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International House Johannesburg
DELTA Application




54 De Korte Street
Braaamfontein,
Johannesburg’
South Africa
2001

Tel: 27 (0)11 339 1051

Fax: 27 (0)11 403 1759

E-mail: susan@ihjohannesburg.co.za

Website: http://www.ihjohannesburg.co.za

                       APPLICATION FORM FOR CAMBRIDGE / RSA
                                  DELTA COURSES

Please fill in this form very carefully and fully. Please note that applicants for this course should have
and initial training qualification in ELT followed by at least two years’ consistent experience at a wide
range of levels.




IH Johannesburg
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I wish to apply for the Cambridge / RSA DELTA Nine Week Intensive Course.

Course dates from July 2nd to 31 August 2007.

Course fees: £ 1,600 all inclusive (except accommodation)

1. PERSONAL DETAILS (Please ensure this section is completed clearly)


First Names:

Family name:

Address:




Country:

Sex:

Date of birth:

E-mail:

Fax:

Phone:

Nationality:


Education/Qualifications:




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Work and any other relevant experience:




Other comments relevant to this application:




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Please attach two lesson plans. (for a class you have taught, stating level and aims)
One plan should be for lexis or structure and the other to teach skills.
You should include cover sheets profiling the class and stating overall aims. The procedure should set
out how the lesson is taught and have aims for each stage.
Please add a brief summary to this application form about your teaching experience, why you want to
follow this course, and say what your expectations are.


Two referees (THESE SHOULD BE FROM EDUCATIONAL CONTEXTS E.G NOT FAMILY
MEMBERS OR FRIENDS)




Accommodation? Do you want IH Johannesburg to find accommodation for you?




General Health. (Do you have any health problems that may affect your ability to fully attend this
course?)




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LANGUAGE AWARENESS TEST

The following test will be used as a basis on which to judge your suitability for the course for which
you have applied. Please complete all the tasks. Where appropriate, you should answer in note form.
Please e-mail or fax this application to the addresses/number above or send the completed test to:

International House Johannesburg

54 De Korte Street,

Braamfontein,

Johannesburg

2001
NB E-mail is recommended due to heavy demand

1). Read this dialogue:

Speaker A: The baby’s woken up.

Speaker B: Has she?

Speaker A: Look, I’m busy with these clothes.

Speaker B: OK then.

In this space comment on the difference between what the speakers actually say and the intended
meaning that lies beneath.




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Now think of another conversation where there is a difference between what is said and what is
actually meant. Write your conversation below.




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2) Look at the verbs in bold in the following incorrect sentences.

In each box:

a) correct the tense

b) name the correct tense

c) say what the meaning of the correct tense is.

The first on is done for you.

1. I read a book at the moment.

a) I’m reading a book at the moment

b) Present continuous

c) Used here to describe an action happening now, or around this time.


2. Where are you from? I’m coming from Egypt.




3. How are things? I didn’t see you for ages.




4. Look at those clouds! It will rain.




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5. A: There’s the phone! B: OK, I’m going to answer it.




6. I’m not understanding German.




7. I’m not usually going to school on Saturdays.




8. She’s been to the bank yesterday.




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9. I queued for the bus when the bomb exploded.




3. Look at these two exchanges and in particular the verbs in bold. What tense do they use?


Exchange 1

A: Do you want to come to the pictures tomorrow?

B: No, sorry, I’m working.

Exchange 2

A: Can I speak to Thomas?

B: I’ll go get him. He’s working in the kitchen, I think.

The form is the same but the meaning is different. Explain the difference in meaning. What are the
implications of this difference in from and meaning for teaching English?




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4. Look at the following pieces of language. Attempt to describe the meaning of the word or words in
bold, without repeating those words. The first two have been done for you.

a) I used to go to Church regularly.

b) A habit in the past which has changed in some way or ceased.

c) She stumbled at the kerb.

To put your foot down badly when walking or running so you nearly fall, or start to fall.

d) She managed to climb the mountain.




e) I had my television repaired.




f) You needn’t wear a crash helmet.




g) He should have finished this by now.




h) I’m looking forward to seeing her.




