Application Pack Delta For Further Modules 2021.2022

Application for a further module
Teacher courses: DELTA
Please fill in this form only if you have previously filled in a full Delta application form and already taken part in a Delta Module course with Bell in the past 12 months. If your last
course with us finished more than a year ago please complete a new full application form. Please attach a full up-to-date CV.
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ADDITIONAL TASKS MODULE ONE APPLICANTS Please attach as a separate Word or PDF document
The three tasks below are based on the types of task you will expect to complete in the final exam. They are designed to be challenging and require careful thought and
consideration so don’t be put off at first reading. Please take your time and keep your answers as clear and concise as possible.
We recommend you spend between about an hour completing them.
TASK ONE
Give three core beliefs you hold about language teaching, provide an explanation/ Belief 1:
rationale for each and an example of how you apply the principle in the classroom.
Rationale:
The examples should be of specific classroom activities that cover a range of levels
and types of class. Do not write more than 600 words in total. Example:
Here’s an example of the sort of thing you should write:
Belief: Language learning should be enjoyable Belief 1:

Rationale: If learners are enjoying themselves then they are more relaxed Rationale:
(their affective filters are low) and therefore more receptive to language instruction.
They are also more likely to use the language and worry less about making mistakes
Example:
with it.
Example: At intermediate level I often play a ‘backs to the board’ game in which the Belief 1:
learners are put into two groups, with one member sitting facing them and with their
back to the whiteboard. I then write a lexical item on the board and the rest of the Rationale:
group have to give verbal clues to these learners so that they guess the item before Example:
their counterpart from the other group. The clue givers are not allowed to say the
actual lexical item or any of its parts. This activity is an effective way of recycling
lexis, and students generally enjoy the competitive element of the game, losing any
inhibitions about shouting out their clues. It works with both adults and children.
TASK TWO
The following advice is often given to teachers who want to develop their learners’ listening skills:
1. Use plenty of recorded material.

2. Prepare the learners for listening by setting the scene, introducing the characters, pre-teaching vocabulary, etc.
3. Before the learners listen, set a listening task which directs them to an overall ‘gist’ understanding of the passage.
4. Check the answers to this task’, playing the recording again if necessary.
5. Set a further task, or tasks, which direct learners to a more detailed understanding.
6. Only use the audio transcript (if there is one) as a last resort.
7. Make the recording, and the tasks, as ‘authentic’ as possible.
a) Explain the rationale behind tips 2, 3, 5 and 7 b) Provide one possible disadvantage of tips 2, 3, 5 and 7
(Number 1 has been done as an example) (Number 1 has been done as an example)
1. T he idea here seems to be that practice makes perfect: the more recorded 1. xposure to large amounts of recorded language is only really useful if it is
E
material learners are exposed to, the more accustomed they will become to accompanied by tasks that help the learners understand the speech, help them
having to listen to real-time language use and become less intimidated by it. It realise where their difficulties lie, and raise their awareness of useful listening
is also presumably assumed that it will become easier for them to understand strategies. Simply providing a lot of listening could be demotivating, especially if
spoken language. the recordings are of authentic language use.
TASK THREE
Look at the attached material from the Cutting Edge Starter Students’ Book (Third Edition) by Cunningham, Moor & Grace (Pearson Longman, 2016) in the Additional
Information for Module One Applicants section.
• Identify six assumptions about language and/or learning that the authors appear to have made.
(Your assumptions should be about language and/or learning in general rather than ones about a specific learning context).
• Provide an example activity (or activities) from the material that illustrates this assumption.
Here are two examples of the sort of thing you should write. Please use the same format in your answer.
Example 1: Example 2:
Assumption: The use of visuals helps clarify the meaning of language items Assumption: When teaching a grammatical structure it is important to include a focus on pronunciation
Example: Vocabulary exercise 1 Example: Grammar Focus 1, exercise 2, Pronunciation box

