young learner extension to celta cambridge language …and+inputs+trainees... · celta seven...

Young Learner Extension

to

CELTA

Seven Idiomas

São Paulo, Brazil

July 2015

YL ext. to CELTA July 2015

SEVEN Aclimação

Rua Castro Alves, 520

Phone: 3207-9566

Tutors : Margaret Horrigan & Norman Sanchez

Trainer in Training: Silvia Panosian

YL extension to CELTA TP Programme July 2015

Week Day Date TP Teacher Rota Timing

(mins)

TASK Notes

1 Thurs 2/7/2015 0

Obs. & 123456° 120’ +ALL The Pre-course task

is due on day 2 Not assessed°

Fri 3/7/2015 1 123 (45’x3)

2

Mon 6/7/2015 2 456 (45’x3)

The language analysis task

should be submitted on the

Wednesday of this week.

ALP

Tues 7/7/2015 3 123 (45’x3)

ALP

Wed 8/7/2015 4 456 (45’x3)

DVD obs.

Thurs 9/7/2015 5 123 (45’x3)

DVD obs.

Fri 10/7/2015 6 456 (45’x3)

Tutorials/ALP

3

Mon 13/7/2015 7 Obs. & 123456 60’

+(15’x6) The materials

evaluation task should be

submitted on the Wednesday of this

week.

ALP

Tues 14/7/2015 8 123 (45’x3)

Wed 15/7/2015 9 456 (45’x3)

Tutorials

Thurs 16/7/2015 10 123 (45’x3)

Fri 17/7/2015 11 456 (45’x3)

Timings: Observation:

15’x1=15’, 45’x5=225’=240’

Total= 4 hours assessed

135’ with group 1

105’ with group 2

3 hours DVD pre-course

+ 3 hours ‘live’ at centre

Total = 6 hours

*Start observing new group, ALP= Assisted lesson planning

Group of students 1 Group of students 2

Break between 15.30 and 15.45 during TP

With tutor…

8-10yr olds (Norma) 11-13yr olds (Margaret)

Group 1 1. Maria Ernestina Nunes Fernandes 2. Rogerio Da Rosa Lehr 3. Stephanie Dak Fan T Sant'anna 4. Valdemir Sales Dos Santos

5. Luisa Cavalheiro Do Espirito Santo 6. Henriqueta Torres Grubba

1. Alexandre Araujo Melo 2. George Carlos Honório De Oliveira 3. Patricia Lima De Moura 4. Renata Olivier De Freitas 5. Vanessa Pegado Ferreira 6. Md Sahil

Group 2 1. Alexandre Araujo Melo 2. George Carlos Honório De Oliveira 3. Patricia Lima De Moura 4. Renata Olivier De Freitas 5. Vanessa Pegado Ferreira 6. Md Sahil

1. Maria Ernestina Nunes Fernandes 2. Rogerio Da Rosa Lehr 3. Stephanie Dak Fan T Sant'anna 4. Valdemir Sales Dos Santos

5. Luisa Cavalheiro Do Espirito Santo 6. Henriqueta Torres Grubba


Cambridge ESOL Intensive YL extension to CELTA course

Programme

July 2015

Course tutors: Norma Sanchez & Margaret Horrigan

WEEK 1

Day One Thursday 2/7/2015

Notes

9.15-9.45 Getting to know each other

9.45-10.45 Course information and admin Organisation of TP groups

10.45-11.00 Coffee break

11.00-12.00 Assisted lesson planning for this afternoon

12.00-13.00 How children learn Young learner motivation

13.00-14.00 Lunch

14.00-16.30 Lesson observation and meeting the students

16.30-17.30 Assisted lesson planning for TP1 & 2

With the exception of day one the daily course outline will be: Seminar 1 09.15 – 10.30

Coffee break 10.30 – 10.45 Seminar 2 10.45 – 12.00 Lesson Planning 12.00 – 13.00 Lunch 13.00 – 14.00 Teaching Practice 14.00 – 16.30 Coffee break 16.30 – 17.00 Feedback 17.00 – 18.00 PLEASE NOTE: Remember that the two course work tasks, one for language, the other using a course book, must be completed by the Thursday of each week (see TP timetable above.


