delta application tasks

8/13/2019 Delta Application Tasks

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CAMBRIDGE Delta

Name:....................................................................................Date of course applied for:....................................................

Please submit the following information and tasks:

1. A lesson plan and lesson evaluation: in a separate document, please senda lesson plan for a lesson you have recently taught. Give clear information atthe beginning about the target grouplevelconte!t, and state your aims asprecisely as possible. Give a thorough account of your procedures in terms ofclassroom management, patterns of interaction and appro!imate timings. "esure to include a copy of any materials. Please also send us your own writtenevaluation of the effectiveness of the lesson you have described above withparticular reference to strengths and weaknesses in your planning andteaching

#. Language Awareness Task$see below%

&. Essay$see below%

'. Teacing E!perience: please send a comprehensive but concise list of yourteaching e!perience, starting with your most recent post, giving preciseinformation i.e. names and addresses of school, dates, levelsages taught,types of class $e.g. General (nglish, )*( etc% and any responsibility post youhave held

+. Materials: please send a brief list of published materials you have used

consistently or are very familiar with $coursebooks, supplementary books andother materials%

International "ouse London Teacer Training

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I#TER#ATI$#AL "$%&E L$#D$# TEAC"ER TRAI#I#GDelta LA#G%AGE A'ARE#E&& TA&(

0he following task will be used as a basis on which to 7udge your suitability for thecourse for which you have applied. Please write or type your answers on this sheet.6here appropriate, you should answer in note form. Please email your completedtask and other documents to infott8ihlondon.com,or send hard copies of thedocuments to:

2nternational ouse 3ondon0eacher 0raining Department

19 5tukeley 5treet*ovent Garden

3ondon 6*#" +3

1% ead this dialogue.

5peaker : 0he baby;s woken up.5peaker ": as shell go and get him. "e)s workingin the kitchen, 2 think.

0he +or*is the same, but the *eaningis different.

1. (!plain the difference in meaning.

#. 6hat generalcomment can you make about the relationship between formand meaning in (nglishve cleaned the living room.

b% 2>ve been cleaning the living room.

# a% 5he stopped to say hello.

b% 5he stopped saying hello.

+ a% 5he can>t have left yet.

b% 5he hasn>t left yet.


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A% 5ay the following words aloud $try them in a sentence% and then mark thesyllables as in the e!amples, giving the main stress a large symbol.


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9 a% 2 needn>t have done it.

b% 2 didn>t need to do it.

@ a% 2 don>t really like beetroot.

b% 2 really don>t like beetroot.

F F Fe.g. interesting advertisement /ctober history

hotel 3eicester application acrimony

colleague cardboard photographic contract$verb%

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Essay /uestion

6ritten work is a vital part of the Delta programme. 0he Iuestion below isan e!ample of the type of written work which you will be reIuired to write ifyou decide to follow the course.

nswer the Iuestion in appro!imately @+H words.

/utline a group of students you have taught. 2dentify some of the difficulties they had$and the reasons for these% in one of the following areas when learning (nglish:

specificJ area of phonology

3istening skills work

specificJ area of grammar

6riting skills work

Jplease specify the area you have chosen

Describe how you addressed these problems in the classroom over a periodof time, outlining specific e!amples of activities and materials you used to helpthe students. $0his should be in continuous prose and N/0 a lesson plan%


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delta application tasks

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