DELTA Module 1 - Paper 1 (Tasks 1 & 2) + Paper 2 Practice
Day 9 - Full Drill (78 items, 60% Review / 40% New, Shuffled Alternatives)
Part A - Grammar/Structure (15)
Match each term (1-15) with the correct definition (A-O).
Terms:
1) finite verb
2) non-finite verb
3) complement
4) adjunct
5) transitive verb
6) passive voice
7) fronting
8) subjunctive
9) apposition
10) participle clause
11) reduced relative clause
12) extraposition / anticipatory it
13) existential there
14) complex transitive verb
15) causative verb
Definitions (A-O):
A. Verb form without tense/person marking (to go, going, gone).
B. Dummy subject used to present existence (There is a book on the table).
C. Verb form expressing hypothetical/unreal meaning (If I were...).
D. Clause element required to complete meaning (She became angry).
E. Verb that must be followed by another verb form (want to go; keep talking).
F. Verb taking a direct object (read a book).
G. Moving an element to the beginning of the clause for emphasis.
H. Clause where the subject receives the action (The window was broken).
I. Noun phrase next to another NP for the same referent (my brother, a doctor).
J. Verb form with tense/person agreement (goes, went).
K. Verb that takes an object plus an object complement (make me happy).
L. Non-finite clause formed with a present/past participle (Walking down the street ...).
M. Construction with anticipatory 'it' placing a clause later (It is important that ...).
N. Relative clause reduced to a non-finite form (the man wearing a hat).
O. Structure where someone causes another to do something (She had her hair cut).
Part B - Lexis/Word Formation (15)
Match each term (1-15) with the correct definition (A-O).
Terms:
1) clipping
2) blending
3) borrowing
4) calque
5) collocation
6) colligation
7) connotation
8) conversion / zero-derivation
9) compounding
10) hypernym / superordinate
11) hyponym
12) meronymy
13) metonymy
14) eponym
15) acronym
Definitions (A-O):
A. Creating a new word by changing class without affix (email -> to email).
B. Part-whole relation (wheel is part of car).
C. Word formed from a person's name (sandwich, diesel).
D. Word adopted directly from another language (karaoke).
E. Association/feelings beyond dictionary meaning (slim vs skinny).
F. Merging parts of two words (smoke + fog -> smog).
G. Category term that includes others (animal over dog).
H. Typical lexical co-occurrence (make a decision).
I. Shortening a word (advertisement -> advert).
J. Acronym pronounced as a word (NATO).
K. Referring to something via a related concept (the White House for US administration).
L. Words with opposite meanings (hot/cold).
M. Core dictionary meaning.
N. Joining two free morphemes into one word (tooth + brush -> toothbrush).
O. Grammatical patterning (depend on; interested in).
Part C - Classify (10)
Label each as P (Phonology), L (Lexis), G (Grammar), D (Discourse), or T (Testing).
1) schwa
2) minimal pair
3) deixis
4) rubric
5) fossilisation
6) fricative
7) intonation
8) hedging
9) adjacency pair
10) face validity
Part D - Spot & Label (15)
Label the item in bold.
1) It was the student who asked the question.
2) Never before had she felt so nervous.
3) I would like the red one.
4) She gave up smoking.
5) He stayed in although it was raining.
6) What I need is some rest.
7) They said that he was late.
8) No sooner had we arrived than the lights went out.
9) It is essential that you attend tomorrow.
10) The students, all very motivated, succeeded.
11) The man carrying a bag is my uncle.
12) Having finished the task, they left.
13) There are many reasons to study.
14) She spoke so fast that I couldn't follow.
15) He came to help.
Part E - Contrasts (8)
1) validity vs reliability
2) inter-rater vs intra-rater reliability
3) homophone vs homograph
4) integrative vs discrete-item testing
5) fluency vs accuracy
6) analytic vs holistic scoring
7) norm-referenced vs criterion-referenced
8) direct vs indirect testing
Part F - Testing Terms (15)
Match each term (1-15) with the correct definition (A-O).
Terms:
1) rubric
2) stem
3) distractor
4) item facility
5) item discrimination
6) construct validity
7) content validity
8) inter-rater reliability
9) intra-rater reliability
10) authenticity
11) practicality
12) test-retest reliability
13) parallel-forms reliability
14) holistic scoring
15) analytic scoring
Definitions (A-O):
A. Main question body of a test item.
B. Percentage of candidates who answer correctly (difficulty).
C. Wrong but plausible option in multiple-choice.
D. Consistency of scores across different examiners.
E. Consistency of scores by the same examiner over time.
F. Degree to which a test measures the intended construct.
G. Instructions telling candidates what to do.
H. Agreement of scores across two occasions with the same test.
I. Scoring using multiple analytic criteria with separate bands.
J. Degree to which the test covers a representative sample of content.
K. Single overall score based on global impression.
L. Consistency across equivalent versions of a test.
M. Effectiveness in reflecting real-life relevance of tasks.
N. Efficiency of administration, scoring, and time.
O. Extent to which an item distinguishes stronger vs weaker candidates.
Paper 2 - Part 2 Task
Answer the following questions about typical lesson stages. Each question asks you to comment on the
pedagogical purpose and underlying assumptions.
Lead-in
- Why is it useful to include a lead-in activity?
- What assumptions about learner engagement does a lead-in reflect?
- How does a lead-in prepare learners for the main task?
Controlled Practice
- Why is controlled practice necessary after presentation?
- What learning assumptions does controlled practice rely on?
- How does controlled practice support learner confidence before freer use?
Language Box / Useful Language
- Why provide a language box or 'useful language' section?
- What assumptions about noticing and scaffolding underlie its inclusion?
- How does it link controlled and freer practice?
Freer Practice / Communicative Task
- Why is freer practice important in a lesson sequence?
- What assumptions about fluency development and motivation are evident here?
- How does freer practice prepare learners for real-life communication?
Feedback and Follow-up
- Why is feedback an essential stage after freer practice?
- What assumptions about reflection and error treatment are implicit here?
- How does follow-up consolidate language learning?
Paper 2 - Part 3 Task
Below is an entry on an online discussion forum for teachers.
"I avoid using group work because it often leads to noise and off-task behaviour. I don't think it's an
effective way to learn."
a) Why might some teachers be reluctant to use group work?
b) Comment on the benefits of group work for language learning.