ADDITIONAL TASKS MODULE TWO APPLICANTS Please attach as a separate Word or PDF document
TASK ONE
In a maximum of 750 words describe how your teaching has developed since you started. This task will help us to assess your writing skills and may also be used to
advise you on your suitability for the course.
TASK TWO
Write a lesson plan for 60-minute lesson with a class that is familiar to you. Your plan should be Your plan should:
based around one of the texts provided at the end of this document. You may shorten the text or • c ontain a brief profile of the class, explaining who they are, why
cut it up but not alter the content. Please make sure that your plan includes both: they are learning English, the general level of the group and what
sort of problems they have;
• w
ork on helping learners become more skilful at reading (or possibly listening if you choose Text
• s tate your overall aims/objectives as precisely as possible;
3) and
• list anticipated problems the learners might have in the lesson
• a focus on a system (choose one from the following list): along with some suggested solutions;
a) a discrete grammatical item; • include a thorough account of classroom procedures, with
b) a number of grammatical items; information about classroom management, patterns of interaction
c) a set of lexical items; and approximate timings;
d) an aspect of discourse; • include an aim or aims for each stage of your procedure;
e) a feature or features of pronunciation (probably only relevant if you’re using Text 3). • include samples of any additional materials (published
or self-made) you would use.
Please use the lesson plan template at the end of this document. A typical lesson plan of this kind might run to three or four sides of A4.
Bear in mind that the reader of these plans will not be able to infer what is not stated, so please write them as explicitly as possible.
ADDITIONAL TASK MODULE THREE APPLICANTS Please attach as a separate Word or PDF document
Please complete TASK A if you are applying for any Module Three specialisation other than ELT Management.
Please complete TASK B if you are applying for the ELT Management option.
Please complete BOTH tasks if you are considering ELT Management as one of several options.
TASK A: How do you assess your students’ learning and their needs, at what points during a course, and why? Write around 600 words.
TASK B: Describe and comment on the mechanisms used to recruit, support and evaluate teachers in your LTO. Write around 600 words.
I am aware that the course requires considerable hours of study alongside any work I’m doing and will sign a relevant disclaimer upon acceptance
Yes No
PLEASE NOTE: If your application is successful you will need to pay a non-refundable deposit within 7 days of being notified to reserve your place. The balance of your fees must be paid before
the course begins to guarantee access to/your place the course. If you are accepted after that time, the full fees are due immediately. We will not hold places open for applicants who do not pay
their full fees when they are due. There are no refunds for withdrawal or cancellation. For full terms and conditions please see our website: www.bellenglish.com/termsconditions. All courses are
subject to demand.

Additional Information for Module One applicants
TASK THREE
08
YOU
CAN
DO IT!
IN THIS UNIT
Grammar: can/can’t; Questions
with can; Review of questions Vocabulary
Vocabulary: Verbs – things you Verbs – things you do
do; Parts of the body
Task: Do a class survey 1 Look at the photos. Which verbs in the box can you see?
Language live: Skills and interests;
Making requests dance drive a car paint a picture play chess ride a bike
run sing swim take photographs walk
2a Choose the correct answers.

1 I take / play a lot of photographs when I go on holiday.
2 I swim / walk to work every day because I don’t like going by bus.
3 I love swimming / driving in the sea when I go on holiday.
4 I usually play / paint chess with my grandfather on Sunday
afternoons.
5 I like dancing / talking when I go to a party with my friends.
6 I sing / run in the park at the weekend because I want to keep fit.
7 I always walk / paint a picture of the beach when I go on holiday.
8 I never drive / ride my car to the town centre because it’s so busy.
9 I run / ride a bike to work in the summer but not in the winter.
10 I like listening to music in the car and talking / singing the songs.
b 8.1 Listen and check.
3a Which of the sentences in exercise 2a are true for you?

Rewrite the false sentences to make them true for you.
b Work in pairs and compare your sentences.
I take a lot of photographs when I go on holiday! Do you?
No, I don’t …
58

TASK THREE
Grammar focus 1
can/can’t
1 Complete the sentences with the verb phrases.
can swim can play can paint

can’t paint can’t walk can’t win
1 Vadim Ivanov chess very well.

2 He every game.
3 Alvaro and Alicia Sánchez .
4 They because they are babies.
5 Emiko Kimura with her hands.
6 She with her feet.
Reading
Amazing people! GRAMMAR
can/can’t
1 Read the text about amazing people. What abilities
do they have? I/You/He/She/ can play chess.
We/They can swim very well.
can’t run very fast. (= cannot)
can’t ride a bike. (= cannot)
Amazing people!
You Magazine finds some amazing people who can
2 8.2 Write sentences using the prompts and can
do amazing things! (✓) or can’t (). Listen and check.
t 7BEJN*WBOPWJTGSPN3VTTJBBOEIFTBDIFTTQMBZFS He / play tennis / ✓
)FQMBZTDIFTTWFSZXFMMBOEIFTPNFUJNFTQMBZTBMPU He can play tennis.
PGDIFTTHBNFTBUUIFTBNFUJNF*OGBDU IFDBOQMBZ 1 He / play chess /
PWFSDIFTTHBNFTBUUIFTBNFUJNF)FEPFTOU 2 They / swim 25 metres /
BMXBZTXJOUIFNBMMoCVUIJTSFDPSEJTQMBZJOH 3 She / remember all her friends’ birthdays /
HBNFTBOEXJOOJOHPGUIFN 4 He / play the piano /
t "MWBSPBOE"MJDJB4ÈODIF[BSFUXJOTBOEUIFZMJWFJO
5 He / cook well /
"SHFOUJOBXJUIUIFJSQBSFOUT5IFZDBOUXBMLCFDBVTF
6 They / drive /
UIFZBSFPOMZOJOFNPOUITPME CVUUIFZDBOTXJN*O
GBDU UIFZDBOTXJNNFUSFTJOUIFTXJNNJOHQPPM 7 You / speak a foreign language /
5IFZHPTXJNNJOHFWFSZEBZBOEUIFZMPWFJU 8 I / run fast /
t &NJLP,JNVSBJTZFBSTPMEBOETIFJTBOBSU 9 She / read music /
TUVEFOUGSPN+BQBO4IFDBOUQBJOUJOUIFTBNFXBZ 10 They / dance very well /
BTIFSGSJFOETCFDBVTFTIFEPFTOUIBWFBOZIBOET
4IFDBOQBJOUXJUIIFSGFFUBOETIFXJOTBMPUPG PRONUNCIATION
DPNQFUJUJPOTCFDBVTFIFSQJDUVSFTBSFGBOUBTUJD
.PTUMZ TIFMJLFTQBJOUJOHQJDUVSFTPGQFPQMF 1 Listen to the sentences again. Notice the pronunciation
of can and can’t.
/N Q Nđ‫ڴ‬QW
2 Read the text again. Are these statements true (T) 2 Practise saying the sentences.
or false (F)?
1 Vadim Ivanov plays chess against over 300 people
at the same time. 3a Think about you, your friends and people in your
2 He always wins all the games. family. Rewrite the sentences in exercise 2.
3 Alvaro and Alicia Sánchez are babies.
My cousin Dimitri can play chess.
4 They walk to the swimming pool every day.
5 Emiko studies art in Japan. I can’t swim 25 metres.
6 She is very good at painting.
b Work in pairs and compare your sentences.
3 Discuss with other students. Do you know anyone
who has similar abilities to the people in the text? Unit 8, Study & Practice 1, page 112
59

