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L Refresher- Syllabus Language Link Moscow
January 25-February 22, 2014 (30 academic hours -6 ac hours per day)
|
Date/day |
Time |
Theme |
Description |
Teacher-Trainer |
|
25 January Saturday |
11.00 – 12.30 |
Basic Principles in Teaching English to Young Learners |
This session looks at psychological characteristics of young learners, main principles and activities to meet these characteristics as well as at different age groups and reasons for teaching English Language to young learners |
Vlada |
|
12.45– 14.15 |
Children as Language Learners |
This session focuses on what makes children as language learners different from adults. Also it looks at how to use TPR approach, how to to cater for different learning styles/intelligences and how to provide effective system of scaffolding (methodological support) in EL classroom |
||
|
14.45 – 16.15 |
Developing children’s listening skills |
This session looks at listening as a priority skill as it is the first thing that young learners develop in learning a foreign language. It is also about aims, methodology and enjoyable activities to be used with young learners |
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|
1 February Saturday |
11.00 – 12.30 |
Using Songs, Rhymes and Chants |
The session covers a range of songs, rhymes and chants and typical activities they are based on. It provides opportunity for participants to share their experience and to micro-teach a song/rhyme/chant in the session |
Irina |
|
12.45– 14.15 |
Communication strategies and activities |
The session looks at when and how children may start to speak English, what activities can be used and what makes young learners’ speaking different from adults’ speaking |
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|
14.45 – 16.15 |
Story-telling and drama |
Children have a constant need for stories and they are always willing to listen or to read. The session provides some practical suggestions how story-telling can be used and offers a few lesson plans based on story-telling and drama |
|
Date/day |
Time |
Theme |
Description |
Teacher-Trainer |
|
8 February Saturday |
11.00 – 12.30 |
Early Literacy |
The session focuses on methods and activities to develop learners’ phonemic awareness and on different approaches to develop students’ literacy, such as whole word and phonics |
Vlada |
|
12.45– 14.15 |
Reading for Meaning |
The session makes emphasis on communicative aim of reading, on stories to be used with small children and on stages to organize reading process in a meaningful way |
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|
14.45 – 16.15 |
Developing Children’s Writing Skills |
The session looks at when and how to start teaching writing with young learners, enjoyable activities to develop motor skills and different kinds of guided writing to develop students’ communicative skills |
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|
15 February Saturday |
11.00 – 12.30 |
Positive behaviour |
The session involves the participants into discussing how to create positive atmosphere, how to introduce rules and routines, how to manage activities and children’s behaviour |
Vlada |
|
12.45– 14.15 |
Lesson Planning |
The session looks at planning formats, lesson aims and procedure. The participants are involved into planning practice after observing a part of a lesson |
||
|
14.45 – 16.15 |
Fair Assessment |
The session focuses on what can be assessed in YL classroom and on appropriate ways to assess young learners, such as portfolio, self-assessment (can-do statements), peer-assessment, enjoyable tests, etc. |
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|
22 February Saturday |
11.00 – 12.30 |
Micro-teaching: planning |
This session provides an opportunity to review the key methods and techniques discussed in the course. The participants choose the activity they want to experiment and prepare micro-teaching of it for the next session. |
Vlada |
|
12.45– 14.15 |
Micro-teaching: presentation |
The participants present the activity to other colleagues in the group, demonstrating the professional skills and basic principles in teaching English to young learners. |
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|
14.45 – 16.15 |
Micro-teaching: feedback |
This session focuses on reflection of the activities that were taught and observed to identify the strengths and weaknesses in each presentation in order to improve it for future delivery in their classrooms. |