Day 2 Friday 3.7.2015 NOTES

Phonology introducing the importance of phonology to YLs, ways of helping students to recognise and work with the chart.

Assignment 1 focus on young learners due 10.7.2015

Listening ways of helping YLs to improve their listening skills varying activities. using songs and chants as a basis for helping YLs with their pronunciation. using songs and chants as a basis for helping YLs with their pronunciation.

WEEK 2 Day 3 Monday 6.7.2015

Teaching grammar topic based grammar lessons & learning grammar through 'fun' tasks

Assignment 2 classroom reflection due 13.7.2015

Accuracy and fluency dialogue building, drilling, question and answer tasks etc.

Day 4 Tuesday 7.7.2015

Teaching lexis teaching lexis via visuals flash-cards, wall charts, posters

Songs and chants using songs and chants as a basis for helping YLs with their pronunciation.

Day 5 Wednesday 8.7.2015

Stories stories for speaking and listening practice and how to exploit this.

LA task due

Discipline and classroom management how to deal with potential problems, establishing and maintaining classroom presence.

Day 6 Thursday 9.7.2015

Published materials which material is available, course books and source books, planning individual lessons as part of a series, topic planning, sequencing and grading tasks.

Please complete the relevant pages of your YLext./5 booklet and ensure that your portfolio is up to date for the tutorials

Tutorials 1, 2 & 3


Day 7 Friday 10.7.2015

Creating puppets and masks for drama making things and using them for speaking activities in the classroom.

hand in assignment 1

Tutorials 4, 5 & 6

WEEK 3 Day 8 Monday 13.7.2015

Videos, DVDS and You Tube course videos and off-the-air videos-how to exploit them with YL

hand in assignment 2

Assessor visits today

Exploiting technology IWBs, Smart phones and tablets in the YL language classroom

Day 9 Tuesday 14.7.2015

The Reading skill with YLS helping kids improve their reading skills in class and at home

Teacher & student produced material material you can use again and again-how students help you save time by producing material in class

Day 10 Wednesday 15.7.2015

Projects in cross curricula teaching how to get the most out of English by teaching it through projects and other school subjects

Materials evaluation task due

Ensure your portfolio is up to date with all LPs, assignments and tasks for your tutorials

Tutorials 1-6


Syllabus design - Classroom implications analysing YL needs - cognitive challenges, deciding what to include in a syllabus

Teenagers and very young learners considerations to bear in mind about teaching both groups


Evaluation and testing Why test? What to test? When and how?

Ensure your portfolio is up to date with all LPs, assignments and tasks, YL ext/5 completed and signed.

Provide the centre with course feedback.

Course closure and feedback


Written Assignments You are required to complete two assignments and two tasks during the course. The word count of assignments is as follows:

1. Assignments: 800 words: Focus on the learner Lessons from the classroom

2. Tasks: Language Analysis Sheet which accompanies a single lesson Evaluation of materials, 300 words which accompanies a lesson

A 10% tolerance is given within these word counts. Assessment criteria state that assignments and tasks may be re-submitted, however, only one "Fail" grade is allowed for. Written assignment deadlines The deadlines of written assignments are on the course timetable. Should you think that you cannot meet the deadline you must inform your tutor at least the day before the due date to obtain an extension. Extensions of assignment due dates are rarely given and only in extenuating circumstances. Give the original assignment to your tutor. Make a copy of your assignment. You may also wish to make a copy of your marked assignment if you want to retain one. As you are training to teach English, please ensure that you proof-read, and spell check your assignment if it is computer written, prior to submission and ensure that it is free of punctuation errors, grammar errors, etc. It should be organised in a reader-friendly fashion, with sub-headings where appropriate and clear paragraphs. Please write on one side of the page only, this is to allow for tutor comments on the reverse.

Summary of administration for assessment of written work

ALWAYS make and keep a copy of your written work before handing it in.

On return of a written assignment, complete the appropriate section of YL EXTENSION booklet and sign to confirm that it is your own work.

The assessed assignments and tasks must stay in the file and be available for the tutor.

If you re-submit an assignment, you need to keep both the initial version and the re-submission in your portfolio.


