Part One - Think about your TEFL/ELT career. What have you learnt so far? And what has helped you develop? How do you see yourself developing during and after the DELTA?
Feel free to consider some or all of the following areas:
Class 'discipline'/management
Student-teacher interactions [in and out of the classrooms]
Keeping students motivated
The grammar vs. lexis
Learner training/encouraging students to develop outside the classroom
Working with colleagues
Monolingual vs. multilingual classes
Technology [IWB/computers etc]
Any reading you have done/intend to do
There may be other areas you wish to consider
Please write 750-1000 words in continuous prose [no bullet points]. Pay close attention to the quality of your writing [e.g. sentence construction, punctuation, paragraphing etc.
Part Two - Error awareness and analysis
Read the following paragraph, written by an Intermediate Spanish student.
Correct the errors in the final three sentences (i.e. from 'I am learning English') and give possible reasons for each one
Choose one area of weakness (from the whole text) and suggest ways in which you could help the learner to improve in this area. Say why you have selected the language point in question.
My name is Ana and I have 19 years. I born in Segovia and I live there all my life.
My father work in a fabric and my mother she is professor in a school. She teach mathematic and geografie. I have two brothers and one sister. My sister is the more old, then my two brothers, that they are twins, then me. I am learning english since I have ten years and I like very much. When I will be more old, I would like to be professor like my mother. The next summer I will go to London for study english in a language school near of Hyde Park.
Part Three: Text Analysis
2 Study the following reading text taken from Lifelines Intermediate - Tom Hutchinson [OUP 1998]
a) Underline the relative clause in each of the first two sentences and describe their use
b) Underline the Present Perfect Passive in paragraph one and say why it might prove difficult for students in terms of meaning, form and pronunciation (include phonemic transcription for the latter).
c) Choose 2 items of vocabulary from the text that you feel would be unfamiliar to Intermediate students and say
why you have chosen them
how you would convey and check meaning
d) Study the three questions at the top of the page.
What is the aim of each question?
Why are the questions placed before and not after the reading text?
Lifelines Intermediate T Hutchinson OUP 1998
Extension Reading and listening
Is honesty always the best policy?
1. Look at the newspaper article and answer the questions.
1 Where does it take place?
2 Who was the victim?
2. Read the article and match the subjects and sentence endings to make correct sentences.
The robber
The victim
was changing a wheel.
stopped to help.
stole a suitcase.
dropped a lottery ticket,
found the ticket.
claimed the prize.
put adverts in the press
recognized the voice.
returned the suitcase.
refused a reward.
3. Discuss these questions.
1 What do you think of the story?
2 What reason did the professor give for not keeping the money? Do you agree?
3 What would you have done if you
had found the ticket?
were the professor's wife?
were the robber and had read the advert?
had been offered a reward?
4 What difference would it have made to his life if the professor had kept the money?
5 Does the story change your views on human nature?
A thief's lucky day
Victim hands back highway robber's £25,000 lottery ticket
A THIEF who dropped a winning lottery ticket at the scene of his crime has been given a lesson in honesty. His victim, who picked up the ticket, then claimed the £25,000 prize, managed to trace him, and handed over the cash.
The robbery happened when maths professor Vinicio Sabbatucci, 58, was changing a tyre on an Italian motorway. Another motorist, who stopped 'to help', stole a suitcase from his car and drove off.
The professor found the dropped ticket and stuffed it in his pocket before driving home to Ascoli in eastern Italy. Next day, he saw the lottery results on TV and, uncrumpling the ticket, realised it was a winner. He claimed the 60 million lire prize.
Then began a battle with his conscience. Eventually, he decided he could not keep the money despite having been robbed.
He advertised in newspapers and on radio, saying: 'I'm trying to find the man who robbed me. I have 60 million lire for him - a lottery win. Please meet me. Anonymity guaranteed.'
Professor Sabbatucci received hundreds of calls from people hoping to trick him into handing them the cash. But there was one voice he recognized -and he arranged to meet the man in a park. The robber, a 3S-year-old unemployed father of two, gave back the suitcase and burst into tears. He could not believe what was happening. 'Why didn't you keep the money?' he asked. The professor replied: 'I couldn't because it's not mine.' Then he walked off, spurning the thief's offer of a reward.
Part Four: Lesson Planning and Self Evaluation
In this part of the task you will be planning a lesson, delivering the lesson and providing a self evaluation of the lesson.
1 Plan a lesson on grammar, a functional area, or vocabulary (single words, or phrases or collocations or a mix) for a class you are currently teaching. The lesson should be between 45 mins and one hour in length. Write a lesson plan to include:
Class profile (a brief description of the class including their level):
Time:
Aims:
Assumed knowledge:
Anticipated problems (of meaning, form and pronunciation):
Solutions: (how will you help with meaning, form and pronunciation, e.g. if meaning is a problem will you use concept checking questions or a time line or… and write/draw these on the lesson plan)
Procedure: include Stage Aims, Interaction (T - St, St-St, groups etc.), a description of the procedure, estimated timing.
The lesson plan should be detailed enough to be taught by a colleague
2 Give the lesson
3 Write a self-evaluation of the lesson (maximum 500 words) saying what was successful, what unsuccessful, what you would change if you were to teach the lesson again. Wherever possible, give evidence of your assessment (e.g. if it 'went well,' how do you know? E.g. were the students using the language fairly accurately and confidently in a practice stage?)
4 Send us the lesson plan and self evaluation.
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