YOUNG LEARNER EXTENSION CERTIFICATE IN ENGLISH LANGUAGE ...Handbook+2011.pdf · CERTIFICATE IN...

International House

Rome

YOUNG LEARNER EXTENSION CERTIFICATE IN ENGLISH LANGUAGE TEACHING

TO YOUNGER LEARNERS

JUNE 2011

TRAINEE HANDBOOK

YL ext. to CELTA International House, Rome June 2011

1

Contents

Page Topic

Your notes

Orientation Day

Course Programme

TP Programme

General Information

Resources and Facilities

Record Keeping and filing

Recommended Reading

Teaching Practice

Observation

Written Assignments

Syllabus and assessment criteria

Grades, Results and Certificates

Course Feedback

Procedure in case of a problem or

complaint

Teaching Practice Record

Teaching Practice Self-evaluation

Language Related Task

Focus on the Learner Assignment

Evaluation of teaching/learning

materials task

Lessons from the classroom

Assignment

Observation Tasks

Handbook Quiz


2

International House \ Accademia Britannica

Viale Manzoni 22

Tel. 0670476894 70476802

fax. 70497842

Email [email protected]

00185 Rome

Tutors : Elizabeth Duncan, Margaret Horrigan, Norman Cain

June 2011

TP Programme June 2011

Week

1

Day Date TP Teacher

Rota

Timing

(mins)

TASK Notes

Mon 13/6/2011 1 12345 30 (x5) The language analysis task

should be submitted on the Thursday of this week.

ALP

Tues 14/6/2011 2 61234 30 (x5) ALP

Wed 15/6/2011 3 5/61 30(x1) / 60 (x2) DVD obs.

Thurs 16/6/2011 4 6/23 30(x1) / 60 (x2) DVD obs.

Fri 17/6/2011 5 45/All* 60 (x2) / 30(x1) Tutorials/ALP

Week

2

Mon 20/6/2011 6 12345 30 (5)

The materials evaluation task should

be submitted on the

Thursday of this week.

ALP

Tues 21/6/2011 7 6/12 30(x1) / 60 (x2)

Live obs.

Wed 22/6/2011 8 5/34 30(x1) / 60 (x2)

Live obs.

Thurs 23/6/2011 9 4/56 30(x1) / 60 (x2)

Tutorials

Fri 24/6/2011 10 1236/All 30

Timings:

Observation:

30x4=120

60x2=120

Total= 4 hours assessed

3 hours DVD week 1

+ 3 hours ‘live’ week 2

Total = 6 hours

*Group swap

ALP= Assisted lesson planning


3

International House, Viale Manzoni 22, 00185 Rome

Tel. 06 704 76894 / 06 704 76802

Fax. 06 704 97842

www.ihromamz.it

Cambridge ESOL Intensive CELTYL extension course

Course tutors: Elizabeth Duncan, Margaret Horrigan, Norman Cain

Day One 10/6/2011

11.30-12.00 Getting to know each other

12.00-12.45 Course information and handbook quiz

12.45-13.00 Feedback on pre-course task

13.00-13.45 Lunch

13.45-15.00 How children learn

Learning and teaching styles

Roles of teachers and students

Young learner motivation

15.00-15.15 Organisation of TP groups

15.15-15.30 Coffee break

15.30- 16.45 Assisted lesson planning

With the exception of day one the daily course outline will be:

Teaching practice 09.00 – 11.30

Coffee break 11.30-11.45

Feedback 11.45 - 12.30

Lesson Planning 12.30 – 13.15

Lunch 13.15 - 14.00

Input 1 14.00 - 15.15

Coffee break 15.15 – 15.30

Input 2 15.30- 16.45

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.)

http://www.ihromamz.it/


4

Day 2 Monday 13/6/11

*assignment 1 focus on young learners due 20/6/11

Teaching grammar

topic based grammar lessons.

learning grammar through 'fun' tasks

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.

Day 3 Tuesday 14/6/11

*assignment 2 classroom reflection due 21/6/11

Accuracy and fluency

dialogue building, drilling

question and answer tasks etc.

Phonology introducing the importance of phonology

to YLs, ways of helping students to recognise

and work with the chart.

Day 4 Wednesday 15/6/11

Songs and chants

using songs and chants as a basis for

helping YLs with their pronunciation.

Teaching lexis

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

Day 5 Thursday 16/6/11

Stories

stories for speaking and listening

practice and how to exploit this.

