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 send a lesson plan for a lesson you have recently taught. Give clear information at the beginning about the target group level conte!t, and state your aims as precisely as possible. Give a thorough account of your procedures in terms of classroom management, patterns of interaction and appro!imate timings. "e sure to include a copy of any materials. Please also send us your own written evaluation of the effectiveness of the lesson you have described above with particular reference to strengths and weaknesses in your planning and teaching #. Language Awareness Task $see below% &. Essay $see below% '. Teac ing E!perience: please send a comprehensive but concise list of your teaching e!perience, starting with your most recent post, giving precise information i.e. names and addresses of school, dates, levels ages taught, types of class $e.g. General (nglish, )*( etc% and any responsibility post you have held +. Materials: please send a brief list of published materials you have used consistently or are very familiar with $coursebooks, supplementary books and other materials%

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I#TER#ATI$#AL "$%&E L$#D$# TEAC"ER TRAI#I#G Delta LA#G%AGE A'ARE#E&& TA&( 0he following task will be used as a basis on which to 7udge your suitability for the course 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 completed task and other documents to infott8ihlondon.com, or send hard copies of the documents to: 2nternational 1ouse 3ondon 0eacher 0raining Department 19 5tukeley 5treet *ovent Garden 3ondon 6*#" +3: 1% .ead this dialogue. 5peaker ,: 0he baby;s woken up. 5peaker ": 1as she< 5peaker ,: 3ook, 2;m busy with these clothes. 5peaker ": /= then. 2n this space comment on what the speakers actually say and the intended meaning that lies beneath.

6hat conclusions would you draw as a language teacher<

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6rite a dialogue of your own in which there is a difference between what is actually said and the intended meaning.

#% 3ook at the verbs underlined in the following incorrect sentences. 2n each, a% correct the tense, b% name the correct tense and c% say what the meaning of the correct tense is. 0he first one is done for you. 1. I read a book at the moment. a. 2>m reading a book at the moment. b. Present *ontinuous. c.. 4sed here to describe an action happening now, or around this time.

#. 6here are you from< I)* co*ing +ro* (gypt. a. b. c.

&. 1ow are things< I didn)t see you for ages. a. b. c.

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'. 3ook at those clouds? It will rain. a. b. c.

+. ,: 0here>s the phone? ": /=, I)* going to answer it. a. b. c.

9. I)* not understanding German. a. b. c.

@. I)* not usually going to school on 5aturdays. a. b. c.

A. & e)s ,een to the bank yesterday. a. b. c.

B. I -ueued for the bus when a police car sped past. a. b. c.

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&% 3ook at these two e!changes and in particular the verbs in ,old. 6hat tense do they use< (!change 1: ,: Do you want to come to the pictures tomorrow< ": No, sorry. I)* working. (!change #: ,: *an 2 speak to 0homas< ": 2>ll go and get him. "e)s working in the kitchen, 2 think. 0he +or* is the same, but the *eaning is different. 1. (!plain the difference in meaning. #. 6hat general comment can you make about the relationship between form and meaning in (nglish< '% 3ook at the following pieces of language. ,ttempt to describe the *eaning of the words in bold, without repeating those words. 0he first two have been done for you. 2 used to go to *hurch regularly. A habit in the past which has changed in some way or ceased. To put your foot down badly when walking or running so that you nearly fall, or start to fall.

5he stu*,led at the kerb.

5he *anaged to climb the mountain.

2 ad my television repaired.

Cou needn)t wear a crash helmet. 2nternational 1ouse 3ondon 0eacher 0raining 1e s ould ave finished this by now

I)* looking +orward to seeing her.

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+% Cou have a group of adult beginner students. Cou want to teach them D2>ve got> D1ave you got<> $as in D2>ve got a cold flu> etc%. Cou know they have never met this structure before. Describe what you would do.

9% Pieces of language can be categorised gra**atically, but also according to the 7ob they do, i.e. +unctionally. 6hat are the functions of the language items on the left< 0he first has been done for you. 6ould you like a whisky< offering

2 wish 2 hadn>t missed that train?

Cou really ought to see a doctor.

Do you mind if 2 open the window<

*ould you pass me the salt<

3et>s have a drink.

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@% 3ook at these sentences. Describe the di++erence in *eaning between them. 0he first has been done for you. 1 a% 2 like going to the movies. b% 2>d like to go to the movies. -eans D2 like it in general> and describes someone>s habits. 2mplies on a specific occasion e.g. tonight. 2>d like E 2 want.

# a% 5he stopped to say hello. b% 5he stopped saying hello.

& a% 2f they offer you the 7ob, will you take it<

b% 2f they offered you the 7ob, would you take it<

' a% 2>ve cleaned the living room.

b% 2>ve been cleaning the living room.

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

b% 5he hasn>t left yet.

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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.

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

F
e.g.

F F
advertisement 3eicester cardboard /ctober application photographic history acrimony contract $verb%

interesting hotel colleague

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B% *omplete these sentences with a word or phrase. , marked over a word means t at word or syllable is most heavily stressed. -ark the stressed word syllable in your own sentence ending. 0he first one has been done for you.

1H% Pair and group work $i.e. where all the students are working in pairs or groups at the same time% is a very common feature in language classrooms. 6hat advantages are there likely to be with pair and group work for students studying in their own country< 6hat problems can you foresee when trying to implement it< $Give note form answers%.

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Essay /uestion
6ritten work is a vital part of the Delta programme. 0he Iuestion below is an e!ample of the type of written work which you will be reIuired to write if you 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 period of time, outlining specific e!amples of activities and materials you used to help the students. $0his should be in continuous prose and N/0 a lesson plan%

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