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Cambridge DELTA Module 3 course

DELTA Module 3 course About the course

Our Module 3 course, which we offer in both blended and 100% online formats, is designed to give you specific guidance on your extended written assignment.

On the blended course, you have 4 two-hour input sessions at IH Barcelona, with subsequent contact with your tutor via email. The course finishes at the end of April, with the assignment being submitted to Cambridge in June. The input sessions are on Fridays, from 10:00 to 12:00.

On the online course, you work to a series of deadlines for different sections of the assignment, and have feedback and guidance from your tutor, via our online learning platform (Moodle).

NOTE Priority for the Module 3 course will be given to students who have taken their DELTA Modules 1 and 2 at IH Barcelona but – provided there are places – you can do only the Module 3 course with us.

About Module 3

There is a full description (.pdf document) of the Module 3 extended assignment, with focus, aims, content, etc., in the syllabus on the official Cambridge English site.

Course dates

Blended Module 3 course 2017-18

  • October 6th and November 10th, 2017; February 9th and March 16th, 2018
  • Price €425 (+Cambridge fees, see "Payment of fees")

Online Module 3 course 2018

  • January 12th to May 18th 2018
  • Price €475 (+Cambridge fees)

Blended Module 3 course 2018-19

  • October 5th and November 16th, 2018; February 15th and March 22nd, 2019
  • Price €475 (+Cambridge fees)

Payment of fees

Note that price of the courses does not include the Cambridge exam fee (currently €100) which you also need to pay on acceptance onto the course.


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Leo Selivan - s webinar on Quizlet, A quick summary, Immersivities

Immersivities Ideas for creating immersive learning experiences Leo Selivan’s webinar on Quizlet | A quick summary

Leo Selivan is famous among ELT PLNs for advocating the lexical approach through his insightful and aptly named blog – Leoxicon. His webinar from IATEFL last night was on using Quizlet, an online study tool that uses flashcards and associated activities to review content. I have used Quizlet before to study for the Delta Module 1 exam and the Hanyu Shuiping Kaoshi, a Chinese proficiency exam, but I’ve never used it for my learners.

Leo’s talk was essentially on using Quizlet to generate lexical practice exercises like this on words that collocate with ‘look’. He suggested that lexical notebooks and flashcards which we encourage learners to maintain have many disadvantages including a lack of organization, teacher and student notes not being in sync, and not providing active recall and practice. Leo goes on to quote some research as the rationale for using Quizlet.

Incidental learning is not sufficient. Both contextualized and contextualized practice are needed. Treating vocabulary as an object of study rather than tools for communication is effective as a teaching method.

Laufer, B. (2005). Focus on form in second language learning. EUROSLA Yearbook, 5, 223-250

He goes on to cite that teachers/learners need

frequent encounters with new items.

breadth of vocabulary as well as depth of vocabulary

focus on the word form (e.g., adopt – adapt)

exploit L1 when advantageous

engagement with new items (attention, manipulation, time spent, being tested)

Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363

Quizlet offers the following types of activities which go from receptive to somewhat productive, and easy to challenging.

  • Scatter – matching
  • Speller – type in words as they are spoken
  • Learn – type in words
  • Space race – type in words as definitions fly across the screen
  • Test – generates a graded quiz (open-ended, MCQ, T/F)

The workhorse of the Quizlet system is the flashcard. Interestingly, Leo avoids providing definitions on the flashcards, instead providing co-text.

Side 1: The video for Gangnam style went v_______l.

Side 1: Why did you buy so many? – They were _____ special offer.

He explains the reason for this using conventional approaches to familiarizing Ss with a word. For example, which of the following definitions is better?

a willingness to accept an obligation and be accountable or an action or a situation.

blame for something that has happened

if you say that something that’s happened is your mistake, you take ________ for it.

Leo discourages using which he says is inappropriate for learners, instead recommending Macmillan and Cambridge Dictionaries Online. The first of these definitions is in fact from and would really not make much sense to learners. The other way we define words for learners is through synonyms. This too could be fallacy because for instance happen and occur are synonyms and yet cannot be interchangeably used in many situations. Similarly, vast’s synonyms, enormous and immense, may also end up being unfamiliar to learners.

There are nine different aspects of knowing a word:

Form: spoken, written, word parts

Meaning: form-concept, concept & referents, associations

Use: collocations, grammatical pattern, constraints on use

Nation, P. (2001). Learning vocabulary in another language. CUP.

