Technologically and linguistically adventurous EFL teacher, trainer, writer and manager


The Cambridge Delta (Diploma in Teaching English to Speakers of Other Languages) is an advanced teaching diploma for teachers of English as a Foreign Language.


My Delta (overview)

I completed Modules 2 and 3 of the Delta in June 2013, getting a Pass in the former and a Merit in the latter. My Module 3 speciality was ‘Teaching Exam Classes’ and the course I created was designed to help IELTS students improve their reading and writing skills.  I did Module 1 in December 2013 and got a Distinction.

Sandy holding her Delta certificates

My Delta certificates 🙂

I have written a large number of posts related to the Delta, and have a dedicated category on my blog.

Delta conversations

To help people find out more about the different ways that you can do Delta, I have interviewed various people about how they did it. They also offer their own tips on how to make the most of the course.

While not part of my Delta Conversations series, Adi Rajan’s post reflecting on his Delta covers a lot of the same ground, and is worth reading so that you know what you’re getting yourself into. He did all three modules simultaneously on a full-time face-to-face course in Bangkok. Adam Beale wrote about what he has taken from the Delta in the immediate aftermath of Modules One and Two.

Trinity DipTESOL

If you’re interested in finding out a bit more about the competition, the closest equivalent to the Cambridge Delta is the Trinity DipTESOL.

Dave Dodgson has written about different aspects of the DipTESOL: using a Moodle/online course review,  face-to-face teaching practice/reflections, written exam, research projects, the phonology interview, the course in general and the Dip versus the MA.

Gemma Lunn has also written about her DipTESOL experience, and shares links to all of her posts.

Peter Clements has written about perceptions of the Trinity DipTESOL. For what it’s worth, I think that it can be a more practical qualification for those wanting to go into management, providing your employers understand that it is a Delta equivalent.

Delta resources

I have written a couple of posts to help people who are doing the Delta:

  • Preparing for the Delta – things to do before you start, for example books to read, and things you can learn to do to make using Word easier.
  • Useful links for Delta – links for each part of the exam, and general links for the whole course.

My work

Module 1

This post shows you how I approached preparation for the Module 1 exam, including how I laid out my answers for each task.

Module 2

I found it very difficult to find examples of assignments to know the kind of thing I needed (not) to write/produce as every assignment is different, and Cambridge prefers not to put the temptation to plagiarise in people’s way. I know that this makes it a real challenge to produce a good assignment, but the drafting process and the work you do with your tutor will make your work better.

I have listed the areas I chose to focus on to give you an idea of the spread of assignments you might expect to do during a course. I’ve also given you my grade and some of the feedback I got.

