
The candidate’s response is limited and she makes six points over the S can “start again” with Ex.7 and will feel S may feel that this does not meet her
two parts. As with the previous samples, she provides information on she’s been given a fair opp. to display specific needs (phone lang.) And may
the use of the items which is not required in the rubric and narrowly listening ability. The test has face validity feel that her T is not catering for her.
misses the same points because of a lack of precision in her analysis. and will have positive spin-off for S as
However, unlike the previous two candidates, she does not respect her list. skill focus is being catered for.
the rubric in Part b and lists 10 possible problems, of which only one • The test is objectively marked (Ex.6 + • The task in Ex7 may not provide a
can be credited (the problem with the vowel sound //) because Ex.7) sufficient challenge to S. due to M.C.Q’s
only the first three problems are marked. Applic to L Applic to L:
Part c S will be able to see exactly why she S may feel that she’s in the wrong
scored in such a way and it will have level that the task doesn’t provide the
The candidate does not attempt this part of the task.
predictive validity for T. challenge of a real phone call/exchange.
Part d It does not have content validity.
The candidate’s response to this part of the task is minimal and
she only gains four out of a possible 27 marks. She does not make Examiner’s comments on the sample answer
any innacurate points, but fails to achieve a point for identifying the The candidate makes eight positive and negative points about the
auxiliary because she misspells the term. relative effectiveness of the test and how these apply to the learner
but only the first six can be marked. Out of the first six that she
outlines, four can be credited as being accurate: the rubric is clear
and the learner will know what to do; the dictation acts as a form of
note-taking and the learner is likely to need this in her work; Task 6
requires accurate writing skills which the learner may lack and so
she may not show her real abilities; and the learner is not tested on
her knowledge of telephone language and so her needs are not met.
The other two points in terms of there being a lot of reading to do
while listening and the fresh starts cannot be credited as they are not
accurate. The layout of the task is confusing because it is sometimes
difficult to match the point and its application and it would be helpful
if the candidate used the sub-heading of Point (as well as application)
to signpost her answer. Most importantly, the candidate needs to
number the points so that she ensures that she does not exceed the
maximum number of six points and applications as required in the
rubric.

42 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

The following sample answer gained half of the marks available for 4. The test does not directly cover telephone conversations.
this task 5. No marks are shown for task 7, which means that an appropriate
diagnostic cannot be made.
ONE
6. There is no specific time mentioned for each listening task which raises
negative questions about the validity of the test.
– the test lacks face validity, in that it has no obvious relationship to the 7. Task 6 is not really adequate to the student’s level and it’s much more
kinds of telephone situations the student is likely to encounter in real difficult than task 7.
life in her job. 8. The tasks should go from easy to the most difficult in a diagnostic test,
positive but this is not the case here.
– the test is clearly laid out with clear and comprehensible rubric that
Examiner’s comments on the sample answer
a student at pre-intermediate level should be able to understand,
As with the first sample, the candidate outlines eight, rather than
therefore she can commit all of her cognitive resources to answering
the required six points, so the last two cannot be marked. Out of the
the questions.
first six points made, three can be credited but none of them can be
negative awarded full marks because they do not have an application to the
– the test is from an elementary level resource book but the student is learner. The accurate points are that the tasks test listening skills; the
already studying at pre-intermediate level. There is a concern that topics are everyday ones and not relevant to her job; and the learner
it will be too easy for her and so fail to uncover sufficient areas for is not tested on her knowledge of telephone language. The remaining
further instruction. three points are not accurate or relevant: that there is a good mix of
positive tasks; that the allocation of marks for Task 7 are not shown; and that
– the test covers both listening for specific details (ex 6) and listening there is no mention of the time allocated to the test. The candidate
for gist (ex 7). Both of these are important skill which are relevant for does not appear to be aware that she needs to say how these points
S. in her job. apply to the learner in a positive or negative way.
positive
– the test offers the opportunity for fresh starts as there are a number Paper 2 Task Two
of questions, and in the case of ex.6 also offers a 2nd chance to listen.
The following sample answer gained more than half of the marks
If S. makes a mistake on one question it will not prevent her from
available for this task
demonstrating her ability in other parts of the test.
negative Two
– there is not much space to write in ex.6 if the student does not have (a) A.1 – to ensure that SS are familiar with the basic terminology which is
small handwriting. This could lead to a congested answer paper with a prerequisite of successfully undertaking the following exercises.
sentences continuing onto the lines below. The student should be A.2 – to raise students’ awareness of the fact that some words can
given enough space to write so they can focus their energy on the have more than one meaning, and can represent different parts of
content of their answer. speech.

Examiner’s comments on the sample answer A.3 – to give students an opportunity to apply different meanings
It is positive that the candidate has respected the rubric and only of the same word to real sentences, focusing on part of speech and
made six points and applications. Of these points, three can be meaning.
credited: that the rubric is clear so the learner will know what to B.4 – to draw students’ attention to the existence of homonyms, and
do; both tasks test listening skills which is relevant to the learner’s test their knowledge of some common ones. If they find it difficult it
job; and the learner is not tested on her knowledge of telephone will motivate them to pay close attention when they are shown how to
language which she needs to use at work. The remaining three points use dictionaries effectively.
cannot be credited as the level of the test is appropriate (rather than B.5 – to encourage students to practice using a dictionary for words
inappropriate) for a pre-intermediate learner; the fact that the test which are especially tricky to pronounce. To assess how well students
offers opportunities for fresh starts is not relevant to the situation can read phonemic script and to motivate them to practice and get
outlined in the rubric; and the lack of space to write answers is a better at reading it.
minor issue relating to the practical design of the test. The layout B.6 – to feedback on students’ attempts to read and pronounce
of the text is potentially confusing as the candidate moves between phonemic script in point B.5. This provides pronunciation practice and
making positive and negative points. also helps students identify ones they need to work on.
The following sample answer gained a third of the marks available (b) C.7 – combines with the exercises in part A by covering some of the
for this task same vocabulary (e.g. book, match), tests word knowledge, and
ONE reinforces the fact that many words have more than one meaning.

1. The test diagnoses both the listening and the listening comprehension C.9 – includes homonyms from exercise B4 (e.g. son/sun), and
skills. further reinforces all of the work done up to now by asking students to
2. It is a good mix of open exercises and multiple choice checking thus to manipulate metalanguage to explain the connections or differences
what extend the student can use the information they listened to. between words which appear to be quite similar.
3. The student is presented with every day situations and not with D.10 – further builds on the metalanguage from ex. A.1 and also
situations connected to her job. In this case her general listening and follows up from ex B.5 by asking students to actively think about how
listening comprehension skills are being diagnosed. words appear in the dictionary and for what purposes a dictionary is
used.

