DELTA Module One cheat sheet

Module One: Understanding Language, Methodology and Resources for Teaching

• Module One is assessed by a written examination of 90 minutes plus 15 minutes' reading time, comprising two tasks: Task One (a set of short-answer questions on a language area or teaching concept, typically 5-6 items) and Task Two (an extended response of approximately 200-300 words on a methodology or resources issue).

• The examination is marked out of 100: Task One carries roughly 40 marks and Task Two roughly 20 marks in the published weighting, with the remaining marks distributed across the paper's sub-questions; candidates must achieve a pass mark set by the centre (commonly cited as 50%) and grades are Pass, Merit and Distinction.

• Assessment objectives: candidates must demonstrate knowledge of language systems (phonology, lexis, grammar, discourse) and language use; understanding of theories of language learning and of teaching methodology; and the ability to evaluate and select materials and resources with reference to learner needs and context.

• Phonology terminology tested includes phoneme, allophone, minimal pair, voiced/voiceless, place and manner of articulation, diphthong, consonant cluster, stress (word and sentence), weak forms, elision, assimilation, linking, intonation and the difference between phonemic and phonetic transcription.

• Lexis terminology tested includes denotation and connotation, synonymy, antonymy, hyponymy, polysemy, homonymy, collocation, idiom, fixed and semi-fixed expressions, register, word formation (affixation, compounding, conversion, clipping, blending) and the distinction between lexical and grammatical words.

• Grammar analysis in Task One typically requires labelling form (e.g. past perfect continuous: subject + had + been + present participle), identifying meaning in context, and anticipating learner problems arising from L1 interference or overgeneralisation.

• Methodology concepts examined include the grammar-translation method, direct method, audiolingualism, PPP (presentation-practice-production), task-based learning, the lexical approach, communicative language teaching, test-teach-test and guided discovery; candidates must match approach to rationale rather than merely name it.

• Resources and materials evaluation draws on criteria such as authenticity, appropriacy to level and age, cultural sensitivity, skills focus, cognitive challenge, flexibility, and the distinction between authentic and created materials, plus the roles of coursebook, supplementary material and digital resource.