Young Learner Extension
to
CELTA
Seven Idiomas
São Paulo, Brazil
July 2015
SEVEN Aclimação
Rua Castro Alves, 520
Phone: 3207-9566
Tutors : Margaret Horrigan & Norman Sanchez
Trainer in Training: Silvia Panosian
YL extension to CELTA TP Programme July 2015
Week
Day
Date
TP
Teacher Rota
Timing
TASK
Notes
The Pre-course task
is due on day 2
Not assessed°
The language
analysis task
should be
submitted on the
Wednesday of this
week.
ALP
(mins)
Thurs
1
3/7/2015
1
Mon
6/7/2015
2
Wed
Thurs
3
0
Fri
Tues
2
2/7/2015
7/7/2015
3
8/7/2015
4
9/7/2015
5
Fri
10/7/2015
6
Mon
13/7/2015
7
Tues
14/7/2015
8
Wed
15/7/2015
9
Thurs
16/7/2015
10
Fri
17/7/2015
11
Obs. & 123456°
123
120’ +ALL
(45’x3)
456
(45’x3)
123
(45’x3)
456
(45’x3)
123
(45’x3)
456
(45’x3)
Obs. & 123456
123
60’
+(15’x6)
(45’x3)
456
(45’x3)
123
(45’x3)
456
(45’x3)
The materials
evaluation task
should be
submitted on the
Wednesday of this
week.
Timings:

105’ with group 2
DVD obs.
Tutorials/ALP
ALP
Tutorials
3 hours DVD pre-course
Total= 4 hours assessed
135’ with group 1
DVD obs.
Observation:
15’x1=15’, 45’x5=225’=240’

ALP
+ 3 hours ‘live’ at centre
Total = 6 hours
*Start observing new group,
ALP= Assisted lesson planning
Group of students 1
Group of students 2
Break between 15.30 and 15.45 during TP
With
tutor…
Group 1
Group 2
YL ext. to CELTA
8-10yr olds (Norma)
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
Maria Ernestina Nunes Fernandes
Rogerio Da Rosa Lehr
Stephanie Dak Fan T Sant'anna
Valdemir Sales Dos Santos
Luisa Cavalheiro Do Espirito Santo
Henriqueta Torres Grubba
Alexandre Araujo Melo
George Carlos Honório De Oliveira
Patricia Lima De Moura
Renata Olivier De Freitas
Vanessa Pegado Ferreira
Md Sahil
July 2015
11-13yr olds (Margaret)
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
Alexandre Araujo Melo
George Carlos Honório De Oliveira
Patricia Lima De Moura
Renata Olivier De Freitas
Vanessa Pegado Ferreira
Md Sahil
Maria Ernestina Nunes Fernandes
Rogerio Da Rosa Lehr
Stephanie Dak Fan T Sant'anna
Valdemir Sales Dos Santos
Luisa Cavalheiro Do Espirito Santo
Henriqueta Torres Grubba
Cambridge ESOL Intensive YL extension to CELTA course
Programme
July 2015
Course tutors: Norma Sanchez & Margaret Horrigan
WEEK 1
Day One
Thursday
2/7/2015
9.15-9.45
Getting to know each other
9.45-10.45
Course information and admin
Organisation of TP groups
10.45-11.00
Coffee break
11.00-12.00
Assisted lesson planning for this afternoon
12.00-13.00
How children learn
Young learner motivation
13.00-14.00
Lunch
14.00-16.30
Lesson observation and meeting the students
16.30-17.30
Assisted lesson planning for TP1 & 2
Notes
With the exception of day one the daily course outline will be:
Seminar 1
Coffee break
Seminar 2
Lesson Planning
Lunch
Teaching Practice
Coffee break
Feedback
09.15 – 10.30
10.30 – 10.45
10.45 – 12.00
12.00 – 13.00
13.00 – 14.00
14.00 – 16.30
16.30 – 17.00
17.00 – 18.00
PLEASE NOTE:
Remember that the two course work tasks, one for language, the other using a course book, must
be completed by the Thursday of each week (see TP timetable above.
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July 2015
Day 2
Friday 3.7.2015
Phonology
introducing the importance of phonology to YLs, ways
of helping students to recognise and work with the
chart.
Listening
ways of helping YLs to improve their listening skills
varying activities.
NOTES
 Assignment 1 focus on young learners due
10.7.2015
using songs and chants as a b
WEEK 2
Day 3
Monday 6.7.2015
Teaching grammar
topic based grammar lessons & learning grammar
through 'fun' tasks
 Assignment 2 classroom reflection due
13.7.2015
Accuracy and fluency
dialogue building, drilling, question and answer tasks
etc.
Day 4
Tuesday 7.7.2015
Teaching lexis
teaching lexis via visuals flash-cards, wall charts,
posters
Songs and chants
using songs and chants as a basis for helping YLs with
their pronunciation.
Day 5
Wednesday 8.7.2015
Stories
stories for speaking and listening practice and how to
exploit this.
 LA task due
Discipline and classroom management
how to deal with potential problems, establishing and
maintaining classroom presence.
Day 6
Thursday 9.7.2015
Published materials
which material is available, course books and source
books, planning individual lessons as part of a series,
topic planning, sequencing and grading tasks.
Tutorials 1, 2 & 3
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July 2015
 Please complete the relevant pages of
your YLext./5 booklet and ensure that
your portfolio is up to date for the
tutorials
Day 7
Friday 10.7.2015
Creating puppets and masks for drama making
things and using them for speaking activities in the
classroom.

