Staff | UCT English Language Centre

In the English as a Foreign Language (EFL) industry, there are a number of options available to aspiring teachers. Most teachers will start with a TEFL course (Teaching English as a Foreign Language) course which trains and teachers the basics of teaching English to non-native speakers of English. Going professional in this industry ultimately means doing a Masters or a DELTA – which is at a Masters level. For a more detailed breakdown of these acronyms, please see our bog post here

Teacher Jerome provides us with a small peak into his DELTA module 2 experience below:

I did the Cambridge English Delta Module 2 course in Cape Town in 2012, starting on the 9th of April, Easter Monday. What follows are some extracts from a journal I kept throughout most of the course.


I’m not quite sure what to make of AT (tutor 1). I sense an underlying impatience…but he’s obviously bright and knows his stuff. The same can be said about MG (tutor 2). All in all, it was a positive start. But I don’t have any illusions…I know the course will get more and more difficult.


Did my diagnostic lesson (on subject pronouns & possessive adjectives) today. It wasn’t my best lesson, but not my worst either… The feedback session afterwards was done well, with strengths emphasised before weaknesses. AT’s comments were very helpful and I’m in fact looking forward to my next lesson on Friday.

What I took away from the feedback:

* Write aims from the perspective of ‘what the learners will do’

* Have a communicative rather than linguistic aim

* Put language systems in a meaningful context and

* Think about why learners would need the target language you want them to learn

* Include pronunciation in systems lessons

* Keep writing aims for feedback stages

* Keep lead-in under 10 minutes


Had my third observed lesson today – reading for gist and specific information. AT’s written feedback was really detailed & helpful. Main take-away:

* Set up tasks clearly and deliberately

* Be clear & firm about time

* Do ICQs

* After each stage, conduct feedback (!!)


AT is big on ‘useful language’ with high take away value. In other words, by the end of every lesson learners must potentially have something new that will help them cope better with the ‘world out there’. 


Today we submitted our first LSA (Language Systems/Skills Assignment) background essay. We were all exhausted: physically, mentally, and emotionally… As difficult as the past weekend’s been, I’m still enjoying the course. I’ve really learnt so much in just 2 & a half weeks!


Got my LSA 1 results – passed the lesson, but the essay’s a re-submit; the ‘Teaching Suggestions’ is a re-do. I have to do much better with the next LSA…I must not become despondent…


I just want this course to be over now!!!

Later that day:

Oh, I’ve passed my LSA 2!!!


Had my first developmental lesson with MG today and he gave some really good advice. I felt it was an OK lesson, but I guess at this stage they’re looking for more than just OK. Apparently, my lessons are strong right up to the last 10 minutes, when I inexplicably veer off track…

I’m not sure I’m going to pass this course…


Had a great lesson! Felt more like myself than at any other time on this course. This was one of my best lessons ever…very happy…


I haven’t been writing in my diary for some time now as I just got caught up in the drama of Delta. This course is truly taxing and I’ll certainly be relieved when it’s done. However, there’s still one huge hurdle to overcome: the external…I must remember that I don’t really need any sleep…must be prepared to work through the night…

It would be a gross understatement to say that Delta Module 2 was a roller-coaster ride of emotions. But it was also a life-changing experience. It made me see the possibilities in my chosen field; made me see myself as a professional, as much as a lawyer or a doctor is a professional. I strongly believe that every practising teacher in ELT should have a Delta (or equivalent). It is as academic as an MA, but also with a strong practical component.

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