young learner extension to celta seven idiomas são … in good time so that they can provide you...

Seven Idiomas, São Paulo, Brazil YL Extension to CELTA pre-course task July 2015

Young Learner Extension

to

CELTA

Seven Idiomas

São Paulo, Brazil

July 2015

Pre-course tasks

Your name.........................................


Hi there and welcome to your YL extension to CELTA! This pre course task is divided into 2 separate parts:

1. A didactic part to make you reflect on the teaching of young learners based on your experience

2. An administrative part which must be completed before the course starts

All tasks must be completed and presented in hard copy at the centre on day 1 of the course. Please remember to contact the centre where you ere awarded your CELTA in good time so that they can provide you with the relevant course details for the administrative task at the end of this document. We wish you every success on the YL ext. course. Norma & Margaret


Part A) Linguistic tasks The following information will help you to consider your role as a YL teacher and will also be referred to during the course. Lesson Planning You have been given the following section of a text book for your next class. Write a lesson plan, using the sheet attached, for a class of 8 - 9 year-olds at elementary level. The lesson duration should be between 45 - 60 minutes. In your plan consider the following: the lesson aims language analysis for the grammar and lexis you deal with anticipated problems activities for SS practice of the language resources In the cafe Waiter: Yes, please? Suzy: A hamburger please. Waiter: Anything else? Suzy: Er... some chips. Waiter: Do you want a drink? Suzy: Yes, a coke please. Waiter: Thank you. (c) Stepping Stones 2 Ashworth & Clark


YL Extension Lesson Plan

Name............................. Level.............................. Date........................... Time.............................. No. of students............. Lesson type.............. Lesson Aims Teacher aims Materials to be used Assumptions Anticipated problems

Time Stage Procedure Aims Dynamic


1. L1 in the classroom Do you allow the children to use their L1? If so, why and when? If not, why not? Should a teacher understand the children's L1? And speak it? Pro's: Con's: 2. Parents Do you meet the children's parents? If so, when and with what aims in mind? 3. Discipline What is your policy on noise level in the classroom? Have you ever sent a child out of the classroom? If so, why? What do you do about discipline?


4. Games What sorts of games work best with your children? Do you play games at specific stages of the lesson? Is there anything in this area that you do regularly? 5. Activities and materials. Do you adapt course books? If so, what, how and why? How many different activities do you plan for an hour's lesson? Indicate age and level. What do you do about quick finishers? And slow workers? Do you put things on the walls of the classroom? If so, what?


Is there anything you have tried to do in class that you would never attempt again? What is your favourite book/song/material? Why do you like it? 6. Writing Do your children always write something in their books at some stage of the lesson? What would you consider the maximum amount for them to copy or write? Indicate age and level 7. Your thoughts (Try to write approximately one side of A4) What is the most rewarding aspect for you of teaching young learners?


8. Suggested Reading List: Teaching Young Learners Brewster, J; Ellis, G. Girard, D. 2002 The Primary English Teacher’s Guide Penguin

English

Brumfit, C. et al. 1993 Teaching English to Children Longman Cameron, L. 2001 Teaching Languages to Young Learners CUP Clark, J. 1990 Teaching children: Is it different? JET Donaldson, M. 1978 Children’s Minds Fontana Egan, Kieran. 1992 Imagination in Teaching and Learning: Ages 8 to 15 Routledge Garvie, E. 1990 Story as Vehicle Multilingual Matters Halliwell, S. 1992 Teaching English in the Primary Classroom Longman Holt, J. 1967 How Children Learn Penguin Moon, J. 2000 Children Learning English Macmillan Pinter, A. 2006 Teaching Young Language Learners OUP Scott, W.A & Ytreberg, Y.H 1990 Teaching English to Children Longman Vale, D. & Feunteun, A. 1995 Teaching Children English CUP Wood, D. 1988 How Children Think and Learn Blackwell Websites www.onestopenglish.com www.learnenglish.org.uk www.teachingenglish.org.uk www.bbc.co.uk/cbeebbies/

http://www.onestopenglish.com/

http://www.learnenglish.org.uk/

http://www.teachingenglish.org.uk/

http://www.bbc.co.uk/cbeebbies/


Part B) Administrative tasks 1. Complete the following self-declaration. Your signature must be handwritten. Self-Declaration I, the undersigned, declare that I consider myself suitable to work with young learners and know of no impediment to my being employed in this type of work. Name: ……………………………………………………………………………………

Signed:……………………………………………………………………………………

Date:…………………………………………………………………………………….


2. Please use the following templates to supply detailed references from 3 separate sources (2 professional and one personal). The personal source can be a friend or relative with children. Ideally the professional sources could also have some experience of your working with children but this is not a requirement. Your referees’ handwritten signatures are not required but they must provide complete details so that we can contact them. Reference 1

To whom it may concern, I have known (APPLICANT’S NAME HERE) for (NUMBER) years. In this period (APPLICANT’S NAME) was a (APPLICANT’S PROFESSIONAL ROLES HERE) and I was their (REFEREE’S ROLE HERE). I know of no reason that (APPLICANT’S NAME) could not be employed in work of any kind that involves minors and young children and am willing to support this via direct communication with International House at their request. Kindest regards (REFEREE’S NAME HERE) Date: Address: Phone: Email:


Reference 2

To whom it may concern, I have known (APPLICANT’S NAME HERE) for (NUMBER) years. In this period (APPLICANT’S NAME) was a (APPLICANT’S PROFESSIONAL ROLES HERE) and I was their (REFEREE’S ROLE HERE). I know of no reason that (APPLICANT’S NAME) could not be employed in work of any kind that involves minors and young children and am willing to support this via direct communication with International House at their request. Kindest regards (REFEREE’S NAME HERE) Date: Address: Phone: Email:


Reference 3

To whom it may concern, I have known (APPLICANT’S NAME HERE) for (NUMBER) years. (APPLICANT’S NAME) is my (APPLICANT’S PERSONAL ROLES HERE………….). I know of no reason that (APPLICANT’S NAME) could not be employed in work of any kind that involves minors and young children and am willing to support this via direct communication with International House at their request. Kindest regards (REFEREE’S NAME HERE) Date: Address: Phone: Email: Please submit this pre-course task in hard and digital copy to the centre on day one of the course. Failure to do so could mean automatic expulsion without refund of fees.


3. Please provide us with the following details about your CELTA:

1. Grade: 2. Centre name: 3. Centre number: 4. Course number:

These details can be provided by the centre where you were awarded the certificate. Please note that the format for each option above is:

1. Pass/Pass B/Pass A 2. As the name appears on the centre’s report you were given at the end of the

CELTA award. The official centre name for the YL extension course that you are about to take is Seven English Español

3. This is usually 2 letters of the alphabet indicating the country and 3 numbers. The centre number for the YL to extension course for Seven English Español is BR134

4. The course number is usually the letter ‘C’ followed by a single (possibly douible digit number) a slash and the year you started the course.For example, C3/2013

Please ensure that all the above information is organised in good time before your course starts.

young learner extension to celta seven idiomas são … in good time so that they can provide you...

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