Course books tend to focus on the form-meaning link and teachers tend to focus mostly on meaning (70% of classroom vocab teaching segments).

much of what has passed for vocabulary teaching […] addresses only the tip of the lexical iceberg

David Singleton in Exploring the second language mental lexicon. CUP. 1999. p.227

I think I have gone a bit overboard with this summary 🙂 but hopefully you get Leo’s point about why teaching vocabulary as we normally do could be problematic. So, how does Quizlet fit into all of this? Leo suggests some tweaks to definition-based exercises which emphasize co-text (not context!), which is essential for successful vocabulary learning.

Here are his suggested alternatives. In some cases, it wasn’t clear which Quizlet feature he used to create the exercise. With some of them, it might be a good idea to explore his sets to see how he has created these exercises.

1. Example sentence + (definition)

It’s a bit out of town but it’s a popular ______ for wedding receptions.

(the place where an event is held)

_________ with a doctor

make an __________ with

I had to cancel my ___________

right/wrong… / find an … to his question / give an …

4. Collocation chains (I think this one’s done with scatter)

dish traditional… /vegetarian … /side … /my favourite

I’ve got a really bad cough. I’ve had it _______ days. for

all over the world partout dans le monde

9. Phrase in a conversation

(How are you? How are things?)

They conducted a t__________ i__________ but they couldn’t find the cause of the fire.

11. First letter, last letter

Armstrong was b_______d from cycling for life.

I ________ to three universities and was accepted by two.

Image attribution: Flickr | TTed SIG PCE Leo Selivan … by Mike H | CC by NC 2.0)

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Related Post navigation One thought on “ Leo Selivan’s webinar on Quizlet | A quick summary ”

Nice selection of activities to do with Quizlet – cheers!

I use Quizlet all the time, and must admit I often end up doing simple word-definition flashcards. I’m going to give some of these a spin.

I’d also add that the Quizlet app is pretty good, and it’s a nice way to get mobiles involved in the class. As a warmer you might ask everybody to open the app, go to a certain set then race eachother on the scatter game in pairs. Setting up a league table for the scatter game for homework goes down pretty well with younger learners as well.

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    Delta Tips 6: Useful Resources for Module 1 Exam Revision, Lizzie Pinard

    Lizzie Pinard Reflections of an English Language Teacher

    Delta Tips 6: Useful Resources for Module 1 Exam Revision

    This is the sixth in a series of blog posts I’m doing in response to the number of Delta-related searches that bring visitors to my blog. Each post in this Delta Tips series will deal with a different element of the Delta, based on my experience of doing it (and surviving to tell the tale! )

    Delta Module 1 exam revision is a painful process, there’s no denying it. The good news is, the pain can be alleviated somewhat by having a good set of revision materials at your finger tips. Here is an annotated list of resources, divided up by category, that I have found useful:

    A trip down ELT Methodology Memory Lane : A webinar by @chiasuan, based on a TESOL France plenary she did – this is a pleasant way to brush up on everything that’s been and gone in ELT and that you might be expected to demonstrate knowledge of in the Delta exam.

    Quizlet Delta Class : @Sandymillin has brought together all sets of Delta-related flashcards on Quizlet into one handy collection. You can use this Quizlet class to study and to test yourself on the kind of language you will need to be familiar with to get through the exam.

    British Council’s TeachingEnglish website has a useful Knowledge Database with succinct definitions for all manner of terms, conveniently indexed alphabetically. A good point of reference if there’s anything terminological you aren’t confident about.

    Helping students with connected speech on Rachael Roberts’ ELTResourceful site gives a succinct overview of features of connected speech which might help refresh your memory on the subject.

    For learning all those symbols for the different phonemes, I recommend Adrian Underhill’s chart – and on this Onestopenglish page you can also find a link to the Sounds app, if you prefer a more interactive approach and are blessed with an ipad/tablet/thing.

    Delta Paper 1 and Delta Paper 2 both go into great detail, explaining exactly what it is Cambridge are looking for, as well as all the many, many things Cambridge won’t love you for. So for an in-depth analysis of each paper, including example questions and answers, this should be your next stop.

    Sue Swift’s “An ELT Notebook blog” is another very good source of exam technique advice, equally detailed and helpful for filling you in on what’s hot and what’s not as far as Cambridge is concerned. Part 1 is the first of her posts about the exam and logically enough begins with the first tasks of paper 1, and you can follow this series as far as Part 7 , a journey which will take you right through to the end of Paper 2! If you register (it’s free!), you can also do a quiz on each paper.

