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DELTA Module Two study materials
DELTA Module Two study resources

DELTA Module Two practice questions

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Question 1Module One

In DELTA Module One terms, what does 'the language learner and the language learning context' primarily cover?

  1. The influence of factors such as age, motivation, learning styles and the classroom setting on how learners acquire English Correct answer.
  2. The assessment of written work using analytic and holistic marking scales
  3. The selection and grading of vocabulary according to frequency and usefulness
  4. The historical development of methodology from Grammar Translation to Communicative Language Teaching

Explanation

This syllabus area examines who the learners are and the conditions in which they learn, including affective, cognitive and social factors. It is concerned with learner characteristics and the learning environment rather than methodology history, syllabus design or assessment procedures.

Question 2Module One

A teacher describes a learner who prefers to study alone, reflect before answering and keep a personal grammar notebook. Which learning style dimension does this most clearly illustrate?

  1. Convergent versus divergent thinking
  2. Auditory versus visual preference
  3. Reflective versus impulsive style Correct answer.
  4. Field dependence

Explanation

Reflective learners take time to consider before responding and often favour private, analytical study, which matches the description given. The reflective-impulsive dimension concerns the speed and deliberation of responses in learning tasks.

Question 3Module One

In the study of learner motivation, what is meant by 'integrative motivation'?

  1. A drive to learn arising from a positive attitude towards the target language community and a wish to identify with it Correct answer.
  2. A wish to integrate learners of different proficiency levels in one class
  3. A desire to integrate grammar and vocabulary teaching within a single lesson
  4. A motivation that comes from integrating assessment into everyday classroom activity

Explanation

Integrative motivation describes a learner's positive disposition towards the target language community and a desire to affiliate with its speakers and culture. It is contrasted with instrumental motivation, where the language is a means to an external goal such as a qualification.

Question 4Module One

Which description best characterises the Critical Period Hypothesis as it is discussed in DELTA Module One?

  1. Adults cannot learn a second language successfully because their critical faculties are fully developed
  2. Learners can only reach advanced proficiency if they begin study before the age of sixteen
  3. There is a biologically determined window, generally associated with puberty, after which native-like acquisition becomes difficult Correct answer.
  4. Children always learn a second language faster than adults in every respect

Explanation

The Critical Period Hypothesis proposes a maturational limit, commonly linked to puberty, beyond which achieving native-like proficiency is held to be difficult. DELTA candidates are expected to know the hypothesis and the debates and counter-evidence surrounding it.

Question 5Module One

A learner says 'I goed to the park yesterday'. In error analysis, how is this best described?

  1. A communication strategy used to keep the conversation going
  2. An overgeneralisation error reflecting the application of a regular past-tense rule Correct answer.
  3. An interlingual error caused by transfer from the first language
  4. A slip caused by tiredness that the learner can self-correct immediately

Explanation

The learner has applied the regular -ed rule to an irregular verb, which is a classic intralingual overgeneralisation error. It reflects developing rule formation rather than first-language influence or a performance slip.

Question 6Module One

Which of the following best describes the role of the 'affective filter' in Krashen's model?

  1. It describes emotional factors that can block learners from taking in comprehensible input Correct answer.
  2. It filters which vocabulary items are retained in long-term memory
  3. It explains how learners filter out irrelevant information when listening
  4. It refers to the filtering of errors during teacher correction

Explanation

In Krashen's monitor model the affective filter refers to emotional variables such as anxiety, motivation and self-confidence that can impede uptake of comprehensible input. A high filter is said to reduce the learner's openness to input.

Question 7Module One

In the CEFR, which set of descriptors is used to summarise a learner's overall proficiency at a given level?

  1. A list of grammatical structures the learner must have studied
  2. A word count of the vocabulary the learner has been taught
  3. A record of the number of hours spent in class
  4. Can-do statements describing communicative tasks the learner can perform Correct answer.

Explanation

The Common European Framework of Reference uses can-do descriptors to describe what learners are able to do communicatively at each level. These statements focus on observable communicative performance rather than lists of structures, vocabulary counts or hours taught.

Question 8Module One

A teacher plans a lesson around learners ordering food in a restaurant, practising the functional exponents needed for that situation. Which syllabus model does this most directly reflect?

  1. A lexical syllabus organised around frequent collocations
  2. A situational or functional syllabus organised by communicative purposes Correct answer.
  3. A process syllabus negotiated with learners
  4. A structural syllabus organised by grammatical items

Explanation

Organising content around a situation and the functions performed within it, such as ordering food, is characteristic of situational and functional syllabus design. The starting point is communicative purpose rather than grammatical form or vocabulary.

