DELTA Module 2 Background Essay & Lesson Plan Samples

Cambridge DELTA Module Two

Unlike Module 1 (Understanding Language, Methodology and Resources for Teaching) which is assessed via an end-of-course written exam of two 90-minute papers, DELTA Module 2 (Developing Professional Practice) is assessed by a mixture of practical assignments that the candidate needs to complete throughout the course. According to the official handbook, this continuous assessment comprises a portfolio of coursework that is submitted to Cambridge, including the following:

Teach Better: How to Become an Enabling (English) Teacher

Three kinds of teacher

By: Huss Farsani

Word Count: 4,400

Average Reading Time: 22 minutes

CONTENTS:

Three Kinds of Teacher

The Explainer

The involver

The Enabler

Types of Teacher & Stages of a Lesson

Categories Defining Methodology

Transmission of Knowledge

Emphasizing Practice

Enabling Learners

Works Cited

Source: https://allthingslearning.wordpress.com/category/curriculum/

It is hard to put teachers and types of teaching in discrete categories;

DELTA Module One - Exam Know-How: P1 T1

In Paper 1, Task 1 of the DELTA Module1 exam, you will be given definitions of 6 SLA (Second Language Acquisition)/ ELT (English Language Teaching) terms, and you will need to come up with the respective term for each.

So, for example, one of the 6 definitions given may look like this:

Cambridge DELTA Plan: Modules One, Two, (and a bit of) Three

DELTA End Games (DEGs)
(The Cambridge Delta Experience)

By: Huss Farsani

Word Count: 2,650

Average Reading Time: 14 minutes

Most of us practicing teachers enter various programs of professional development (from 1-day workshops on a specific aspect of classroom teaching to extended programs such as MAs or Cambridge Delta) without a clear picture of the end game. Without the ‘end game’ in mind, even the most motivated teachers and practitioners, especially those who have developed their own effective routines over the years, ‘feel lost, overwhelmed, intimidated, or simply, turned off,’ in the words of many fellow teachers I have spent time with throughout such courses.