hand in assignment 1
Tutorials 4, 5 & 6
WEEK 3
Day 8
Monday 13.7.2015
Videos, DVDS and You Tube
course videos and off-the-air videos-how to exploit
them with YL


hand in assignment 2
Assessor visits today

Materials evaluation task due

Ensure your portfolio is up to date with all
LPs, assignments and tasks for your
tutorials
Exploiting technology
IWBs, Smart phones and tablets in the YL language
classroom
Day 9
Tuesday 14.7.2015
The Reading skill with YLS
helping kids improve their reading skills in class and at
home
Teacher & student produced material material you
can use again and again-how students help you save
time by producing material in class
Day 10
Wednesday 15.7.2015
Projects in cross curricula teaching
how to get the most out of English by teaching it
through projects and other school subjects
Tutorials 1-6
Day 11
Thursday 16.7.2015
Syllabus design - Classroom implications analysing YL
needs - cognitive challenges, deciding what to include
in a syllabus
Teenagers and very young learners considerations to
bear in mind about teaching both groups

Day 12
Thursday 16.7.2015
Evaluation and testing
Why test? What to test? When and how?

Course closure and feedback

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Ensure your portfolio is up to date with all
LPs, assignments and tasks, YL ext/5
completed and signed.
Provide the centre with course feedback.
Written Assignments
You are required to complete two assignments and two tasks during the course. The word
count of assignments is as follows:
1. Assignments: 800 words:
 Focus on the learner
 Lessons from the classroom
2. Tasks:
 Language Analysis Sheet which accompanies a single lesson
 Evaluation of materials, 300 words which accompanies a lesson
A 10% tolerance is given within these word counts.
Assessment criteria state that assignments and tasks may be re-submitted, however, only
one "Fail" grade is allowed for.
Written assignment deadlines
The deadlines of written assignments are on the course timetable. Should you think that
you cannot meet the deadline you must inform your tutor at least the day before the due
date to obtain an extension. Extensions of assignment due dates are rarely given and only in
extenuating circumstances. Give the original assignment to your tutor. Make a copy of your
assignment. You may also wish to make a copy of your marked assignment if you want to
retain one.
As you are training to teach English, please ensure that you proof-read, and spell check your
assignment if it is computer written, prior to submission and ensure that it is free of
punctuation errors, grammar errors, etc. It should be organised in a reader-friendly fashion,
with sub-headings where appropriate and clear paragraphs. Please write on one side of the
page only, this is to allow for tutor comments on the reverse.
Summary of administration for assessment of written work

ALWAYS make and keep a copy of your written work before handing it in.

On return of a written assignment, complete the appropriate section of YL EXTENSION
booklet and sign to confirm that it is your own work.

The assessed assignments and tasks must stay in the file and be available for the tutor.