TASK THREE
Grammar focus 2 3a Write questions using can and the prompts.

Questions with can you / sing well Can you sing well?
1 you / play tennis
1 Match the photos with the job adverts below. 2 you / swim
3 you / run fast
4 you / cook well
Do you want to be a 5 you / play the guitar
dance teacher? 6 you / ride a bike
Can you sing, dance or play the piano? 7 you / drive a car
email: info@danceteachersdirect.com 8 you / speak three languages
Do you want to be a b 8.4 Listen to conversations with the questions in

personal trainer? exercise 3a. Does each person answer yes or no?
Can you swim, run and play tennis?

If yes … this is the job for you!
PRONUNCIATION
Call Mick on 07789 566433.
1 Listen again to the conversations in exercise 3b. Notice
the pronunciation of can in the questions and the
Do you want to be a nanny? short answers.
Nanny for friendly family with three children.
Can you drive a car, cook well and speak English? 2 Practise saying the questions.
Phone 0845 677879 and speak to Annie.
2a 8.3 Olivia wants a job for the summer holidays.

4a Work in pairs. Ask and answer the questions in
exercise 3a. Find three things your partner can do
Read the job adverts and listen. Tick the things Olivia
but you can’t do.
can do and cross the things she can’t do.
b Tell the class.

b Which job do you think is good for Olivia? Why?
Maria can play tennis, but I can’t. She can
GRAMMAR swim, but I can’t …
Questions with can
Questions Short answers
Unit 8, Study & Practice 2, page 112
Can you dance? Yes, I/you/he/she/we/they can.
Can he/she play tennis? No, I/you/he/she/we/they can’t.
Can they speak English?
60

