Publishing the first of a series of assignments written by past DELTA trainees (with their permission, of course!) This one was submitted for the external assessment and although we were not informed of the specific grade, this confirmed the candidate's overall very high grade.
Great post and idea for a speaking skills lesson
Very early on on the DELTA course, trainees are required to plan and teach a lesson which their tutor and other fellow trainees observe and evaluate. Reflection on this lesson which takes account of the experience itself, the trainee's own perceptions and the oral and written feedback received by the tutor and fellow trainees form … Continue reading Cambridge Delta: The Diagnostic Lesson
Should you be afraid of the rumours about following a DELTA course? There are those who enjoy frightening prospective candidates away from following this course. And yet, all those who have completed it report the benefits to their teaching, planning, as well as the career options open to them. It is true that the course … Continue reading Rumour Has It
Cambridge DELTA Courses - Soon to Begin Face-to-Face Intensive or Online/Blended Part Time Cambridge DELTA Course? Which mode is the best one for you? There is still time to apply for one of our fall courses Face-to-Face? Blended? Our 8-week face-to-face course in Athens is your best option if you are the type of person … Continue reading Face-to-Face Intensive or Online/Blended Part Time Cambridge DELTA Course?
A Module 3 Assignment on Teaching Young Learners This is is the first of a series of Module 3 assignments which we have decided to share through this blog, with the candidate's permission, of course. Course Design for 9-10 year old learners in Greece The project was written by Sharon Noseley and received a Merit … Continue reading Course Design for 9-10 year old learners in Greece
A timely blog post for those of you thinking about your Module 3 Assignments
After many years of working in this business (and yes it is a business), I am still frequently frustrated by a lack of awareness of good practice when it comes to language programme design. Different institutions do it in different ways, but not that many (in my experience) do it well. In this post I’m going to describe a few popular approaches to syllabus design and tell you what’s wrong with them. In a subsequent post I’ll go on to give some alternative suggestions on what principles to adopt when designing or developing a curriculum for language learning.
Bad syllabus No. 1: The global coursebook
Coursebooks look amazing – they have great pictures, they appear to be well-organised, and they come with all sorts of add-ons – workbook, CD-Rom, DVD, website, references to dictionaries by the same publisher etc. However, I’ve said it before, I’m saying it now…
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Great post on this debate and David Petrie takes a stance with some very good arguments and a good review of existing literature. What do you think?
Make sure you click on “view the original” to read the rest of David’s blog post.
The original learning styles model came from the work of David Kolb, who, in the…
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