Interruptions | A meeting skills activity

Great post and idea for a speaking skills lesson

Image attribution: Meeting by John Benson | Creative Commons by 2.0

Screenshot of Triptico – Image attribution: Meeting by John Benson | Creative Commons by 2.0


Business meeting

Interruptions … it’s something most my learners struggle with and it’s a skill they require daily because no one in a corporate setting can escape attending at least one meeting a day, if not more. To complicate matters, turn taking varies across cultures. In the US, Northern Europe and Japan, interruptions are uncommon and generally considered rude. In France, Brazil and India, interruptions are more common and are sometimes seen as a sign of being engaged. I’ve also observed that some of my learners in India tend to completely shut up when they are in meetings with overseas clients and seniors, to the extent that even when they genuinely need to interrupt to clarify something or provide some information, they don’t.  Here’s an activity that addresses both these issues. For learners who sort of talk over each other, it offers statements that can help them more politely take the turn…

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Cambridge Delta: The Diagnostic 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 the basis of a plan of action for the rest of Module 2 on the course.

At different points, it is this plan of action that the trainee has to look back on and track their own development during their course, take stock and work on areas which are felt to be in need of improvement.

Read Angelos’ blog post of how he sees this experience, its challenges and its benefits and think about your own diagnostic lessons.

It should be said that this seems to be a great way to go whether one is doing a Cambridge DELTA course or not and helps teachers to become reflective and to think of solutions which will keep improving their planning and their teaching.

Marisa Constantinides
Cambridge DELTA Course Tutor

Narratives of a TEFLer


Planning a Delta diagnostic lesson is first and foremost a decision-making process. The answers to questions such as what to teach or how to teach it should be decided well in advance of the planning process. In this post, I will share the steps I followed while preparing for it.

A. The Purpose of The Lesson

Why is one doing a diagnostic lesson is a very important question to spend some time thinking about. In my view, such a lesson serves six purposes:

1. For the candidates to review, hone, and assess their practice in general.
2. For the candidates to review, hone, and assess their practice in relation to Delta-specific criteria.
3. For the candidates to gain experience teaching a group of students, most of whom they will teach again for at least one of their LSAs.
4. For the candidates to familiarize themselves with the reflective practice model…

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Rumour Has It

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 is demanding – but the skills acquired make it truly worth working for.

Enjoy Angelos’ post and let us know what you think

Marisa Constantinides

Narratives of a TEFLer

Cambridge Delta post

It has been a while since my latest blog post and… guess why? Well, the reason is no other than preparing for the 8-week Cambridge Delta intensive course at CELT Athens.

In the days/months to follow, I will be blogging about my experience as a Cambridge Delta candidate at CELT Athens. For now, though, I would just like to share with future -and present- candidates my only piece of advice: Do NOT read everything that exists online regarding the course!

If one googles the term ‘Cambridge Delta’, s/he might receive a couple of pages with official documents (which, by the way, are extremely useful) and tons of pages coming from every kind of source highlighting its ‘extreme difficulty.’

I am not saying or implying that the Cambridge Delta course is an easy one (far from it, actually!). However, the whole purpose of googling about it should not be to…

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Face-to-Face Intensive or Online/Blended Part Time Cambridge DELTA Course?  

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


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Teaching Practice with our adult learners at CELT


delta online

Our online Class in Adobe Connect Pro


Our 8-week face-to-face course in Athens is your best option if you are the type of person who needs to focus on your studies fully with no other distractions. Our Blended course with 24-weeks of input sessions online and 4 weeks in Athens, may be your best option if you are a working teacher and you have commitments which do no allow you to be away for more than the 4 weeks needed to complete your Module 2 assessments.

Our next course begins on September 29th 

Of course, you need to have those 8 weeks available!!!! During those 8 weeks, you will have classes available to observe and teach your assessed lessons for Module 2 and one of the best ELT librariesavailable.It’s intensive and highly demanding, of course, it is! But if you have a solid background in ELT, have a CELTA or equivalent initial training qualification and prefer this mode, it is a great course to follow.Click here to find out more about the demands of the course during the 8 weeks and here to check our forthcoming course dates for the fall and for 2015.

Remember to check the General Info page on the Cambridge DELTA  and to download the application form from this link.

Do join our DELTA Facebook Group 


Our next course begins on October 4th

This course is delivered using Adobe Connect Pro, which is the top virtual classroom with tools such as audio, video for ALL participants, voice and text chat as well as technology which allows participants to work in separate breakout rooms and discuss during workshop activities. Sessions are offered usually on weekends.The 4 weeks in Athens are needed for participants to teach our classes as part of their Module 2 coursework.Click here to find out more about this course option and here to find out about the dates of our forthcoming courses.

Remember to check the General Info page on the Cambridge DELTA  and to download the application form from this link.

Do join our DELTA Facebook Group 


Course Design for 9-10 year old learners in Greece

A Module 3 Assignment on Teaching Young Learners

na_yl 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 Grade Especially interesting for the YL teacher:

  • the way Sharon did her needs analysis
  • the design of her syllabus

You can download the main assignment and the appendices directly from this blog. GR108_011_noseley_YL_0612 GR108_011_Delta3_noseley_appendices

About the Author

sharonSharon Noseley was a YL teacher for a number of years in Greece. She is now an EAP teacher in the UK at the De Montfort University Leicester (DMU). She tweets as  @shazno on Twitter and you can find her as  Sharon-Nosely-Kallandzhs on Facebook Her blog is TEFL Experiences 

How not to design a syllabus

A timely blog post for those of you thinking about your Module 3 Assignments



The Steve Brown Blog

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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The Learning Style Debate

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.