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 43

MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

D.11 – this follows up from ex. B.5 by asking students to actively use (Exercise B4) because of the difficulty caused by spelling in English;
a dictionary to find words. It also builds on the metalanguage first and the usefulness of training learners to use dictionaries (Exercise
introduced in ex. A.1. B4) because it can lead to greater learner autonomy outside the
(c) • The belief that there is a place for metalanguage within the classroom. The fourth assumption that practice activities are useful
modern language classroom (A.1). Often students are taught cannot be credited because the candidate does not specify that the
using metalanguage in schools or universities within their authors believe in the value of controlled practice activities.
country’s public education system, so find it comforting and useful Overall, the examiners noted that the candidate knows how to
even within a communicative context. approach the task and the layout of her answer is clear but she needs
• 
The notion that practice exercises like gap fills are useful even to ensure that she makes the required number of points as stated in
when at the level of the sentence there is a lack of the context the rubric.
which would be found at the level of discourse (A.3).
The following sample answer gained just over a third of the marks
• 
The belief that phonemic script is an important tool in the
available for this task
language classroom (B.4). This is particularly relevant in the
TWO a
context of students where their L1 uses a non-Roman alphabet,
• to distinguish nouns from verbs and adjectives (ex.1)
but could apply more broadly due to the difficulty of English
spelling. • to distinguish singular from plural (ex.1)
• The belief that skills training should form part of language courses • to use context hints in order to identify the words that best match a
and is a worthwhile use of class time. (B.5). Learning important sentence/content (ex. 2, 3)
skills (in this case how to use a dictionary) can lead to greater • to pronounce different words correctly (ex.2) using associations (in
student autonomy, and allow them to develop their language this case homonyms)
knowledge outside the classroom and cope better in the real • to use the phonetic alphabet in order to read and pronounce words
world. correctly (ex 4, 5)
Examiner’s comments on the sample answer • to use a dictionary not only for the meaning of a word, but also for its
correct pronunciation (ex. 5)
Part a
The candidate identifies seven purposes over the six exercises, • to practise their pronunciation and listening skills (ex.6)
of which five are valid: to check understanding of metalanguage • to make students aware of homophones (words with the same
(terminology) in Exercise A1; to raise awareness that some words can pronunciation and different spelling)
have the same form but different meaning in Exercise A2; to highlight b
form in Exercise A3; to practise using a dictionary in Exercise B5; and to • exercise 7 uses the information in exercise 2 to make students aware
reinforce the phonemic script in Exercise B6. However, this last point of the different meanings of a word For example, in exercise 2 uses
cannot be credited because it is the seventh point that the candidate the photo of a match, but the meaning is match (=game). Exercise 7
makes and only the first six points made are marked. The remaining offers both options plus a third one, which is the one that is wrong and
two purposes cannot be credited because they are inaccurate: to therefore has to be circled by the students.
focus on homonyms in Exercise B4 (the focus is on homophones); and
• exercise 9 systemizes the information students worked with in exercise
to assess how well learners can read phonemic script in Exercise B5
4, students have to use five criteria to define the given words, i.e.
(the purpose is to check different phonemes).
finding a synonym (“means the same as”), a homophone (“sounds the
Part b same as”), an antonym (“is the opposite of”), etc
The candidate identifies three accurate points over the four exercises. • exercise 10 uses the grammar terms and concepts that students
These are that Exercise C7 reviews the meanings of the homonyms practised in exercise one, but adds information regarding the
from the previous exercises; Exercise D10 returns the focus to abbreviation of the aforementioned terms; it requires students to both
metalanguage; and Exercise D11 gives practice in using dictionary skills give examples and infer a term from an example, i.e. induction and
focused on in earlier exercises. The candidate’s discussion of Exercise deduction making.
C9 is too imprecise to be credited as she does not refer to the use of • exercise 11 deals with the information that students used in exercises
the dictionary definitions and she misses another point in Exercise 1, 2 and 3, giving them new words, but also clues such as the part of
D11 when she writes It also builds on the metalanguage .. without speech expected, the tense, singular or plural.
mentioning that it allows the teacher to check the learners’ progress
the students are prompted to use a dictionary, so they can practise
with it. The candidate needs to follow the rubric and outline six ways
everything they learnt in exercises 1 and 2 further.
the exercises combine – by only outlining four, she automatically
Exercise 11 looks similar to exercise 3, but deals with new words and is
loses possible marks.
more difficult.
Part c
c
Again, the candidate does not respect the rubric as she only
1. Students learn a language better when they can identify the
outlines four assumptions as opposed to the required six. Of these
categories of words used in a context.
four, three are accurate and gain full marks because she states the
This assumption is important for language learning because when
assumption, an exercise where it is evidenced and a reason for its
learning a language learners need to know for example when to use
inclusion in the material. These are that it is valuable for students to
a verb (to express an action) and when to use a noun (for example
learn metalanguage (Exercise A1) because often students are taught
when talking about different object in a room), etc.
using metalanguage in schools or universities ... so find it comforting
and useful; it is useful for learners to recognise the phonemic script This assumption refers to exercise 1.

44 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

2. Learning has to be contextualised because a language can only fully evaluation when she writes Exercise 11 looks similar to exercise 3, but
exist in a context. The meaning of a word can change depending deals with new words and is more difficult. Candidates should note
on the context. This assumption is important for language learning that they should limit their answers to identifying how the exercises
because words cannot make meaning for a speaker unless there is a combine rather than evaluating them.
context that requires them.
Part c
This assumption refers to exercise 3. In this part of the task, the candidate respects the rubric and
3. Using realia and pictures/drawings helps language learning. outlines six assumptions, with reference to an exercise where they
This assumption is important for language learning because we do are evident and a reason for each one. However, unfortunately only
not only communicate using words, but also non-verbal devices. A one of these assumptions can be credited because the others are
lot of things, ideas and feelings can be verbalized , but a photo can either inaccurate or imprecisely expressed. The assumption which
sometimes replace a thousand words or be a good starting point for a is credited is that it is important to train learners to use dictionaries
conversation. (Exercises B4/B5) because this will help them to work independently.
This assumption refers to exercise 2. In her first assumption, it is not clear that she is referring to the value
of metalanguage and in the sixth one, she needs to specify that the
4. Working with dictionaries will make language learners more
authors believe in the value of controlled practice. The remaining
independent.
assumptions are not evident in this sequence of material, i.e. the
They will know how to check both the meaning and pronunciation of value of placing language in context, the use of visuals, and the
words. importance of having a focus on the form and meaning of a word.
This assumption is important for language learning because any
learner would like to become more independent from their teachers. The following sample answer obtained just under a third of the
The whole purpose of language learning and teaching is to form marks available for this task
learners who can use a language independently. (a) (A) Task Two a.
This assumption refers to exercise 4 and 5. Exercise 1 focus on the fact that knowing a word means you must
5. Both the form and the meaning of a word has to be taught in order know what classification the word is, is it a noun verb or
for language learners to make the most of their language learning adverb.
experience. This assumption is important because learning lists of Exercise 2. Focus on the fact that words can be homophones and to
words without knowing their meaning (preferably contextualised know a word you must know the possible homophones
meaning) will not turn anyone into a good speaker of a language. and meanings associated with the word.
This assumption refers to exercise 3 and 4. eg A watch (n)
6. Practice makes perfect when learning a language. This assumption is eg to watch (v)
important for language learning because only continuous exposure to Exercise 3 focuses on the fact that to know a word you must be able
a language or to any stimulus in general will make a subject get used to put it in context to show where the word goes in a
to it and improve the way the stimulus is approached. sentence and how it is used.
This assumption refers to exercise 3. eg she’s a cat (noun)