Additional information for Module Two applicants
TASK TWO
LESSON PLAN TEXTS

TEXT 1
Haçienda nightclub and Abbey Road in top 10 for UK historic sites

Manchester club hotspot and Beatles recording studio among those on Historic England’s heritage list
Mark Brown | Tue 6 Feb 2018 00.01 GMT | Last modified on Tue 6 Feb 2018 08.20 GMT
Other writers in Ali’s list are Charles Dickens and his former home in Doughty Street,
London, where he wrote Oliver Twist and Nicholas Nickleby; and George Orwell, who
moved to Canonbury Square in Islington in 1944 after a bomb destroyed the family
home in Kilburn.
Ali said Orwell’s work remained as fresh and urgent today as it ever was and the
renewed interest in Nineteen Eighty-Four “since the beginning of the Trump
administration, proves once again his prescience and assures his place in the
country’s literary history”.
Among the music sites are The Haçienda, the Manchester nightclub which opened
on 21 May 1982. It was where the Smiths performed three times in 1982, the venue
for Madonna’s first UK gig in 1984, and, in 1986, one of the first British clubs to play
house music. By 1988, it was host to the Happy Mondays and Madchester and the
second summer of love.
The club closed in 1997 and Ali has fond memories. “The Haçienda was the first
Shakespeare’s birthplace, the austere parsonage where the Bronte sisters wrote nightclub I ever went to in the 80s. No club ever topped that for me. It was the
Jane Eyre, Wuthering Heights and Agnes Grey, and The Haçienda, the Manchester coolest place I’ve ever been.”
nightclub which was a pillar of the 80s club scene, have all been included in the top
10 of a new UK heritage list. Another club on the list is the 100 Club at 100 Oxford Street, London, which opened
as the Feldman Swing Club in 1942 and is the world’s longest-surviving live music
All three are being celebrated as part of a Historic England campaign titled A History venue. It was a place after the second world war where you might catch BB King or
of England in 100 Places. Louis Armstrong, while in the 1970s it hosted the first UK punk festival, with bands
including Sex Pistols and The Clash.
The 10 historic places for music and literature were nominated by the public and
chosen by the novelist Monica Ali. The top 10 is completed by the Abbey Road Studios in London, a place which will
always be associated with the Beatles; Chetham’s Library in Manchester, the oldest
“It is a fun exercise but also an important one,” said Ali. “First of all, it is an acknowl- free public reference library in the English speaking world and a meeting place for
edgement of how the arts have shaped our society, especially at a time when arts Marx and Engels; and the neighbouring houses in Brook Street, London, where
are becoming more and more marginalised. Handel and Jimi Hendrix lived, 200 years apart.
“Secondly, and no less importantly, these are not only places in which to learn about All 10 places will be explored in podcasts presented by radio presenter Emma
the past, they also invite contemplation, reflection and – just maybe – inspiration, Barnett. Other categories include loss and destruction, which will be judged by Mary
thus passing the creative baton to future generations.” Beard, and science and discovery, which will be judged by Robert Winston.
The list is strikingly diverse and contains the obvious as well as the more surprising.
Shakespeare’s birthplace in Stratford-upon-Avon is an example of the former. “How The full list
could it not be included?” said Ali.
• Shakespeare’s birthplace, Stratford-upon-Avon
The West Yorkshire home of Charlotte, Emily and Anne Brontë is also on the list, • Abbey Road Studios, St John’s Wood, London
along with Chawton, the house in Hampshire where Jane Austen lived for the last • Jane Austen’s House, Chawton, Hampshire
eight years of her life and refined and finished her novels Sense and Sensibility, • The 100 Club, 100 Oxford Street, London
Pride and Prejudice and Northanger Abbey and wrote Mansfield Park, Emma and • George Orwell’s home, Islington, London
Persuasion. • The Haçienda, Manchester
• The Brontë parsonage, Haworth, West Yorkshire
Ali said Austen might have her legions of fans, but was still “underrated”.
• Handel & Hendrix in London, 23 and 25 Brook Street
“She is one of literature’s great innovators... and the inventor of the ‘free indirect’ • Charles Dickens’ former home in Doughty Street, London
style that is so commonly adopted by novelists today.” • Chetham’s Library, Manchester
https://www.theguardian.com/culture/2018/feb/06/hacienda-nightclub-and-abbey-road-in-top-10-for-uk-historic-sites retrieved 06.02.18

TEXT 2
The country running out of space for its millionaires
What do you do when you’re the ruler of a country that runs out of space for its super rich?
Katie Beck | 6 February 2018
Over 30% of the roughly 38,000 residents of Monaco are millionaires

Imagine a pint-sized country – less than a square mile in size (2 square kilometres) playground for the world’s super rich, demand for property here has soared.
– with sun-drenched, quiet streets, no dog poo and no income tax to pay. A place
where motor racing and yachting are the national pastimes and people hop into a But it’s not just sea views these buyers are drawn to: this pocket-sized principality is
helicopter to get from A to B instead of hailing a taxi. also a tax haven.
Now imagine that one in three of the people who live there are millionaires – often Oliver Williams, head of wealth consultancy firm WealthInsights, analyses statistics
many times over. describing the movement of wealth globally, and points out that it’s no secret that
people move to Monaco for financial reasons.
This little oasis has, in fact, become such a magnet for millionaires that many more
want to relocate to its sunny shores. So, the local authorities have taken the radical “It’s got no income tax and no corporation tax for businesses doing most of their
step of allowing the construction of artificial islands out across the sea to house work in Monaco, so tax is the main reason we found for people wanting to move
them all.
There will be 16,100 millionaires or
Sounds too bizarre to be true, but perched on the picturesque cliff tops of the
multimillionaires in Monaco by 2026
An estimated 2,700 more millionaires are hoping to here. The other thing is simply lifestyle,” he says.
claim a piece of this diminutive country for them-
Over 30% of the roughly 38,000 residents of Monaco are millionaires, according to
selves in the next 10 years Williams’ research. “Next down the list are some Swiss cities like Geneva and Zurich
and so on,” he says.
French Riviera, such an odd place does exist.
That number is forecast to rise. According to Knight Frank property agency’s
It’s the tiny principality of Monaco – millionaire hub of the world, with the highest
analysis, there will be 16,100 millionaires or multimillionaires hoping to claim a piece
number of millionaires per capita.
of this diminutive country for themselves in the next 10 years, but at the moment
they can’t. There’s no more room.
If you drive along the Mediterranean coast of France, glimpses of pebbly beaches
dotted with sun-bleached umbrellas poke though the
Research from Knight Frank show house prices in Monaco now top the world market
cypress trees.
Then out of nowhere towering, concrete buildings emerge from an otherwise sleepy House prices in Monaco now top the world
seafront. When you spot shimmering skyscrapers, Bugattis whizzing past and a market with prices between €53,000 ($67,000) and
world-famous casino, you know you’ve arrived in the city-state of Monaco.
€100,000 ($142,000) per square metre
With the highest population density of any country in the world, and reputation as a
with prices between €53,000 ($67,000) and €100,000 ($142,000) per square metre.

