THE ITI DELTA

Delta Module One – Pre-Interview Task

Name: Denis Kolesnikov
Date of Birth: 18/07/1986
Nationality: Russia
Current Location: Kazan, Russia
Email: [email protected]
Course Applied for: ☒ Module 1
☐ Module 2
☐ Module 3
Preferred method of ☐ Skype
interview. ☒ Zoom
☐ WhatsApp
Please provide contact details for the method you have chosen.
e.g. skype name, phone number etc. Zoom: [email protected]

Education and experience:

Education
Undergraduate Postgraduate Other
2003-2008 N/A 2013 – attended the 47th Annual International
Yelabuga Teachers IATEFL Conference and Exhibition, Liverpool UK
Training University –
Bachelor’s (Specialist) 2013 – EF Cambridge (Cambridge UK) – TKT
degree – Teacher of Modules 1,2,3 (Bands 3,4,3)
English and German
2015 – Appalachian State University (Boone, NC
USA) – Teaching Excellence and Achievement
Program (132 hours)

2016 – San Diego Energy Innovation Center –

Honeywell Green Boot Camp (36 hours)

2022 – British Study Centres Manchester

(Manchester UK) – CELTA Pass (Grade A)

2023 - attended the TESOL 2023 International

Convention & English Language Expo, Portland,
OR, USA

2023 – completed US – Russia English Language

Exchange Program ELEX organized by Eurasia
Foundation and US Embassy Moscow
Teaching experience
 2005 – 2008: part-time teacher of English at Lyceum Boarding School No.79 of
Naberezhnie Chelny (Russia)

2008 till present: teacher of English at Lyceum Boarding School No.2 of Kazan (Russia)

Current position
Teacher of English at Lyceum Boarding School No.2 of Kazan (Russia)

Please complete all of the tasks below and return the completed document to ITI.

Save the file by adding your name to the end of the file.
e.g. ITI_DM1_Pre-Interview Task_JeremyHarmer.docx

You do not need to get all of the answers correct to get a place on the course – this is to
enable us (and you) to get a picture of your current ELT knowledge.

During your interview you will need to be able to see a copy of this as you will discuss
some of the things you have written.
Plagiarism Declaration
I confirm that the responses given in this document are my own work. ☒

Part 1: Language Awareness

Read the following and complete the boxes with information about form and meaning.

Working alone is about (0) creating the space where intense concentration becomes
easily accessible. When finally alone, it is easy to allow a wave of self-doubt and (1)
insecurities to begin to flood your mind. Sitting in (2) solitude for even five minutes (3)
makes you get up (4) to grab a snack. Or to check Twitter. And (5) perhaps the (6) most
challenging of all, you don’t know when to (7) call it a day; the constant polish and re-
polishing when your energy is low masquerades as productivity—or so it goes if you’re not
prepared.
https://99u.adobe.com/articles/53826/how-to-work-alone
0: creating

form: gerund form of the verb ‘create’ formed by dropping the ‘e’ from the end of the base
form/ infinitive of the verb ‘create’ and adding the suffix -ing. Transitive verb.
Meaning and/or function: making
1: insecurities

form: "insecurities" is a noun in the plural formed by adding the suffix "-es" to the base form
"insecurity." The letter ‘y’ changes to ‘i’. The base form "secure" is an adjective. The negative
prefix is ‘in-“
Meaning and/or function: The word ‘insecurities’ refers to feelings of uncertainty, doubt, or
lack of confidence in oneself or in a particular aspect of one's life. In this sentence, "insecurities"
is used to describe the feelings of uncertainty or lack of confidence that the person has about
 their own self-control and, which affects their productivity during the day.
2: solitude

form: "solitude" is a noun that is derived from the adjective "solitary" by adding the suffix "-
tude." The adjectival suffix ‘-ary’ is dropped.
Meaning and/or function: "solitude" refers to the state of being alone or isolated from others.

3: makes

form: "makes" is the third-person singular present tense form of the verb "make." It is formed
by adding the suffix "-s" to the base form of the verb.
Meaning and/or function: In this sentence ‘makes’ is part of the chunk ‘to make + object + verb
in the infinitive without to’ and has the meaning ‘to cause someone do something’

4: to grab

form: "to grab" is an infinitive form of the verb "grab." It consists of the base form "grab"
preceded by the particle "to".
Meaning and/or function: The word ‘grab’ here is a part of a collocation ‘to grab a snack’ and it
means that you manage to get food quickly
5: perhaps

form: "perhaps" is an adverb

Meaning and/or function: In this sentence, "perhaps" is used to express uncertainty. "Perhaps"
is used here to qualify the degree of the speaker’s certainty in the statement.
6: most challenging

form: "most challenging" is a superlative form of the adjective "challenging." It is formed by

putting the word "most" before the long (3-syllable) adjective ‘challlenging’
Meaning and/or function: "most challenging" here indicates the highest degree of difficulty or
complexity among a group of challenges posed before the speaker when trying to concentrate
on work.
7: call it a day

form: "call it a day" is an idiomatic expression consisting of the verb ‘call’, pronoun ‘it’,
determiner ‘a’ and noun ‘day’
Meaning and/or function: "call it a day" means to decide that the work being done by the
speaker is finished or concluded for the day

Part 2: Learner Output

Read the following text. It was written by an intermediate level Turkish learner on a pre-
sessional course for an MBA in response to the composition title. ‘An autobiography of a
successful entrepreneur.’