Discipline and classroom management

how to deal with potential problems.

establishing and maintaining classroom presence.

Day 6 Friday 17/6/11

Listening ways of helping YLs to improve their listening skills

varying activities.

Tutorials 15.00 trainee 1 15.30 trainee 2

16.00 trainee 3 16.30 trainee 4



5

Day 7 Monday 20/6/11

*hand in assignment 1

Videos, DVDS and You Tube

course videos and off-the-air videos

how to exploit them with YL

Teacher & student produced material

material you can use again and again.

how students help you save time by producing material in class.

Day 8 Tuesday 21/6/11

*hand in assignment 2 & deadline course work tasks

Classroom implications - syllabus design

analysing YL needs - cognitive challenges,

deciding what to include in a syllabus,

Tutorials 15.30 trainee 1 15.45 trainee 2



Day 9 Wednesday 22/6/11

Projects in cross curricula teaching

how to get the most out of English by teaching it

through projects and other school subjects

Teenagers and very young learners

considerations to bear in mind about teaching both groups

Day 10 Thursday 23/6/11

Evaluation and testing

Why test? What to test? When and how?

Creating puppets and masks for drama

making things and using them for

speaking activities in the classroom.

Day 11 Friday 24/6/11

Dictionaries and on-line learning

What’s available on-line – websites, dictionaries, wikis

Class readers - comics and magazines

helping kids improve their reading and writing skills

by letting them read and write what they enjoy.

Course closure and online feedback

* means there is an assignment given


6

General Information

Course times

The course takes place every day from 09.00 to 17.00 at International House / Accademia

Britannica premises at Viale Manzoni 22, 00165 Rome. Refer to the attached timetable for

a detailed overview of each day.

Telephone

The school telephone number, to be used in emergencies only, is 0670476894. The

school administration is unable to take or pass on personal messages.

Fax and e-mail

The school is able to accept incoming faxes and e-mails . The direct fax number to the

school is 0670497842. The teacher training e-mail address is [email protected]

Course Staff

The tutors are: Elizabeth Duncan, Margaret Horrigan & Norman Cain

Administration: Veronica, Silviai, Diana, Carla and Maura (see them for any questions

concerning payment)

Giancarlo Bevilacqua is basically our saint and is always helpful!

The Director of the school is Norman Cain

The Head of Teacher Training is Margaret Horrigan

School opening and closing times

The school is open from 08.30, Monday to Friday and from 9.30 to 12.30 most Saturdays.

Please check for exact dates You are welcome to come in to prepare for teaching from that

time. Classes may have already started in some of the training rooms. Please check the

room plan to see which rooms are free for you to work in. The school office is open from

08.30 Monday to Friday.

Rooms

Please remember to leave the rooms as you would expect to find them and ensure that you

remove all your belongings. Should you forget something, please DO NOT interrupt a

lesson in progress.

Equipment

Each room is equipped with a whiteboard and tape recorder (OHPs are also available for

use). The equipment is checked regularly but you are advised to check it before your

lesson. Please report any problems to the tutors or to the school office.

Stationary and materials

The following items are provided, but may be in short supply and have been known to go

missing!! It is worth having your own supply.

DRY WIPE board markers (PLEASE MAKE SURE THEY ARE DRY WIPE)

Scissors

Glue

Blu tac

Card.

Coloured pens

Please avoid borrowing items of stationary from the school administration.


7

Resources and Facilities

Library

The library contains recommended reading for the course as well as reference books and a

selection of teaching materials. Books may be borrowed for a maximum of two days.

Please obtain a library card (pay 25 euro deposit and keep card and receipt for your

refund) for access to theses materials or any books that you borrow.

Other Resources

Please remember that a school website, http://celtyl.wikispaces.com, has been created

specifically for you! We have placed a number of articles and links to useful sites as well as

course documentation. We encourage you to exchange ideas and suggestions there about

lessons, assignments and suggested reading. It is also the place where you should subit

mid and end of course feedback.

Photocopying

Each course participant may make up to 200 photocopies for teaching practice and course

related matters. Photocopies from published materials must be fully acknowledged.

Lunch break

You have 45 minutes for lunch. You are welcome to bring a packed lunch to eat at the

school and store it in the fridge. If you wish to eat outside, there are bars nearby a pizzeria

along the road from the school, a Chinese restaurant quite close and a small garden near

the post office behind the school.

