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`resepro aDELTA Module One Exam Seminars Here are my tips for the Delta exams.

They are more general tips than for each specific part. 1. If you are doing an integrated course, don’t let Module Two & Three take over. Leave time each week for Mod One practice. 2. Plan your time. Plan to cover all of the exam at least a few times, both in terms of reading to gather knowledge on e.g. testing, but also to do timed practice of each part to get feedback on from tutors, as well as unassessed practice. If possible, give yourself at least 1 serious final revision session per part of the exam in the final push up to the exam,, meaning you need a minimum of nine sessions - Paper 1 Qs 1 -5, Paper 2 Qs 1-4. Don’t do these sessions on the same day. Leave time between them to allow your brain to breathe! 3. Make up mnemonics for some of the questions. E.g. the question on testing, I made up a mnemonic on the different things you should consider for the student the test is for. I can’t remember what mine was, but, e.g. if you want to remember these things (this is by no means a full list, just an example!!) Level of student, Reason for learning English, Goals as a learner you could make the mnemonic “Learners are Really Great!!” . Learn these off by heart, have them on paper on the wall in front of where you work, sing them to yourself. When you open up the exam paper on the day, quickly go through and write down the letters on the corresponding question immediately. This will avoid you forgetting them once you get half way through the exam when your brain is tired. You can do this for pretty much all questions in paper 2 and some of them in paper 1. 4. Stick to the timings suggested. Religiously. Practice doing this as much as possible before the exam and don’t stray, unless of course you finish one earlier and there fore have time for later questions. Know which ones you find harder, and which ones you are likely to over run on, then practice these even more to get faster. The Mnemonics should help you here, by making ideas come to you more quickly and easily. I’ve got some more, but I’ll stop there! Good work, Dale. This is a really useful piece of work you have made. Jem Paper 1

Task 3 ● Outline five features, give one example, no more; time is money people. This task is worth 15 marks so spending too much time on this one will eat into your time budget for the big hitters: task 4 and 5. ● Make sure that all language features are relevant to the level and the task. This point sounds obvious but it’s easy under exam conditions to regurgitate pre-learned items that

hedging devices.g. Turn-taking and interrupting could go under the subheading ‘speaking subskills’. ● Clearer answers will include clear terminology and avoid vague or unclear language.e. “language for recommending” . ● Again. you will obviously need to allocate a proportional amount of time to this task in relation to its weighting. if the task is written. ● Give a variety of a language features and think about the discourse structure needed to complete the task. they need to include prices. Part A ● Identify five features. the answer really should go beyond looking at lexical and grammatical features that describe. you need to look at linguistic features too.g.g. Consequently. Alternatively. Task 4 This task is worth 40 marks. ● Exemplification needs to be adequate.?” In this case the exemplification needs to contain more context to the question like “how about going to see a film”. language to start/hold/end a turn. ● Look for an organisation point to make. But. To gain top marks. “the ability to express clearly their (learners’) opinions about the topic”. e. a good answer will need to include comment on the style and content i. “chunks/formulaic expressions/functional language to make suggestions. It’s an easy mark. generic answers will seem like pre-learned items to include in the exam. don’t rely on content and layout. Some people who have taken the exam found it useful to start with this task so to avoid rushing it at the end. how about. if it’s a menu. These are often negated in favour of grammatical/lexical .. To help you avoid this. ● A bullet-point system with the example highlighted or underlines will improve the layout of your answer.clear. DELTA really take a disliking to these so try and avoid it. e. discourse management devices. not apply a set of guideline answers to a text.. which is nearly half the available marks for paper 1. Be careful to keep these under one heading.will not receive any marks. language to paraphrase.. These answers will come across as too generic and won’t pick up any marks. e. ● Remember style and tone. analyse a variety of texts on your own to increase your ability to pick out the salient points of an individual text.g. Good answers tend to include a variety of discourse-related points. e.

. Cataphoric references from Anaphoric ones and ellipsis from elision. assimilation). you need to discuss the features of stress when analysing pron. Irrelevant information will not be negatively marked but will waste time. present X present simple ● Knowing the difference between intransitive/transitive. single countable concrete noun. Part 5 Part A ● In this section the question given could take the form of a spoken or written extract. A lot of marks are lost by If you identify a lexical field. ● Give the seemingly obvious information e. E. make sure the field is defined in a relevant way to the text. leaving you with enough time for 3. linking. ● contain the maximum amount of relevant information possible. if the text is a website with health information. In the example above.. ‘health lexical field’ would not suffice. collocations/binomials/fixed expressions/idiom . if it says analyse form and pronunciation. ● Lay your answer out with headings (in capitals) and bullet points.these all boost your marks. “I go to the garage” First person personal pronoun. make it as easy as possible for the examiner to read. ● Again. this question is full of marks and time is money in this exam. but make sure you have your terminology right. coalescence. Make the most of your time to write as much information as possible. ● Do not pass over information because you think it’s superfluous. describing movement. This part contains 5 marks. Again. transitive.points. and 1. ● Give full names to tenses e. ● Read the rubric.g. then part 4. ● Keep the answer short. It might be advisable to do this question first. preposition expressing motion.g. almost half the marks in paper one are allocated to this question. intrusion. don’t analyse meaning! ● As well as features of connected speech (elision. 2. ● Obvious this one. Part B . adverbs and prepositions in phrasal verbs. main verb. definite article. simply writing pronoun would not obtain maximum marks. simple present.g.

indicative and subjunctive.match the words . underline or signpost examples with highlighters or underlining. The resources provided by a language to encode .. e. so focus your preparation instead on analysing and discussing the strengths and weaknesses of your learners’ work and justifying areas to improve on with colleagues. ● Do not be too general with your identification of weaknesses or strengths. Aspect: Refers to grammatical aspect.provide them with the definitions) Task 1: Use a wordle Mood: The feature of the verb that expresses the speaker’s or writer’s attitude. Answers should candidates who don’t have time for the last two questions and rush therefore missing out important information. grammatical accuracy: past tenses choose past tenses. at what IS NOT THERE. when choosing an area to develop. There are four extra marks for this! ● use headings and subheadings. the rubric says three. ● You really have to include comments on how these strengths and weaknesses contribute to the overall effectiveness of the text on the reader or listener. In English we have three moods: imperative. look deeper. so make sure you brush up on your phonological aspects as well as writing skills. Activities: have to come up with definitions (word cloud . Narrow it down. which tenses?? ● The exam question can be on speaking or writing. ● Do not identify more than three. Again.g. E. ● 25 minutes for the whole task should suffice to get a good chunk of the marks. not grammatical accuracy! ● The extra three marks in this section come from the justifications for your decisions.come up with definitions . Strength: speaking subskills: which subskills?? or Weaknesses. This can take the form of speaking and writing subskills or features of discourse..There is no limit to the amount of information you can give in this section. DELTA markers hate pre-learned answers. Grammatical accuracy: tenses. make sure you choose the area to which you narrowed down your point to. ● Lexis and grammar are normally areas that candidates get straight away.g. For extra marks. Part B ● In this section.

uses dialogues and drills.g. contrastive analysis. This can be either progressive or regressive. E.g. E. Assimilation: a phonological process in which a speech sound changes to become more like or identical to another which precedes or follows it. tree. fruit. Allophone: any of the different variants of a phoneme. e. . this way. there are more semantic differences between the words in a lexical field. duration. Lexical set e. quantity and the language needed to express them. pear. which is understood in the context.g. banana. Noticing: sometimes known as ‘conscious raising’ when a feature becomes salient for the learners and as a result consciousness of that feature is raised. It contains the meanings and concepts a learner needs in order to communicate. events and states. Learning takes place when learners are able to make connections between newly acquired and formally acquired language items. E. Notional syllabus: A syllabus organised around speech acts. farm. time. It is created through the use of lexical chains or various semantic relationships between the words in the text. e. orange. Fricative : a type of consonant sound that is made through a restricted but not completely blocked release of air to create a turbulent airflow. Priming: Activating the stimulating the memorisation of a lexical item. /f/ /v/ /s/ /z/ Audiolingualism: A method of second language learning that emphasises the teaching of speaking a listening over reading and writing.g.g. they are perceptively different but similar. They do not change the meaning of the word and occur in many different environments. apple.different perspectives taken by a speaker towards activities. e. orange.g. Lexical field: also known as a semantic field: the organisation of related words and expressions into a system that shows their relationship to one another. functions and notions. E. discourages the use of the mother tongue. spot and pot.g. tractor. Swim the lips are shaped in anticipation for the /w/ sounds when making the /s/. farmer Lexical cohesion: the lexical relations between different elements of a text.g. hyponymy Exophoric reference : a type of referencing that points to something outside of the text. Connectionism: a type of information processing and theory of cognitive science that is centred on the belief that information processing is the interaction of a large number of units.