If you re-submit an assignment, you need to keep both the initial version and the resubmission in your portfolio.
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YL EXTENSION syllabus and assessment criteria
Assessment
Assessment is continuous and integrated. Continuous means that assessment takes place
throughout each course. Integrated means that the each assessed component contributes
to the overall grade. Any one component can cover a number of topics and objectives in the
syllabus.
The course tutors evaluate your progress at every stage of the course, in relation to the
syllabus guidelines relevant to that particular stage of the course. If they feel that your
performance is not up to standard at any particular stage (i.e. that you are failing the
course) you will be informed, and appropriate tutorial support will be given.
At the end of the course the course tutors recommend your final grade based on your
performance in all the course components throughout the course.
The course components
The three components of assessment are as follows:



Teaching practice
Written assignments
Candidates professional development.
Full details of the assessment criteria can be found at the end of this document. The
assessment for the marking of written work is also given on each assignment.
The course programme and syllabus
Specifically, the course is designed to enable candidates to:
1. Develop an awareness of language and knowledge of the description of English and
apply these to their professional practice.
2. Develop an initial understanding of the contexts within which adults learn English, their
motivations and the roles of the teacher and the learner.
3. Develop familiarity with the principles and practice of effective teaching to adult
learners of English
4. Develop basic skills for teaching adults in the language classroom
5. Develop a familiarity with the appropriate resources and materials for use with adult
learners of English for teaching, testing and reference.
6. Identify opportunities for their own future development as future professionals in the
field.
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Grades, Results and Certificates
The course results can be either Pass or Fail.
Later after course completion, you will be contacted to collect your certificates. If you live
abroad then your certificates will be mailed to you, please ensure that the centre is
provided with the necessary information.
You will receive two certificates:
1. Seven Idiomas report provided by your course tutors
2. Cambridge ESOL certificate.
Candidates who fail to meet the criteria in some or all assessed components are FAIL
and not awarded a certificate.
Course Feedback
The tutors will ask for informal feedback throughout the course. We run training courses
throughout the year and your input is invaluable. If you feel that there is something we
need to know about the course, please TELL US!! Remember that you can also use the
wikispace for feedback.
There will be one tutorial at the half-way stage. This tutorial is carried out in private and
individually and serves as a basis for discussion both of your progress and the course. A
second tutorial may be given in cases where either the tutors or candidates deem this to be
necessary. Tutorials are also times when you can share your thoughts with your tutor about
the course.
End of course feedback is requested and welcomed!
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Teaching Practice Record
Name
Grammar
Vocabulary
1.
2.
3.
4.
5.
6.
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Phonology
Listening
Speaking
Reading
Writing
Other
Teaching Practice Self-evaluation
TP Days 1-6
1. Copy the target below on a piece of paper. Five rings, one smaller than the other is
fine-you do not need to photocopy this page.
2. Divide the ‘target’ into 4/6 equal sections
3. Day 1: Label the sections with items you would like to focus upon (teacher talk,
board work etc.) post teaching practice
4. Evaluate how much ‘on target’ you were for each item and justify why and provide
action points for items which are in any of the 3 outer rings
5. Day 2-6: As the course develops, include the action points from the tutor’s written
feedback in the target and evaluate your progress as per pt.3 above
6. You do not need to photocopy this page. A rough sketch of the target and your
rationale for its completion are fine.
TP Days 7-12
1. Once you have had your tutorial you should become more aware of the assessment
criteria which you need to work on for the final stage of the course
2. Using the assessment criteria, create a ‘target’ for yourself and your peers to use
when observing your lessons. These can be strengths and/or action points that you
want to consolidate/achieve.
3. We recommend that you choose no more than 6/8 criteria in order to focus better
7. As per days 1-5, evaluate how you much ‘on target’ you were for each item and
justify why and provide action points for items which are in any of the 3 outer rings.
8. Collect back the completed targets from your peers
9. Please exploit all the notes you’ve taken and gathered for your reflective piece
Please keep copies of all self evaluations in your portfolio for reference.
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Language Related Task
The aim of this task is for you to show that you can describe and analyse the meaning, form
and use of language for teaching purposes and that you know how to check understanding.
Language Analysis Sheet:
Complete this, as far as you can, for vocabulary/grammar / function-based lessons or skillsbased lessons where there is a clear language component.
Language area (e.g. can/must, past continuous, booking a holiday etc.)