Examiner’s comments on the sample answer Guided discovery

(b) Exercise 4 to know a word means that you can recognise it when you
Part a
hear it and you know how it is pronounced. This exercis helps students
In Part a, the candidate outlines eight points but only the first six
to recognis how a word is pronounced and that different words can
can be marked. Of these, two are accurate: to help learners with the
have the same pronunciation (homophones)
phonemic script in Exercise B4; and to practise using a dictionary
in Exercise B5. The first two points are inaccurate, the third one is Guided discovery
descriptive and the fourth one is too imprecise – the candidate Exercise 5:- This exercis helps students to understand that to know
needs to write that the purpose is to raise learners’ awareness of a word means you can produce or say the word yourself and be
homonyms rather than to pronounce different words correctly. The understood by another person when you use the word.
remaining two points cannot be credited because examiners only Exercise 6:- Gives students an opportunity to check that they are
consider the first six points made. In the case of this candidate, whilst correct. They have had guided discovery of different aspects of
the final point she makes shows potential (that the exercise focuses pronunciation and this gives them a chance to see if they are correct.
on homophones), it would not be possible to credit it if it was within (c) Exercise 7 – students do this exercis with a partner which helps them
one of her six points because she does not state which exercise she is to see they can learn from each other as well as by themselves or from
referring to. the teacher. The students are applying the things they have learned
about what it means to know a word in exercises 1 to 3. They will be
Part b
able to use a dictionary to find the meaning of a word whether it’s
Again, the candidate does not respect the rubric because she only
a noun or verb or adverb (EX1), a homophone (EX2) and how it is
outlines five points rather than the six asked for. Of these points,
used in context. (EX3). They can exchange their knowledge with their
four can be credited: that Exercise C7 reviews the meanings of the
partner to see if they are correct.
homonyms from previous exercises; Exercise D10 returns the focus
to grammar information and extends the abbreviations; and Exercise Exercise 9:- helps students to put into practice what they understand
D11 gives practice in using a dictionary. Her point about Exercise C9 about the meaning of a word (EX 1,2,3) and how a word is
cannot be credited because she needs to mention that it extends the pronounced (Ex 4 + 6) It helps them to record vocab in a way that
dictionary definitions/language. Her answer contains unnecessary gives them a fuller picture about what a word is and how to record it
exemplification in terms of Exercises C7 and C9 and also some for future reference.

