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YL Extension to CELTA Course
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.
The first part is didactic and the second administrative.
All tasks must be completed and presented in hard copy
at the centre on day 1 of the course.
We wish you every success on the YL ext. course.
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 / Dynamic1. 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. Online observations
Please go to: http://celtyl.wikispaces.com/OBSERVATIONS where you will find 3 lessons. Download the lesson plans, watch these lessons and submit your reflections online.
9. Your personal details
Please complete the Candidate profile online here:
http://celtyl.wikispaces.com/CELTYL+CANDIDATE+PROFILE
10. Suggested Reading List:
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/
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 source. 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 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:
· Grade:
· Centre name:
· Centre number:
· Course number:
These details can be provided by the centre where you were awarded the certificate.
© IH Rome, Manzoni YL Extension to CELTA pre-course task 2013