I am sceptical about learning styles.  Much is made of them, CELTA and DELTA trainees are required to learn about them and to plan their lessons taking into account activities that cater to the visual, auditory or kinaesthetic sensibilities of their students, or at least to show evidence of having intended to….  Personally, I don’t doubt that people learn in different ways or have different preferences for processing information, but what I’m not sure about and have yet to see any evidence confirming, is whether changing my teaching to cater for these various styles actually has a positive effect.  Which is why I was very interested to read Katie Lepi’s “The Myth of Learning Styles” on the Edudemic blog, which presents the arguments against.  The fantastic infographic from her piece is reproduced below.

teflgeek learning styles

The original learning styles model came from the work of David Kolb, who, in the…

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Exemptions and credits to DELTA holders on related MA level courses

creditsOfqual, the exams regulator of the UK government, has confirmed that Cambridge ESOL’s Delta qualification for teachers is at the same level as a Master’s degree or a professional diploma in the European Union. This is a result of Delta being placed at level 7 of the UK government’s Qualification and Credit Framework (QCF), making it the only English language teaching diploma currently included at this level.

Welcoming this new recognition, Cambridge ESOL’s Chief Executive Dr Mike Milanovic says: “Teachers holding this qualification demonstrate a very high level of expertise indeed and we’re delighted by this acknowledgment from Ofqual. This reflects the quality standards associated with the Delta qualification which is great news for teachers and the millions of students around the world learning English.”

N.B. The DELTA on its own does not constitute an MA qualification but is considered to be at the same level, which makes holders eligible for exemptions, credits, and fast track options in a variety of UK based universities.  

The following UK institutions offer credits or exemptions to DELTA holders, for the courses listed. We make every attempt to keep this information up to date – however, applicants should always check with the institution, as they do change their requirements, and these may differ for individual applicants.

Please use Google to verify the information below and do leave a comment if you have information about other universities not included here – we have added total number of credits where this was available and easy to find from the university website.

Institution Courses with credits/exemptions Further information  Total Credits
Aston University MSc in Teaching English to Speakers of other Languages (TESOL)

MSc in Teaching English for Specific Purposes (TESP)·

MSc in Teaching English to Young Learners (TEYL)

MSc in Educational Management in TESOL (EMT)

Exemption from the Methodology module plus 20 credits toward an additional module  4 modules
Bath, University of MA ELT Fast track available: exemption of two core units (from total of 5).  5 core units
Bath Spa University MA/Teach TESOL Exemption from first semester equal to 60 credits  180 credits
Birkbeck, University of London MA TESOL

MA Language Teaching

30 credits
Bristol, University of MSc in TESOL 40 credits.
Bedfordshire, University of Applied Linguistics MA (TEFL) Exemption from assessed teaching practice (30 points)
Canterbury Christ Church MA TESOL Exemption from first two modules (40 credits).  5 modules
University of Derby Education MA DELTA holders offered up to 60 credits upon consultation
East London, University of MA English Language Teaching (ELT) Exemption from one 30-credit module
Edinburgh, University of MEd TESOL Students may request accreditation for prior learning for the core course in TESOL Methodology.2 core modules  6 core modules
Exeter University Med TESOL DELTA holders offered up to 60 credits  Link to info
Institute of Education, University of London MA Teaching of English to Speakers of Other Languages (campus-based) Exemption from one 30-credit optional module.  180 credits
King’s College London MA in ELT & Applied Linguistics (part-time programme only) Fast track option – exemption from one core module (Principles and Practice in ELT) and one option – 30 credits in total.  180 credits
Leeds Beckett University MA English Language Teaching 60 credit exemption   Direct entry to semester 2
Leicester, University of MA TESOL & Applied Linguistics (campus-based and distance learning versions) 30 credit exemption  6 modules
Northumbria University MA in Applied Linguistics forTESOL·       MA TESOL Exemptions of up to 3 modules, or 60 credits, equivalent  to 1/3 of the MA  180 credits
Nottingham, University of MA ELT distance Exemption of two core modules running from May to end of year (January start recommended)  40 points/credits
Open University, The Masters degree in Education (Applied Linguistics) 60 credits
Oxford Brookes University MA in Education One module only worth 20 credits  180 credits
Portsmouth, University of ·       MA Applied Linguistics and TESOL (both on site & distance modes) 30 credits at M-level.  180 credits
Reading, University of ·       MA in English Language Teaching Language Curriculum Design (10 credits) and one of: Written Language (20 credits), Spoken Language (20 credits), Language Testing Principles (20 credits). This equals a total credit transfer of 30 credits towards this 180-credit degree.  180 credits
Sheffield, University of MA Applied Linguistics Exemption from 15-credit core module on Language Teaching Methodology.  8 core modules
Sheffield Hallam MA TESOL 60 credits to DELTA holders (i.e. they are exempt from the Postgraduate Certificate, which forms the first part of the MA).  180 credits
York St John University MA English Language Teaching Exemption from 30-credit core module on Practical English Language Teaching
Warwick University MA ELT Exemption of 60 credits from an 180 credit course  Link to info


About the Author

MARISAMarisa Constantinides, Dip.RSA, M.A. App Ling

A teacher, teacher educator and materials writer, Marisa Constantinides is the head of CELT Athens, a teacher education centre established in 1993, She is responsible for the design and training on all courses including Cambridge CELTA and DELTA, face-2-face and online. Marisa has a strong presence in Social Networks, moderates #ELTchat, a weekly discussion on Twitter (recently nominated for an ELTons award in Innovation in Teaching Resources). Marisa maintains a number of blogs (TEFL Matters#ELTchatTeaching & Learning Languages, the DELTA course blogthe CELTA course blog). She has published materials for young learners as well as for B2 and C2 level classes.

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