Question 9Module One

What is the main purpose of a 'needs analysis' at the start of a course?

  1. To decide which learners will be entered for an external examination
  2. To rank learners in order of proficiency for streaming purposes
  3. To establish learners' target situations and priorities so that course content can be matched to them Correct answer.
  4. To select the most suitable coursebook from a publisher's list

Explanation

Needs analysis gathers information about learners' present abilities, target requirements and preferences so that objectives and content can be aligned with them. It informs course design rather than ranking learners or choosing books in isolation.

Question 10Module One

A teacher uses concept-checking questions after presenting 'used to' for past habits. What is the main function of these questions?

  1. To confirm that learners have understood the meaning of the new language Correct answer.
  2. To test learners' knowledge of irregular verb forms
  3. To elicit the target structure from learners before presentation
  4. To provide controlled practice of the pronunciation of the structure

Explanation

Concept-checking questions are used to verify understanding of meaning, for example by asking whether the action still happens now. They test comprehension of the concept rather than production, pronunciation or prior elicitation.

Question 11Module One

Which activity is the clearest example of a 'free practice' stage in a test-teach-test lesson?

  1. Learners underline the target structure in a model dialogue
  2. Learners complete a gap-fill using the target structure
  3. Learners repeat the target sentences in chorus after the teacher
  4. Learners role-play a job interview in pairs using whatever language they need, including the target structure Correct answer.

Explanation

Free practice gives learners the opportunity to use the target language in a less controlled, communicative task where they make their own choices. A role-play with open outcomes fits this, whereas drilling, gap-fills and underlining are controlled or awareness-raising activities.

Question 12Module One

In receptive skills methodology, what is meant by 'pre-teaching vocabulary' before a listening task?

  1. Asking learners to look up every unknown word in a dictionary during listening
  2. Recording new vocabulary in a personal vocabulary notebook after the lesson
  3. Testing learners on vocabulary after they have listened
  4. Presenting key lexical items likely to block comprehension before learners listen Correct answer.

Explanation

Pre-teaching vocabulary involves presenting a small number of key items that are essential for understanding the text, so that unknown lexis does not prevent learners from completing the task. It is done before listening and focuses only on items critical to comprehension.

Question 13Module One

A teacher asks learners to read a text and decide whether four statements are true or false. What is the main purpose of this task?

  1. To practise reading aloud with correct pronunciation
  2. To develop learners' ability to infer the meaning of unknown words from context
  3. To check learners' knowledge of the grammar in the text
  4. To encourage learners to read for specific information to complete the task Correct answer.

Explanation

True or false statements set a purpose for reading and direct learners to scan and read for specific information needed to judge each statement. The task drives selective reading rather than pronunciation, inference of lexis or grammar focus.

Question 14Module One

Which feature is most characteristic of a product approach to teaching writing?

  1. Learners draft, receive feedback and redraft over several cycles
  2. Learners analyse a model text and then produce a similar piece following its structure Correct answer.
  3. Learners write freely on a topic of personal interest with no model provided
  4. Learners discuss audience and purpose before choosing their own text type

Explanation

A product approach focuses on the finished text, often beginning with analysis of a model that learners then imitate, with attention to organisation and language. The emphasis is on the form of the final product rather than on drafting or free expression.

Question 15Module One

A teacher wants to develop learners' ability to produce connected speech features such as weak forms and linking. Which activity is most directly suited to this aim?

  1. A reading comprehension task on a short article
  2. A vocabulary matching exercise on collocations
  3. A drill of a short dialogue focusing on sentence stress and connected speech Correct answer.
  4. A controlled gap-fill on the present perfect

Explanation

Drilling a short dialogue allows the teacher to focus learners' attention on sentence stress, weak forms and linking within natural utterances. These features of connected speech are best practised through oral repetition in context rather than through written tasks.

Question 16Module One

What is the main advantage of using authentic materials, such as a real menu or timetable, in a language lesson?

  1. They guarantee that learners will understand every word
  2. They expose learners to language and formats they will meet in real-life situations Correct answer.
  3. They remove the need for any task design by the teacher
  4. They are always simpler than coursebook texts

Explanation

Authentic materials provide exposure to genuine language and text types that learners encounter outside the classroom, which can support real-world relevance and motivation. They do not guarantee full comprehension and usually require carefully designed tasks.

