N is for New Information

N is for New Information Screenshot of front pages of papers Definition New information is information that is assumed by the speaker not to be known to or assumed by the addressee, or previously established in the discourse. Discussion New information typically is placed late in the sentence, and has a high amount of stress placed on the words representing it. Examples (English) In […]

C is for Coherence

Is she coherent?  Watch this much discussed video of a young beauty pageant contestant answering a question posed by the judges. [youtube https://www.youtube.com/watch?v=WALIARHHLII]  Thinking Tasks 1. Is Miss South Carolina coherent or not?   2. Read this text and say if it is coherent. Try to answer the following questions: Where was published? Who authored it? What was the author’s […]

G is for Genre

Definition  Genre ( /ˈʒɑːnrə/ or /ˈdʒɑːnrə/; from French, genre French pronunciation: [ʒɑ̃ʁ], “kind” or “sort”, from Latin: genus (stem gener-), Greek: genos, γένος) is the term for any category of literature or other forms of art or culture, e.g. music, and in general, any type of discourse, whether written or spoken, audial or visual, based on some set of stylistic criteria. Genres are formed by conventions that change […]

Summary of the Cambridge Delta Module 2 assessment

The DELTA Module 2 assessment is somewhat complicated to someone unfamiliar with this model of reflective practice in which candidates reflect on the practices, values and beliefs throughout the course and identify and pursue the goals they have set for themselves. Module 2 Assessment Summary in Table format I have summarised the various assessment components in a table format to […]

Teacher Successes & Failures

One of the questions we ask prospective candidates applying to follow a Cambridge DELTA course at our centre, is to describe an activity they have used with one of their classes which was successful and one which wasn’t. In both cases, the candidates have to explain why they think this has happened. A typical response looks like this: SECTION II  […]