CANDIDATE APPLICATION FORM

APPLICATION FORM
PERSONAL DETAILS

Surname Other Names Title

Address Tel No (Home)

Tel No (Work)

E-mail address

Date of Birth Nationality

First Language Present Occupation

EDUCATION AND QUALIFICATIONS

School/College/University Qualifications Obtained Dates

Other Relevant Qualifications

Knowledge of Other Languages

Level of Ability

EXPERIENCE IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES

(Previous experience is required for DELTA courses)

OTHER RELEVANT EXPERIENCE

PERSONAL STATEMENT
Please write on a separate sheet why you want to do the course and why you feel you would be a successful

teacher of English to Speakers of Other Languages.

REFEREES

Name Name
Position Position
Address Address

When do you want to do the course?

When are you available for interview?

Signature: Date:

Cambridge English Delta Pre-Interview Task

Name:       Date:       Course Applied For:      

The following tasks are designed to:

(1) expose you to the level of understanding required of you as a foundation for the course and
(2) to give us an understanding of your existing knowledge and abilities

Many of these tasks reflect what tasks used in the Delta Module 1 Exam and you may also use any
relevant reference books to help you complete the tasks. Please also remember that we are also
assessing the quality of your written English to ensure that it is of an acceptable standard to meet the
academic rigors of the course. Inaccurate or inappropriate use of English alone is grounds for refusing
entry onto a Delta Module 2 course.

Please fill in this task and the Application Form electronically and email to [email protected]

Once we have the Pre-Interview Task and Application Form we’ll contact you to organize a suitable time
for an interview with you and one of our tutors.

Part 1 – Language Analysis

Understanding language systems in terms of meaning/use, form, pronunciation (and sometimes register)
is an essential aspect of effective language teaching. Here we’d like to assess your knowledge of
language systems.
Look at the verbs underlined in the following incorrect sentences. In each:

a) correct the tense / structure,

b) name the correct tense / structure, and
c) say what the meaning of the correct tense / structure is

The first one is done for you.

Example: 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.

1. A: someone’s at the door. b: I’m going to answer it.

a.      
b.      
c.      

2. I waited in line for the bus when a car drove past and splashed me.

a.      
b.      
c.      

3. When I was a child I would have a pet dog.

a.      
b.      
c.      
Part 2 – Error Analysis

Understanding the errors learners make is an essential element of understanding the learning issues that
learners have learning a new language. This also enables a good teacher to better respond to the
emerging needs of learners. Here we want to get an idea of your ability to do this.

Look at the following student errors. For each:

a) correct the error
b) decide what the problem is and
c) suggest possible reasons for the error
The first two have been done for you.

Example 1: He was walking down the road and he fell off

a) He was walking down the road and he fell over.

b) The verb choice is correct but the particle (preposition or adverb) of the phrasal verb is wrong.
c) The student knows that it is a 2-part verb but does not seem to know the collocation, or the
difference in meaning between fall off and fall over. Perhaps the learner is directly translating from
their mother tongue.

Example 2: Do you can play the piano?

a) Can you play the piano?

b) Problem with the question form of modal verbs
c) Regular verbs need the auxiliary ‘do’ to make a yes/no questions. Modal verbs are simply inverted
with the subject in the question form. The learner seems to be over-generalizing the rules of
question formation.

1. (Talking about loud music) Please turn down it.

a.      

b.      

c.      

2) He gave me some good advices.

a.      

b.      

c.      

3) It was raining strongly when I left the house.

a.      
 b.      

c.      

Part 3 – Terminology 1

Coming to grips with concepts and terminology in linguistics, applied linguistics and education is an
essential part of the Delta course. Here we want to get an idea of your knowledge and/or ability to
research these areas as academic research forms an important part of the Delta.

Please provide the term for each definition.

Example: Having Ss repeat target language both chorally and individually to help with pronunciation (and
sometimes form). ____Drilling .

1) The system of symbols used to represent the sounds of a specific language.

     

2) The method of teaching language where the teacher first clarifies the target structure, students
then practice it and finally integrate it into their language use.
     

3) Of the four language skills, reading and listening are       skills (as they involve comprehension)
4) … and speaking and writing are skills (as they involve language output)
 5) A verb being used as a noun (ending in –ing) is known as a      . (E.g. Smoking is bad for your
health)

6) Two words which sound the same but are spelled differently and have different meanings (e.g.
steak & stake).      .

Part 4 – Terminology 2

Coming to grips with the terminology in linguistics, applied linguistics and education is an essential part of
the Delta course. Here we want to get an idea of your knowledge and/or ability to research these areas as
academic research forms an important part of the Delta.

Please write a definition and provide an example of four of the following terms.