Question 17Module One

A teacher notices that a learner consistently pronounces 'ship' and 'sheep' identically. Which area of phonology should the teacher focus on?

  1. Consonant clusters at the start of words
  2. Word stress placement
  3. Vowel length and quality in minimal pairs Correct answer.
  4. Intonation patterns in questions

Explanation

The confusion between 'ship' and 'sheep' concerns the distinction between the short and long vowel sounds, which is a minimal pair contrast of vowel quality and length. Focused work on this contrast helps the learner perceive and produce the difference.

Question 18Module One

Which statement best describes the difference between formative and summative assessment?

  1. Formative assessment is marked by learners, while summative assessment is marked by teachers
  2. Formative assessment is always written, while summative assessment is always oral
  3. Formative assessment happens during learning to inform teaching, while summative assessment measures achievement at the end of a period Correct answer.
  4. Formative assessment is used only for young learners, while summative assessment is for adults

Explanation

Formative assessment is ongoing and used to gather information that shapes teaching and learning, whereas summative assessment evaluates achievement at the end of a course or unit. The distinction concerns purpose and timing, not the medium or the age group.

Question 19Module One

In a lesson, the teacher asks learners to work in pairs to categorise a set of sentences into formal and informal registers. What is the primary learning aim of this task?

  1. To practise rapid spoken fluency under time pressure
  2. To develop learners' ability to spell irregular words
  3. To raise awareness of register and appropriacy in different contexts Correct answer.
  4. To revise the pronunciation of individual phonemes

Explanation

Sorting sentences by formality focuses learners' attention on register and the appropriacy of language to context, which supports their understanding of how language varies. The task is analytical and awareness-raising rather than a fluency, spelling or phoneme drill.

Question 20Module One

A course is described as following a 'spiral' or 'cyclical' syllabus. What does this imply about the treatment of language items?

  1. Items are selected randomly to increase variety
  2. Each item is taught once in full and never revisited
  3. Only grammar items are included, with no vocabulary
  4. Items recur at intervals with increasing depth and complexity Correct answer.

Explanation

A spiral or cyclical syllabus revisits language items at intervals, building on earlier learning and increasing the depth or complexity of what is covered. This contrasts with a linear syllabus in which each item is dealt with once and then left.

Question 21Module One

Which of the following best illustrates an 'information gap' activity?

  1. Each learner in a pair holds different information and must exchange it to complete a shared task Correct answer.
  2. Learners repeat a list of new words after the teacher
  3. Learners read a text silently and answer questions individually
  4. Learners copy a dialogue from the board into their notebooks

Explanation

An information gap exists when learners hold different pieces of information and must communicate to fill the gap and complete a task. This creates a genuine communicative purpose for the exchange of meaning.

Question 22Module One

A teacher wants to check whether a test has good 'construct validity'. What should the teacher examine?

  1. Whether the test is easy to administer within the lesson time
  2. Whether learners find the test items interesting
  3. Whether the test actually measures the ability or skill it claims to measure Correct answer.
  4. Whether the test produces consistent scores on repeated administrations

Explanation

Construct validity concerns whether an assessment genuinely measures the underlying ability or construct it is intended to measure. Consistency across administrations relates to reliability, while practicalities and interest are separate concerns.

Question 23Module One

In a lesson aiming to develop learner autonomy, which teacher action is most consistent with that aim?

  1. Providing all answers immediately so learners never make mistakes
  2. Keeping all decisions about content and activities with the teacher
  3. Encouraging learners to set personal goals and reflect on their own learning strategies Correct answer.
  4. Correcting every error as soon as it occurs in spoken interaction

Explanation

Autonomy is developed when learners take responsibility for their learning, for example by setting goals, choosing strategies and reflecting on progress. This shifts some control from the teacher to the learner in a supported way.

Question 24Module One

Which statement about the role of 'feedback' in the DELTA Module One framework is most accurate?

  1. Feedback should always be delivered by the teacher rather than by peers
  2. Feedback is only useful when given at the very end of a course
  3. Feedback can be directed at accuracy, fluency, content or learning strategies, depending on the aim of the stage Correct answer.
  4. Feedback should only ever focus on accuracy of grammar

Explanation

Feedback serves different purposes depending on the stage and aim, and may address accuracy, fluency, content or strategy use. It can also come from peers or through self-assessment, not only from the teacher.

Question 25Module One

Which of the following is the best example of 'teacher talk' being adjusted to support comprehension for lower-level learners?