YL EXTENSION syllabus and assessment criteria Assessment Assessment is continuous and integrated. Continuous means that assessment takes place throughout each course. Integrated means that the each assessed component contributes to the overall grade. Any one component can cover a number of topics and objectives in the syllabus. The course tutors evaluate your progress at every stage of the course, in relation to the syllabus guidelines relevant to that particular stage of the course. If they feel that your performance is not up to standard at any particular stage (i.e. that you are failing the course) you will be informed, and appropriate tutorial support will be given. At the end of the course the course tutors recommend your final grade based on your performance in all the course components throughout the course. The course components The three components of assessment are as follows:

Teaching practice

Written assignments

Candidates professional development. Full details of the assessment criteria can be found at the end of this document. The assessment for the marking of written work is also given on each assignment. The course programme and syllabus Specifically, the course is designed to enable candidates to: 1. Develop an awareness of language and knowledge of the description of English and

apply these to their professional practice. 2. Develop an initial understanding of the contexts within which adults learn English, their

motivations and the roles of the teacher and the learner. 3. Develop familiarity with the principles and practice of effective teaching to adult

learners of English 4. Develop basic skills for teaching adults in the language classroom 5. Develop a familiarity with the appropriate resources and materials for use with adult

learners of English for teaching, testing and reference. 6. Identify opportunities for their own future development as future professionals in the

field.


Grades, Results and Certificates The course results can be either Pass or Fail. Later after course completion, you will be contacted to collect your certificates. If you live abroad then your certificates will be mailed to you, please ensure that the centre is provided with the necessary information. You will receive two certificates:

1. Seven Idiomas report provided by your course tutors 2. Cambridge ESOL certificate. Candidates who fail to meet the criteria in some or all assessed components are FAIL and not awarded a certificate.

Course Feedback

The tutors will ask for informal feedback throughout the course. We run training courses throughout the year and your input is invaluable. If you feel that there is something we need to know about the course, please TELL US!! Remember that you can also use the wikispace for feedback. There will be one tutorial at the half-way stage. This tutorial is carried out in private and individually and serves as a basis for discussion both of your progress and the course. A second tutorial may be given in cases where either the tutors or candidates deem this to be necessary. Tutorials are also times when you can share your thoughts with your tutor about the course. End of course feedback is requested and welcomed!


Teaching Practice Record

Name Grammar Vocabulary Phonology Listening Speaking Reading

Writing

Other

1.

2.

3.

4.

5.

6.


Teaching Practice Self-evaluation

TP Days 1-6

1. Copy the target below on a piece of paper. Five rings, one smaller than the other is fine-you do not need to photocopy this page.

2. Divide the ‘target’ into 4/6 equal sections 3. Day 1: Label the sections with items you would like to focus upon (teacher talk,

board work etc.) post teaching practice 4. Evaluate how much ‘on target’ you were for each item and justify why and provide

action points for items which are in any of the 3 outer rings 5. Day 2-6: As the course develops, include the action points from the tutor’s written

feedback in the target and evaluate your progress as per pt.3 above 6. You do not need to photocopy this page. A rough sketch of the target and your

rationale for its completion are fine. TP Days 7-12

1. Once you have had your tutorial you should become more aware of the assessment criteria which you need to work on for the final stage of the course

2. Using the assessment criteria, create a ‘target’ for yourself and your peers to use when observing your lessons. These can be strengths and/or action points that you want to consolidate/achieve.

3. We recommend that you choose no more than 6/8 criteria in order to focus better 7. As per days 1-5, evaluate how you much ‘on target’ you were for each item and

justify why and provide action points for items which are in any of the 3 outer rings. 8. Collect back the completed targets from your peers 9. Please exploit all the notes you’ve taken and gathered for your reflective piece

Please keep copies of all self evaluations in your portfolio for reference.


