Application Requirements and Pre-Interview Task for Cambridge
DELTA Course
Cambridge DELTA Application requirements
All applicants must present the following information and tasks, which will be used
to assess suitability for the course.
1. Two Lesson Plans
Each for a lesson of fifty-five minutes duration, and for distinctly different levels (e.g.
Elementary and Late Intermediate). The two lessons should differ in approach and
include a range of activity types. One of them should focus mainly on language work
and the other on skills development. Bear in mind that the reader of these plans cannot
infer what is not stated, so please write them as explicitly as possible - for example, if you
intend to clarify the meaning of an area of grammar, lexis, or functional exponent, show
precisely how you view the meaning and how you will deal with it. Give clear information
at the beginning about the target group/level/context, and state your aims as precisely as
possible. Give a thorough account of your procedures in the classroom, including
information about classroom management, patterns of interaction and approximate
timings. Be sure to include a copy of any materials you are using. (A typical lesson plan
of this kind might be 3 sides of A4.)
2. Language Awareness Task
A completed copy of the accompanying Language Awareness Task.
3. Essay
(max 500 words) Entitled “How my teaching has changed since I first became a teacher
and why.”
4. References
Two references are required and they should be from people who are familiar with your
teaching and, ideally, who have observed your lessons (e.g. your Director of Studies).
5. Teaching Experience
A comprehensive but concise list of your teaching experience in reverse chronological
order, giving precise information, i.e. name and address of institution; dates; levels and
ages taught; types of class (e.g. General English, exam preparation, business English)
and group size. Also mention any seminars you have run and any training you have
received since your initial qualification.
6. Materials
Send a brief list of published materials you have used consistently or are very familiar
with (course books, supplementary books, and other materials).
7. Application Form
Please ensure the application form is included.
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Application Requirements and Pre-Interview Task for Cambridge
DELTA Course
Suggested Reading for DELTA course
If you are offered a place on the course, you will receive a full reading list. The
following list of books is designed to help you get a feel for the kind of issues that
you would be discussing on the course.
1
Richard JC and Rodgers TS: Approaches and Methods in LT (CUP 1986)
A review of approaches leading up to the communicative era.
2
Richard JC: The Language Teaching Matrix (CUP 1990)
An introduction to many of the key issues in ELT. Informed and practical
references to classroom teaching.
3
Littlewood W: Foreign and Second language Learning (CUP 1984)
Provides a comprehensive review of language learning processes. It is also quite
short.
4
Nunan D: Language Teaching Methodology: A text book for teachers
(Prentice Hall 1991)
Describes communicative language teaching, and extensive practical
exemplification.
5
Lewis M: The English Verb (LTP 1986)
A slightly different look at English grammar, which is full of implications for the
language teacher.
6
Lewis M: The Lexical Approach (LTP 1993)
An interesting assessment of the nature and role of lexis and the implications of
taking lexical items rather than words and structures as the units of language.
7
Buzan T: Use Your Head (BBC Books 1974)
Offers practical suggestions for effective study skills. It also provides useful
information about the way the brain stores and recalls information, which is
important for the teaching of lexis.
8
Lightbown P and Spada N: How Languages are Learned (OUP 1993)
An accessible overview of first and second language acquisition and the bearing
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Application Requirements and Pre-Interview Task for Cambridge
DELTA Course
that research findings in these areas have on classroom practice. Very readable.
9.
Bowen and Marks: Inside Teaching (Heinemann, 1994)
A general book for teacher development at Dip level, covering all the key areas in
teaching. Has thought-provoking questions and helpful commentaries. Good to
use with a study buddy.
10.
Willis and Willis: Challenge and Change in ELT (Heinemann 1996)
A collection of articles on current thinking in ELT. Start by reading the introductory
article by Tessa Woodward and then the ones on The Lexical Approach and
Task-Based Learning.
11.
Larsen-Freeman, D: Techniques and Principles in Lang Teaching
(OUP 1986)
Clearly and usefully reviews eight methods of foreign language teaching; the
principles on which they are based and the techniques associated with each
method are explored. Start by reading the chapter on the communicative
approach; that's where we are in the history of ELT.
12.
Thornbury S: About Language (CUP 1997)
An insightful series of tasks to help teachers analyse language and discover the
underlying system. Illustrated form authentic sources. Very useful preparation for
the course.
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Application Requirements and Pre-Interview Task for Cambridge
DELTA Course
DELTA Pre-interview Language Awareness Task
Full Name:
The following task will be used as a basis on which to judge your suitability for the
course for which you have applied. Please answers on this sheet and in note form.
1.
Read this dialogue.
Speaker A:
Speaker B:
Speaker A:
Speaker B:
The baby’s woken.
Has she?
Look, I’m busy with these clothes.
OK then
a) In this space comment on the difference between what the speakers
actually say and the intended meaning.
b) What conclusions can you draw about language and how it should be
taught?
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Application Requirements and Pre-Interview Task for Cambridge
DELTA Course
c) How could you use this dialogue in class to focus on the differences
highlighted in 1a)?
2.
Look at the verbs underlined in the following incorrect sentences. In each, a)
correct the tense, b) name the correct tense, and c) say what the meaning of
the correct tense is. The first is done for you.
Example: I read a good book at the moment
a.
I’m reading a good book at the moment
b.
Present Continuous
c.
Used to describe an action happening now, or around this time.
1.
.A: There’s the phone!
B: OK, I’m going to answer it.
a.
b.
c.
2.
I’m not usually going to school on Saturdays.
a.
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Application Requirements and Pre-Interview Task for Cambridge
DELTA Course
b.
c.
3.
She’s been to the bank yesterday.
a.
b.
c.
3.
Look at the following pieces of language. Attempt to describe the MEANING
of the word or words underlined, without repeating those underlined words.
The first two have been done for you.
E.g.: I used to go to church regularly.
A habit in the past which has changed in some way or ceased.
E.g.: She stumbled on the kerb
To put your foot down badly when walking or running so that you nearly fall, or
start to fall.
a. She managed to climb the mountain.
b. I had my television repaired.
c. He should have finished by now.
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Application Requirements and Pre-Interview Task for Cambridge
DELTA Course
d. I’m looking forward to seeing her.
4.
Look at these sentences. Describe the difference in meaning. The first has
Has been done for you.
1.a.
b.
I like going to the movies. (a) means ‘I like it in general’ and describes
someone’s habits.
I’d like to go to the movies. (b) implies on a specific occasion
e.g. tonight. I’d like = I want
2.a.
She stopped to say hello.
b.
She stopped saying hello.
3.a.
b.
4.a.
b.
I’ve cleaned the living room.
I’ve been cleaning the living room.
She can’t have left yet.
She hasn’t left yet.
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Application Requirements and Pre-Interview Task for Cambridge
DELTA Course
5.
Say the following words aloud (try them in a sentence) and then mark the
syllables, giving the main stress a larger symbol, as in the example.
  
E.g.: monument
advertisement
October
history
contract (verb)
hotel
application
acrimony
colleague
cardboard
photographic
6.
means that word or syllable is most heavily stressed. Mark the stressed
word/syllable in your own sentence ending. The first one has been done for
you.
Eg:
Why don’t you take Jack to the party instead of...................................................?
Answer:
instead of .....Jeremy.......?
a)
I know why he stole the money, but........................................................................
b)
I said it was insignificant, not....................................................................................
c)
I saw him go into the shop, but...............................................................................
d)
A:
How was the concert?
B: Well, the Bach was good, but.........................
……………………………………………………………………………………………
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Application Requirements and Pre-Interview Task for Cambridge
DELTA Course
7.
The text for this task is reproduced below. It was written by a learner in an
upper-intermediate class in response to the following task:
Write a film review for your school magazine.
a) Identify three key strengths and three key weaknesses of the text. Provide an
example of each strength and each weakness. Your answer should focus on some
or all of the areas listed below.
• Task achievement
• Appropriacy of genre and style
• Organisation
• Cohesion
• Punctuation
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Application Requirements and Pre-Interview Task for Cambridge
DELTA Course
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