  1. Using shorter sentences, clearer articulation and repetition of key items Correct answer.
  2. Avoiding any repetition so that learners must listen carefully
  3. Reading directly from an advanced authentic newspaper article
  4. Speaking rapidly with complex embedded clauses to provide challenge

Explanation

Adjusting teacher talk for lower-level learners typically involves shorter sentences, clearer articulation, repetition and paraphrasing of key items to make input comprehensible. This supports understanding without removing the need to listen.

Question 26Module One

In DELTA Module One terminology, what does a 'syllabus' specify that a 'curriculum' typically does not?

  1. The selection and sequencing of the specific language content to be taught over a course Correct answer.
  2. The administrative timetable and staffing arrangements for a language department
  3. The broad educational aims and philosophy of a national or institutional programme
  4. The set of assessment criteria used to grade learners' written work

Explanation

A syllabus is the operational document that selects and orders what will actually be taught across a course, such as functions, structures or lexis. A curriculum sits at a broader level, expressing overall aims, policy and philosophy, which the syllabus then realises in concrete content.

Question 27Module One

A teacher writes these aims for a lesson: 'By the end of the lesson, learners will be better at using past tenses.' What is the main weakness of this aim in DELTA Module One terms?

  1. It confuses a lesson aim with a course objective
  2. It is too precise and over-specifies the exact language to be tested
  3. It focuses on teacher behaviour rather than learner behaviour
  4. It is vague and does not state observable, achievable outcomes Correct answer.

Explanation

Effective lesson aims should be specific and stated in terms of achievable, observable learner outcomes. 'Better at using past tenses' cannot be measured or checked at the end of the lesson, so it is too vague to guide planning or evaluation.

Question 28Module One

Which term describes a syllabus organised around the situations in which learners will need the language, such as 'at the airport' or 'in a hotel'?

  1. A situational syllabus Correct answer.
  2. A structural syllabus
  3. A process syllabus
  4. A lexical syllabus

Explanation

A situational syllabus selects and sequences language according to the settings or situations where it will be used. The organising principle is the context of use rather than grammatical structure, vocabulary items or classroom process.

Question 29Module One

In the DELTA Module One framework, what is the primary purpose of a 'scheme of work'?

  1. To translate a syllabus into a week-by-week plan of lessons for a class Correct answer.
  2. To record individual learners' attendance and progress grades
  3. To provide a theoretical rationale for the teaching approach used
  4. To list the reference materials held in the staff library

Explanation

A scheme of work takes the syllabus and turns it into a practical, sequenced plan showing what will be taught in each lesson or week. It is the bridge between the abstract syllabus and day-to-day classroom planning.

Question 30Module One

A teacher presents 'going to' for plans, then learners do a controlled gap-fill, then a freer discussion about weekend plans. Which lesson shape does this most clearly follow?

  1. Test-teach-test
  2. Guided discovery
  3. Presentation, practice, production Correct answer.
  4. Task-based learning

Explanation

The sequence moves from teacher presentation of the target language, through controlled practice, to freer production. This is the classic PPP shape, in which accuracy work precedes fluency work.

Question 31Module One

Which statement best captures the difference between 'approach' and 'method' in DELTA Module One terminology?

  1. An approach is the underlying set of beliefs about language learning; a method is the practical realisation of those beliefs in procedures Correct answer.
  2. An approach is a single technique; a method is a whole coursebook series
  3. An approach is used in assessment; a method is used in lesson planning
  4. An approach is chosen by learners; a method is chosen by the school administrator

Explanation

In the approach-method-technique hierarchy, an approach is the theoretical stance about how languages are learned. A method is the practical package of procedures and materials that enacts that stance in the classroom.

Question 32Module One

A teacher plans a lesson in which learners must produce a short podcast episode for a class website. Which type of 'product' does this outcome represent in a product-oriented writing/planning framework?

  1. A communicative outcome with a real audience Correct answer.
  2. A diagnostic test of grammar
  3. A controlled language exercise
  4. A dictation for accuracy

Explanation

Producing a podcast for a class website gives learners a genuine communicative outcome and an audience beyond the teacher. This makes it a meaningful product rather than a mechanical language exercise.

Question 33Module One

Which of the following best defines 'washback' (backwash) in language teaching?

  1. The influence of classroom noise on listening comprehension
  2. The effect of a test on what and how teachers teach and learners study Correct answer.
  3. The tendency of learners to revert to their first language in group work
  4. The process of marking a test twice to check reliability

Explanation

Washback refers to the impact an assessment has on teaching and learning, which can be positive or negative. For example, a test of only grammar may push teachers to neglect speaking practice.