    Official Cambridge ESOL offerings:

    Here is the official Examination Report for June 2012 . It’s long, it’s tedious but it’s full of what you need to know if you want to give Cambridge what they are after! And hey, you were looking for bedside reading, right?!

    When you’ve done, why not check your answers using the June 2010 Examination

    If you have written a post/created a useful resource or you have come across a post/useful resource that isn’t listed above and that you think would fit into this collection, please comment below with the link and a brief description. If you are revising for Delta module 1, good luck – and may the Cambridge cards fall in your favour!!

    Share this: Related Post navigation Leave a Reply Cancel reply

    I found quizlet really useful while practising for module 1. It was a great way of memorising and testing the vocabulary for the methodology. Yet again great post in your series. I’m doing module 3 at the moment and it’s a right bore…loved modules 1 and 2 though.

    is this site related to the international house? are there any recorded videos about DELTA module 1 (webinar)

    Yeah quizlet is great!

    I found my module 3 project really interesting to do – but now that it’s due in shortly, and has been tweaked endlessly, I am heartily tired of it and will be glad to submit it!!

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    11 ways can supercharge your teaching

    11 ways can supercharge your teaching

    What is Quizlet? is a free website which enables teachers and students to create digital flash cards. That’s not where the magic stops, however. Quizlet can automatically generate interactive games and even tests of the material you enter into it. Five or ten minutes of typing (or pasting!) up front can yield literally hours’ worth of automatically-assessed activities inside and outside of the classroom, on computers, smartphones, tablets, and even pencil-and-paper printed exercises. Interested? Read on!

    How do I make a set of flash cards for my students?

    Luckily, Quizlet already has wonderful resources available to help first-time flash card creators. Once you get the hang of it, it takes only five or ten minutes to upload even large sets of materials to Quizlet. In particular, see their tutorials on:

    11 ways can supercharge your teaching

    Now that we’ve covered the basics, here are eleven specific ways in which Quizlet can help your students robustly acquire and remember class material. Because I am a language teacher, I will focus on vocabulary, but the same principles can apply to most subjects.

    1. Quizlet reads the word and definition to the student out loud, enhancing students’ grasp of pronunciation. Quizlet has text-to-speech capabilities in eighteen languages as of 2013, and more are on the way. Granted, the pronunciation is not always perfect or unambiguous—for example, some English words like “conduct” have both noun and verb forms which are pronounced with different syllable stress patterns, and Quizlet would haven no way of knowing which part of speech to pronounce unless the word is used in a sentence—but as a general studying aid, this feature is invaluable.

    2. Quizlet provides targeted spelling feedback. In the “Speller” studying mode, students hear the target word spoken out loud and see a written definition on the screen. Their task is to type the target word using its correct spelling. If they make mistakes, Quizlet visually corrects the error, re-reads the word, and reads the spelling one letter at a time. For students who particularly struggle with spelling, such as Arabic-speaking learners of English (Martin, 2011), this specific, multi-modal feedback is a wonderful resource.

    3. Quizlet provides adaptive training to help students focus on the items most difficult for them. In the “Learn” mode, Quizlet tests students one item at a time. The items a student performs more poorly on are brought back for further review to help students focus their efforts on items which they have not yet learned or which are more difficult to remember. This adaptive training method increases the efficiency and effectiveness of students’ studying.

    4. Quizlet generates customizable randomized tests for your students to boost their long-term memory. Quizlet can generate tests involving written, matching, multiple choice, or true/false questions, or any combination thereof. The tests may be taken on a computer or smartphone and automatically graded, or they may be printed out and distributed in class. This is useful for students’ self-assessment, but the actual learning benefits of this activity cannot be overstated. Self-testing is critical in building robust long-term memory of learned materials (Karpicke & Roediger, 2008), so the more your students test themselves, the better their performance will be in the future.

    5. Quizlet generates interactive games to help students study your course content. The “Scatter” and “Space Race” games use the word/definition pairs you entered to help your students study in a more interactive and competitive fashion. Students can compete in teams against one another to see which group can complete a Scatter game the fastest or which group can keep up a Space Race the longest. Check out the Scatter game below! (If it doesn’t load in your RSS reader, click here to open the Scatter game in your web browser.)

    6. Quizlet can be used at home or on the go. As long as students have links to your course materials on Quizlet’s website, they can study independently at home or else use Quizlet’s excellent, full-featured mobile website or free iOS app to study on the go. You can link to or embed Quizlet on your class’s content management system or blog, or using QR codes, you can embed Quizlet practice links on your paper handouts for students to scan with a smartphone or tablet. Try it out: Scan the QR code immediately below this paragraph using your smartphone or tablet and you’ll be directed to the mobile Quizlet site shown below! By adding similar QR codes to your paper handouts in class, you can provide students with concrete links to supplemental digital studying materials they can use between classes, on the bus, or whenever else they have a spare moment.