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 45

MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

(d) Exercise 10. candidate did not provide a rationale for any of them; for example that
Helps students to recognise how a word is classified in a it is important for learners to be trained to use a dictionary because
dictionary (as learned in EX1) but how the classification may be it helps them to continue learning outside the classroom. Candidates
abbreviated in a dictionary reference and come with an example. could find it beneficial to use the headings of Assumption, Exercise,
It also test their ability to recognise what type of word they are Reason in this part of the task in order to ensure that they address
using (EX1). all three requirements in the rubric. The remaining two assumptions
cannot be credited because they are either incorrect (learners need to
Exercise 11
learn to record vocabulary) or vague (learners need to try new things
This helps students to put language into practice and to use a
by themselves). This assumption is not clearly enough stated to be
dictionary to help them complete an exercis in a controlled way.
taken as the value of learning pronunciation.
This is an application of what they learned in Ex1 and 3.
(C)
Paper 2 Task Three
1. Students need to be able to work alone to learn and not just depend
on the teacher. Students should learn how to look up words in a The following sample answer obtained all of the marks available for
dictionary recognis what type of word they see and how they can use this task
it in context (EX 1, 3). 3a(i) • 
By focusing on the different types of activities of the lesson
2. Students should be able to learn how to recognise and produce vocab the teacher can get an idea of what kind of learners they
by themselves with use from a dictionary. Students can learn this and have. For example, if the students enjoy (or find useful)
help their own listening comprehension of spoken English eg for their activities where they match different bits of paper, they
work. (Ex 4, 5) will learn they have kinesthetic learners and so can plan
3. Students need to be able to put language into practice in a controlled accordingly in the future – introducing more activities of this
way and go on to develope it in a freer way. Students need to be able type.
to build their writing skills for future puposes e.g pass an exam etc. • 
Using the stages of the lessons allows the teacher to evaluate
(EX 3). how well they are pacing the lesson. For example, a student
4. Language learning is about guided discovery outside the classroom may comment that one activity was too long/short and so
and that students can take charge of their own learning and learn they will get an idea of how well they are pacing the lesson.
new things without guidance from a teacher or other student. • 
By focusing on the stages of the lesson it allows the students
(Ex 1, 3, 4, 5). to reflect on the materials used, the focus (e.g. speaking,
5. Students need to learn to record new vocab in a way that is easy for grammar, listening) and student interaction. It puts the focus
them to understand and access at a later stage both in the classroom on the lesson rather than the teacher, avoiding the situation
and beyond. (Ex 1, 3, 4, 5) where the student feels uncomfortable critiquing their
6. Students need to try new things by themselves such as pronuncing teacher. It allows the teacher to have feedback on what they
words or practising alone which leads to better production of spoken have prepared and is something which can be changed easily
words in conversation. Trying in advance helps prepare them for real with planning.
life experiences of listening and speaking (Ex 5). • 
By separating usefulness and enjoyability the teacher can
see if these things are linked for students. If students found
Examiner’s comments on the sample answer
something useful but not enjoyable it would validate the
Part a teacher’s planning of these types of activities even though
The candidate respects the rubric and outlines six points but only they can see the students do not enjoy them. It also gives
two of them are accurate: to focus on homophones (Exercise B4); and students the opportunity to reflect on why they do certain
to provide student-centred correction (Exercise B6). The purposes activities. This kind of reflection can then increase student
outlined for the remaining exercises are all inaccurate. motivation as knowing the rationale for an activity, gives it
Part b meaning which is a motivating factor. For example, I have
The candidate addresses the rubric and discusses all of the exercises had students who do not feel that speaking/vocabulary
but much of her answer is descriptive. For example, in terms of games are important. However, once I give the reason for the
Exercise C7, she writes that students do this exercise with a partner but game (e.g. we are going to play this game in order to practise
she does not say how this combines with the previous exercises in vocabulary) they become much more involved.
that it provides an opportunity for some collaborative work after a ii • By doing the feedback immediately after the lesson it will be
stretch of individual work. The only two points which can be credited fresh in both the students’ and teacher’s mind. This will make
are that Exercise D10 extends the abbreviations from Exercise A1; and it more reliable.
that Exercise 11 provides the learners with practice using a dictionary. • 
By getting written feedback the teacher is increasing their
Part c chance of getting honest feedback. In the past I have asked
The candidate outlines five different assumptions (the first two points in an open class what students would like to do more/
are about the same assumption), three of which are accurate with less of, and found that students have been reticent to give
an example of an appropriate exercise referenced to each one. These information. However, once I give students a slip of paper and
are that learners need to be trained in using a dictionary (Exercise A1); ask them to write this down they are much more forthcoming.
it is useful to provide the learners with controlled practice (Exercise Cultural differences can also play a part. One Japanese
A3); and that guided discovery work is useful (Exercises A1, B4, B5). student of mine did not want to want to be selfish by telling
However, none of these assumptions achieved full marks because the me what he wanted to do more of and only did so when
prompted in a one-to-one tutorial.