Context (the situation - Who? Where? When? – in which the language is used, and the sort
of reading or listening text in which it is contained, if a text is being used)
Focus on meaning
(meaning check questions, timelines etc. This would also include levels of formality for
functional language. N.B. you should research the point in one or preferably two reference
books, if possible, in addition to the coursebook)
Focus on form (analysis for students as it will appear on whiteboard, if appropriate)
Focus on pronunciation
(contractions, weak forms etc. Phonemic transcription of target sentence, if appropriate)
Written record
(how students will have a clear record of item, with meaning, if appropriate, e.g.
substitution table; if on whiteboard, include a plan in your lesson).
Anticipated problems with solutions
(possible difficulties with meaning, form and/or pronunciation etc. and how you propose to
deal with these).
N.B. Your analysis may require more space than provided on this page
Submission date for this task is _____________________________.
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July 2015
Focus on the Learner Assignment
The aims of this assignment are for you to:
Investigate the learning context and identify specific areas of language difficulty/weakness
in the English of a specific learner.
Make suggestions for specific language/skill focused activities and an explanation/rationale
for the use of these activities with specific learner outlined.
The syllabus areas focused on include.
 Topic 2: The learner, the teacher and the teaching/learning context
 The young learner’s educational background and traditions
 The context for learning and teaching English at young learner level
 Different motivations for young learners learning English at different stages of
development
 Learning and teaching styles appropriate in a young learner classroom.
 Topic 4.4: The monitoring and evaluation of young learners.
 Topic 1.2: The practical significance of the similarities and differences between
languages.
Choose a learner in your TP group to observe in class (co-ordinate with the others so that
you all deal with different learners). You will also need to talk to the learner briefly outside
class during a break. Carer permission is required.
This assignment is in three sections.
Part one (150 words)
The background
This can include information you have obtained from the learner and conclusions you have
reached from observing the learner in class. Note form/bullet points may be used in part
one.
 personal information (name, age, sex etc.)
 classroom activities they enjoy/don’t enjoy etc.
 previous learning experience
 personality
 motivation for learning English
 attitude towards making mistakes
 other points you consider relevant
Part two (250 words)
Analysis of specific language problems
Identify and describe some specific language problems or errors that you notice, either
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during the interview or your observations in class. These problems may fall into some of the
following categories.
Pronunciation: problem sounds, word stress, sentence stress, intonation, connected speech.
Are the problems due to L1 interference?
Speaking: Is it fluent, stilted and slow? Does the learner concentrate too much on getting
things right?
Understanding other speakers: Is there a problem here? If so, what?
Vocabulary: Is it limited? Used incorrectly? Does the student translate from L1
inappropriately?
Grammar: What mistakes is the learner making? Be as specific as possible (i.e. not just
tenses). Are these caused by L1 interference?
Part three (250 words)
Using specific activities with specific learners
Considering the problem areas you have identified, describe what you could do in your
lessons with this TP group that would specifically address some of the areas you noted. Be
as selective as possible, do not try to deal with all the problems.
You need to be very specific. Explain which materials you would use and how.
Attach photocopies of the materials you will use.
This assignment should total 800 words and be written legibly with a professional layout.
Candidates are expected to produce English that is essentially free of errors.
Submission date for this assignment is _____________________________.
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July 2015
Evaluation of teaching/learning materials task
This task is designed to encourage you to understand more about teaching resources and
course books and to evaluate how suitable they are for a particular group of learners. This
task should be attached to a lesson plan you are going to teach.
The syllabus focus is:
 Topic 1.1: Language description and syllabus design for the teaching of English to
Young Learners.
 Topic 5: The selection and evaluation of resources and materials for use in teaching,
assessment and for reference.
When using a course book or published resources for teaching young learners we usually
need to select, reject, adapt or supplement to meet the specific needs and interests of our
learners. For this task we would like you to write about the experience of using parts of a
course book/published resources for teaching young learners under the headings below.
Consider a lesson you intend to teach and make notes under the following headings. (In
some cases not all the headings may be appropriate and you may choose to concentrate on
just two or three of them).
Selecting
Briefly describe specific activities you selected from the course book/published resources
for teaching young learners and the reasons why you thought these would be suitable in
terms of achieving your aims and/or meeting the learners' needs and interests.
Rejecting