Module 2: LSA 1 – grammar: conditionals
  • essay – pass
    The tutor said it was a clear pass, with a well-supported analysis. To get a merit I needed to add more critical commentary to my reading in the analysis and use a wider range of sources. In terms of the teaching ideas, it relied too much on learner-generated output (also a problem in my lesson) – I didn’t really include any more traditional ideas. My evaluations of the activities were also a bit weak.
  • lesson plan (first conditionals) – fail
    My lesson was pitched at too low a level for the students, the timing was unrealistic and I relied completely on learner-generated output for the target language, within a very weak context. My task set-up, grouping of students and use of information gathered while monitoring were also poor. Despite this, the tutor said ‘it had the potential to be a useful and effective lesson’ as a lot of the planning was strong (my note: just the procedure that wasn’t, which is a fairly major oversight!). I tried to make it learner-centred and to include some guided discovery, but didn’t really know how to do this well. I managed to be flexible and add extra activities, but did not predict any of the problems mentioned above.
Module 2: LSA 2 – listening: transactional listening
  • essay – pass
    The analysis is clear because of my use of headings and sub-headings to signpost important areas. I used a wider range of texts than in my first essay, which made it stronger. The activity evaluations were also stronger than in LSA1. However, the descriptions of the activities needed to be clearer and more detailed, so that anybody could reproduce them. There also needed to be stronger link between the analysis and the activities. The contexts I described did not cover a wide enough range, for example I did not cover different levels.
  • lesson plan – pass
    My choice of materials meant that this lesson was much more successful than LSA1, and it felt like a pass while I was in the lesson (I knew I’d failed LSA1 after about 20 minutes of the lesson!). I was also much more responsive to the learners, and there was clear evidence of learning. I’d found out more about guided discovery by this stage, so that thread of the lesson worked better than in LSA1 too. However, I still had problems with task set-up (this was a recurring theme throughout my Delta), and my monitoring was still not completely effective.
Module 2: LSA 3 – writing: discursive essays
  • essay – merit
    This was my strongest piece of work for module 2 ‘due to its depth, accuracy and organisation’ as my tutor said. I managed to identify and use key sources effectively (which I’d found difficult in my previous two LSAs). There was a clear line following through the whole essay, linking the problems and solutions to the analysis clearly. I shouldn’t have focussed on the writing process as one area in itself, as this restriced the solutions I could offer in terms of learners editing their work.
  • lesson plan (writing paragraphs) – fail
    As I said in my post-lesson reflection, I was way too ambitious about how much we could get through in an hour. I should have asked students to write their paragraphs in a previous lesson, then used the hour to analyse, improve, and re-write them. Because they spent so long on writing their initial paragraphs, there was no time for them to re-write them, meaning I didn’t hit my aim. The lesson plan ‘was detailed and contained some very useful elements and activities’ but I didn’t show the flexibility I needed to to still be able to achieve my aim. I also ended up focussing on written discourse, rather than writing skills, which falls under systems: discourse analysis, rather than skills: writing. As with LSA1, I pitched the lesson wrong, but this time the students needed a lot more support than I expected, and my tasks were too complicated. I also had problems with task set-up again. The moral of the story: test out your activities on other students – don’t make your LSA the first time you’ve ever used them.
Module 2: LSA 4 – lexis: multi-part verbs

I don’t know the separate grades for the essay and lesson as it was externally assessed, but I passed Module 2, so I must have passed at least the lesson!

  • essay
    I felt much more confident with the essay than I did with any of the others, because I finally felt like I knew what kind of document I needed to produce. I read the tutor comments on my previous LSA essays and used these to help me make sure I ticked all the boxes Cambridge wanted.
  • lesson plan
    I did a diagnostic test before I taught the lesson to show me exactly which of the verbs the students already knew. This made a real difference when it came to writing about my students in detail, as I really felt I knew what they needed to learn. The lesson felt good while I was teaching it, and I was pretty sure I’d passed. I think you can normally tell whether the lesson was a pass or a fail. For merits and distinctions, it’s probably guesswork (I didn’t get any, so I don’t know how they feel!).
Module 2: (Professional Development Assignment) (pass)
  • experimental practice lesson – grammaticization
    I only realised about 5 minutes before writing here that my tutor put comments on my document after the lesson – don’t forget to check what your tutors wrote to help you with later assignments!
    This was an interesting part of the course for me, adding an extra tool to my repertoire, although I haven’t used it a great deal in the year since I did the assignment! I didn’t include scanned examples of what the students actually produced, which would have been better.
  • PDA reflection and action stages 2, 3, and 4
    I didn’t do anywhere near as much work on this as I would have liked to due to time restrictions, and some of my evidence was a bit cobbled together. However, I think it was by far the most interesting and useful part of the whole course, and I wish it was weighted to reflect this more. It is a very valuable process to go through. The fact that it is only a pass/fail assignment means it can be somewhat neglected, which I think is a real failing in the course. (rant over!)
Module 3: Teaching Exam Classes, with a focus on improving reading and writing for IELTS students (merit)
  • Part 1: 4,500 word essay, needs analysis and diagnostic test results, course proposal
  • Part 2: all other evidence in appendices

I don’t have any specific feedback about Module 3. To get to the point where a merit was possible, I handed in two drafts, although neither of them were anywhere near complete. Make full use of any draft/commenting facility you have available. I’d have gone completely wrong if I’d stuck with my first version!


Please note that all information about the CELTA on my blog is my personal opinion or the opinion of the writers, unless otherwise stated. It does not constitute anything officially sanctioned or recommended by Cambridge.

A final note

Feel free to let me know if you have any questions. I’m afraid I can’t share my assignments as there have been plagiarism issues. What I have written here is just my interpretation of the requirements, and you could do it completely differently – keep checking back with the criteria and with your tutors. Good luck!