46 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

• 
By asking students to work in groups of 3 you are allowing for In terms of Part b, she makes four valid points which are that: learners
students who are better able to express themselves verbally. may not know what they really need; they may feel uncomfortable
Also, reflection sometimes needs prompting. Discussion can criticising the teacher; it could undermine the teacher’s authority;
help to bring out attitudes that the student was unaware of. and it is hard to meet all the learners’ different needs. In addition to
For example, a student may feel frustrated and not know why achieving the maximum number of marks available for the breadth of
until another points out something unconsidered. her answer, the candidate also gains the maximum number of marks
• 
By asking students to write a comment the teacher may for depth as she has produced a fully developed and well balanced
receive information they may not have considered. For response to the task. The points that she makes are consistently
example, the number rating focuses on usefulness and how supported by rationale based on relevant reference to her experience
enjoyable the activities are. However, a comment could open and exemplification as she provides support for 10 of the points
up an area the teacher has not considered, i.e. a blind spot the that she makes. Her rationale is both convincing and insightful. For
teacher would otherwise have not known about example, when she makes her first point about feedback raising the
teacher’s awareness of their learners as individuals, she exemplifies
• 
By comparing the students feedback with your own feedback
this point by writing if the students enjoy (or find useful) activities where
the teacher is allowed to see if they are meeting the students
they match different kinds of paper, they will learn they have kinesthetic
expectations. As a teacher it is important to be able to ‘read’
learners. She provides rationale for her point about the usefulness
a class. Personally this is something I feel I can do well but I
versus the enjoyableness of activities when she writes This kind of
have on more than one occasion been surprised in one-to­ one
reflection can then increase student motivation as knowing the rationale
tutorials by a student’s remark on what they want to focus on/
for an activity, gives it meaning and then she provides an example from
feel is useful. Therefore, this is a good way to bridge that gap.
her own experience when she writes For example, I have had students
• 
The teacher has allowed themself time outside the lesson to
who do not feel that speaking/vocabulary games are important. However,
reflect. This is useful as you would be away from the pressure
once I give the reason for the same (e.g. We are going to play this game
of the classroom.
in order to practise vocabulary) they become much more involved.
• 
By opening up the feedback in the next lesson you are This sample answer provides an example of a good organisational
showing the students that you listen to them. It can also structure for this task as the candidate makes a point and then
be a way to create a negotiated syllabus so students generally immediately provides a rationale or example to support it.
feel like their lessons are tailored to their needs. It helps For example, she writes By doing the feedback immediately after the
to place the teacher in an approachable light. If this lesson it will be fresh in both the students’ and teachers’ minds (= point)
form of communication is kept open it will lead to better This will make it more reliable (= rationale).
understanding between teacher and student and therefore
better student satisfaction. Overall, it was noted that all the points that the candidate makes
are valid although there is some unnecessary repetition of some
b • 
When teacher’s ask students for feedback it can make them
of the points. It is acceptable that she makes fewer points under
appear to lack confidence in their lessons. This in turn can
Part b than under Part a because there are more points to be made
lead to students having less confidence in their teacher and
in answer to the first part of the task. Her rationale could be more
looking for flaws in their lessons to confirm this.
­wide-ranging in that she could refer to a range of contexts (e.g.
• 
Students lack the pedagogical knowledge of teachers and so different levels or types of classes); sources (e.g. reference to her
may not see the point in certain activities ways of teaching. reading); or theories (e.g. the importance of involving the learner in
Rather than getting feedback it can sometimes be better to humanistic approaches), but candidates should note that the most
explain why you are doing something. important consideration in terms of awarding marks for depth is that
• 
Students can be misguided in what they need. Some students the rationale provided is convincing in terms of the points made.
may feel they need more serious work, e.g. to study grammar
whereas what they really need is practice. The following sample answer obtained over two thirds of the marks
available for this task
• 
Students may all have different wants – can’t meet all.
3 a(i) – 
obtaining feedback at the end of lesson enables a teacher
Examiner’s comments on the sample answer to check their overall aims and goals were clear, achievable;
The candidate makes 17 valid points over Parts a and b which is two met
more than is needed to achieve the maximum number of points for – To obtain feedback on each stage is a more in-depth way of
breadth. In terms of Part a, she makes 13 points which are that: it is finding out whether learners responded to and enjoyed the
important to have collaboration between teachers and students; the style/method.
students will feel that their needs are being met; student feedback – To discover more about learner styles and group/individual
helps the teacher to plan their course; a teacher does not always interests.
know what their students want; it raises the teacher’s awareness of
– To have a record/proof of learning which could go towards
their learners’ individual learning styles; it helps teachers develop
reports/paperwork perhaps required by the school or the
analytical awareness of how the lesson went; it highlights the
learner.
relationship between the usefulness and enjoyableness of an activity;
it checks learners’ awareness of the lesson content; it helps learners (ii) – 1. This procedure will give the teacher and learner an overall
to recognise that others may have different opinions; immediate sense of task achievement. It will give the learner a sense
feedback at the end of the lesson is helpful because the lesson is still of purpose for what has been taught and show the teacher
fresh in the learners’ minds; it allows time for the teacher to reflect; whether they were successful in communicating the stage
written feedback can be more honest; and getting feedback shows aims. It could therefore be motivating.
the learners that the teacher is willing to take their views on board. – It will also help with future planning.