Question 34Module One

A teacher notices learners can use 'have to' accurately in gap-fills but avoid it in conversation, preferring simpler forms. What does this most clearly indicate?

  1. The learners need a more detailed grammar explanation
  2. The learners have not yet understood the meaning of the structure
  3. The learners' pronunciation of the structure is faulty
  4. The learners' controlled knowledge has not transferred to free production Correct answer.

Explanation

Accurate controlled practice shows the learners know the form, but avoidance in free speech suggests the item has not become part of their active, spontaneous repertoire. The gap is between controlled and free use, not between understanding and form.

Question 35Module One

In a guided-discovery lesson on the present perfect, which teacher action is most consistent with that approach?

  1. The teacher gives examples and asks learners to work out the rule in pairs Correct answer.
  2. The teacher writes the rule on the board and learners copy it
  3. The teacher corrects every error during a fluency activity
  4. The teacher asks learners to memorise a list of irregular participles

Explanation

Guided discovery requires learners to notice patterns in examples and formulate the rule themselves, with teacher support. Providing examples and prompting pair analysis is the defining move of this approach.

Question 36Module One

A teacher uses a task-based lesson. Which stage correctly comes first in the standard TBL cycle?

  1. Language focus on a target structure
  2. A controlled practice of the target form
  3. A test of the target language
  4. The pre-task, which introduces the topic and task Correct answer.

Explanation

In task-based learning the cycle begins with a pre-task that activates topic knowledge and clarifies what the task involves. Explicit language focus comes later, after learners have done the task and reported on it.

Question 37Module One

A teacher sets up a 'pyramid' or 'snowball' discussion: learners think alone, then discuss in pairs, then in fours, then as a class. What is the main methodological rationale for this staging?

  1. It builds confidence and rehearsal before wider, more demanding interaction Correct answer.
  2. It guarantees accuracy through repeated correction
  3. It ensures the teacher can monitor every word spoken
  4. It reduces the time spent on the activity

Explanation

Snowballing gives learners private thinking time and low-pressure rehearsal before speaking to larger groups. This scaffolding increases participation and confidence, particularly for quieter or less confident learners.

Question 38Module One

In DELTA Module One terms, which best describes 'scaffolding' in the classroom?

  1. Grouping learners permanently by ability
  2. Temporary support that is gradually withdrawn as learners gain independence Correct answer.
  3. Correcting errors immediately so they do not fossilise
  4. Permanent simplification of all teacher language

Explanation

Scaffolding is temporary, contingent support that enables learners to complete a task they could not yet manage alone. As competence grows, the support is reduced so that learners take over the task themselves.

Question 39Module One

A teacher wants to check learners' understanding of the difference between 'borrow' and 'lend'. Which technique is most appropriate?

  1. Asking learners to translate the words into their first language
  2. Asking learners to copy both words five times
  3. Asking 'If I take your pen and give it back later, am I borrowing or lending?' Correct answer.
  4. Asking 'Can you repeat the definition I gave?'

Explanation

A concept-checking question tests understanding of meaning through a concrete situation rather than asking for repetition of a definition. The pen scenario forces learners to apply the distinction between taking and giving temporarily.

Question 40Module One

A teacher asks learners to read a short text and then complete a table with information from it. Which reading sub-skill is being primarily developed?

  1. Scanning for specific information Correct answer.
  2. Predicting content from the title
  3. Inferring the writer's attitude
  4. Skimming for gist

Explanation

Completing a table requires learners to locate specific details in the text and transfer them accurately. This targets scanning for specific information rather than overall understanding or inference.

Question 41Module One

Which activity is the best example of 'controlled practice' of a target structure?

  1. A role-play in which learners negotiate a complaint with a manager
  2. A discussion in which learners give opinions on a news story
  3. A gap-fill in which learners insert the correct form of the verb Correct answer.
  4. A free-writing task about a memorable holiday

Explanation

Controlled practice restricts learner choice so that attention is focused on producing the target form accurately. A gap-fill with a single correct answer per item does exactly this, unlike open tasks where learners choose their own language.

Question 42Module One

A teacher plans to give feedback on a piece of writing. Which approach is most consistent with a 'process' orientation to writing?