Language Related Task The aim of this task is for you to show that you can describe and analyse the meaning, form and use of language for teaching purposes and that you know how to check understanding. Language Analysis Sheet: Complete this, as far as you can, for vocabulary/grammar / function-based lessons or skills-based lessons where there is a clear language component. Language area (e.g. can/must, past continuous, booking a holiday etc.) Context (the situation - Who? Where? When? – in which the language is used, and the sort of reading or listening text in which it is contained, if a text is being used) Focus on meaning (meaning check questions, timelines etc. This would also include levels of formality for functional language. N.B. you should research the point in one or preferably two reference books, if possible, in addition to the coursebook) Focus on form (analysis for students as it will appear on whiteboard, if appropriate) Focus on pronunciation (contractions, weak forms etc. Phonemic transcription of target sentence, if appropriate) Written record (how students will have a clear record of item, with meaning, if appropriate, e.g. substitution table; if on whiteboard, include a plan in your lesson). Anticipated problems with solutions (possible difficulties with meaning, form and/or pronunciation etc. and how you propose to deal with these). N.B. Your analysis may require more space than provided on this page Submission date for this task is _____________________________.


Focus on the Learner Assignment The aims of this assignment are for you to: Investigate the learning context and identify specific areas of language difficulty/weakness in the English of a specific learner. Make suggestions for specific language/skill focused activities and an explanation/rationale for the use of these activities with specific learner outlined. The syllabus areas focused on include. Topic 2: The learner, the teacher and the teaching/learning context The young learner’s educational background and traditions The context for learning and teaching English at young learner level Different motivations for young learners learning English at different stages of development Learning and teaching styles appropriate in a young learner classroom. Topic 4.4: The monitoring and evaluation of young learners. Topic 1.2: The practical significance of the similarities and differences between languages. Choose a learner in your TP group to observe in class (co-ordinate with the others so that you all deal with different learners). You will also need to talk to the learner briefly outside class during a break. Carer permission is required. This assignment is in three sections. Part one (150 words) The background This can include information you have obtained from the learner and conclusions you have reached from observing the learner in class. Note form/bullet points may be used in part one. personal information (name, age, sex etc.) classroom activities they enjoy/don’t enjoy etc. previous learning experience personality motivation for learning English attitude towards making mistakes other points you consider relevant Part two (250 words) Analysis of specific language problems Identify and describe some specific language problems or errors that you notice, either


during the interview or your observations in class. These problems may fall into some of the following categories. Pronunciation: problem sounds, word stress, sentence stress, intonation, connected speech. Are the problems due to L1 interference? Speaking: Is it fluent, stilted and slow? Does the learner concentrate too much on getting things right? Understanding other speakers: Is there a problem here? If so, what? Vocabulary: Is it limited? Used incorrectly? Does the student translate from L1 inappropriately? Grammar: What mistakes is the learner making? Be as specific as possible (i.e. not just tenses). Are these caused by L1 interference? Part three (250 words) Using specific activities with specific learners Considering the problem areas you have identified, describe what you could do in your lessons with this TP group that would specifically address some of the areas you noted. Be as selective as possible, do not try to deal with all the problems. You need to be very specific. Explain which materials you would use and how. Attach photocopies of the materials you will use. This assignment should total 800 words and be written legibly with a professional layout. Candidates are expected to produce English that is essentially free of errors. Submission date for this assignment is _____________________________.


Evaluation of teaching/learning materials task This task is designed to encourage you to understand more about teaching resources and course books and to evaluate how suitable they are for a particular group of learners. This task should be attached to a lesson plan you are going to teach. The syllabus focus is:

Topic 1.1: Language description and syllabus design for the teaching of English to Young Learners. Topic 5: The selection and evaluation of resources and materials for use in teaching, assessment and for reference.

When using a course book or published resources for teaching young learners we usually need to select, reject, adapt or supplement to meet the specific needs and interests of our learners. For this task we would like you to write about the experience of using parts of a course book/published resources for teaching young learners under the headings below. Consider a lesson you intend to teach and make notes under the following headings. (In some cases not all the headings may be appropriate and you may choose to concentrate on just two or three of them). Selecting Briefly describe specific activities you selected from the course book/published resources for teaching young learners and the reasons why you thought these would be suitable in terms of achieving your aims and/or meeting the learners' needs and interests. Rejecting Briefly describe specific activities from the materials that you chose to reject. Give a rationale for your decision. Why were these activities unsuitable? Think about the needs and the background of the learners. Adapting Briefly describe specific activities that you adapted for your learners. Explain how and why you adapted these. Supplementing Give examples of where you have supplemented the course book/published resources for teaching young learners. This may be with material from another published resource or with material that you created. Explain how and why you did this. This task should total 250 words, it should be written legibly in note form. Candidates are expected to produce English that is essentially free of errors. Submission date for this task is _______________________________.


