I suppose the title could be considered clickbait, but the idea is to try to help you to do well during Delta module 2. I got a distinction in my first three Background Essays, and imagine LSA4 (which is externally assessed) was up to the same standard. You can do it too, and I think the following tips and reading suggestions will help.
There are two things that I think can help you do well at the Background Essays. The first of them is to read widely. I tried to use at least ten books for each BE, and in some cases a little more. Naturally, in many cases you end up reading specific chapters rather than whole books, but a variety of sources (especially if authors disagree) is invaluable.
It was also recommended to me that I should use articles in the bibliography. However, articles can be more expensive than books if you live in Brazil like me, so there may be a limit to how many you will be able to get your hands on. Books can also be expensive, so it may be worth it to ask around and see if your friends might be able to lend you some. One of my workmates took the Delta with me, so we were able to share some core books, and that saved us quite a bit of money.
The second thing is related to the writing. Using headings and subheadings is key. Having a lay-out that is easy to read is key. If you aren’t used to using word to write long texts (in the case of BEs, around 2000 words long), I’d suggest having a look at section three here.
Finally, I didn’t study English at university, so all my academic work was done in Portuguese. Finding the right balance in terms of formality for the Delta can be challenging. If you need help in this regard, have a look at these useful sentences for academic writing.
Below you will find the bibliography for each BE I wrote, which may be useful if you choose to work with the same Skills and Systems I did.
LSA1 – Grammar
Essay title: ‘Helping higher level learners expand their use of comparative structures’
Bibliography
Bieber, D et al (1999) Longman Grammar of spoken and Written English. Longman
Greenbaun, S (1996) The Oxford English Grammar. OUP
Hancock, M (1995) Pronunciation Games. CUP
Lee, J (2001) ‘Korean Speakers’ in Swan and Smith (eds.)
Leech, G and Svartvik, J (1994) A Communicative Grammar of English. Pearson
Parrott, M (2010) Grammar for English Language teachers. CUP
Quirk, R and Greenbaum, S (1976) A University Grammar of English. Longman
Quirk, R et al (1985) A Comprehensive Grammar of the English Language. Longman
Scrivener, J (2010) Teaching English Grammar. Macmillan
Shepherd, D (2001) ‘Portuguese Speakers’ in Swan and Smith (eds.)
Swan, M and Smith, B (eds.) (2001) Learner English. CUP
Thornbury, S (1997) About Language. CUP
Thornbury, S (2006) An A-Z of ELT. Macmillan
Tops, G et al (2001) ‘Dutch Speakers’ in Swan and Smith (eds.)
Wjnrayb, R (1995) Grammar Dictation. OUP
Coursebooks:
Richards, J (2005) Interchange 3 Teacher’s Edition. Cambridge
Redston, C and Cunningham, G (2007) Face 2 Face Upper Intermediate Student’s Book. Cambridge University Press
LSA2 – Listening
Essay Title: ‘Helping higher level learners develop their listening sub-skills in the listening paper, part 2 of the Cambridge FCE exam’
Bibliography
Anderson, A. and Lynch, T. (1988) Listening. Oxford University Press
Bowen, T. and Marks, J. (1994) Inside teaching. Heinemann
Burgess, S and Head, K (2005) How to teach for exams. Pearson Longman
Cambridge ESOL (2010) FCE Examination Report. UCLES
Cambridge ESOL (2011) FCE Examination Report. UCLES
Flowerdew, J and Miller, L (2005) Second language listening: theory and practice. CUP.
Kelly, G (2000) How to teach pronunciation. Pearson Longman.
Thornbury, S (2006) A-Z of ELT. Macmillan.
Richards, J (1990) The Language Teaching Matrix. CUP.
Swan, M. and Smith, B. (2001) Learner English. CUP
Ur, P. (1984) Teaching listening comprehension. CUP.
White, G (1998) Listening. Oxford University Press
Wilson, J (2008) How to teach listening. Pearson Longman
Articles
Field, J (1998) Skills and strategies: towards a new methodology for listening. ELT Journal Volume 52/2. Oxford University Press.
