1. TEACHER TRAINING PROGRAM March 17th, 2005. Changping Instructor: Li Fang

2. Warming up  A tongue twister : How much wood would a wood-chuck chuck if a wood-chuck could chuck wood? How much wood would a wood-chuck chuck if a wood-chuck could chuck wood? He would chuck all the wood he could if a wood chuck could chuck wood. He would chuck all the wood he could if a wood chuck could chuck wood.

3. Session 1 Working with young learners  Stage 1: Getting to know you (Name tag picture activity) (Name tag picture activity) Note: To remember your students’ names is challenging but important. Ts are challenging but important. Ts are expected to develop techniques in expected to develop techniques in doing so. doing so.

4.  Stage 2 Young Learners vs Adults: How Children Learn How Children Learn (handout 1 for all) (handout 1 for all) Children Children Adults Adults here and now here and now ? ? through deduction through deduction ? ?

5.  Stage 3: Young Learners’ Abilities and needs needs 1. Children’s abilities (mental, physical, social) Mental: Mental: short concentration and attention span short concentration and attention span concrete thinking (here and now) concrete thinking (here and now) overlapping of reality and fantasy overlapping of reality and fantasy emotional intelligence emotional intelligence ………… …………

6. Physical: sense of coordination sense of coordination spatial awareness spatial awareness follow easy instructions in TPR follow easy instructions in TPR mime and imitate mime and imitate ……… ………

7. Social: individuals who make their first steps in group work individuals who make their first steps in group work start to care and share start to care and share good at communicating good at communicating ……… ………

8. 2. Children’s needs (1) Meaningful context (2) Pair and group work (3) Drawing and coloring (4) Audio/visual aids and supplementary materials (5) Varied activities (pace, voice, organization) (6) Attaining self-respect and respect for others (7) Joining dots (8) Trips into the world of fantasy (9) Peer cooperation

9. (10) Activities based on speaking and listening (11) Crafts (cutting, gluing, folding) (12) Clear and staged instructions (13) Matching activities and games (14) Total physical response (15) Safe and secure surroundings (16) Balance of stirring and settling activities (17) Obeying certain rules (18) Exposure to larger chunks of language

10. Possible answer: Mental circle: 1,4,5,8,10,12,16,18 Mental-physical overlap: 7 Physical: 3,11,14 Social: 2,6,9,15,17 Mental-physical-social overlap: 13

11.  Stage 4: Activities in a primary classroom a) Class presentation: Itsy Bitsy Spider Song a) Class presentation: Itsy Bitsy Spider Song b) Follow-up activity b) Follow-up activity Aim: going into depth by analyzing the Aim: going into depth by analyzing the activity from the different activity from the different perspectives of the pupil and the teacher perspectives of the pupil and the teacher

12. Possible answer: (handout 3a) PPPPupil: motivated: meaningful context, TPR, visuals, crafts----fun, variety practised: listening, speaking, singing, group work, coordination, indirect learning of target structures and vocabulary rewarded: they produce a picture for classroom display, attain a sense of ownership

13. TTTTeacher: aims: revising vocabulary—colors, shapes, numbers, introducing new voc. in context. practising structures: Yes, it is/No, it isn’t/has got how? TPR, visuals, crafts, singing contribute to the activity with something of their own variety of pace

14.  Stage 5: Dos and Don’ts in the primary classroom Dos: Dos: Set your class rules from the first day Set your class rules from the first day Start learning children’s names immediately Start learning children’s names immediately Give clear and staged instructions Give clear and staged instructions Try to use English for general administration Try to use English for general administration Use gesture and mime whenever needed Use gesture and mime whenever needed Link your teaching with mainstream curriculum Link your teaching with mainstream curriculum

15. Mind the short concentration span Mind the short concentration span Vary activities Vary activities Engage equally leaders and followers Engage equally leaders and followers Vary pairs and groups Vary pairs and groups Provide plenty of repetition Provide plenty of repetition Try to get children using the short forms ‘s, ‘ll, n’t etc. It’s essential for English rhythm Try to get children using the short forms ‘s, ‘ll, n’t etc. It’s essential for English rhythm Write neatly using clear print Write neatly using clear print Praise children’s work wherever appropriate Praise children’s work wherever appropriate

16. Don’ts: Don’t forget you are a teacher of children not just a teacher of English Don’t forget you are a teacher of children not just a teacher of English Be afraid to let children talk Be afraid to let children talk Hesitate to use mother tongue when essential Hesitate to use mother tongue when essential Always expect spoken response Always expect spoken response Be afraid to let children move about Be afraid to let children move about Just sit and watch when children work in pairs/groups. Go round and help Just sit and watch when children work in pairs/groups. Go round and help Let error correction interfere with communication Let error correction interfere with communication

17. Forget your attitude will affect children’s whole view of the world as well as of the language Forget your attitude will affect children’s whole view of the world as well as of the language Avoid criticizing when necessary. Make it productive not offensive Avoid criticizing when necessary. Make it productive not offensive

18.  Stage 6: Feedback In this session: In this session:  I liked…  I didn’t like…  I think I can…  I would like to ask…  I……..

19. So, what roles are we in class?  …Administrator, social worker, coat finder, arbitrator, government directive reader, curriculum implementator, artistic director, form filler, language specialist, pencil sharpener, accountant, musician, fund raiser, report writer, nose wiper, public relations officer, clerk, examiner, surrogate, parent, walking encyclopedia, scapegoat

20. Thank you ! Thank you !