Timing
1 1
1 2
5 15
6 12
Marks
Paper
Task
DELTA MODULE ONE CRIB SHEET Task Nickname Labelling Definitions
Mark scheme
Questions
Answer Tips
Reference Materials
1 mark per word [6 total] 1 mark per definition [4 total] 1 mark per further point [4 total] 1 mark per example [4 total] 1 mark per language feature [5 total] 2 marks per example [10 total]
6 words/expressions corresponding to the definitions 4 definitions + examples
Thornbury A-Z British Council Glossary Delta Flashcards
15
15
Skills
5 sub-skills/features of discourse of speaking/writing task
30
40
Authentic Text
a. 1 mark per point + example [5 total] b. c. d. 1 mark per point [35 total]
a. Text analysis b. c. d. form/meaning/use/phonetics analysis + student problems
Sub-skills/functions: greeting, introducing oneself/someone, opening /closing a conversation, making small talk with a stranger/a friend, initiating/responding, asking/answering questions about ., making a request, managing turns/involving other speakers, asking for clarification, making proposals, suggesting, providing advice, inviting, giving directions, agreeing/disagreeing, offering/accepting/refusing, making predictions, expressing (one s) ability/intention/necessity/obligation/permission/ preference/probability/prohibition/opinion/doubt/possibility/impossibility, allowing/prohibiting, warning, negotiating, ranking, checking understanding, summarizing, reporting, apologizing, leave-taking Discourse: turn-taking, adjacency pairs/ formulaic language, hesitations, backchannelling, hedging, repairing, intonation & emphasizing key information Written text/planned spoken: Layout Organization Cohesion, paraphrasing, summarizing, note-taking, referencing Register: formal neutral informal Range of lexis Range of grammar Attention to rubric (e.g. n of words, timing) a. Layout (titles, subtitles, columns, pictures/tables/graphs, logos) Organization (paragraphs & contents) Cohesion (discourse markers/connectors, anaphora/cataphora, referencing, verb tenses) Contents: direct/reported speech, further reference Communicative functions: evaluative, factual, conative, instructional, expressive language Syntax: sentence length, coordination, subordination, ellipsis Register: formal neutral informal Range of lexis & grammar b. Form: regular/irregular, sing/plur/count/uncount, finite/infinite, derivative/compound Meaning/Use: function register politeness Phonetics: weak forms, catenation, elision, glottalisation, assimilation, linking r, intrusive r/w/j, primary/secondary stress, tone unit, tonic syllable, fall/rise/fall-rise/level intonation Student problems: Form/spelling: understanding; production Meaning/Use: understanding; production Pronunciation: understanding: homophones, linked speech; production: single sounds, linked sounds, stress, intonation a. Task Achievement b. 1) useful/appropriate to the learner s needs, now or in future; eg: formal Genre exam of the appropriate level & real-life situations (travel & study Layout abroad) Organization 2) comprehensibility to the reader/listener; the weakness makes a negative Cohesion impact on the reader/failure to communicate successfully Register 3) (genre/organization) transferability of the skill/feature of langugage to Range of lexis similar tasks/other genres Range of grammar 4) (grammar/lexis) to avoid fossilization/improve accuracy Fluency 5) helps learner organize his/her thoughts & produce more useful drafts Accuracy and plans of (Punctuation: capitalization, separators; Spelling) 6) fulfilling task requirements (Pronunciation: segmental & suprasegmental) 7) useful/appropriate to facilitate further learning
Unit 4 Discourse Analysis Unit 5- Productive Skills Thornbury Beyond the Sent. Halliday Hasan Cohesion
Unit 2- Analysing Language Unit 9 - Lexis Unit 7 - Pronunciation Parrott Leech Svartvick Communicative Grammar Leech A Glosssary of Engl. Grammar Roach Underhill Brazil
25
27
Learner Text
a. 1 mark per strength/weakness [6 total] 1 mark per example [6 total] (12 weighted to 17) 4 marks for why and how strengths/weaknesses aid/negate the effectiveness of the text b. 1 mark per justification [3 total] 1 mark for full development of justif. [3 total]
a. 3 strengths + 3 weaknesses
Unit 4 Discourse Analysis Unit 5 - Productive Skills Corder on correction
b. 1 weakness to be prioritized + 3 justifications
20
20
Test Evaluation
1 mark per positive/negative [6 total] 1 mark per application to the learner [6 total] 2 marks for appropriate terminology (14 weighted to 20)
6 positives/negatives + reference to learner + examples