  1. Using several drafts with peer and teacher feedback between them Correct answer.
  2. Asking learners to copy a model text exactly
  3. Setting a timed exam-style essay with no redrafting
  4. Marking only the final draft for grammatical accuracy

Explanation

A process approach values planning, drafting, feedback and revision as cyclical stages of writing. Multiple drafts with feedback between them reflect this orientation, focusing on how the text develops.

Question 43Module One

A teacher notices a learner says 'I am agree' repeatedly. What kind of error is this in DELTA Module One terms?

  1. A slip caused by tiredness or carelessness
  2. A deliberate stylistic choice
  3. A developmental error caused by overgeneralisation of a rule
  4. An interference error influenced by the first language Correct answer.

Explanation

'I am agree' commonly arises because the learner's first language uses a copula plus adjective where English uses a verb. This makes it an interference (transfer) error from L1 rather than a developmental overgeneralisation.

Question 44Module One

In DELTA Module One, which best describes the distinction between 'fluency' and 'accuracy' work in a lesson?

  1. Fluency work is only for advanced learners; accuracy work is only for beginners
  2. Fluency work is spoken; accuracy work is always written
  3. Fluency work requires no teacher planning; accuracy work requires a test
  4. Fluency work prioritises meaningful communication; accuracy work prioritises correct use of language forms Correct answer.

Explanation

Fluency activities focus on communicating meaning smoothly, often tolerating errors that do not impede understanding. Accuracy activities focus attention on producing forms correctly, often through controlled tasks.

Question 45Module One

A teacher wants to develop learners' ability to notice their own errors in spoken production. Which procedure best supports this aim?

  1. The teacher gives a grammar lecture after the activity
  2. The teacher avoids any feedback on the activity
  3. The teacher corrects every error immediately during the activity
  4. The teacher records a short pair task and learners transcribe and review it Correct answer.

Explanation

Recording and transcribing their own speech lets learners notice errors and gaps themselves, which supports autonomous monitoring. This is more effective for self-correction than teacher-led immediate correction.

Question 46Module One

A teacher uses a 'loop input' technique in a teacher development session. What does this mean?

  1. The session content mirrors the process being taught, so participants experience the technique as learners Correct answer.
  2. The trainer loops back to correct participants' errors
  3. The session is delivered online and recorded for later viewing
  4. The session is repeated twice to improve retention

Explanation

Loop input means the training process enacts the very method being discussed, so participants learn about a technique by experiencing it. This congruence between content and process deepens understanding.

Question 47Module One

A teacher claims a lesson is 'communicative'. Which feature provides the strongest evidence for this claim in DELTA Module One terms?

  1. Learners repeat sentences chorally after the teacher
  2. Learners complete a gap-fill with one correct answer per item
  3. Learners copy a dialogue from the board into their notebooks
  4. Learners exchange information they do not already share in order to complete a task Correct answer.

Explanation

A genuinely communicative activity involves a purpose for communication and an information gap, so learners exchange meaning they do not already possess. Choral repetition, gap-fills and copying are form-focused and lack this communicative purpose.

Question 48Module One

A teacher argues that a lesson should move from 'receptive' to 'productive' use of a lexical set. Which sequence best reflects this principle?

  1. Learners match the words to meanings, then use them in a short discussion Correct answer.
  2. Learners translate the words, then copy them
  3. Learners are tested on the words, then given the answers
  4. Learners write sentences with the words, then read a text containing them

Explanation

Moving from receptive to productive use means learners first meet and process the items for meaning, then use them to express their own ideas. Matching to meanings is receptive processing; the discussion is productive use.

Question 49Module One

A teacher is asked to justify a lesson in which learners analyse a model essay, then jointly construct a similar text with the teacher, then write independently. Which framework does this sequence reflect?

  1. The task-based approach of Willis
  2. The product approach of Pincas
  3. The process approach of Flower and Hayes
  4. The genre-based 'teaching-learning cycle' of the Sydney School Correct answer.

Explanation

Deconstruction of a model, joint construction and independent construction are the three stages of the genre-based teaching-learning cycle. This cycle explicitly scaffolds learners into control of a target genre.

Question 50Module One

A teacher wants to raise learners' awareness of how intonation conveys meaning. Which activity most directly targets this?

  1. Learners complete a grammar table on question forms
  2. Learners practise spelling words with silent letters
  3. Learners underline stressed syllables in a transcript
  4. Learners listen to the same utterance said with different intonation and discuss how the meaning changes Correct answer.

Explanation

Comparing the same utterance with different intonation directs attention to how pitch movement carries attitudinal and discoursal meaning. The task focuses on meaning contrast rather than on identifying stress placement alone.