Briefly describe specific activities from the materials that you chose to reject. Give a
rationale for your decision. Why were these activities unsuitable? Think about the needs
and the background of the learners.
Adapting
Briefly describe specific activities that you adapted for your learners. Explain how and why
you adapted these.
Supplementing
Give examples of where you have supplemented the course book/published resources for
teaching young learners. This may be with material from another published resource or with
material that you created. Explain how and why you did this.
This task should total 250 words, it should be written legibly in note form. Candidates are
expected to produce English that is essentially free of errors.
Submission date for this task is _______________________________.
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July 2015
Lessons from the classroom Assignment
The aim of this assignment is for you to identify your strengths and areas in need of
development in your own teaching and to reflect on the ways in which the teaching of
young learners differs from the teaching of adults as perceived through your own teaching
and the teaching of others.
The syllabus focus is on:
 Topic 2.3: Different learning and teaching styles at young learner level.
 Topic 3: Planning for effective teaching of young learners of English.
During the course you are being asked to do written feedback, detailing your reactions to
your own Teaching Practice. You will also have completed observation tasks while watching
more experienced teachers and observed your colleagues. You should use these notes as
the basis for your assignment.
Choose an area/topic to focus on. For example, an aspect of teaching techniques such as
classroom management, drilling or correction; a particular type of activity such as
presenting language or developing reading skills. The area you choose should relate to your
own teaching. You might choose an area which you find difficult. Alternatively, you could
choose an area of strength in your teaching which you would like to capitalise on in the
future.
Then write your assignment in two parts.
Part One (350 words)
Give an account of what you have learned about this area from your observations. You
should draw some conclusions about how this area differs when teaching young learners
from teaching adults. Consider the context in which your teaching took place.
Remember that you have a word limit, so don't spend your words describing activities in
detail. We are interested in what you feel you learnt from the experience. The aim of the
assignment is to evaluate what you have seen, not simply describe it.
Part 2 (450 words)
Explain how your observation have influenced or will influence your own teaching of young
learners. Evaluate your own strengths and areas in need of development regarding the
focus you have chosen. Be specific. Mention what you have learnt from the feedback you
have been given by your tutors, colleagues and learners.
This part of the assignment must include a list of action points for your future teaching.
The assignment should total 800 words and should be written legibly.
Candidates are expected to produce English that is essentially free from errors.
Submission date for this assignment is _____________________________.
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Assessment Criteria
1.1 PLANNING FOR THE EFFECTIVE TEACHING OF YOUNG LEARNERS OF ENGLISH
1.1a Identifying appropriate learning outcomes
1.1b Planning for a learner-centred classroom
1.1c Selecting and analysing language appropriate for the learners, for the stage of the
lesson and the overall lesson objectives
1.1d Selecting/designing tasks/activities appropriate for the learners, stage and aims, with
thought to balance and variety of activities
1.1e Selecting and making appropriate use of a range of materials, resources, technical aids
and support
1.1f Adapting materials for use with a particular group
1.1g Presenting materials for classroom use with a professional appearance, and with regard
to copyright requirements
1.1h Anticipating potential difficulties with language/tasks
1.1i Setting out details of staging and timing
1.2 DEMONSTRATION OF CLASSROOM TEACHING SKILLS
1.2a Establishing rapport and developing motivation
1.2b Adjusting their own language to meet the level and needs of the learners
1.2c Giving clear instructions
1.2d Providing accurate and appropriate models of language
1.2e Focusing on appropriate specific language areas and/or skills through topics, tasks and
activities
1.2f Conveying the meaning of new language with clear and appropriate context
1.2g Checking learners’ understanding of new language
1.2h Clarifying forms of language
1.2i Identifying errors and sensitively correcting learners’ oral and written language
1.2j Monitoring and evaluating learners’ progress
1.2k Maintaining discipline and control
1.2l Providing appropriate practice activities
1.2m Integrating activities for developing literacy, if appropriate
1.3. DEMONSTRATION OF AWARENESS OF TEACHING AND LEARNING PROCESSES
1.3a Teaching a class with sensitivity to needs, interests and background of learners as
individuals and as a group
1.3b Organising the classroom to suit learners/the activity
1.3c Setting up and managing pair, group, individual and whole class work
1.3d Responding to learners’ language performance by adapting activities where and if
appropriate
1.3e Responding to the classroom circumstances by adapting activities where and if
appropriate
1.3f Adopting a teacher role appropriate to the stage of the lesson and the teaching context
1.3g Teaching in a way to help develop learner self-awareness and autonomy
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