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 47

MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

– 2 and 3. These procedures allow learners to express their Examiner’s comments on the sample answer
opinions and interests. It will reveal what they found The candidate makes 15 valid points over Parts a and b which is the
motivational and could help a teacher identify learner styles maximum number of points available for breadth. In terms of Part
through finding out what tasks were of interest. a, she makes 10 points which are that: students will feel motivated
– It will also show where learners strengths and weaknesses lie. if they are given the opportunity to give feedback on the teaching;
If a learner didn’t understand a stage, does this highlight a they will feel that their needs are being met; student feedback
difficulty with a skill (e.g. listening is poor) helps the teacher to plan their course; a teacher does not always
3. – allows learners to go to a step further and express an opinion. This know what their students want; it helps teachers compare their
is a more in depth opportunity for them to say what was difficult perceptions of the lesson with those of their learners; it raises the
or good about the lesson. I find it is useful to know what activities teacher’s awareness of their learners’ learning styles and interests; it
were motivational as this enhances learning and can be used checks learners’ awareness of the lesson content; it helps learners to
more. recognise that others may have different opinions; written feedback
4. – Allows learners to hear each other’s views it is a typical activity/ can be more honest; getting feedback shows the learners that the
method used in EFL classes and learners will be familiar with teacher is willing to take their views on board; and it is likely to be a
sharing ideas. It could allow the teacher to monitor and may give familiar classroom activity.
some learners a feeling of being less intimidated giving verbal In terms of Part b, she makes five valid points which are that: it may
feedback may be easier to share criticism, than written (possibly). be time­-consuming to get feedback on lessons; learners may not
5. This procedure enables the teacher to line up their own perceptions of know what they really need; they may feel uncomfortable criticising
the lesson and the learners with the views of the learners themselves. the teacher; it is hard to meet all the learners’ different needs; and it
I find it can be very useful to see what learners actually thought may be hard for lower level learners to express their views. However,
(in writing) as they don’t always communicate this in a group unlike the previous sample answer, the candidate only gains one
environment when the pressure is on them. It often reveals surprising mark for depth (weighted to two marks out of 10) as her rationale for
things about what learners really thought. the points that she makes is minimal. She only provides rationale for
6. This procedure shows learners that the teacher not only took their the point that the learners may not know what they need when she
feedback, but has taken it seriously and wants to make changes to writes A learner may find a useful activity boring but this might develop
improve the learning situation in the future. This promotes a learner their learning; and she only refers to her own experience once when
centred approach + shows learners that their opinions are valued. It she discusses the fact that it can be difficult to meet all the learners’
can also guide a future timetable of study that is both relevant and needs and gives the example that she tries to find the main issues
fitting with learner needs. and then work with those, take a kind of overall view of what seem to be
b) (i) Learners may not feel able to criticize in a written sheet. It may common, shared needs/interests and try to work towards those. The other
cause embarrassment or learners might fear it would damage their points that she makes are unsupported in terms of relevant rationale,
relationship with the teacher, (or their final English marks!) reference to sources, theories or experience.

(ii) Learners may not know what’s best. If a teacher responds to all of their There is irrelevant information in her answer, for example when she
wishes, important aspects of the lesson might be omitted. A learner mentions giving learners a test rather than asking for feedback on
may find a useful activity boring, but this might have developed their the lesson, and her answer contains unnecessary description, for
learning. example when she describes the aim of getting feedback in the first
– It is time consuming to have to read and respond to all the two paragraphs of her answer. Overall, it was noted that all the points
feedback from a class. The workload is already a lot, planning, that the candidate makes are valid although the answer is repetitive
marking etc. and so responding to all sorts of feedback can be and descriptive in places. It also moves off task when the candidate
difficult. describes how the feedback activity could be handled. The lack of
rationale means that the candidate cannot maximise the marks
– The feedback can be so mixed. What do you do if one student
available for depth.
loved one activity and disliked others which another student
loved? Responding to all needs is impossible or at least very The following sample answer obtained over half of the marks
difficult. I try to find the main issues learners are having or the available for this task
main interests and then work with those, take a kind of overall 3a (i) A teacher may want to obtain feedback on how clearly learners
view of what seem to be common, shared needs/interests and try remember the stages / activities of a lesson because the act of
to work towards those. recalling, identifying and communicating the stages may raise
– Teachers may lack confidence in their own clarity of each stage. learner awareness of the learning process, thereby nurturing their
Also sometimes lessons move right off plan to cater for learner study skills. The act of remembering should in any case reinforce
needs and are more spontaneous. A teacher may feel that the actual language / skills learned in the lesson.
feedback like this is less reliable than giving the learners a ‘test’ to 
Obtaining feedback on how useful / enjoyable each stage was can
see what knowledge they have acquired. inform the teacher’s future lesson planning and selection of tasks,
– A teacher may feel this kind of f/b is a waste of time during their and activities. It is generally assumed (e.g. by Suggestopedia
lesson as they have a sense of what they are doing and teaching theorists) that a pleasant, relaxed and stress-free environment
them and prefer to respond to ‘feedback’ in the moment e.g. if promotes learning, so a teacher may be seeking to make her
the class seem unmotivated, change or adapt an activity in the lessons more enjoyable by means of feedback on this aspect of the
moment. lesson.
– Depending on levels. A lower level class may not be able to supply (ii) Stage 2 of the feedback task enables an evaluation by the
very much feedback or express their opinions. students of each activity. This can provide insight into the learning