The city-state is building an extension Marine experts suggest that no matter how carefully you carry out land reclamation,
Measuring just 0.78 square miles (2.02 square kilometres) Monaco is crowded, it’s disrupting the sea to build artificial islands will have a direct impact on natural
the second smallest country in the world (after Vatican City) and existing building surroundings and marine life.
It is estimated that hundreds of types of algae and thousands of marine organisms

live in the waters that will be replaced by dry land. Environmentalists warn that there
is no way to fully protect the area’s fragile biodiversity in the face of such a
large-scale offshore project.
Land reclamation is nothing new to Monaco – the principality has already expanded
its territory by 20% since 1861 - but now even the deep ocean seems no match for
property demand.
The principality has expanded by 20% since 1861

Still the eco-conscious prince – who drives an electric car and has donated millions
through his foundation to environmental causes – is adamant further land expansion
in his country must now be carefully weighed up against environmental concerns.
The unique challenge for Portier Cove is that the builders are being asked to meet
Architect rendering of the Portier Cove building site filled with water (Credit:
international sustainable urban development certifications including the HQE
Valode & Pistre)
Aménagement, Building Research Establishment Environmental Assessment
space has already been stretched to the limit by carving homes into the mountain- Method standard and the Clean Ports label.
sides, building up into the sky and even tunnelling down into the ground.
So, in a bid to try and cater to the demands of this new super rich tribe, the current
ruler, Prince Albert II, has agreed an ambitious land reclamation project.
The government of Monaco is overseeing the project and private financiers are
paying for the build and will sell the real estate.
The £1.5 billion ($2.1 billion) Offshore Urban Extension Project will add 15 acres of
landmass to the principality by 2026. Portier Cove, will include a harbour big enough
for 30 ships, a landscaped park and luxury residential buildings with plans for 120
new homes.
But the construction involves a Herculean effort: putting large concrete-filled

watertight chambers, called caissons, into the sea, then draining the water from the
surrounding area and filling it in with sand imported from Sicily to create an artificial
Prince Albert II, reigning monarch of Monaco, is devising ways to balance
The £1.5 billion ($2.1 billion) Offshore Urban Extension housing all the country’s millionaires but also minimise environmental disruption
Project will add 15 acres of landmass to the principal- (Credit: Getty)
ity by 2026 It is hoped the project will become a flagship example that other growing countries
will look to follow.
landmass jutting out from the seafront.
And expansion on this scale doesn’t come without costs. Although French
construction firm, Bouygues Travaux Publiques, are planning to relocate marine flora
and fauna from the building site to other protected areas and creating a 3D-printed
artificial reef as part of the development, there are still risks.
http://www.bbc.com/capital/story/20180206-the-country-running-out-of-space-for-its-millionaires retrieved 06.02.18