It is also the syllable on which the change of pitch begins. Bound morpheme: the smallest unit in language that affects meaning. . F can take the form of a prefix or a suffix. It can refer to only voicing or devoicing. alveolar consontant sounds. have to. Fricative : B a type of consonant sound that is made through a restricted but not completely blocked release of air to create a turbulent airflow. Barrier test: a test aimed at differentiating between learners’ abilities. Good girl. an IELTS course entry test. E. E s’ in speaks. F It can be voiced or unvoiced. Example ‘s’ in speaks.Tonic syllable: the syllable on which the main stress falls. E /f/ /v/ /s/ /z/ Assimilation: B a phonological process in which a speech sound changes to become more like or identical to another which precedes or follows it. or verb inflection. Task 2: Give them some general definitions and further points.g. E Swim the lips are shaped in anticipation for the /w/ sounds when making the /s/. Sibilant or labio dental. Part of a tone unit. Bound morpheme: D the smallest unit in language that affects meaning that only occurs attached to other morphemes. F This can be either progressive or regressive. Could you.

tractor. F Can create lexical cohesion. E Drills and dialogues.turn taking . F In English we have three: imperative. Focus on what the rubric instructs you to. fruit. Task 3: Dos-and-don’ts list 1. E. . indicative and subjunctive. Learn lots of language features that can be given for any quesiton 3. 9. Give one feature of writing or speaking subskills that can be grouped under the same heading. Avoid vague expressions 7.Lexical field: D also known as a semantic field: the organisation of related words and expressions into a system that shows their relationship to one another.language to take a turn. pips. organisation. orange. tree. E skin. Often associated with Berlitz and behaviourism. Typical of certain genres like poetry. contrastive analysis. until death do us part. speaking skills. function. List lots of features pertaining to grammar and lexis 4. Audiolingualism: D A method of second language learning that emphasises the teaching of speaking and listening over reading and writing F discourages the use of the mother tongue. 1960s. farmer Mood: D The feature of the verb that expresses the speaker’s or writer’s attitude. 6. Give a wide variety of features including style. Give one example 2. 5. farm. E Nobody call me during the weekend.g. uses dialogues and drills. Give very specific examples to the text type. Include very clear terminology 8.

e. not specific) e.conclusion 5. 11.g. Spend too much time on this task. should 3. 1. Organisation: structure of a report E.g. Present perfect question forms to talk about life experience. not specific. Give a very clear and organised structure.giving recommendations .. this report will outline the the reasons for the fall in students taking part in sport Students will need to be very aware of the types of conventions necessary for them to be able to write a report in order to make the report the appropriate style. Lexis: Language to make recommendations E.g. 3. Be very specific and narrow down your point. (too wordy. (too vague. no example). introduction . E. It might be helpful to.g. Language to be more formal (too vague.reporting the data . not specific) e. Provide students with different examples and have them separate them into generic/specific/too wordy/vague. Separate into dos and don’ts.g. Style: Semi-formal style conventions for starting a report e..g. a wide selection of DVDs should be made available for students to borrow 2. Learners would need to know how to recommend.10. 12. 4. Discourse: Hedging devices to give the writer’s opinion it could be considered beneficial to include a selection of after-school activities. Grammar: use of modality to describe cause and effect . we have come to this conclusion because 2.g.

this idea would be extremely motivating for students 13. Lexis specific to the task e.g. Discourse: linking devices and phrases for cause and effect e. The fall in interest is due to the decrease in staff available 9.g.g.g.g. the report was conducted 11. (example good. a sharpe fall in students participating in sporting activities. we have seen a drop in numbers recently at the sports centre. we have seen a drop in numbers recently at the sports centre 6. after-school sports club 12. lexis: lexis specific to writing reports e. 8. Lexis: collocations to describe changes e. 10. first part not specific enough) 7.g. the reduction could be/may be/ might be/ due to the lack of facilities for students 5. learners will need to be able to use the present perfect e.g.g. Grammar: use of present perfect to report facts relevant to the present e. it might be a good idea to install some new football pitches.g. Modality to maintain politeness e. Discourse devices to persuade the reader.g. e. The inclusion of percentages . Grammar: use of modality to describe cause and effect (bad example) e.e. should/might/may 6.