Comments on: "Delta" (89)

  1. Rae Scully said:

    Thank you very much for sharing your experience with us, Sandy. I’m currently doing module 3 and I can tell you there isn`t much around. I mean, there are some module 3 assignments on the internet, but it’s difficult to know if you can rely on them when you don’t even know if it’s a pass.
    Once again, thank you very much.


    • I had that trouble too. By the way, Mat’s Module 3 was a pass. Good luck!


      • Hi Sandy,
        Thank you very much for preparing such a useful blog. I don’t know if it’s me but I can’t seem to find your Module 3 assignment on your page. I’m working on mine right now and it would be great to see an example. Thanks in advance.


        • I’m afraid I was asked to take them down by Cambridge due to potential plagiarism issues. I’m very sorry about that. Good luck with your assignment.


          • Oh I see. Well, thank you anyway for all the other stuff you’ve posted. Best,


          • Hi Sandy
            Hope you’re well. I wondered if you could send me your biography for Module 3? I’m doing Exam Classes – IELTS Writing too and am struggling to find some good books out there.

            BTW- your website has been a life saver these last few months!
            Hope you can help.
            Laura (@Plots_of_Brum)


  2. Thanks for sharing! I’ve completed modules 1 and 2 and will be doing 3, your delta blog is very useful and helpful for others in the same boat! Good luck with module 1.


  3. […] about the Delta in their blogs. I have listed all my Delta-related posts in one page, as has Sandy Millin. And contribute your own take on it when you have time (which for me was not till very near the end […]


  4. Mike Camper said:

    Thanks for posting this up. I’m currently doing the Delta Module 1 and I’m having some difficulties producing what I’ve learned the way they want it. Any advice on how I could improve ?


    • I think the best thing to do is to look at the exam reports (available on the Cambridge website) and to bullet point things as much as possible. You don’t need full sentences if it’s clear what you’re referring to. The fewer words you can use, the more time you’ll have.

      For specific parts, you can also use reminders to help you:
      Paper 1 part 2: Use D E F to remind you to include definition, example, and further information
      Paper 1 part 4a: use CLOGS to remind yourself of different features typical of a particular genre (content, layout, organisation, grammar and lexis, style)
      Paper 2 part 1: Create a table with 2 columns: positive/negative. For each thing you write have two titles: point/application to the learner – you need both to get the mark e.g. point: the test allows a lot of fresh starts; a/l: this will help S because…
      Paper 2 part 2a: start every purpose with ‘to…’
      Paper 2 part 2b: use this to remind yourself that for each assumption you need two reasons:

      I hope that helps! Good luck,


  5. Lisa Jones said:

    Thanks for posting the module 3 EA Sandy. It is really helpful to see a completed version of what Cambridge are looking for. It can all seem quite ‘bitty’ when you are in the middle of it. I really like the way you have used colour coding throughout.


  6. Rageshree Mukherjee said:

    Hi sandy,

    How are things? It’s always a pleasure reading your posts. I was waiting for your post on Module-1. Is there any? Could find though.

    I was just wondering if you have the set of past papers of module-1. Is it possible for you to send it? or maybe the link where I can download it from?

    Any other tip off for mod-1 would be most welcome.

    Many thanks,



    • Hi Rageshree,
      Thanks for the message. I don’t have a specific post about Module 1, and I don’t plan to write another one at the moment. My Useful links for Delta has all of the information that I could find to help me prepare for the exam, including links to past papers. The only other information is on this page, and I guess you’ve read that already!
      Good luck!


  7. Rageshree Mukherjee said:

    Hi Sandy,

    Sorry for the delay in replying. I’m a little occupied with my presentation preparation. I’m presenting a paper in a teacher educator conference next month.

    Thanks a lot for the link in your message. That’s like a one stop solution for all my DELTA queries. 🙂

    Will let you know how the conference went shortly..




  8. […] well as Sandy Millin’s great blog which I recommended on the subject last year, I have also recently been reading Lizzie […]


  9. […] my Delta, I did one of my observed lessons on listening, and read John Field’s Listening in the Language […]


  10. Hello Sandy! First of all, tks a million for your tips. I am doing distance Module 3 EMLT and I am kind of lost. I haven’t found any sample assignment to help me know what I am expected to write. Can you help me?