TEXT 3
Green Eggs and Ham

Dr Seuss
© Dr.Seuss, Beginner Books, 1973
I am Sam I would not,
Sam I am Could not,
In a car
That Sam-I-am
That Sam-I-am! You may like them.
I do not like You will see.
That Sam-I-am You may like them
In a tree?
Do you like
Green eggs and ham I would not, could not in a tree.
Not in a car! You let me be.
I do not like them, I do not like them in a box.
Sam-I-am. I do not like them with a fox
I do not like I do not like them in a house
Green eggs and ham. I do not like them with a mouse
I do not like them here or there.
Would you like them I do not like them anywhere.
Here or there? I do not like green eggs and ham.
I do not like them, Sam-I-am.
I would not like them
Here or there. A train! A train!
I would not like them A train! A train!
Anywhere. Could you, would you
I do not like On a train?
Green eggs and ham.
I do not like them, Not on a train! Not in a tree!
Sam-I-am Not in a car! Sam! Let me be!
I would not, could not, in a box.
Would you like them I could not, would not, with a fox. Could you, would you, Try them and you may I say.
In a house? I will not eat them with a mouse With a goat? Sam!
Would you like them I will not eat them in a house. If you will let me be,
With a mouse? I will not eat them here or there. I would not, I will try them.
I will not eat them anywhere. Could not. You will see.
I do not like them I do not like them, Sam-I-am. With a goat!
In a house. Say!
I do not like them Say! Would you, could you, I like green eggs and ham!
With a mouse. In the dark? On a boat? I do! I like them, Sam-I-am!
I do not like them Here in the dark! And I would eat them in a boat!
Here or there. Would you, could you, in the dark? I could not, would not, on a boat. And I would eat them with a goat...
I do not like them I will not, will not, with a goat. And I will eat them in the rain.
Anywhere. I would not, could not, I will not eat them in the rain. And in the dark. And on a train.
I do not like green eggs and ham. In the dark. I will not eat them on a train. And in a car. And in a tree.
I do not like them, Sam-I-am. Not in the dark! Not in a tree! They are so good so good you see!
Would you, could you, Not in a car! You let me be!
Would you eat them In the rain? I do not like them in a box. So I will eat them in a box.
In a box? I do not like them with a fox. And I will eat them with a fox.
Would you eat them I would not, could not, in the rain. I will not eat them in a house. And I will eat them in a house.
With a fox? Not in the dark. Not on a train, I do not like them with a mouse. And I will eat them with a mouse.
Not in a car, Not in a tree. I do not like them here or there. And I will eat them here and there.
Not in a box. I do not like them, Sam, you see. I do not like them anywhere! Say! I will eat them anywhere!
Not with a fox. Not in a house. Not in a box.
Not in a house. Not with a mouse. Not with a fox. I do not like I do so like
Not with a mouse. I will not eat them here or there. Green eggs Green eggs and ham!
I would not eat them here or there. I do not like them anywhere! And ham! Thank you!
I would not eat them anywhere. Thank you,
I would not eat green eggs and ham. You do not like I do not like them, Sam-I-am
I do not like them, Sam-I-am. Green eggs and ham? Sam-I-am.
http://www.lyricsfreak.com/d/dr+seuss/
Would you? Could you? I do not You do not like them. green+eggs+and+
In a car? Like them, So you say. ham_20208487.html
Eat them! Eat them! Sam-I-am. Try them! Try them! retrieved 06.02.18
Here they are. And you may.

TASK TWO: LESSON PLAN TEMPLATE Please attach as a separate Word or PDF document
Please use the lesson plan structure below when planning your response to task two. A typical lesson plan of this kind might run to three or four sides of A4. Bear in mind that
the reader of these plans will not be able to infer what is not stated, so please write them as explicitly as possible.
Name:
Date:
CLASS PROFILE
Overview of the group: Who are they? Why are they learning English? What sort of problems do they have?
AIMS AND OBJECTIVES

Main aims and outcomes of the lesson
POTENTIAL PROBLEMS POSSIBLE SOLUTIONS
PROCEDURE
STAGES STAGE AIMS PROCEDURE TIME INTERACTION FOCUS
ADDITIONAL MATERIALS
Include samples of any additional materials (published or self-made) you would use.

