British Council Warsaw

Delta Course Application Form

and Pre-Interview Task

Please complete this Application Form (Section A) and the Pre-Interview Tasks (Section B) and return to the
Delta Coordinator [email protected].

We will then contact you as quickly as possible to make arrangements for an interview

SECTION A: APPLICATION FORM

Which Delta Modules would you like to apply for?

Module 1 Module 2 Module 3

1. Personal Details
First name(s) Surname

Date and Place of birth Nationality

First language/Mother tongue Other languages (indicate level)

2. Contact Details
Current Address e-mail

Daytime phone

Home phone

Please note any information you think might help us when contacting you to arrange an interview date/time

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3a. Further/Higher Education
Please list the institution, dates, qualifications awarded and grades (include teaching qualifications)

3b.Other Training and Development

Conferences/Workshops/Short courses attended, publications, etc.

4a. ELT Teaching Experience

List current/most recent first (institution and dates). Indicate if full-time or part-time and state the levels, ages, class
size and type(s) of course you taught at each institution

4b. Other Experience

List other (ie. non-ELT) teaching and/or work experience

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 5. Health
Do you have any illness or disability which could affect your performance on the course?
If ‘yes’, please specify below. yes no

6. References
Provide contact details (phone and e-mail) for two referees. Say how long they have known you and in what
capacity. At least one should be someone who can comment on your teaching.

7. How did you find out about the Delta Modules courses at the British Council Warsaw?

8. Declaration

I declare that the information I have given above in this Delta Modules Application Form is complete
and accurate.
I agree to the Fundacja British Council collecting and processing my personal data for the
administrative purposes connected with Delta. The Fundacja British Council is legally bound to
process personal data only for specified purposes in a manner that is both confidential and secure
(Full Policy on Privacy in English) (Polish Personal Data Protection Act).

Signature* Date

*You can type your name in this box. Typing your name here will be considered equivalent to a
handwritten signature.

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 SECTION B: Pre-Interview Tasks

There are 4 pre-interview tasks to complete:

1. Language Awareness
2. Lesson Plan and Rationale for the Lesson Plan
3. Supporting Essay (in which you outline your reasons for applying)
4. Knowledge of Key Syllabus Areas (a brief self-evaluation)

The 4 tasks are to help us evaluate your suitability for the Delta Modules courses and your potential to
complete these successfully. Your responses will also help us to suggest appropriate pre-course work and
reading that you can do to help yourself prepare for the courses.

1. Language Awareness
In this task you need to comment on the form, meaning/use and pronunciation of certain words/phrases as used in
a particular text.

Example
“We argue that more rigorous theorizing would speed up SLA [second language acquisition]
research. Further, it might go some way towards protecting language teachers from seductive but
inadequate ‘theory-based’ prescriptions for the classroom” (Larsen-Freeman and Long, 1991)
[Larsen-Freeman, D. and Long, M., 1991. An Introduction to Second Language Acquisition Research. Longman]
We … (line 1)
Form: Subject Pronoun (1st person plural).
Meaning/Use: Refers to the authors (ie. Larsen-Freeman and Long). The use of subject pronouns can avoid
the need of a lengthy noun phrase and/or reduce unnecessary repetition. Note that the reference here is to
people/names not mentioned in the immediate text’ (ie. exophoric reference)
Pronunciation: /wi:/ Not stressed in this context (so a weak form) but the initial vowel in the following
‘argue’ will lead to linking (an intrusive /j/) and affect the vowel quality in ‘we’; /wi:-j-a:gju:/