First Aid

There is a first aid box in the school office.

Emergencies

The emergency services can be contacted by telephone on 113.

Please check the emergency procedure list in all classrooms.

Smoking

Smoking is not allowed on the school premises

Other Candidates

During the course you will be working with other candidates some doing the same course as

you others following the Cambridge ESOL Celtyl Extension Course, remember you are

working as a team and that co-operation and support are and essential part of the overall

success of this, or any course

http://celtyl.wikispaces.com/


8

Record Keeping and filing

It is your responsibility to maintain two files.

Personal File

Keep all your own notes from seminars and reading in this. It is your PRIVATE FILE, for

your own use and will not be assessed by the tutors of the external assessor. Organise it

so you can retrieve information easily from input sessions.

Assessment File

You must keep everything in this file that will form part of the assessment. This file will be

viewed by the course tutors and used for assessment purposes. At the end of the course

the contents must be returned to the school, and will be retained by the centre. You are

therefore advised to keep your own copies of everything.

The centre will lend you a file for this purpose. It is divided into separate sections. Keep the

following in it:

Your copy of the official course booklet. (CELT YL extension 5)

For those of you following the IH programme you will use the same booklet but it will not

be monitored by Cambridge ESOL.

Your lesson plans, your tutor's written feedback and your personal evaluation of your

own lesson.

All your marked written assignments with the tutor feedback sheets.

This file must not leave the school. It must be stored in the appropriate place and

remains the property of the centre during and after the course

The Course Booklet

This is the official candidate record booklet. It contains a record of:

Your attendance on the course

Your assessed teaching practice

Written assignments

Progress reports and tutorial records.

The course booklet should be kept up to date at every stage of the course and requires the

signature of your TP tutor after each assessed teaching practice and each marked written

assignment.


9

Recommended Reading

The course tutors will recommend reading before and after input sessions at each stage of

the course. You will be able to borrow books from the library, but you are also required to

have your own copies of the following:

Moon, Jayne (2000) Children Learning English Heinemann

Michael Swan (1985) Practical English Usage Oxford University Press

Other recommended reading:

The books listed below are available for reference in the CELTYL library at International

House. You will be able to borrow these books for two days or at the weekend during the

course, but your time will be limited, so any reading you can do before the course will be

highly beneficial. If possible, it may be useful for you to borrow these books from elsewhere

for the duration of the course.

The following books are recommended for their practical ideas for teaching, accessibility

and long-term general usefulness:

Brewster J, Ellis Get al D (1991) The Primary English Teacher's Guide Penguin

Halliwell, Susan (1992) Teaching Children Longman

Phillips, Sarah (1993) Young Learners Oxford: OUP

Reilly & Ward (1997) Very Young Learners Oxford: OUP

Lewis with Bedson (1999) Games for Children Oxford: OUP

The following books are more theoretical, giving an excellent foundation in the issues

surrounding teaching children English:

Brumfit, C, et al (1991) Teaching English to Children Longman

Donaldson, M (1978). Children’s Minds Fontana

Fisher, R (1995) Teaching Children to Learn Stanley Thorne

Fisher, R (1995) Teaching Children to Think Stanley Thor0ne

Lightbown, P & Spada, N (1993) How Languages are Learned Oxford:OUP

Williams, M & Burden, R (1997) Psychology for Language Teachers Cambridge: CUP

The following books are recommended general reading for language and methodology:

Scott Thornbury (1987) About Language Cambridge CUP

Jim Scrivener (1994) Learning Teaching Heinemann


10

Teaching Practice

You are required to complete a total of 4 hours (240 minutes) of assessed teaching at two

different levels. The school organises two classes of students who come to school for

lessons on each day of the course.

Organisation

Course participants are divided into teaching practice groups. Each group works with a TP

tutor who evaluates the lessons that are taught. Each lesson lasts for two hours (120

mins), but you will only teach for a part of that time. We call this a TP SLOT. The aim is to

give you practice in teaching at different stages of a lesson. When you are not teaching you

will be observing your colleagues.

Teaching practice minutes

The Course Director organises the teaching practice minutes for the course, so you will

know for how long you are teaching and on what days. A copy of the minutes is enclosed in

this handbook.

