Summary

For these LSAs you will choose another skills focus and another systems focus. You can do them in any
order you choose. Bear in mind that LSA 4 is the externally assessed lesson so you may want to choose the
focus that youre most comfortable with for that one.

If you did a receptive skill focus for LSA 2, you will need to do a productive skill focus for LSA 3 (and vice
versa). You cannot do 2 receptive skills assignments because this doesnt demonstrate enough variety in
your portfolio.

The length is 2,000 2,500 words plus appendices (these should only include sample learner materials or
other teaching materials used to illustrate your analysis and practical teaching solutions). Your contents
page for this assignment should not be included in the word count. Please ensure that you keep within the
word count (i.e. it is not acceptable to write 1,999 or 2,501 words).

You can choose anything from the LSA 1 and LSA 2 rubrics that it appropriate, OR from the following:

Discourse
Understanding and using discourse markers in spoken OR written English
Understanding and using referencing in spoken or written English
Understanding and using discourse features of:
- News articles
- Academic articles
- Business presentations
- Meetings
- Narratives
- Survival transactional exchanges

Phonology

Understanding and using features of connected speech (at a specific level)
Understanding and using features of intonation (at a specific level)
Understanding and using word stress patterns
Understanding and using prominence


Reading

Developing learners ability with a particular genre:
- Newspaper articles
- Brochures and leaflets
- Short stories
- Reports
- Academic articles
DELTA
Date: ___________
DELTA Language Systems/ Skills
Assignments 3 and 4
- Business correspondence
- Technical manuals
- Legal documents

Developing learners ability with the IELTS/FCE reading paper
Developing reading skills at low levels
Developing survival reading skills for ESOL students
Developing learners proficiency with top-down and bottom-up processing (at higher or
lower levels)
Developing learners understanding of text organisation (e.g. paragraphing, topic sentences,
coherence)

Speaking
Developing learners ability with a particular genre:
- Spoken narratives
- Telephoning
- Giving presentations
- Different interactional exchanges (e.g. talking about the weather, gossip, catching up on
personal news)
- Different transactional exchanges (e.g. buying tickets, carrying out bank transactions, enrolling
at a language school)
- Making speeches
- Participating in discussions/ debates

Developing learners proficiency with conversational strategies (e.g. topics, turn-taking,
repair)
Developing learners spoken fluency (at lower or higher levels)
Developing learners accuracy (at higher or lower levels)



Suggested organisation of background essay
Read the following guidelines in conjunction with the Cambridge ESOL specifications and criteria for this
assignment in the Cambridge Delta Module Two Assessment Specifications (pages 7 9). Numbers and
letters refer to the criteria.

Here is a suggested organisation for your assignment. The numbers in brackets refer to the assessment
criteria. All word counts are approximate.

Cover page

Give the assignment a clear title (2a, 2b)
Include a list of contents. Include headings with page numbers for each section and titles of any
essential appendices. (N.B. this is not included in the word count)
You must count the number of words you use in this assignment and put the total on the cover
page.

Introduction

State clearly the scope of your focus within the chosen skill (2a, 2b)
State briefly your interest in the topic you have chosen. You can refer to your classroom experience,
professional development and/ or your reading here, e.g. I was interested by my reading of (2c)

(about 100 words)
Analysis of topic

Provide a full analysis of your chosen topic, showing what processes and strategies are involved
when functioning effectively in the area chosen (3a). To do this you will need to research several
relevant reference books and/or articles, and refer to sources in your writing (1c, 3a).

(about 750 words)
Learning problems and teaching issues

Describe the problems that learners and teachers experience, both those inherent in the topic you
have chosen for all learners and those experienced by specific learners or in specific contexts (3b).
You should refer to background reading and your own classroom experience and observation of
other languages, of different cultures, different learning styles and different levels (2c).

(about 750 words)
Suggestions for teaching

This section should be overtly linked to the problems outlined in the previous section. Discuss ways
of helping learners and teachers with your topic.
You need to show your knowledge of materials and your ability to evaluate the materials in relation
to your learners and teaching issues.
Your choices need to relate to different factors, e.g. level, teaching context, type of learner/course,
revision, practice or introduction (2e, 4a, 4b)

(about 800 words)
Conclusion

Summarise what you have learnt from doing this assignment. Refer back to your theoretical analysis
and link it explicitly with your teaching ideas (2e, 4b).

(about 100 words)
Word count (1e) and Bibliography (1d)

Your bibliography should be arranged in alphabetical order of the authors surnames, e.g.

Tribble, C. Writing (1996) OUP
White, G. Listening (1998) OUP

You will also plan and deliver a lesson focusing on one aspect of your research into your chosen skill, after
which you will write a Reflection and Evaluation (maximum 500 words). In the R and E you need to
comment on three things: your planning, your teaching and how you will/would help learners build on
what they acquired in this lesson in the future. In your evaluation you need to show you can effectively
identify key strengths and weaknesses in both planning and execution of the lesson. Some of the points
you discuss must relate to the skills focus of the lesson, e.g. if you tried out aspects of process writing to
help with various problems, make sure you say how effective these were in relation to your learners
needs and the aims of the lesson. In the final section make it clear how you intend to consolidate/follow on
from the learning achieved in the lesson.