Instructions (e.g. example) Content-validity Construct-validity (e.g. discrete-point test candidate cannot avoid producing the required language) Face-validity Fresh-starts Indirect testing/Direct Testing (tests competence, not situationally authentic/tests performance) Discrete-point test/Integrative test Backwash Terminology: placement test, diagnostic test, progress test, achievement test, prognostic test, proficiency test; formative/peer/self/formal/summative assessment CBT, gap-fill, cloze-test, C-test, multiple-choice test Purposes: raise/arouse interest in topic, elicit/activate lexis/grammar form, activate knowledge/schemata/scripts, introduce/contextualize topic, provide pictures to contextualize language, categorize lexical items, familiarize with language, check understanding, raise awareness, guided discovery activity, notice form/use,explain/ infer/elicit rules/meaning, analyse and test hypotheses, compare & contrast rules/meanings/usage, provide controlled/freer practice with focus on accuracy/fluency, drills/repetition to internalize/automatize patterns, substitution/transformation drills to manipulate language, to commit to memory/ memorization/retention, scaffolding with informationgap activities, encourage free use of in communicative context, role-play, consolidate, personalize, reconstruct Assumptions: students need to see crib sheet for EP1 Pre-teach vocabulary that learners may need to know for exercise , provide controlled practice/freer practice, allow learners manipulate language in preparation for , transfer to oral/written medium, prepare, check the understanding of , support the work on by combining it with the work , use/contextualize/practice the structure presented in ex , allow students use the language in a personalized context, the focus moves away from accuracy and towards using the target language to communicate with others Personalization, provide vocabulary used in later exercises, Theory of language: as system (generative grammar), as function (notional-functional grammars) Theory of language acquisition (FLA & SLA; Skinner, behaviourism, habit formation, stimulus-responsepositive reinforcement, negative transfer; Chomsky, poverty of stimulus, Wug test, LAD & Universal Grammar, critical period hypothesis; Piaget, problem-solving ability; Krashen, innate acquisition/learning, exposure to comprehensible input, monitor; transferability of skills) Theory of language learning (cognitivism: cognition & metacognition) Methodology (Grammar-Translation; Direct Method; Audio-Lingualism; CLT; Natural Approach; Asher TPR; Gattegno Silent Way; Lozanov Suggestopedia; CLL) Procedures: PPP; Scrivener: ARC-Authentic use, Restricted use, Clarification & focus; McCarthy+Carter: IIIillustration, interaction, induction; Lewis: OHE-Observe Hypothesize Experiment; Harmer: ESA Engage Study Activate; TTT; Willis: TBL & Pre-task, Task, Language Focus) Post-methodology: particularity practicality possibility Techniques (usage of L1; authentic/adapted materials; realia) Learners and contexts (Krashen s affective filter; individual differences: aptitude, attitude, intrinsic/external motivation, age previous learning experiences, self-image, self-esteem, hierarchical role; fied in/dependence; learning styles: visual, auditory, kinaestetic; Gardner s MI: Spatial Linguistic Logical-mathematical Bodily-kinesthetic Musical Interpersonal Intrapersonal Naturalistic) Error theory (priority on accuracy/fluency; developmental stage intralingual errors, interlanguage, interference with L1 interlingual errors; delayed correction; fossilization) Class management (time management, class layout, discipline, instructions, language of instruction interaction & metalanguage) Teacher/student roles (T as planner, instructor, orchestrating activities, source of knowledge/authority, facilitator, monitor assessor; L as independent, infantilized)
Unit 6 - Assessment
25
30
Coursebook material: aims & assumptions
2 marks per purpose [12 total]
6 activities purpose with reference to the main aim of the unit 6 underpinning assumptions+ explanation+ example
1 mark per assumption + example [6 total] 2 marks per explanation of assumption [12 total]
Unit 3 methodology Unit 1 Lang. Acquisition Unit 8 receptive skills Thornbury How to Nunan
10
10
Coursebook material: activities & strategies
1 mark per point
How activities link to preceding or following activities
35
40
Lucky Dip
2 marks per point
Explain, comment & provide suggestions about 1 Applied Linguistics issue
Unit 1 Lang. Acquisition Unit 3 methodology Lightbown Spada Douglas Brown Pinker Ellis Krashen Crystal Richards & Rogers Larsen Freeman Harmer Kumaravadivelu Lewis Willis - Framework