Lessons from the classroom Assignment The aim of this assignment is for you to identify your strengths and areas in need of development in your own teaching and to reflect on the ways in which the teaching of young learners differs from the teaching of adults as perceived through your own teaching and the teaching of others. The syllabus focus is on: Topic 2.3: Different learning and teaching styles at young learner level. Topic 3: Planning for effective teaching of young learners of English. During the course you are being asked to do written feedback, detailing your reactions to your own Teaching Practice. You will also have completed observation tasks while watching more experienced teachers and observed your colleagues. You should use these notes as the basis for your assignment. Choose an area/topic to focus on. For example, an aspect of teaching techniques such as classroom management, drilling or correction; a particular type of activity such as presenting language or developing reading skills. The area you choose should relate to your own teaching. You might choose an area which you find difficult. Alternatively, you could choose an area of strength in your teaching which you would like to capitalise on in the future. Then write your assignment in two parts. Part One (350 words) Give an account of what you have learned about this area from your observations. You should draw some conclusions about how this area differs when teaching young learners from teaching adults. Consider the context in which your teaching took place. Remember that you have a word limit, so don't spend your words describing activities in detail. We are interested in what you feel you learnt from the experience. The aim of the assignment is to evaluate what you have seen, not simply describe it. Part 2 (450 words) Explain how your observation have influenced or will influence your own teaching of young learners. Evaluate your own strengths and areas in need of development regarding the focus you have chosen. Be specific. Mention what you have learnt from the feedback you have been given by your tutors, colleagues and learners. This part of the assignment must include a list of action points for your future teaching. The assignment should total 800 words and should be written legibly. Candidates are expected to produce English that is essentially free from errors. Submission date for this assignment is _____________________________.


Assessment Criteria

1.1 PLANNING FOR THE EFFECTIVE TEACHING OF YOUNG LEARNERS OF ENGLISH 1.1a Identifying appropriate learning outcomes 1.1b Planning for a learner-centred classroom 1.1c Selecting and analysing language appropriate for the learners, for the stage of the lesson and the overall lesson objectives 1.1d Selecting/designing tasks/activities appropriate for the learners, stage and aims, with thought to balance and variety of activities 1.1e Selecting and making appropriate use of a range of materials, resources, technical aids and support 1.1f Adapting materials for use with a particular group 1.1g Presenting materials for classroom use with a professional appearance, and with regard to copyright requirements 1.1h Anticipating potential difficulties with language/tasks 1.1i Setting out details of staging and timing 1.2 DEMONSTRATION OF CLASSROOM TEACHING SKILLS 1.2a Establishing rapport and developing motivation 1.2b Adjusting their own language to meet the level and needs of the learners 1.2c Giving clear instructions 1.2d Providing accurate and appropriate models of language 1.2e Focusing on appropriate specific language areas and/or skills through topics, tasks and activities 1.2f Conveying the meaning of new language with clear and appropriate context 1.2g Checking learners’ understanding of new language 1.2h Clarifying forms of language 1.2i Identifying errors and sensitively correcting learners’ oral and written language 1.2j Monitoring and evaluating learners’ progress 1.2k Maintaining discipline and control 1.2l Providing appropriate practice activities 1.2m Integrating activities for developing literacy, if appropriate 1.3. DEMONSTRATION OF AWARENESS OF TEACHING AND LEARNING PROCESSES 1.3a Teaching a class with sensitivity to needs, interests and background of learners as individuals and as a group 1.3b Organising the classroom to suit learners/the activity 1.3c Setting up and managing pair, group, individual and whole class work 1.3d Responding to learners’ language performance by adapting activities where and if appropriate 1.3e Responding to the classroom circumstances by adapting activities where and if appropriate 1.3f Adopting a teacher role appropriate to the stage of the lesson and the teaching context 1.3g Teaching in a way to help develop learner self-awareness and autonomy

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