Terms and conditions
The following terms and conditions apply to all applications for Delta courses either online or face-to-face, regardless whether the course is booked directly or through an
Educational Tour Operator (ETO). By submitting the application form you are agreeing to the full terms and conditions available at www.bellenglish.com.
PAYMENTS apply: • Insurance is included as part of the fees for any face to face
• To secure your booking, you must pay a £300 deposit for • More than 4 weeks before the module start date: you must course in the UK* and covers the following, amongst others:
Module One and Two or a £150 deposit for Module Three. pay the deposit of £300 for Module One and Two or £150 for
The deposit payments are non-refundable. Module Three. Cancellation and curtailment | Up to £7,500
• Full fees as quoted on your proforma invoice must be paid at • 1-4 weeks before the module start date: you must pay 60% of Medical expenses | Unlimited
least 6 weeks before each module’s start date. We cannot the module fees Personal belongings | £2,000
guarantee to hold your place on the module unless all fees • Less than 1 week before the module start date: no refund will Personal liability | £2,000,000
are paid in full and on time. Participants with unpaid fees will be made
be refused access to Moodle or entry to classes For any notice period given, a ‘week’ counts as Sunday to *This excludes participants who are UK domicile residents.
(face-to-face modules). Saturday.
• Payment can be made by bank transfer direct to Bell or • Please note that pre-existing medical conditions are not
through our online payment provider Flywire. Flywire accepts • If you need to defer a module, you must tell us in writing and covered by the insurance.
payment by credit/debit card and can be used to set up a the following fees apply:
bank transfer. • More than 4 weeks before the module start date: no fee MEDICAL INFORMATION
• In addition to a £7 Flywire handling fee, all card payments will • 1-4 weeks before the module start date: you must pay the full • You must inform Bell of all relevant medical information at the
be subject to a 2% fee levied by the card company. These fees for the new module in addition to the non-refundable time of booking. If you need special assistance or
fees are non-refundable. deposit (£300 for Module One and Two or £150 for Module arrangements and medical information has not been
• It is your responsibility to cover all bank charges and Three) you paid for the original module. provided before a face to face course, Bell may be unable to
exchange rate differences for payments. • Less than 1 week before the module start date: you must pay provide the necessary support and you may be asked to
• Cambridge English Language Assessment exam entry fees the full fees for the new module and 60% of the fees for the leave the school and/or accommodation with no refund of
for Module Two are charged together with your course fees. original module. fees.
Module One exam entry and Module Three submission fees • Any refunds must be made by the same payment method
are payable during the course if you confirm that you want to and to the same source as the original payment. Handling BELL RULES
sit the exam / submit your assignment; if you fail to pay these charges and fees levied by the card company on any card To see Bell’s rules for adult courses please see www.bellenglish.
fees by the deadlines provided we will not enter you. Late payments are non-refundable. Fees are not transferable to com/useful-information/terms-conditions
entries cannot be guaranteed and will incur an extra charge. other participants.
• Please note that VAT will be charged at the current rate • We reserve the right to charge an administration fee for any COMPLAINTS PROCEDURE
where applicable. changes made to the original booking • We are committed to providing the highest level of customer
• In the event that Bell has to cancel a course, we will do our care. If you are not satisfied with our service, please see the
YOUR MODULES best to move the participant to an equivalent programme. If complaints procedure.
• Prices are correct at time of going to print and are subject to this is not possible, we will refund all fees paid to Bell, but will
change without notice. not refund any other payments, such as for flights. INTELLECTUAL PROPERTY
• We reserve the right to change module arrangements and VISAS • All intellectual property rights in Bell’s name and logo,
prices if necessary. Please note that all modules are run • It is your responsibility to check your visa requirements for website, promotional and marketing materials and all course
subject to demand. entry into the UK, and if necessary apply for and ensure you and examination content and materials belong to Bell.
• Failure to attend all sessions (on face to face courses) or to are granted the appropriate visa for your period of study with Anyone seeking to use, publish or copy any of Bell’s materials
complete the required submissions or course work on online Bell. Information on visas can be found on the UK Home needs to seek our permission in order to do so.
and blended modules, for whatever reason, may jeopardise Office website.
your chances of passing the module(s) due to the • Bell will only issue visa support documentation once all LIABILITY
requirements of the awarding body for certification. booking requirements are met and all fees due have been • Bell will only be responsible for loss or damage suffered by a
• The total price for online/ blended modules includes: all paid. participant which occurs as a foreseeable result of Bell’s
tuition, study materials and online support from our tutors • All participants, including British Citizens, will be asked to breach of the terms and conditions or its negligence.
and administrators. show their passport on the first day of the face to face • Nothing in the terms and conditions shall limit or exclude
• The total price for face to face courses includes: all tuition, modules. Bell’s liability for death or personal injury caused by
study materials, talks by visiting speakers where applicable, • If a visa application is rejected and we receive notice in negligence, or for fraud or fraudulent misrepresentation.
free on-site internet and email access, advice and support writing, along with a copy of the visa refusal letter, we will
from Bell staff and insurance cover*. refund the following: FORCE MAJEURE
*Please note: This excludes participants who are UK residents. • More than 2 weeks before the module start date: all fees • Bell is not liable for any failure or delay in providing our
• The total price per module does not include: the Cambridge except any courier charges services that occurs as a result of any event outside our
English Language Assessment exam fee for Module One, the • 2 weeks or less before the module start date: all fees except reasonable control, such as but not limited to war, disease
Cambridge English Language Assessment submission fees the £300 deposit and any courier charges outbreak, natural disaster or terrorist attack. In such cases, we
for Modules Two and Three, administration and invigilation • We will only offer refunds in cases for visa refusal where the will immediately notify you in writing and shall be excused
fees, expenses incurred by the Cambridge English Language participant followed UK Home Office guidelines for their visa from performing our obligations for the duration of the force
Assessment assessor for Module Two (online only), postage application majeure event.
for certificates, accommodation, any payment fees or • If you arrive without the correct visa, we are required by law
handling charges, Bell Social programme, insurance for to arrange for you to leave as soon as possible and standard LEGAL ENFORCEMENT
online/ blended modules or for a face to face course if you cancellation fees apply. • These terms and conditions are governed by English law.
hold a UK passport and are residing in the UK • All decisions on visa applications made by the UK Home English courts will have exclusive jurisdiction to settle any
Office are final. disputes that may arise out of the terms and conditions.
CANCELLATIONS, CHANGES TO BOOKINGS, COURSE
DEFERRALS AND REFUNDS INSURANCE Information is correct at time of publication but may be subject
• Cancellations before the course start date must be made in • Insurance is not included for online/ blended modules. We to change.
writing to Bell Head Office. Once a booking has been strongly recommend that you arrange suitable insurance to
confirmed, the following cancellation notice periods and fees cover cancellation, deferral or curtailment of a module.