Teaching practice registers

The tutors will provide each TP group with a class register. It is your group’s responsibility

to keep it up to date. This must be completed during every TP to ensure that the correct

number of students is attending class. Please keep this with the course records. The tutors

will want to check it throughout the course

Setting up for TP

You will be set up for initial teaching practice under the guidance of a tutor. This is time

tabled in the course programme. This is when you will make decisions about what the aims

of the lesson are and what to teach in each slot. You will then produce a lesson plan for

your slot before teaching it. As the course progresses and you gain more experience the

tutors will expect you to make more of the decisions about the lesson.

Teaching practice materials

Each group will initially work with course materials selected by the tutors. The school

provides you with the materials you need for teaching, though you may also choose to

design your own materials for teaching purposes. You must return all resource books at the

end of the course so please do not write in them.

Feedback

Feedback takes place after each lesson. This is where we look at the strengths and

weaknesses of the lesson and think about the implications of these for future teaching. The

first stage of feedback is oral feedback and involves the whole TP group. Your input

concerning your own lesson, and the lessons that you have observed is essential. You will

then receive written feedback from the tutor on your own TP SLOT, indicating whether the

lesson was at standard (pass) or below standard (fail) for that particular stage of the course.

The aim of feedback is to help you develop and reflect on the teaching-learning process

and should be as objective and supportive as possible.


11

Self-evaluation

After you have finished teaching your slot, complete your TP evaluation sheet, a master

copy of this is in this booklet. This can be referred to during oral feedback.

Teaching Grid

Attached you will find a teaching grid that you, and the other members of your teaching

group should complete to keep a check on the type of lessons you taught. The grid should

show that you are covering a range of systems and skills in your lessons.

Summary of TP Administration

Before your lesson:

Make a copy of your lesson plan for the tutor and give it to the tutor before you teach.

Include copies of all handouts.

Copy a self-evaluation form to fill in after your teaching slot.

After each teaching practice session:

File the original lesson plan, tutor feedback and your self-evaluation in the assessment

file.

Complete the record of assessed teaching practice in the course booklet, CELT YL ext.5

Ask the TP tutor to sign the relevant column in the course booklet

Fill in the teaching grid for the type of lesson you taught


12

Observation

There are three types of observation on the course:

Peer observation

Live observation

DVD observation

Peer Observation

This is where you observe your colleagues during teaching practice. It is an essential part of

the course and you will have a task to complete (either set by the tutor or decided by the TP

Group) while you are watching. This enables you to focus on specific aspects of the

teacher, the lesson or class, often related to input or previous TP slots. The task will be

referred to in teaching practice feedback.

Live Observation

This is where you watch experienced EL teachers in action in their own classes. You have

to complete 4 hours (240 mins) of live observations to fulfil the conditions of the course.

DVD Observation

During tutorials you are required to observe three hours (180 mins) of video material. Tasks

for these observations will be provided.

Live Observation tasks

The tutors will guide you in your choice of task as the relevance of different tasks will vary at

different stages of the course. When observing teachers outside course hours you may be

able to ask the teacher what they are going to do in the lesson and then select the task

accordingly. However, please do not put pressure on another teacher to produce a

particular type of lesson!


13


14

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.


15

YL EXTENSION syllabus and assessment criteria

The YL extension to CELTA booklet syllabus and assessment guidelines gives a full

overview of the syllabus and criteria for assessment. A copy is kept for your information on

the wikispace. Please take the time to read this and ask the course tutors to clarify any

points which are unclear.

The following information has been summarised form the above booklet

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 in the appropriate booklet. 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.


16

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. International House report provided by your course tutors

2. Cambridge ESOL certificate.

Candidates who fail to meet the criteria in some or all assessed components will be

awarded a FAIL.

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 online and is totally anonymous. You will be asked to

provide this feedback during course closure on the last day. The form is available on the

wikispace.

Procedure in case of a problem or complaint

If you are unhappy or worried about anything, don't wait until the time-tabled feedback slots.

Make a time to see the tutor concerned.

If you have a complaint that you are unable to resolve with a particular tutor, observe the

following procedure:

1. Raise the matter with the Course Director who is responsible for the overall smooth

running of the course.

2. If you are unable to resolve the problem with the course director, or if the course director

feels it is necessary, the problem will be referred to the Director of Teacher Training, or

the School Director.


17

International House Cambridge ESOL

Rome CELTYL extension course

Italy

Teaching Practice Record

Name Grammar Vocabulary Phonology Listening Speaking Reading

Writing

Other


18



Italy

Teaching Practice Self-evaluation

Name: Date: Level:

No. of students: Minutes Taught: Tutor:

Main Aims:

I achieved/didn’t achieve my aims because:

My lesson plan was:

The lesson itself (What worked/didn’t work? Why? How do you know?)