Field, J (1999) Key concepts in ELT: bottom up and top down. ELT Journal Volume 53/4. Oxford University Press.
Field, J (2003) Promoting perception: lexical segmentation in L2 listening. ELT Journal Volume 57/4. Oxford University Press.
Websites
Hancock, M (2013) Pronunciation for listeners: making sense of connected speech. Available from http://hancockmcdonald.com/talks/pronunciation-listeners-making-sense-connected-speech [5 May 2013]
LSA3 – Speaking
Essay title: ‘Helping Intermediate level learners with strategies to take part in informal conversations’
Bibliography
Bygate, M. (1987) Speaking. OUP
Cook, G. (1989) Discourse. OUP
Hedge, T (2000) Teaching and Learning in the Language Classroom. OUP
McCarthy, M. (1991) Discourse Analysis for Language Teachers. CUP
Nolasco, R. and Arthur, L. (1987) Conversation. OUP
Nunan, D. (1989) Designing Tasks for the Communicative Classroom. CUP
Richards, J. (1990) The Language Teaching Matrix. CUP
Swan, M. and Smith, B. (2001) Learner English. CUP
Thornbury, S. (2005a) Beyond the Sentence: Introducing Discourse Analysis. Macmillan
Thornbury, S. (2005b) How to Teach Speaking. Pearson Longman
Ur, P. (1996) A Course in Language Teaching. CUP
Articles
Dornyei, Z. & Thurrell, S. (1991) Strategic Competence and how to Teach it. In ELT Journal Volume 45/1. OUP
Dornyei, Z. & Thurrell, S. (1994) Teaching Conversational Skills Intensively: course content and rationale. In ELT Journal Volume 48/1. OUP
Sayer, P. (2005) An intensive approach to building conversation skills. In ELT Journal Volume 59/1. OUP
Coursebooks
Richards, J. (2005) Interchange 3 Teacher’s Edition. Cambridge
Websites
Turn-taking (2010) Available from http://englishonline.tki.org.nz/English-Online/Exploring-language/The-Language-of-Conversation/Turn-Taking [16 June 2013]
LSA4 – Lexis
Essay title: ‘Helping advanced learners use multi-word verbs in everyday conversation’
Bibliography
Bieber, D et al (1999) Longman Grammar of spoken and Written English. Longman
McCarthy, M (1990) Vocabulary. OUP
Gairns and Redman (1986) Working with Words. CUP
Kelly, G (2000) How to teach pronunciation. Longman
Laufer, B (1997) What’s in a word that makes it hard or easy? In: Schmitt, N and McCarthy, M (eds.)
Lee, J (2001) ‘Korean Speakers’ in Swan and Smith (eds.)
Lewis, M (1993) The Lexical Approach. LTP
Lewis, M (1997) Implementing the Lexical Approach. Heinle Cengage Learning
Moon, R (1997) Vocabulary connections: multi-word items in English. In: Schmitt, N and McCarthy, M (eds.)
Parrott, M (2010) Grammar for English Language teachers. CUP
Schmitt, N (2000) Vocabulary in Language Teaching. CUP
Schmitt, N and McCarthy, M (eds.) (1997) Vocabulary: description, acquisition and pedagogy. CUP
Swan, M (1997) The influence of mother tongue on second language vocabulary acquisition and use. In: Schmitt, N and McCarthy, M (eds.)
Swan, M and Smith, B (eds.) (2001) Learner English. CUP
Thornbury, S (2002) How to teach vocabulary. Longman
Willis, D (2003) Rules, Patterns and Words. CUP
Articles
Underhill, A (2005) Pronunciation and phrasal verbs. In: MED Magazine Issue 34, October 2005. Available from: http://www.macmillandictionaries.com/MED-Magazine/October2005/34-Phrasal-Verbs-Pron.htm
Videos
McCarthy, M (2013) What are the best ways to memorise new vocabulary? Cambridge University Press ELT. Available from: http://www.youtube.com/watch?v=evTXudMf2M4
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Thanks for putting together this post and for including a link back to my blog in it. I wish I’d had these bibliographies when I did my Delta! 🙂
Sandy
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Well, I probably should be the one thanking you, as your blog helped me through the Delta and was the inspiration for sharing some of my Delta experience here.