  11. Hello Sandy,
    Thanks for this wonderful site which helped us a lot. I would like to ask you one thing. I am now preparing my LSA3 in module 2 and I wrote a background assignment on writing introductory paragraphs and I am planning to have a lesson especially on thesis statement. Can the title of the BA and the lesson plan different? I mean the title for BA is ” helping learners write an introductory paragraph effectively” and lesson plan’s aim is they will be able to write effective thesis statement. It is too late for me to ask it to my tutor because the observation is in 2 days and I have to finish and upload it tomorrow. I wrote my BA on introductions and can I only focus on thesis statement in the lesson? What do you think.?
    Thanks so much.
    Deniz from Turkey


    • Hi Deniz,
      I’m not a Delta tutor so I can’t give you a definitive answer, but my feeling is that if the thesis statement lesson plan is based on the research you did into introductory paragraphs for your background essay then it’s probably OK. I was always told that the BE was the ‘pie’ and the LP was a piece of it. Your lesson plan shouldn’t have a title, so that shouldn’t be a problem.
      A better place to ask might be the Delta group on facebook which is moderated by Marisa Constantinides. There are quite a few Delta tutors on there. Good luck!


  12. thank you so much Sandy ! This helped me a lot! I will try to ask the question on facebook as well. Have a nice day!


  13. Hi Sandy,

    I am planning on applying to the Distance Delta Module 1 ran by IH London. I was wondering about the application task. It seems as if both the tasks they ask for are the same type of tasks that are on the actual test. Do you have to do this when you applied? Either way, what are they looking for? Should I study up on what they are looking for in the answers or just answer to the best of my ability now? I would think that some of the course would prepare you for the essays, and seeing as I haven’t taken the course yet, I don’t know how to answer. I would really like to get accepted and hope the main objective of the tasks is to judge my writing ability and not so much of the content. Thanks for any advice!


    • Hi Yvette,
      That takes me back! They’re looking at your writing ability now and your ability to reflect, so don’t worry. It’s also looking at your level of language, amd whether you’re likely to be able to deal with the course.
      Good luck,


      • Thank you! That’s good to know. I was hoping not to get too stressed just about the application!


  14. Hi Sandy

    Thank you for the wonderful resources on Delta. What do you think are the best resources for Delta M 3 needs analyses. You indicated that your were at first attempt not so impressive.


  15. Hi Sandy,

    Your blog is great. Some really helpful stuff on here. I am currently doing my LSA2 on writing a discursive essay. I am boggled as to how I am supposed to analyse the sub-skills in the lesson. I am doing a distance course and finding it tough to find anything to even guide me. I noticed you said you failed the lesson which is what I am concerned about too. Not having enough time to get it done. Also, we have to include a stage on demonstrating that the learners have upgraded their skills which I am a little confused by too. Any suggestions for me?




    • Hi John,
      That’s exactly how I felt with the distance course!
      The main reason I failed it is because I spent too long onthe essay and not enough time on the lesson (plan).
      For analysing the sub-skills, you need to narrow down exactly what it is your students need to do bit by bit to build up to a complete essay. For example, if they were writing a report, they might need to be able to write an introduction, write recommendations, include sub-headings etc.
      In terms of upgrading their skills, you need to be able to show that they are better at the end than they were at the start in whichever area you chose. One reason I failed is because I chose to focus on structuring a paragraph, then spent ages in the lesson getting them to write a paragraph before doing any teaching at all. There was little time for me to teach, and no time to see the results of my teaching by getting them to write again.
      I hope that helps. Good luck!


  16. Andrew Staples said:

    Hi Sandy

    What books would you recommend for the ‘teaching exam classes’ specialism ?

