Target Audience
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Non-native and native teachers of Very Young Learners (3-6) |
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Non-native Primary school teachers who need to teach English to Very Young Learners |
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You will need at least a lower intermediate (not elementary or beginner) |
Course Summary
The course is for teachers of very young learners who
need to:
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Improve their own ability and confidence in their
use of English |
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Develop their teaching skills for Very Young Learners |
The course is practical and includes living/doing activities designed for the Kindergarten,
and other pre-primary contexts, so as to experience the methodology from the Very Young Learner’s perspective.
Programme of the training activities
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Methodology for teaching very Young Learners ages
3-6. |
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Addressing the challenge of meeting the needs
of Very Young Learners |
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Classroom management skills |
| • |
Imitation and ‘learning by doing’
- chants, songs, rhymes, storytelling and creative
activities for the classroom |
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Using communicative learning activities in Very
Young Learner contexts – Listening and Speaking
Skills |
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Pronunciation for teachers and learners |
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Building confidence in and through English –
(particularly through drama activities) |
| • |
TeacheTeacher’s confidence building and language
development |
Description of training content:
Preparation
Each applicant to send in action plan 4 weeks before the course outlining hopes
and objectives for achievement as a result of attending this course.
Objectives
This course aims to focus on the needs of the Kindergarten
teacher by combining language improvement with practical methodology.
Expected results
As a rAs a result of attending this course, the participants will be
more knowledgeable and competent teachers and more confident users of English.
Is this the right course for me?
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Yes, if you want to improve both your language
ability and extend your range of teaching techniques,
activities and approaches. |
If this is not the course for you, please consider the following:
Programme of the training activities day by day:
Please note this is an example of a daily programme. Course content may often be usefully adapted to incorporate the needs of each specific group.
Week 1
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| AM 9.30-10.30 |
Group bonding |
How kids learn and what makes them tick |
Organizing the classroom |
Establishing routines |
Drama |
| 11.00-12.30 |
Needs analysis and goal setting |
The needs of young kids |
Effective classroom management |
Storytelling 1 |
Movement |
| PM 14.00-15.30 |
Teaching VYL: main issues |
Getting their attention and helping them keep it |
Giving instructions, demonstrating |
Storytelling 2 |
Week review and feedback |
Week 2
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| AM 9.30-10.30 |
Creativity on the classroom |
Working on pronunciation |
Setting up learning centres |
TPR |
Group project |
| 11.00-12.30 |
Working on speaking skills |
Dealing with difficult kids |
Playing games |
Introduction to Multiple Intelligences theory |
Feedback and group project |
| PM 14.00-15.30 |
Working on listening skills |
Rhymes and chants |
Drawing and painting |
Arts and crafts |
Final feedback and farewells |
Recommended reading: Please note it is not necessary to buy or bring these books to the course.
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“Teaching Very Young Children, Pre School and Primary G. Roth ( Richmond Publishing) 1998 |
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“Very Young Learners” V. Reilly and S. Ward (OUP) 1997 |
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