1) controlled practice (also known as “restricted practice”).

     

2) collocation

     

3) fluency

     

4) intransitive verb

     
 5) scanning (reading sub-skill)

     

6) sentence stress

     

Part 5 – Materials Analysis 1 (Systems/Language)

Understanding the principles of materials design and the purposes of stages and activities within a
language lesson is an essential component of what you will further explore on the Delta course. Here we
want to get an idea of your existing knowledge and/or ability in this area.

The extract for this task is a speaking activity for intermediate level learners. Identify a total of three key
language areas (including grammar, vocabulary and functions) that learners at this level would need in
order to complete the activity successfully. Provide an example specific to this activity to support each choice.

Speaking

Imagine that you and your partner are planning a two-week

vacation. Decide together which of the following options would
be the best and why.

A - Europe by camper van

B -A Caribbean cruise

C – Beach hut in Thailand

Example: learners would need to use phrases to express the function of giving opinions. For example, “I’d prefer to
travel to lots of different places”.
__________________________________________________________________________

1)      

2)      

3)      

Part 6 – Materials Analysis (Skills)

Understanding the principles of materials design and the purposes of stages and activities within a
receptive skills lesson is an essential component of what you will further explore on the Delta course.
Here we want to get an idea of your existing knowledge and/or ability in this area.

Look at the following extract from American English File 3 by Oxenden and Latham-Koenig published by
Oxford. The aim of the extract as a whole is to develop reading skills and speaking fluency. Choose the
aim(s) of the following exercises in relation to the overall lesson aims from the box below. Warning: there
are 3 aims which you do not need to use:

1. Exercise 1a)      

2. Exercise 1b)      

3. Exercise 1c)      

4. Exercise 1d)      

A. To develop learners’ ability to read for detailed

comprehension.
B. To familiarize students with the format and language
of a magazine article.
C. To familiarize students with the meaning and form of
idiomatic expressions.
D. To develop speaking fluency by allowing them to
respond to the text.
E. To raise interest and activate learners’ knowledge of
the topic.
F. To develop learners’ ability to read for gist
G. To provide controlled/restricted practice of the
passive voice.
Part 7 – Lesson Planning
Planning is one part of the development process the Delta looks at in depth. Please submit a lesson plan
for one of the grammar or vocabulary lessons you’ve recently taught. This must be a lesson that you have
already taught, even if you write this lesson plan retrospectively.

The lesson plan should state the following:

- level
- a group profile of the learners
- learning aims/outcomes for the lesson as a whole
- analysis of the grammar or vocabulary taught
- anticipated problems and practical solutions with the language or the lesson as a whole
- stages
- stages aims
- timing
- interaction patterns
- procedure

Ensure a copy of all tasks and materials is included with the plan.

You may not have looked at planning in this amount of depth since your initial training qualifications, but
it’s important for your tutors to be able to assess your existing ability to plan appropriately and to give you
an idea of what is expected on the course. We’re not looking for perfection, just to diagnose where you’re
at in your planning abilities.

Part 8 – Reflective Practice

The ability to reflect on our teaching practice in order to improve it is one the most fundamental principles
of the Delta course and of any aspect of teacher development in general.

Please provide a maximum 500 word evaluation of the planned lesson above, dividing the evaluation into
the following five sections:

1) key planning strengths and the impact of these on learners

2) key teaching strengths and the impact of these on learners
3) key planning weaknesses and the impact of these on learners
4) key teaching weaknesses and the impact of these on learners
5) how the learning in this lesson could be consolidated, improved or extended in future lessons.

Again, you may not have evaluated your teaching to this degree of depth since your initial training
qualifications, but it’s important for your tutors to be able to assess your existing ability to reflect on your
own professional practice and to give you an idea of what is expected on the course. We’re not looking for
perfection, just to diagnose where you’re at in your reflective practice abilities.
DECLARATIONS

Do you have any special requirements regarding learning support that may impact on your performance
which we should be aware of? If so, please specify.

     

Do you have any special requirements regarding your physical or psychological health that may impact on
your performance and which we should be aware of? If so, please specify.

     

Do you anticipate any planned or anticipated activities or engagements that may not allow you to meet
100% attendance? If so, please specify.

     

Is there any other information you think is worth mentioning?

     

Please note that while special requirements in terms of learning support or health issues will not
automatically preclude you from acceptance onto a course, it is expected that applicants make the
centre aware of these issues so that:

1) appropriate provision can be made where possible, and

2) to help the interviewer supply suitable information to the applicant and enable them to
decide whether the course is an appropriate choice

Thank you for completing your Delta pre-interview task. Please now submit it to [email protected]
and we will be in touch to arrange an interview.