Course Description:
The course aims to help participants succeed in setting their primary learners firmly on the path to increasing proficiency, to introduce primary teachers to the basic concepts and principles of professional development and language teaching skills.
The course intends to prepare participants for CTS-Primary and CTS-Secondary courses by ‘giving them a taste’ of the major areas of professional development and showing ways of making language teaching more skills-based, interactive, learner-centred, and, most importantly, a rewarding experience for both teachers and learners.
Prerequisites:
Aims:
The main aims of the course are to
raise the participants’ awareness of the specific features of learner-centred teaching
model good classroom activities and good practices of planning
provide opportunities for participants to share teaching ideas
develop participants’ language confidence
Requirements for a Certificate:
Minimum attendance requirement is 75% of course events.
Assessed portfolio work for practical tasks like group and individual planning, observation, demonstration, micro-teaching, discussion and feedback sessions.
1000-word end of course Reflective Essay.
Details:
The course is practice-driven and adopts the ‘learning by doing’ approach, as it involves participants in The course is practice-driven and adopts the ‘learning by doing’ approach, as it involves participants in experiencing and reflecting on various classroom activities that make learning enjoyable and effective. It also develops participants’ cooperative skills by providing opportunities to plan and demonstrate classroom activities in pairs or small groups and to give feedback to each other.
The course intends to give insights into the following areas:
various teaching contexts and features of learner-centred classrooms
classroom language and the language of giving instructions
planning listening and reading lessons, storytelling
adapting coursebook material to different needs
activities to develop writing skills
ways of improving pronunciation
games to practise vocabulary
microteaching in which participants teach their peers and reflect on the experience
210 – Course Outline:
210.01 – Introduction to Teaching English to Primary Learners
210.02 – Teaching context – Learners, The classroom
210.03 – Giving instructions
210.04 – Teaching Pronunciation
210.05 – Language dev. for teachers: Reading
210.06 – Skills demo lesson: Reading
210.07 – Classroom language
210.08 – Vocabulary games
210.09 – Language dev. for teachers: Listening
210.10 – Skills demo lesson: Listening
210.11 – Storytelling
210.12 – Written activities