<h1 class="page-title">TEC- Teaching English to Children - Introduction</h1>
<strong>Teaching English To Children</strong>

<strong>(Specialization Certificate Program)</strong>
<h4>Many overseas teaching positions involve teaching children, a unique experience that is both challenging and fun. Compared to adults, children are more energetic, have shorter attention spans and learn language according to specific stages of development; this presents challenges for the teacher. The key to teaching English to children is to understand the principles of language acquisition and applying it in ways to keep children motivated to learn. This 40 hours (one month) upgrade course, Teaching English to Children TEC Certificate Program expands upon teaching philosophies examined in a standard TESOL Canada Diploma Program, and will prepare you to design and implement curriculums specifically for young learners of varying ages and skill levels. The program includes both theoretical and experimental training in children daycares, day camps, and primary schools.  Students will get a chance to experience first hand working with different levels of young learners.</h4>
<strong>Online Studies: </strong>
<h4>All Diploma programs offered in TESOL Canada may be conducted online. Theoretical aspects of the courses can be conducted correspondence/ online while the experience part will be conducted in a representative school of TESOL Canada in your area.</h4>
<h4><strong>Pre-requisite:</strong></h4>
<h4>Completion 150-Hour TESOL Foundation Certificate Program.</h4>
<h4><strong>Course Objective:</strong></h4>
<h4>In completing the TEC <em>Teaching English to Children</em> