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/context, and state your aims as
precisely as possible. Give a thorough account of your procedures in terms of
classroom management, patterns of interaction and approximate timings. Be
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
2. Language Awareness Task (see below)
3. Essay (see below)
4. Teaching Experience: please send a comprehensive but concise list of your
teaching experience, 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 English, FCE etc) and any responsibility post you
have held
5. 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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International House London Teacher Training
A MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION
INTERNATIONAL HOUSE LONDON TEACHER TRAINING
Delta LANGUAGE AWARENESS TASK
The following task will be used as a basis on which to judge your suitability for the
course for which you have applied. Please write or type your answers on this sheet.
Where appropriate, you should answer in note form. Please email your completed
task and other documents to infott@ihlondon.com, or send hard copies of the
documents to:
International House London
Teacher Training Department
16 Stukeley Street
Covent Garden
London WC2B 5LQ
1) Read this dialogue.
Speaker A: The baby's woken up.
Speaker B: Has she?
Speaker A: Look, I'm busy with these clothes.
Speaker B: OK then.
In this space comment on what the speakers actually say and the intended meaning
that lies beneath.
What conclusions would you draw as a language teacher?
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International House London Teacher Training
A MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION
Write a dialogue of your own in which there is a difference between what is actually
said and the intended meaning.
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 one is done for you.
1. I read a book at the moment.
a. I’m reading a book at the moment.
b. Present Continuous.
c.. Used here to describe an action happening now, or around this time.
2. Where are you from? I’m coming from Egypt.
a.
b.
c.
3. How are things? I didn’t see you for ages.
a.
b.
c.
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International House London Teacher Training
A MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION
4. Look at those clouds! It will rain.
a.
b.
c.
5. A: There’s the phone! B: OK, I’m going to answer it.
a.
b.
c.
6. I’m not understanding German.
a.
b.
c.
7. I’m not usually going to school on Saturdays.
a.
b.
c.
8. She’s been to the bank yesterday.
a.
b.
c.
9. I queued for the bus when a police car sped past.
a.
b.
c.
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International House London Teacher Training
A MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION
3) Look at these two exchanges and in particular the verbs in bold.
What tense do they use?
Exchange 1:
A: Do you want to come to the pictures tomorrow?
B: No, sorry. I’m working.
Exchange 2:
A: Can I speak to Thomas?
B: I’ll go and get him. He’s working in the kitchen, I think.
The form is the same, but the meaning is different.
1. Explain the difference in meaning.
2. What general comment can you make about the relationship between form
and meaning in English?
4) Look at the following pieces of language. Attempt to describe the meaning of the
words in bold, without repeating those words. The first two have been done for you.
I used to go to Church regularly.
A habit in the past which has
changed in some way or ceased.
She stumbled at the kerb.
To put your foot down badly when
walking or running so that you nearly
fall, or start to fall.
She managed to climb the mountain.
I had my television repaired.
You needn’t wear a crash helmet.
International House London Teacher Training
He should have finished this by now
I’m looking forward to seeing her.
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International House London Teacher Training
A MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION
5) You have a group of adult beginner students. You want to teach them ‘I’ve got’ /
‘Have you got?’ (as in ‘I’ve got a cold / flu’ etc). You know they have never met this
structure before. Describe what you would do.
6) Pieces of language can be categorised grammatically, but also according to the
job they do, i.e. functionally. What are the functions of the language items on the
left? The first has been done for you.
Would you like a whisky?
offering
I wish I hadn’t missed that train!
You really ought to see a doctor.
Do you mind if I open the window?
Could you pass me the salt?
Let’s have a drink.
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International House London Teacher Training
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7) Look at these sentences. Describe the difference in meaning between them. The
first has been done for you.
1 a) I like going to the movies.
b) I’d like to go to the movies.
Means ‘I like it in general’ and
describes someone’s habits.
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) If they offer you the job, will you take it?
b) If they offered you the job, would you take it?
4 a) I’ve cleaned the living room.
b) I’ve been cleaning the living room.
5 a) She can’t have left yet.
b) She hasn’t left yet.
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6 a) I needn’t have done it.
b) I didn’t need to do it.
7 a) I don’t really like beetroot.
b) I really don’t like beetroot.
8) Say the following words aloud (try them in a sentence) and then mark the
syllables as in the examples, giving the main stress a large symbol.
■
e.g.
■ ■
interesting
advertisement
October
history
hotel
Leicester
application
acrimony
colleague
cardboard
photographic
contract
(verb)
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•
9) Complete these sentences with a word or phrase. A marked over a word
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.
10) 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. What advantages
are there likely to be with pair and group work for students studying in their own
country? What problems can you foresee when trying to implement it? (Give note
form answers).
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Essay Question
Written work is a vital part of the Delta programme. The question below is
an example of the type of written work which you will be required to write if
you decide to follow the course.
Answer the question in approximately 750 words.
Outline a group of students you have taught. Identify some of the difficulties they had
(and the reasons for these) in one of the following areas when learning English:
 A specific* area of phonology
 Listening skills work
 A specific* area of grammar
 Writing skills work

*please specify the area you have chosen
Describe how you addressed these problems in the classroom over a period
of time, outlining specific examples of activities and materials you used to help
the students. (This should be in continuous prose and NOT a lesson plan)
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International House London Teacher Training
A MEMBER OF THE INTERNATIONAL HOUSE WORLD ORGANISATION