    7. Quizlet can be used to generate paper handouts, flash cards, or game materials. Once you have your list of words and definitions uploaded to Quizlet, there are several printing options. You can use these printed materials as handouts for your students or else use them to create physical games and warm-up exercises to play in class. (For example, you might print out words in the “small flashcard” format, cut out all the words and definitions separately, scramble them up, and hand one slip of paper to each student, either a word or a definition. Then, students would need to find the other person in the room whose slip of paper completes the word/definition pair.) To quote from Quizlet’s website, the printing options include:

    • Glossary: terms and definitions side by side — good for cramming lots of info in your pocket.
    • Table: terms and definitions in a table — great for studying line-by-line with a covering piece of paper moving down the page.
    • Small: 10 flashcards per page.
    • Large: 5 flashcards per page.
    • 3×5 Index Card: double-sided index cards.

    8. Your students can export or mix and match different card sets together to create a personalized deck. One of the most underappreciated features of Quizlet is that anyone can create a hybrid deck of cards by copying other people’s decks, combining multiple different sets together, throwing out unwanted cards, and perhaps adding new extra cards manually. Promote your students’ agency and help them become responsible for their own learning by encouraging them to customize their studying materials using these versatile mix-and-match material aggregation features.

    9. You can create a “class” for your students on Quizlet and even track their progress if you choose to do so. Personally, I view Quizlet as being purely automated formative assessment: I don’t keep track of my students or grade them in any way based on their Quizlet studying. However, features for creating a class and tracking student progress do exist for teachers who wish to integrate Quizlet more fully into their curriculum.

    10. Once your students become familiar with, they can discover millions of other user-created flashcards. It’s easy to find flash card sets of just about any subject material imaginable. Of course, it can be difficult to monitor quality and accuracy with an open, user-curated resource like, but it’s highly unlikely any given cardset will be intentionally or maliciously flawed; mistakes, if present, will tend to be small. For highly standardized or regimented types of material, such as the symbols of the chemical elements or definitions of common SAT words, accuracy can reasonably be assumed.

    11. Students can export Quizlet card sets and use them with other programs or websites. Although I enjoy many of the features of both as a teacher and a learner, I prefer to use Mnemosyne, a spaced repetition flashcard program, to test myself on foreign language vocabulary over long periods of time. Luckily, it is simple to export a set into a format which other websites or computer programs can read. The export format can be configured in several different ways to ensure compatibility with your target website or program, so you never get “locked in” to For example, here is the export page for an ESL vocabulary flash card set.

    Have you ever used or another online flash card website in your class? How did it go? What other uses or tips do you know of? Sound off in the comments!

    Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966–8. doi:10.1126/science.1152408

    Martin, K. I. (2011). Reading in English: a comparison of native Arabic and native English speakers. Master’s Thesis, University of Pittsburgh.

    Post navigation 22 thoughts on “ 11 ways can supercharge your teaching ”

    I enjoyed your post on teaching with Quizlet.

    I teach EFL at Asia University in Tokyo and have been trying to incorporate mobile technology into my students’ learning for years. Anki and Quizlet have a lot of potential, but the real trick is getting the students to use it consistently.

    I have a modest blog at if you’d care to check it out or comment.

    Visiting Faculty Member

    Center for English Language Education

    Asia University, Tokyo

    Thanks for the note, Rich! Spaced repetition rehearsal software like Anki is really the golden standard for promoting long-term retrievability of paired-associate items in memory. I enjoy Quizlet because it’s more accessible and (as noted in this article) has a robust “export” functionality which lets you move card sets into spaced repetition software if you wish to do so.

    Good luck over there in Tokyo! I’ll follow your blog.

    Nice overview of the Quizlet functions. I just gave a presentation on it myself, and how you can export data from the site to use in it.

    I’ve also developed game apps using the Quizlet API that might interest you – check them out at

    Many thanks for the tips. Planning to embed quizzes on the LMS we use at our school. Didn’t know about importing from MS. Big ups.

    Very useful tool! Enjoyed presentation good deal. Until this presentation, had no clue what QR codes (the term, at any rate) or how I can use them w/ Quizlet.

    Cannot wait to use more of this w/ French, German and Russian.

    We can use quizlet:

    – to teach Vocabulary and grammar

    – Create Vocabulary and grammar test

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