We are no longer running full Delta courses, but this site will be used for  materials which will help you if:

- you have done a Module One course previously but need some "refresher" input or practice before taking the Module One exam 

- you are self preparing for Modules One or Three 

- you are preparing for any of the modules and need extra help with a specific area

- you have been referred in or failed any of the modules and  need to retake

Material will be added regularly and gradually - for the moment here are some questions that might help you if you're preparing for the Module One exam this June. So have a look at them think about how you might answer them. Sometimes there’s a direct link to the answer, otherwise he next day a suggested answer  for that question is published and a new question goes up. Here's a selection of them - eight questions which you can try, all relevant to different tasks on the exam. The suggested answers can be found if you click on the links  or afterwards (don't cheat!). How would you do if they did come up on the exam?

The Questions  (scroll to the end for the answers if there's no link)

1. Relevant to Paper One Task One

What are the terms  for :

a)   A test in which every nth word has been removed from a text. It tests a range of language knowledge such as grammar, vocabulary or discourse.  Click here for the answer.

b)   An activity or test in which the materials writer has removed specific words (eg all the prepositions, or all the intensifiers) from a text and the learners have to replace them with a correct or appropriate word. Click here for the answer.

2. Relevant to Paper One Task Two

Can you give a definition and example for the term:

Reflexive pronouns

Click on the link for the answer


3. Relevant to Paper One Task Three

In Paper 1/3 you are asked to identify key language features that learners would need to use in order to complete a task.  The task is:

A C1 level group are asked to discuss what developments are liable to occur during the next ten years in relation to various topics – holidays, transport, entertainment, shopping, the workplace.

How many marks would the following answer get ?

Expressing likes and dislikes. Eg I loathe shopping online. I’d much rather be able to see the goods for myself.


4. Relevant to Paper One Task Four

A learner says He asked me if that’s why I worked there, pronouncing it as: /hiːjɑːskt miːjɪf dæts vaɪjaɪ vɜːkt deə/

Identify one consistent strength and one consistent weakness in the learner’s use of liaison and dental fricatives.


5. Relevant to Paper One Task Five

Identify the form of the highlighted words in the following sentence and three problems they might cause for learners:  We’re used to taking command.


 6. Relevant to Paper Two Task One

A B1 class of ten adult Ls, who have 60 min lessons,  has been working on a number of units including lexis in the field of travel and sightseeing, and making suggestions. As the speaking part of a progress test, the T. asks them to imagine that they are going to either London or Paris for a weekend and, in pairs,  to plan what they want to do. They will, in turn, hold their conversation in front of the class, each pair speaking for about 5 mins.

Using the heading Coverage identify two negative features of the test and state their impact on the learners.


7. Relevant to Paper Two Task Two

A unit with the overall aim of teaching the infinitive of purpose includes:  

Ex 1) a listening including several examples of the target structure, with the topic of the human body's need for water

Ex 2)  A guided discovery activity focusing on form and use

Ex 3) an activity where there are various objects connected with water which they are unlikely to know the names of (eg a watering can, a hosepipe, a snorkel) In a box there are various phrases (breathe under water, water plants, wash your car etc). An example is given for the watering can (You use this to water plants) and they have to discuss the uses of the objects in the other pictures using the structure

Ex 4) An activity where they have to complete sentences like He's learning English to.../ I went to the shop to... in as many ways as they can.

State the purpose of each activity in relation to the overall aim.


8. Relevant to Paper Two Task Three

Imagine Paper 2/3 focused on Guided Discovery and asked you to explain :

a) the principles behind GD

b) its advantages over i) deductive approaches and ii) T-led inductive approaches

c) when you might choose to use a deductive approach rather than any type of inductive approach.

Could you make 10-15 fully explained and/or exemplified points in answer?

Try and then see: here,  here - p.268,   here,  and here – p. 216ff  for more ideas. 


Suggested Answers


Questions 1 and 2 – click on the links in the question for the answers.


Question 3

= 0. While this is something that might well be said in the activity, it is not “key”. The learners could do the activity successfully without discussing their own current preferences.


Question 4

Strength : Liaison - consistent use of “intrusive”  palatal approximant /j/ to create liaison between adjacent vowel sounds : /hiːjɑːskt/  /miːjɪf/ /vaɪja[M1] ɪ/

WeaknessDental fricatives – consistent use of voiced alveolar plosive /d/ where voiced dental fricative /ð/ is necessary: /dæts/ /deə/


Question 5


Be (main verb) present tense, 1st person plural are, contracted to ‘re after the pronoun + adjective (used) + preposition (to) + gerund of the irregular verb take – in writing the the “e” is dropped before the addition of the –ing suffix.

Problems (any three of the following)

1.   Confusion between the meanings of be used to (ie be accustomed to) and the defective verb used to (used to express past habits/states)

2.   Confusion over the form of to – it is liable to be seen as an infinitive particle and the L may therefore say be used to take

3.   Belief that used is a form of the verb use and consequent mispronunciation - the /s/ may be pronounced as /z/ ie /ju:zd/ rather than /ju:st/

4.   … together with possible mispronunciation of the –ed ending as /ɪd/  producing /juːzɪd/  rather than  /juːst/

5.   In connected speech the gemination of the two /t/ sounds in used to and the weakening of the vowel  to the schwa (ie /juːstə/) may make the expression difficult for the L to decode and therefore to understand.


Question 6

Negative: As the learners have been working over a number of units, they have presumably also studied a larger number of items than just those stated. The speaking test has no “fresh starts” and therefore does not give the learners the chance to demonstrate their competence in relation to those other items – which may be stronger or weaker than those actually tested. This could result in a false view of the extent to which they have assimilated the material taught.

Negative : While the Ls are listening to the others they are really wasting time which could be spent doing other test sections individually (eg Use of English, Reading, Writing) leaving the final part of the lesson to finish these and/or do a listening in full class mode. This would mean much greater coverage of items /skills during the test and would therefore give  greater reliability to the test.


Question 7

State the purpose of each activity in relation to the overall aim.

Ex 1. To provide a context for the presentation of the infinitive of purpose (Target language – TL).

Ex 2. To ensure that Ls have “noticed” and fully understand the form and use of the TL.

Ex 3. To provide controlled practice of the TL  (the Ls have to produce meaningful sentences using it, but have no choices to make as to the language to use) which will consolidate the use of the form in their minds.

Ex 4. To provide semi-controlled practice of the TL. (The Ls must use the infinitive of purpose, but the choice of what ideas and therefore lexis to use to use is their own)


Question 8  - Follow the links provided in the question.