Task
In response to the proposition ‘the best model for teaching pronunciation is RP (Received Pronunciation: the
prestige accent of English)’, Thornbury (1997:156) writes:

b)
b) There
Thereisisno
no‘best
‘bestmodel’.
model’.TheThefact
factis,
is,however,
however,thatthatRP,
RP,while
whilespoken
spokenby byaavery
verysmall
smallminority
minority
of
of English speakers, is generally regarded as a ‘standard’ variety of British English forglobal
English speakers, is generally regarded as a ‘standard’ variety of British English for global
communication
communicationand andeducational
educationalpurposes.
purposes.Native
Nativespeakers
speakersare
areless
lesslikely
likelyto tobe
besurprised
surprisedbybyaa
foreigner
foreigner speaking with an RP accent than, say, a Glaswegian or broad Australian accent. Anditit
speaking with an RP accent than, say, a Glaswegian or broad Australian accent. And
may
maybebethe
thecase
casethat
thattwo
twonon-native
non-nativespeakers
speakershaving
havingtotospeaking
speakingEnglish
Englishtogether
togetherare
aremore
more
likely
likelyto
tobe
bemutually
mutuallyintelligible
intelligibleififthey
theyhave
havelearned
learnedtotospeak
speakwith
withthethesame
sameaccent.
accent.
Nevertheless,
Nevertheless,for
forcomprehension
comprehensionpurposes
purposesititisisobviously
obviouslybetter
betterififlearners
learnershavehavebeen
beenexposed
exposedtoto
aawide variety of English accents. And, as was pointed out above in (a), it is unlikely
wide variety of English accents. And, as was pointed out above in (a), it is unlikely that an that an
adult
adultnon-native
non-nativespeaker
speakerisisgoing
goingto tocompletely
completelyloselosehis
hisor
orher
heroriginal
originalaccent
accentin infavour
favourof
ofRP.
RP.

Thornbury, S. (1997) About Language. Cambridge University Press

Comment on the form, meaning/use and pronunciation of the language items in bold below as they are used in
the above extract.

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a) … is, however, that … (line 1)

b) .., while spoken by … (line 1)

c) … of British English for …(line 2)

c) Native speakers are … (line 3)

d) …or broad Australian accent. (line 4)

e) … they have learned … (line 6)

f) … better if learners have … (line 7)

g) … was pointed out … (line 8)

h) … is going to completely lose … (line 9)

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2a. Lesson Plan
In the lesson plan template below, provide a lesson plan based on a lesson you have recently taught. The plan
should be for a group of learners (with at least 3 learners in the class) and be between 45 and 90 mins in length.
The lesson can have either language or skills as the main focus but if a skills lesson, there must be some supporting
language. Complete each box below in sufficient detail for us to be able to understand how the plan is to be
implemented.
Attach materials as a separate file (.doc, .pdf or .jpeg file) and submit together with this application form and
interview tasks.
--------------------------------------------------------------------------------------------------------------------------
Lesson Plan

No. of
Level of Class Lesson Length
Learners

Overall Lesson Aims/Objectives

Profile of Class and Course

Provide a brief profile of the class (eg. ages, nationalities/first languages) and course (eg. general English, intensive). Note
any learning preferences and strengths/weaknesses of the learners that have a bearing on the planning.

Language Analysis
Provide analysis (meaning, form, pronunciation) of any language to be taught in the lesson.

Procedure
Provide sufficient detail here for us to easily understand how the lesson unfolds and develops.
Stage and Stage Aim Procedure Time

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2b. Rationale for the Lesson Plan
Explain your rationale for the design of the lesson (eg. your reasons for the design/selection of the materials, tasks
and activities, the ordering of stages, etc.). Write approximately 200 words.

3. Supporting Essay
Write a 250-350 word ‘essay’ on your reasons for wanting to do the Delta Module(s) and how you expect to benefit
from the course(s).

4. Knowledge of Key Syllabus Areas

Relatively speaking, how confident are you in your current knowledge/abilities within the key syllabus areas
below? Rank the syllabus areas from 1 to 8 in 4a and then in 4b (1=most confident; 8=least confident)

4a. Language systems and skills

grammar lexis phonology discourse reading writing listening speaking

4b.Other key syllabus areas

Lesson planning
course
methods 1st/2nd identifying
planning Identifying materials design and
testing and and language lesson aims
and likely evaluation, sequencing
evaluation approaches learning & aims of
syllabus learner selection of tasks/
in ELT theories tasks/
design problems and design activities
activities