    Liked by 1 person

    • Hi Andrew,
      Sorry it’s taken a few days to get back to you. Here is the bibliography from my assignment. I hope that helps. Good luck!
      PS If you’d like to buy any of the books, please consider buying them through my Amazon affiliate link, meaning I’ll get a few pence for each book you buy. Thank you!
      Sandy’s Amazon page

      Background Reading
      Alderson, J. C. 2005 ‘The testing of reading’; in Nuttall, C. 2005 Teaching Reading Skills in a Foreign Language (2nd edition) Macmillan: Oxford
      Brown, H. D. 2003 Language Assessment: Principles and Classroom Practices Longman: New York
      Burgess, S. and Head, K. 2005 How to Teach for Exams Pearson Longman: Harlow
      Graves, K. (ed.) 1996 Teachers as Course Developers Cambridge University Press: Cambridge
      Graves, K. 2000 Designing Language Courses: A Guide for Teachers Heinle & Heinle: Boston
      Gronlund, N. E. 1998 Assessment of Student Achievement, 6th edition Allyn & Bacon: Boston
      Harmer, J. 2007 The Practice of English Language Teaching Pearson Longman: Harlow
      Harris, M. and McCann, P. 1994 Assessment Macmillan: Oxford
      Hedge, T. 2000 Teaching and Learning in the Language Classroom Oxford University Press: Oxford
      Hughes, A. 2003 Testing for Language Teachers, 2nd edition Cambridge University Press: Cambridge, undated ‘IELTS | Researchers – Band descriptors, reporting and interpretation’, accessed 20 January 2013
      May, P. 1996 Exam Classes Oxford University Press: Oxford
      Murphy, D. April 2000 ‘Key concepts in ELT: Evaluation’; in ELT Journal, Volume 54/2 April 2000, Oxford University Press: Oxford
      Nuttall, C. 2005 Teaching Reading Skills in a Foreign Language (2nd edition) Macmillan: Oxford
      Prodromou, L. 1995 ‘The backwash effect: from testing to teaching’; in ELT Journal, Volume 49/1 January 1995, Oxford University Press: Oxford
      Puchta, H. November 2005 ‘Making the most of multiple intelligences’; in English Teaching Professional, Issue 41 November 2005
      Richards, J. 2001 Curriculum Development in Language Teaching Cambridge University Press: Cambridge
      Thornbury, S. 2006 An A-Z of ELT Macmillan: Oxford
      UCLES (University of Cambridge Local Examinations Syndicate) 2002 Cambridge IELTS 3 Student’s Book with Answers: Examination Papers (IELTS Practice Tests) Cambridge University Press: Cambridge
      Woodward, T. 2001 Planning Lessons and Courses Cambridge University Press: Cambridge

      Liked by 1 person

  17. Hi Sandy,

    thank you very much for sharing! So useful!

    I’m currently writing my LSA 2 lesson plan on listening, and I’m having trouble with the analysis… any tips on where I could find something about how to analyse listening subskills (identifying intonation and meaning in tag questions)?

    Thank you in advance and again for your blog!


    • Hi Mary,
      Thanks for the comment. I’m not sure if they are listening subskills – to me the second sounds more like a grammar point. Or do you meaning using intonation to identify meaning in tag questions?
      I’m not sure I can be very helpful with this, as I always had trouble finding information about subskills. Perhaps Adrian Underhill’s Sound Foundations may have something about intonation, and The English Verb might have something about tag questions, although I can’t remember ifit mentions intonation or just the grammar of them. SorryI can’t be more specific here!
      Good luck with your LSA2.


  18. Dear Sandy,
    First of all I would like to thank you for having this blog. It has been really helpful. I have finished module 2 last year and doing module 3 this year. I am having trouble sorting out the organization of the whole paper; it would be really helpful for me to go through papers that have passed. I could even send you mine so you can see what I have done so far so there is no fear of me copying or anything, I am at the final stage, that is, the assessment.
    I have read the handbook but I still feel I need to have a picture of the whole thing as an example. Any suggestions?
    Thanks in advance


    • Hi Iphigenia,
      Thanks for the message. The organisation is not easy to figure out from the handbook, but I’m afraid I can’t publish my module 3 papers for others to see here. I’m really sorry not to be able to help out more with this.
      Good luck with module 3.