I noticed that the students:

I am feeling more confident about:

I learnt:

I’d like to know:

For next time I’m going to work on:


19



Italy

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 _____________________________.


20



Italy

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


21

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 _____________________________.


22



Italy

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 _______________________________.


23



Italy

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 _____________________________.


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Observation Tasks

Observation Task Teacher-talk

The teacher's role in class often involves saying things you probably would not say in everyday

situations like: - "listen and then check with a partner" etc. As a teacher you may need to

organise, to elicit, to explain, to respond to students, to evaluate what they say, and so on.

It is important to be:

- as natural as possible

- clear

- economical

- effective

- relate to the whole class as well as to individual students

Note down some examples of the following, and how effective they were:

- questions/prompts to elicit ideas, information from students:

- instructions/explanations before an activity:

- explanation/clarification of meaning (vocabulary, gram)

- response to a student's contribution

(HOW? - repeating it, evaluating it, correcting it, responding before student had finished

speaking, throwing the ball to another student, etc):


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Observation Task Student-Teacher Talk

What kind of talk was going on at different points in the lesson? Who was doing most of the

talking? Try to describe the sort of things that teacher and students were saying.

Here are some examples:

- asking questions

- answering questions

- talking about things - experiences

- places, objects, people

- explaining things

- expressing feelings

- expressing opinions

- getting someone else to do something

Notes/Examples:

students teacher


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Observation Task Learner-Teacher roles

Learners’ Roles

Are the learners given the chance to decide what they learn and how?

Does the lesson always benefit from the learners taking over at some point?

Do the learners and the teacher ever reverse roles? eg. The learners take responsibility for

providing material and input for the lesson.

Was there any evidence that the learners' involvement in the tasks and activities in class would

stimulate them enough to go on working on them outside?

Teachers’ Roles

Was the teacher aware of the learners' mental and physical state, their emotional well-being and

their individuality throughout the lesson?

Did the teacher involve the students in meaningful tasks that stimulated and encouraged them to

work together?


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Observation Task Conditions for Learning

How can the teacher maximize the young learners' chances of learning effectively in the EFL

classroom?

Basically, this will be through chances to read & hear English -things that are relevant and

interesting, and do something with them. or through chances to focus on the meanings, forms of

lexis, grammar or phonology.

This sheet is concerned with:

1. the amount (and quality) of "English" that students were provided with during the

lesson (things heard & read)

2. the degree to which they were involved in the listening or reading, and the

associated tasks

For example:

was the context clear enough for them to follow?

was the material relevant and interesting for their needs?

did tasks reflect and give them sufficient practice in using the language?

Examples of language learners were exposed to:

Teacher

Peers

Cassette

Other:


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Observation Task Conditions for Learning:

This task directs your attention to any explicit help the teacher gave learners regarding the

meanings of:

words/expressions,

grammatical constructions, etc.

It may be useful to remember the ways the teacher can do this:

a) Using the context in which they occur, to illustrate the meaning

b) Explaining (verbally, diagrammatically, etc)

c) Using questions to lead students towards understanding, questions will be useful

anyway in checking whether students have in fact understood.

d) Miming and using pictures, board drawings etc.

Items focussed on What teacher did


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International House \ Accademia Britannica

Viale Manzoni 22

Tel. 0670476894 70476802

fax. 70497842

Email [email protected]

00185 Rome Tutors : Elizabeth Duncan, Margaret Horrigan & Norman Cain

Handbook Quiz

1. What is the second input of day 5 of the course?

2. How many hours do you teach in all?

3. How long do you teach in TP?

4. How many assignments do you have?

5. What is the title of the first assignment?

6. What is the title of the second written task?

7. What is the URL of the CELTYL website?

8. Find the assignment and task pages and insert the submission dates for each!

9. When is the school open?

10. Who are your tutors?

11. When do you have your tutorials?

12. Where can you find a copy of the Assessment Criteria?

13. Who is the person who will help in emergencies most of the time?

14. What is the name of the booklet that you must keep as a record of work done?

15. What must be kept in the official portfolio?

16. How many written tasks do you have to do?

17. What must you complete after every time you teach?

Names, phone numbers and emails of course participants

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