g. Consider doing this task first if you panic or have bad time-management. Have a clear way of marking connected speech.g. 14. 7. 13. Use subheadings and underlining to signpost.g. E. Compound nouns related to sporting sporting activities. 2. form. present X present simple 6. Organising ideas (too generic not related to the task) e. Use the phonemic script. There are a number of reasons why there has been a fall in numbers. pronunciation.g. swimming pools would be a good addition. Analyse everything: meaning. Do not comment on style of the text 9.g. 15. Use bullet points. Use the phonemic script. Spend a large proportion of your time on this task.g. The first has to do with recreational factors. State the obvious about language 3. the number of students has dropped by 30% 14. 17. Use correct terminology 4. 18. Stick to features of connected speech when analysing pronunciation.g. Specify terminology e. information about the different ideas the learner has Task four: Dos and don’ts 1. 16. Formulaic expressions to justify opinions e. Singposting devices to ogranise the findings of the report. Give an example of each feature 11. one of the reasons why the facilities are below-standard is the lack of recreational areas. 15. 17. . 19. E. Use very generic features 10. use. Include as much information as possible in part B. 12. (not relevant to the level). Learn lots of problems students have in general and apply them to each question 16. pronoun X personal subject pronoun Y 5. Give full names to tenses e.e. Give more than 5 features of the text 8.

Activity to identify the good and bad answers for task 4. . come up with strengths and weaknesses in different groups. Task 5 1. Groups. More than three. Give them feedback.

Organisation and cohesion: systematic approach to task Example: introduction. I didn’t expect anything Accuracy of lexis: accuracy of topic related lexis for describing events Example: balloons. when. /'bælWn/ . events in order and conclusion Organisation and cohesion: effective and accurate use of conjunctions Example: and. don’t expect./dekW'reˆtWd/. colourful Accuracy of lexis: accurate use of collocation Example: do well at school. but. delicious. /serˆ'mW¨ni…/. fabulous. so Accuracy of grammar: good control of basic sentence structure Example: They made delicious food for me.. man wears suit Accuracy of grammar: gerunds and infinitives Example: so busy to study. custom Accuracy of pronunciation: individual sounds and sounds in connected speech: incorrect word stress Example: /på…'ti…/ /eni…'sˆ˜/. spend many time to prepare Accuracy of lexis: incorrect choice of word that could confuse listener Example: increase. decorated. spend time and money Accuracy of pronunciation: individual sounds and sounds in connected speech: certain weak sounds Example: /wəz/ Accuracy of pronunciation: individual sounds and sounds in connected speech: elision Example: /ənaɪ / Key weaknesses Accuracy of grammar: inconsistent use of present and past simple forms Example: was . because.. When I open the door I was Accuracy of grammar: determiners (articles and quantifiers) Example: spend many time. increase me to start study.

Accuracy of pronunciation: individual sounds and sounds in connected speech: incorrect sentence stress – tendency to always stress last word / syllable of sentence Example: here / me / key / nice Accuracy of pronunciation: individual sounds and sounds in connected speech: individual sounds Example: /θ/ -/eni…'sˆ˜/ /bWàs/ /b±…sdeˆ/ 2. This could have a knock-on effect on the learner’s confidence.g. Give them possible effects on the listener that they then connect to their weaknesses and strengths. ● Lack of grammatical features like determiners and articles which often carry meaning in discourse ● put a strain on the listener to understand. (pron) ● Incorrect choice of word could confuse the listener. they will be more able to segment words in connected speech. ● Word stress could have a knock-on effect on the receptive skills of the learner. helps the learner sound more fluent but also has another benefit on the learners receptive skills. weak forms. which are content words of the sentence could lead to the learner being misunderstood. Re-group. ● Frequently mispronouncing nouns such as birthday. . (pron) ● The narrataive or macroscript of discourse is met and meets the listener’s expectations. ● Awareness of features of connected speech e.