  19. […] Finally, if you are interested in sitting for the Delta, I’d highly encourage you to buy a copy of Damian Williams’ book (How to Pass Delta) and visit Sandy Millin’s blog. […]


  20. […] buying a copy of Damian Williams’ book (How to Pass Delta) and visiting Sandy Millin’s blog. Both of these helped me […]


  21. James Dennis said:

    Hi Sandy. Good to see you’re doing well. You may remember me from teaching at IH Brno in 201-11. I’m four weeks into Delta Module 2 (done 1 and 3 already) but I have to say I’m hating this one! I have a problem with finding specific incidences of learner problems when using TED talks. I don’t suppose you could offer any examples? Much appreciated if so!


    • Hi James,
      Of course I remember you 🙂 I can understand your feelings about Delta Module 2 far too well…not my favourite period of my life!
      Are you looking for problems students might have when listening to TED talks? Take a look at Listening in the Language Classroom by John Field and Phonology for Listening by Richard Cauldwell. They’re both great sources of listening issues as they describe lots of problems students might have and solutions you can use to help them. A lot will depend on exactly which TED talks you’re using and what you want to use them for.
      Where are you doing your Module 2? Good luck with it!
      P.S. If you decide to buy the books and use these links, I’ll get a few pennies:
      Listening in the Language Classroom
      Phonology for Listening


  22. Hi Sandy,

    I’m in the process of sending in my Delfa Applications for the Full-time program. I’m really stressing out about being accepted into the program. How detailed should the essay and lesson plan and evaluation be for the initial application? Do they expect in-depth knowledge of terms and analysis/justification?


    • Hi Anam,
      Remember that it’s an application, not a Delta lesson plan. They know that you’re not on the course yet. They expect to see that some though has gone into the lesson plan and the essay, but they are aware that you haven’t done the course yet, so won’t expect Delta-level analysis. Apart from that I’m afraid I can’t really tell you, as each centre will have different requirements. Good luck with your application!


  23. Hi Sandy,

    Another question – is it okay to not include copies of materials if I don’t have copies of pages of course books I used for my lesson plan?



  24. Cat Wilson said:

    Hi Sandy,
    I was wondering if you could give me the reading list for your Module 2 essay on discursive essay writing?

    Many thanks..


    • Hi Cat,
      Here you go:
      Byrne, D. 1979 Teaching Writing Skills Longman
      Fox, H. 1994 Listening to the World: Cultural Issues in Academic Writing National Council of Teachers of English
      Harmer, J. 2004 How to Teach Writing Longman
      Hedge, T. 2000 Teaching and Learning in the Language Classroom OUP
      Hinds, J. 1987 ‘Reader versus writer responsibility: a new typology’ in Connor, U. and Kaplan, R. B. (eds.) Writing across Languages: Analysis of L2 Text Reading Addison-Wesley 2011 ‘IELTS Global Warming essay’ (retrieved 10 February 2013)
      Neville, C June 2007 ‘Essay writing 4: Ten ways to liven your essays’—Ten-ways-to-liven-your-essays.pdf (retrieved 23 February 2013)
      Peet, K 2008 ‘Navigating through academic waters’ English Teaching Professional Issue 54 (January 2008)
      Raimes, A. 1985 ‘What unskilled ESL students do when they write: a classroom study of composing’ TESOL Quarterly 19/2: 229-55; in Hedge, T. 2000 Teaching and Learning in the Language Classroom OUP
      Richards, J. C. 1990 The Language Teaching Matrix Cambridge University Press
      Steinway, C. 2008 ‘Getting it ‘write:’ Essay styles vary by country, creating difficulties for international students’ (retrieved 24 February 2013)
      Taylor, L. April 1997 ‘Teaching writing – teaching culture’ in English Teaching Professional Issue 3
      Thornbury, S. 2006 An A-Z of ELT Macmillan
      Tribble, C. 1996 Writing OUP

      Good luck!


  25. Hi Sandy, I’ve just passed Modules 1 and 2 and am trying to psyche myself up for Module 3! I have a similar question to the last poster. I am also doing Exam Classes (IELTS) and am trying to get hold of a reading list. Could you please advise me?


  26. I’m about to start the same course that Adi Rajan took ( and I’m not sure whether to love you or hate you for providing, in your blog, yet MORE useful reading for me! For now, at least, a big big thank you!