Taking into account the level of the learner, what is the learner doing well and what
should they focus on for improvement? Name two strengths and two weakness and
provide examples from the text.

Strength 1: Vocabulary: This intermediate learner of English possesses a reasonably

wide range of vocabulary. They can understand and use a variety of common words and
expressions, enabling them to communicate effectively to produce a good piece of
writing for an MBA programme. Examples include: chairman, integration,
implementation, evaluation, customer, employ

Weakness 1: Grammar: the learner has some problems with the accuracy in using the
passive voice: Science Encouragement Award was received him in 1995. The sentence
should go as He received the Science Encouragement Award in 1995. Another example:
Elsys based in Bostanci, where the verb ‘be’ is missing. It should be Elsys is based in
Bostanci.

Strength 2: Organization: this intermediate student shows an ability to organize their

writing in a logical manner. They can structure their ideas into paragraphs, and maintain
a clear flow of thought throughout their writing. Examples: each paragraph is devoted
to a particular theme: background, achievements, work experience, present work,
family.
Weakness 2: Coherence: the student does not use appropriate transition words to
connect paragraphs.

Part 3: Use of Materials

 Look at the following page taken from a course book for intermediate level learners. Then
go to the task box on the next page.

. (2013). English File: Intermediate student's book (Third ed.). Oxford: Oxford University Press.

Oxenden, C., & Koenig, C. L. (2013). English File: Intermediate student's book (Third ed.). Oxford: Oxford
Part 3Press.
University task. Please state at least one purpose of each of the following
exercises.
Ex 1a: Questions 1 and 2 activate schemata, set the context and
build students’ prior knowledge of the subject to arouse interest
Questions 3 and 4 serve the same purpose. Plus, they also work as
a pre-reading task - students will be able to find the answers in the
text.

Ex1b: The purpose is to improve the students’ skill of reading for

gist

Ex 1d: dealing with new lexis: matching highlighted words with

their definitions helps learners expand their vocabulary. By
connecting words to their meanings, learners can enhance their
understanding of the text and improve their overall language
proficiency.

Ex 1e: the purpose is to build oral fluency with relation to the text

Part 4: Issues in ELT

What do you understand by the term ‘communicative language teaching’?
Do you practice it in your classroom? Why/why not? Explain in 150-200
words.

Communicative Language Teaching is an approach to teaching English that I

highly value and implement in my classroom. It focuses on the development
of communicative competence in learners, aiming to equip them with the
skills necessary to use the target language in real-life situations.

In my teaching practice, I prioritize meaningful communication by creating

authentic learning experiences. I incorporate activities that encourage
students to engage in conversations, express their ideas, and interact with
one another. This involves role-plays, debates, discussions, or collaborative
projects. By using authentic materials, such as newspaper articles, videos, or
podcasts, I provide students with relevant and engaging content that reflects
real-world language use. Besides, I try to personalise students’ learning
 experiences by making the context relatable to them and connected with
their background and interests.

Cooperative learning methods play a crucial role in my classroom. I believe

that when students work together in pairs or groups, they have more
opportunities to practice the target language, negotiate meaning, and learn
from one another. I use several Kagan cooperative learning structures, such
as RallyRobin, RoundRobin, Quiz Quiz Trade, Timed Pair Share etc.

To ensure a balance between Teacher Talking Time and Student Talking

Time, I adopt a facilitator role. While I provide guidance and support, I
encourage my students to take an active role in their learning process. I
create a supportive environment where they feel comfortable expressing
themselves and taking risks with the language. By giving them ample
opportunities to speak, share their opinions, and ask questions, I promote
their language development and encourage them to take ownership of their
learning.

In the Interview you may be asked about the follow issues:

 Why you want to do Delta

 What you last read in the field of ELT
 When you last wrote something of 1000 word or more in length (and why)
 How you keep yourself up to date
 When you were last observed and for what reason
 How you would teach some points/subskills

As with the tasks above, it is not that you have to be seen to give certain answers. We
have included these ideas so that you can think through them before you talk to us,
but we would like you to tell us about your actual situation (not what you think the
interviewer wants to hear). If you haven’t been observed at all in the past ten years,
be honest about that too as the person you are interviewing will probably make some
suggestions about things you can do in preparation for the course.

THANK YOU FOR COMPLETING THE PRE-

INTERVIEW TASKS.
For official use only:
Interview details:
Interviewer:
Date and time of Interview:
Course applied for (and date). DM1
Result of Interview. ☐Accept
☐Do not Accept
☐Conditional

In cases where candidates are not accepted or have a conditional

acceptance please provide more details:

Module One tasks

Accurate and articulate written
English

Comments on Module 1 pre- Language

interview task Awareness
Learner output
Use of
Materials
Issues in ELT
Questions to ask candidate about
DM1 task in the interview:

Module one Interview

Accurate and articulate spoken
English

Strengths Weaknesses

Other questions:
Is the candidate aware of the time ☐ Yes
commitment needed for Delta studies? ☐ No
Is the candidate familiar with working ☐ Yes
online? ☐ No
Does the candidate have a realistic grasp ☐ Yes
of what the course entails? ☐ No
Does the candidate have any health issues ☐ No
which we need to know about? ☐ Yes
If yes, please provide details here: