DELTA Module One study plan
DELTA Module One · Give each week a clear focus.
8 weeks · About 7 hours per week
Module One: understanding language, methodology and resources for teaching
Map the Module One syllabus into a personal topic checklist covering lexis, grammar, phonology, discourse, and language acquisition and assessment
Define and correctly classify 40 core terminology items (e.g. phoneme, morpheme, cohesion, interlanguage) with a one-line definition and an example for each
Analyse three short authentic texts to label lexical fields, word-formation processes, and register choices
Build a running glossary file with a consistent entry format that you will extend every week
Your checkpoint
A 40-entry terminology glossary with definitions and original examples, plus a one-page syllabus checklist with confidence ratings
Module One: understanding language, methodology and resources for teaching
Describe the major grammar systems (tense, aspect, modality, voice, clause types) and match each to a classroom implication
Contrast the form, meaning, and use of three commonly confused pairs (e.g. present perfect vs past simple) in a written table
Identify and correct five deliberately flawed grammar explanations written in learner-friendly language
Explain how a teacher would anticipate and respond to two specific learner errors arising from L1 transfer
Your checkpoint
A three-column form/meaning/use table for five high-frequency grammar areas, each with one predicted learner error and a planned response
Module One: understanding language, methodology and resources for teaching
Transcribe ten short utterances in phonemic script and mark primary stress accurately
Explain the difference between phonemes, allophones, and minimal pairs using three original examples
Describe connected-speech features (elision, assimilation, linking) and show where each appears in a supplied dialogue
Design a five-minute pronunciation focus that integrates rather than isolates a feature, and justify the choice
Your checkpoint
A phonology portfolio: ten accurate phonemic transcriptions, a connected-speech annotated dialogue, and a justified five-minute pronunciation activity plan
Module One: understanding language, methodology and resources for teaching
Summarise the key claims of three language acquisition theories (e.g. behaviourist, innatist, interactionist) and state one classroom implication of each
Explain the difference between acquisition and learning, and between error and mistake, with examples
Describe how a teacher would stage a lesson to support noticing and pushed output
Evaluate one published lesson plan against a stated acquisition principle and justify the verdict
Your checkpoint
A 500-word comparative summary of three acquisition theories with classroom implications and one critical evaluation of a lesson plan
Module One: understanding language, methodology and resources for teaching
Compare the purposes and formats of diagnostic, formative, summative, and proficiency assessment
Write three assessment items at different cognitive levels and state the construct each measures
Analyse a set of learner errors to identify patterns and prioritise two for remedial focus
Explain how feedback type (direct, indirect, focused, unfocused) affects learner uptake, with reasons
Your checkpoint
An assessment pack: three original test items with construct notes, an error-pattern analysis table, and a justified feedback plan for one learner
Module One: understanding language, methodology and resources for teaching
Explain the role of needs analysis, syllabus types (synthetic, analytic, process), and coursebook evaluation in planning
Critique one coursebook unit against learner needs and a stated syllabus rationale
Describe how to adapt authentic materials for a specified level and justify the adaptations
Outline a short course rationale linking needs, aims, syllabus, and assessment
Your checkpoint
A coursebook-unit critique plus a one-page course rationale that connects needs analysis, syllabus choice, and assessment
Module One: understanding language, methodology and resources for teaching
Compare the main teaching approaches (e.g. PPP, TBL, CLT, lexical approach) on roles of teacher and learner
Identify the methodological assumptions behind three lesson stages and name the approach each reflects
Explain how teacher roles shift across a lesson and give two specific examples
Justify one approach choice for a stated learner group with reference to context and aims
Your checkpoint
A comparison matrix of four approaches (teacher role, learner role, typical stages, strengths, limitations) plus a justified approach selection for a named learner group
Module One: understanding language, methodology and resources for teaching
Synthesise the glossary into a condensed revision sheet of the 60 highest-value terms
Complete a timed mock paper under exam conditions and self-mark against the syllabus checklist
Identify the three weakest areas from the mock and write targeted remedial actions for each
Rehearse written exam technique: planning, signposting, and evidencing claims with examples
Your checkpoint
A completed timed mock paper with a self-marked score breakdown, a 60-term revision sheet, and a written remediation plan for the three weakest areas
Milestones
Week 2: Glossary has at least 40 accurate entries and the grammar table correctly distinguishes form, meaning, and use for all five areas; any uncertain terms are flagged for review
Week 4: Phonology portfolio is complete and accurate, and the acquisition summary correctly links each theory to a concrete classroom implication without conflating acquisition and learning
Week 6: Assessment pack and course rationale are complete, and the coursebook critique names specific adaptations rather than generic praise or criticism
Week 8: Mock paper is completed within time, self-marked against the checklist, and the remediation plan names three specific weak areas with concrete next actions