Delta Module One pre interview task

Please do all of the activities that follow and return this document completed to the ITI person who
sent it to you. Save it by adding your name to the end of the file name
e.g. ITIModuleOnepreinterviewtaskJeremyHarmer.docx
When you have your interview you will need to be able to see a copy as you will talk about some of
the things you have written.
You do not need to get all the answers right to get a place on the course - this task is to enable us
to get a picture of your ELT background knowledge.

Name Ahmad Bakhshabadi

A. Read the following and complete the boxes with information about form and meaning

Email is a (0) severely limited medium when it comes to conveying tone, (1) which is why
angry emails are never a good idea. More often than not, they just create more (2) anxiety –
and more email. Occasionally, writing an angry email (3) can be therapeutic. If this is the
case, (4) get it off your chest, and then delete the email. When a confrontation is
(5) brewing, a conversation in person (6) or on the phone is almost always best. Emails
(7) leave too much room for misunderstanding.

http://99u.com/articles/6975/email-etiquette-for-the-super-busy

0: severely

form : adverb (regular, formed from the adjective serious with the suffix -ly)
meaning and / or function : seriously – here it is modifying the meaning of limited, making it stronger

1. which
form :pronoun,used to refer
meaning and / or function :used as the subject or the object of a verb to show what thing or things you are
referring to, or to add information about the thing you have just mentioned. It is usually used for things not
people.

2. anxiety
form :noun, uncountable
meaning and / or function :an uncomfortable feeling of nervousness or worry about something that is
happening or might happen in the future:

3. can
form :modal verb, ability
meaning and / or function :being able to do something
4. get it off your chest
form : phrasal verb, verb + preposition + noun
meaning and / or function : to express something that has been worring you and that you have wanted
to say. To tell someone about something wrong you have done or feel guilty towards.

5. brewing
form : gerund (word + ing) working as a verb.
meaning and / or function : if an unpleasant situation is brewing, you feel that it is about to happen.

6. or
form : conjunction, expresses possibilities
meaning and / or function : used to connect different possibilities

7. leave
form : verb, irregular (left, left)
meaning and / or function : if something leaves something else, a part or effect of it stays after it has
gone

B. Read the following text. It was written by an intermediate level Turkish learner on a pre-
sessional course for an MBA. It is the first paragraph (of three) in response to the
composition title ‘What does success mean to you ?;
What is the learner doing well and what should they work on ? Name two strengths and two
weaknesses.

Success means to do something which you want to do good. If you have some goals, you want to
success them. For example, I want to found own job. If I do it one day, I will be successful. I am
doing something for this. I work in different jobs. I invest my and other people’s money in capital
market. I give some hand made things for women who they are housewife to do. I help my husband
for his job and I will open a shop next month in Nisantasi about jewelleries.

Strength
The learner has been able to use the complex grammatical item like first conditional

Strength
The learner has used complex and topic related lexis such as jewelleries, handmade, capital and invest and
this is due to the fact that the learner has a range of topic related vocabulary.

Weakness
The learner needs to pay more attention to the parts of speech. The errors are obvious in the sentences
which affect the meaning. Ex1: Success means to do something which you want to do good. “Good” is
supposed to be “well”. Ex2: you want to success them. “Success” is supposed to be “succeed”.

Weakness
Neither transitional words nor connectors are used. That’s why the apparent lack of coherence is obviously
seen among sentences because the sentences are not connected cohesively.
 C. There are some lacks and inaccuracies of spelling and punctuation in the following. Please write it out
correctly in the space provided.

by taking the students though multiple itertions of producing roughly the same output they should
become more fluent producing their utterences faster and with fewer hesitations and pauses
thornbury 2005 6 time limits can discourage over monitoring and encourage faster production ibid
11 but can also make learners more anxious which reduces fluency thornbury 2005 25 if the
learners as a hole seem insufficiently challanged by the activity I can increase the sense of urgency
by emposing decreasing time limits each time they switch partners otherwise I can simply monitor
the activity and have learners swap partners just before engagement begins to flog

thurnbury s 2005 how to teach speaking essex England person education

By taking the students through multiple iterations of producing roughly the same output , they should
become more fluent producing their utterances faster and with fewer hesitations and pauses, Thornbury S.
(2005, p. 6). Time limits can discourage over-monitoring and encourage faster production, (Ibid., p. 11), but
can also make learners more anxious which reduces fluency, Thornbury, (2005, P. 25). If the learners, as
whole, seem insufficiently challenged by the activity, I can increase the sense of urgency by imposing
decreasing time limits each time they switch partners. Otherwise, I can simply monitor the activity and have
learners swap partners just before engagement begins to flog, Thornbury, S. (2005). How to teach
speaking. Essex. England. Pearson Education.

Click here to enter text.

D. What do you understand by the term task based learning ? Do you practice it in your
classroom ? Sometimes ? Never ? Why or why not ? Explain in 150-200 words.
Task-based language teaching(TBLT) ,which is also know as task -based instruction(TBI), focuses on
meaning rather than form in order to use the target language through activities in which engage
students.TBLT involves listening,speaking,reading and writing,as well as grammar,vocabulary and
pronunciation and knowledge of the world which students can contribute.It also provides the opportunity to
recycle the language knowledge potentially.Pre-task is the first stage which introduces the topic and gives
the students clear instructions on what they will have to do in the task .The second stage is called the task
stage. This is the stage in which the students have to complete the task in pairs or groups. Planning is the
third stage, in which the students prepare a short oral report and practise it in their groups. The last stage is
the practice stage. The teacher highlights some of the lingual features in their reports. Then the students
practise the activities to increase their confidence. I have been using such a technique in my classes since I
learnt how to use it. I also use other techniques in order to avoid boredom. These approaches include PPP,
TTT and others.

Click here to enter text.

E. In the interview you may well be asked about

 Why you want to do Delta

 What you last read in the field of ELT
 When you last wrote something of 1000 words or more in length (and why)
 How you keep yourself up to date
 When you were last observed and for what reason
 How you would teach some points / sub skills

As with the tasks above, it is not that you have to be seen to give certain answers. We have
included these ideas so you could think them through before you talk to us, but we would like
you to tell us about your actual situation (not what you might think an interviewer would want
to hear). If you haven’t been observed at all in the past ten years, be honest about that as
the person interviewing you will probably make some suggestions about things you can do in
preparation for your course.