  27. […] Sandy Millin’s blog is probably the “go to” one, as she’s done a fantastic job at bringing together many other’s blogs and posts on Delta – not to mention she has also spent a lot of time and effort on producing really useful posts of her own! I think it does her justice and saves me the time and effort at repeating a lot of what she’s already done if I just highly recommend you head over there (at least, after you’ve finished reading this post!). I know I keep going back – there’re organised links to useful places all over the internet. […]


  28. Hi Sandy, I am planning to study DELTA modules 1 and 2 next year on an intensive course and so I am starting my reading early. I just found your blog and I am so grateful for the information and resources that you are sharing. Many thanks!


  29. […] Sandy Millin. I read this blog religiously when I was preparing for Module 1. Sandy has amazing advice on each task and preparation in general, lots of useful links and other information. Her blog was what inspired me to start my own blog in the first place! […]


  30. angiehuongluu said:

    Hi Sandy, a friend of mine is doing Module 2 and she’s failed the first essay. I am really concerned if this would look bad for later on and how many fails are allowed for the essays and lessons to get a pass for the overall Module? Thanks.


    • Hi Angie,
      As far as I know, you can fail two of the LSAs and still pass Module 2, as long as you pass LSA4. I failed my lessons for LSA1 and LSA3, and it was OK. It doesn’t appear on your certificate at all. Part of the point of Delta is that it’s supposed to be a learning process, so it doesn’t matter if you fail sometimes, as long as you learn from it. Good luck for your friend!

      Liked by 1 person

  31. Hi, Sandy! Your blog has been recommended to me as I am preparing to take my
    DELTA course (module 2 and preparation for modules 1 and 3) this summer. I am still trying to organise my studies. My future tutor said I could start reading more about the systems and skills I want to focus on. Funnily enough I was considering working with Conditionals and Essay writing (still not sure about the other system and skill), but I cannot confirm anything since I don’t know the levels they will give me, right? How did you organise your reading before the course?

    The other funny thing is that I am going to choose IELTS preparation for my module 3, but that will be only in the second semester next year, so I’ll cross that bridge when I come to it. But I’ll definitely have questions to ask you.

    Thank you so much for writing this blog! I’m sure it’ll be very helpful!


    • Hi Vanessa,
      Thanks for the comment. Most of what I wrote on the blog was because I wasn’t organised in the slightest before the course, and I didn’t really have any idea what I was letting myself in for. I put together these posts to try and help other people understand it better. It sounds like you’re already way ahead of me!
      If you’re planning to do something about writing, start looking at some general writing books, and don’t worry too much about the essay side of it at the moment. For grammar, ‘The English Verb’ is life-changing (at least I think so!) Have a look at my ‘Preparing for the Delta’ page for some other general books I recommend. It’s hard to organise yourself before the course, but the more things you’ve read, the easier it will be to know where to look for the things you need.
      Good luck,


  32. Hi Sandy, Happy New Year to you, and thanks for sharing so much information on your blog. I took my DELTA Module 1 exam in December and am now getting ready to start Modules 2 and 3. I’m working on the Blended DELTA with Teaching House. I’ll be doing 5 weeks of Module 2 face-to-face, but the rest of it is by distance. Could you tell me how long it took you to do Module 3? Also, how long do you need to have access to a class for in order to complete Module 3? I’ve got a steady teaching job and my own class at the moment but there’s a chance that things may change over the next 6 months due to family circumstances, and I’m trying to imagine how much time I’ll need to do Module 3, i.e. if I have to leave my job, is it still possible to finish Module 3 if I’ve already done the needs analysis, diagnostic test, data collection, etc? Hope that question makes sense. Thank you!


    • Hi Mary Beth,
      Thanks for the comment, and I hope you get the results you wanted from the exam.
      I was doing the Distance Delta, so we had to submit parts of the Module 3 throughout the course of an academic year. It’s difficult to say exactly how long it took me because it was in between bits of the other two modules. If you’ve already got the needs analysis and diagnostic test, you should be able to do the rest of it without access to your students. My groups changed all the time, so I only had the exact group that I wrote my plan for for about two weeks. I suggest gathering as much information about them as you can in the time you have with them, and then you should be set up for the rest of it. Apart from that, the time management will be down to you – I estimate I probably spent 100+ hours on the whole thing, and possibly a lot longer.
      Good luck!


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