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Hi to all,
Cambridge Delta seems to be a thrilling journey with lots of hidden treasures. I have recently completed Module 2 and I’m sublimely happy to have scored a “Pass with Distinction” grade. Delta opened up a whole new perspective to me regarding Second Language Acquisition. To start with, I read more than 20 books cover to cover throughout my course which made me more aware of some of the basic principles underlying language learning and teaching. In addition to that, I was exposed to different teaching approaches that I was unfamiliar with. The magic moment of discovering things you didn’t know is FANTASTIC!! Furthermore, It was awesome that I was given the opportunity to exlore topics of my professional interest in my LSAs offering key insights where I could. During my course, I also learnt how to write realistic, meaningful and comprehensive lesson plans helping my learners achieve their full potential. Lesson planning increased my belief that we have to cater to our learners’ linguistic and social needs being sensitive to them. With regards to the PDA – Part A, I quickly became aware of how to notice my strengths and weaknesses making a thorough action plan to improve the latter. Part A of the PDA increased my self-awareness as a teacher and helped me reflect on my teaching practices. The EP (Experimental Practice) gave me the chance to experiment with something I was utterly unaware of (“teaching rhythm to young learners through music and songs”). I endeavour to place a great emphasis on phonology ever since.
Overall, it was an unrivalled experience that should I had the chance, I would like to repeat.
Now I’m working on Module 3 with the aim of submitting my research paper in June 2016. Hope for the best result.
Best regards,
Konstantinos Kemparis
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Pingback: How to get a distinction in your Delta module 2 Background Essays – part 2 | ricardo barros elt
I honestly feel like killing myself when I look at this list. It is overwhelming, but I am really, really grateful you put all this together. 🙂
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Something to keep in mind, Thiago, is that I didn’t read all of the books in my reference cover to cover. In many cases you end up reading a chapter or two that is relevant to your background essay.
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Thanks a lot for the tips and for the bibliography. I’m sure they will come in handy once my course starts this June.
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Well done to all of you who have aced such tough courses. Blogs like this one are not just helpful but inspiring and make us feel that everything is possible 🙂
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Thanks, Rachel! Let me know if I can help you in any way 🙂
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Well done to all of you who have aced such tough courses. Blogs like this one are not just helpful but inspiring and make us feel that everything is possible 🙂
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Thanks for all this information!
I would like to have access to your LSA 2, Ricardo, if you cared to share it?
Thanks!
Karina
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Hi, Karina. I’d be happy to share it. Send me an email at ricbarros at gmail dot com.
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Thank you for all this useful information, Ricardo. I was wondering whether you’d be willing to share your LSA3 or any of them, really. I am preparing for M2 and need all the help I can get. It all seems overwhelming at the moment.
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Hi, Diana. I can definitely share them. Could you send me an email at ricbarros at gmail dot com?
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I’ve completed my Modules 1 and 3 online in March-July and I’m starting Module 2 in September because it was rescheduled due to Covid-19. An email was sent to me saying I’ve passed Module 3. I’m quite confident about having passed the exam as well. However, I feel quite anxious about Module 2 because of all the writing that needs to be done in a short period of time (together with reading). I’ve already chosen what areas I’d like to do for my LSAs and I read extensively while there is still some time before the course starts. Thank you for the reading lists! Although I’m not gonna get a distinction, I’ll try to do my best.
PS: It’s so true about how inspiring the course is. I really love the feeling of learning something new. My five-year BA in English teaching from Russia is nothing compared to DELTA.
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Hi Ricardo,
Very helpful blog! I just couldn’t find your Speaking M2 lesson ideas – have you posted them somewhere? I would be really grateful for your BE + LP as I’m doing my research on a similar area (not very similar though) 😊
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Hi, Kata. Send me an email at ricbarros at gmail dot com and I’ll send them your way.
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Thank you, I have sent you one
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Hi Ricardo! Thank you for the useful information! Can you share your LSAs? It’d be of great help! Thank you!
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