48 DELTA HANDBOOK FOR TUTORS AND CANDIDATES

 MODULE ONE | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

styles and preferences of the learner, and into the correlation when he writes that a lesson which learners found long and tedious may
between learner enjoyment and perceived usefulness of each nonetheless result in greater levels of sustained, longer-term learning
activity. In my experience of informal learner feedback, when than a fun lesson in which nothing new was absorbed. He also illustrates
learners express enjoyment of a lesson, they simultaneously points from his own experience. For example, when discussing that
express appreciation of its usefulness in learning. However this some learners think it is the teacher’s job to choose the course
correlation cannot be taken for granted and it would be interesting content, he writes In my experience any formal or written feedback
to gather statistics on the extent to which it holds across a range process at the end of the lesson works best if it is kept to a minimum – one
of learners. or at the most two questions should suffice.
Stage 3 of the feedback task (FB) invites comments on each Unlike the previous two sample answers, this candidate also
lesson stage, adding qualitative depth to the quantitative data includes a relevant reference to a theory when discussing the role
captured in stage 2. However, FB Stage 4 is more problematic – it of feedback in planning the course: he writes It is generally assumed
does not include any monitoring of the discussion and I am unsure (e. g. by Suggestopedia theorists) that a pleasant, relaxed and stress-free
of its usefulness in this context. environment promotes learning, so a teacher may be seeking to make
3b The primary objection to obtaining feedback from students is that her lessons more enjoyable by means of feedback on this aspect of the
its usefulness is questionable, for example, a lesson’s usefulness lesson. However, candidates should note that reference to theories or
as perceived by students immediately after the lesson may not sources must be expanded on as in the example above in order to be
necessarily reflect its actual usefulness in the longer term. This is credited. It is not sufficient to simply refer to a theory. For example, it
even more the case if enjoyability is added into the equation. A would not be acceptable to write something such as feedback provides
lesson which learners found long and tedious may nonetheless important information as evidenced in the communicative approach.
result in greater levels of sustained, longer-term learning than a
As with the previous answer, there is some irrelevant information in
fun lesson in which nothing new was absorbed.
this candidate’s answer: for example when he mentions the lack of
A second objection is that at the end of a lesson, learners
monitoring in stage four. However, this is the only time that he moves
normally will not want to spend much more time or energy on
off task and the remainder of his answer contains valid points. In
providing feedback. It is the teacher’s job to know what and how
order to maximise the marks available for depth, he would need to be
best to teach them, and some may resent being asked to provide
more consistent throughout his answer in terms of the rationale and
feedback if it is perceived as benefiting the teacher rather than
exemplification that he provides.
the learners themselves. In my experience any formal or written
feedback process at the end of the lesson works best if it is kept to
a minimum – one or at the most two questions should suffice.
A third objection relates, specifically to the feedback task
presented here – especially FB Stage 3: Providing examples to
prompt students to write their own comments may, particularly
with lower-level learners, have the opposite effect – they may
simply reproduce or minimally adapt the example comments.

Examiner’s comments on the sample answer

The candidate makes nine valid points over Parts a and b which is
almost two thirds of the maximum number of points available for
breadth. In terms of Part a, he makes five points which are that:
student feedback helps the teacher to plan their course; it raises the
teacher’s awareness of their learners’ learning styles and interests; it
highlights the relationship between the usefulness and enjoyableness
of an activity; it checks learners’ awareness of the lesson content;
and the addition of comments adds qualitative data to the
quantitative data.

In terms of Part b, he makes four valid points which are that: it may
be time-consuming to get feedback on lessons; learners may not
know what they really need; students believe it is the teacher’s job to
organise course content; and it may be hard for lower level learners to
express their views.

However, unlike the previous sample answer, whilst the candidate

gains fewer marks for breadth, he is awarded three marks for depth
(weighted to a score of six out of 10) as his answer is a generally
well-developed response to the task and his rationale is satisfactory
in justifying more than half the points that he makes. For example,
he provides rationale for the fact that getting feedback checks the
lesson content when he writes because the act of recalling, identifying
and communicating the stages may raise learner awareness of the learning
process, thereby nurturing their study skills. He also provides supporting
rationale for his point that learners may not know what they need

DELTA HANDBOOK FOR TUTORS AND CANDIDATES 49