Privacy policy
Bell Educational Services Limited, known as ‘Bell’ is committed to processing your data fairly and lawfully. This your academic achievements with Bell.
privacy policy explains how we use any information we collect about you or your child when you engage with
us. ACCESS TO YOUR INFORMATION AND CORRECTION
You have the right to request a copy of the information we hold about you. If you would like a copy of some or
Any reference to ‘your data’ includes any data collected on those attending our Young Learner courses, and so all of your personal information, please email dpo@bellenglish.com or write to us at Bell, Red Cross Lane,
may be your child. It also includes Bell employees and, other individuals Bell engages with. Cambridge, CB2 0QU, and Bell will aim to respond within 40 days. We may make a small charge for this service
WHAT INFORMATION DO WE COLLECT ABOUT YOU? We want to make sure that your personal information is accurate and up to date. You may ask us to correct or
We collect information about you when you book onto one of our courses or engage you in employment. remove information you think is inaccurate.
Information is also collected when you submit an enquiry either through our website (bellenglish.com), directly
by email, or if we meet you at an event. Website usage information is collected using cookies. COOKIES
Cookies are text files placed on your computer to collect standard internet log and visitor behaviour
We will only collect information necessary to your relationship with Bell and will retain this data for no longer information. This information is used to track visitor use of the website and to compile internal reports on
than is necessary for its intended purpose or until you request otherwise. website activity.
HOW WILL WE USE THE INFORMATION ABOUT YOU? You can set your browser to not accept cookies, however as a result some of the features on our website may
We collect information about you to process your booking, manage your account throughout this process and not work as a result.
your time at Bell. With your permission we will occasionally contact you following your time with Bell, with
offers on our products and services we think may be of interest to you. OTHER WEBSITES
If our website contains links to other websites, we are not responsible for its content. This privacy policy
Information gathered from your usage of our website will be used for internal analytics to inform how we can applies to our website only, so you should ensure you read their privacy policy.
improve the website for the benefit of the customer journey.
CHANGES TO OUR PRIVACY POLICY
We will only share your information with third parties that are necessary during your time with Bell. Bell will We will keep our privacy policy updated and under regular review and will place any updates on this webpage.
never share your information for marketing purposes with companies outside Bell. This privacy policy was last updated 17 May 2018.
MARKETING HOW TO CONTACT US

We would like to occasionally send you information on our products and services which may be of interest to you. Please contact us if you have any questions about our privacy policy or information we hold on you:
If you have consented to receive marketing, you can opt-out at any time. • by email dpo@bellenglish.com
• or write to us, Bell, Red Cross Lane, Cambridge, CB2 0QU
If you no longer wish to be contacted for marketing purposes you can do so through the unsubscribe link on
our emails, or by emailing enquiries@bellenglish.com. Where you do opt-out of communications from us, we
will retain your information to ensure we do not contact you in the future, while still maintaining a record of


Application Pack Delta For Further Modules 2021.2022

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Copyright:

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Application Pack Delta For Further Modules 2021.2022

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Application for a further module

Teacher courses: DELTA

PERSONAL INFORMATION COURSE DETAILS

Any other information or requests

Continued on next page >

Please email this form to: delta@bellenglish.com

Belief: Language learning should be enjoyable Belief 1:

1. Use plenty of recorded material.

Example: Vocabulary exercise 1 Example: Grammar Focus 1, exercise 2, Pronunciation box

Please email this form to: delta@bellenglish.com

Continued on next page >

Please email this form to: delta@bellenglish.com

2a Choose the correct answers.

b 8.1 Listen and check.

3a Which of the sentences in exercise 2a are true for you?

b Work in pairs and compare your sentences.

I take a lot of photographs when I go on holiday! Do you?

Please email this form to: delta@bellenglish.com

can swim can play can paint

1 Vadim Ivanov chess very well.

Please email this form to: delta@bellenglish.com

Grammar focus 2 3a Write questions using can and the prompts.

Do you want to be a b 8.4 Listen to conversations with the questions in

Can you swim, run and play tennis?

2a 8.3 Olivia wants a job for the summer holidays.

b Tell the class.

Please email this form to: delta@bellenglish.com

LESSON PLAN TEXTS

Haçienda nightclub and Abbey Road in top 10 for UK historic sites

https://www.theguardian.com/culture/2018/feb/06/hacienda-nightclub-and-abbey-road-in-top-10-for-uk-historic-sites retrieved 06.02.18

Continued on next page >

Please email this form to: delta@bellenglish.com

Over 30% of the roughly 38,000 residents of Monaco are millionaires

Continued on next page >

It is estimated that hundreds of types of algae and thousands of marine organisms

The principality has expanded by 20% since 1861

But the construction involves a Herculean effort: putting large concrete-filled

http://www.bbc.com/capital/story/20180206-the-country-running-out-of-space-for-its-millionaires retrieved 06.02.18

Continued on next page >

Green Eggs and Ham

Continued on next page >

AIMS AND OBJECTIVES

POTENTIAL PROBLEMS POSSIBLE SOLUTIONS

Continued on next page >

Please email this form to: delta@bellenglish.com

MARKETING HOW TO CONTACT US

Please email this form to: delta@bellenglish.com

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