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5. You have got a group of adult beginner students. You want to teach them ‘I’ve got’ / ‘Have you
got?’ (as in ‘I’ve got a cold / flu’ etc.). You know they have never met this structure before. Describe
what you would do in the space below.




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6. Pieces of language can be categorised grammatically, but also according to the job they do, i.e.
functionally. What are the functions of the language items on the left?
This first one has been done for you.

a. Would you like a whisky? ……………………………….
Offering

b. I wish I hadn’t missed that train! ……………………….


c. You really ought to see a doctor. …………………………


d. Do you mind if I open the window? ………………………


e. Could you pass me the salt? ………………………………


f. Let’s have a drink. …………………………………………


7. Look at these sentences. Describe the difference in meaning between them.

The first one has been done for you.

1a) I like going to the movies.

This means ‘I like it in general’ and describes someone’s habits.

b) I’d like to go to the movies.

This means a specific occasion e.g. tonight

2a) She stopped to say hello.




b) She stopped saying hello.




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3a) If they offer you the job, will you take it?




b) If they offered you the job, would you take it?




4a) I’ve cleaned the living room.




b) I’ve been cleaning the living room.




5a) She can’t have left yet.




b) She hasn’t left yet.




6a) I needn’t have done it.




b) I didn’t need to do it.


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7a) I don’t really like beetroot.




b) I really don’t like beetroot.




8. Say the following words aloud (try them in a sentence) and then mark the syllables as in the
example, giving the main stress a large symbol.



                  0 o o o             o   0 o       o      o   0o

e.g.              interesting         advertisement        October




Hotel             going               application          acrimony




colleague                 cardboard         photographic         contract (verb)




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9. Complete these sentences with a word or phrase. A ‘o’ marked over a word means that word or
syllable is most heavily stressed. Mark the stressed word/syllable in your own sentence ending. The
first one has been done for you.




                        o                            o
a) Why don’t you take Jack to the party instead of Jeremy?


           o
b) I know why he stole the money, but …


                  o
c) I said it was insignificant, not …


           o
d) Is it half past? No, it’s …


                  o
e) I saw him go into the shop, but …


                                              o
f) A: How was the concert? B: Well, the Bach was good, but …




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10. Pair and group work (i.e. where all the students are working in pairs or groups at the same time) is
    a very common feature in language classrooms. What advantages are there likely to be with pair
    and group work for students studying in their own country? What problems can you see when
    trying to implement it? (Give note form answers)




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11. For what purposes would you use this news report. Give level and aims. This can be done in note
form.
Western Hostages To Be Freed
Chechen guerrillas holding up to 700 hostages in a Moscow theatre have reportedly offered to release several
Westerners.Talks are continuing between the rebels and Red Cross mediators in a bid to free the hostages - including
three Britons.Earlier, a loud explosion was heard outside the theatre, but it is not known what caused the blast.
Threatened
The group of 40 rebels had threatened to blow up the building if police tried to storm it.
The gunmen released up to 20 children immediately from among the audience as well as some Muslims.

Police said between 400 and 700 people remained hostage while 150 had been released.
Some hostages who were freed said the group burst into the theatre firing shots into the ceiling and shouting: "Stop the
war in Chechnya."
One hostage, from her mobile telephone inside the theatre, said the rebels had fastened explosives in passageways
and on seats.
Hostages
Some of the hostages had been rigged up to explosives, she said.
"A huge amount of explosives have been laid through the place," she added.
A Chechen news website carried what it said was a statement by the attackers' commander, Movsar Barayev.
It read: "No one will get out of here alive - they'll die with us if there's any attempt to storm the building."
He called on Russian President Vladimir Putin to pull his troops out of Chechnya if he wanted to save the hostages'
lives.




PLEASE REMEMBER TO INCLUDE TWO LESSON PLANS WITH THIS APPLICATION

Thank you for taking the time to complete this task.



IH Johannesburg

								
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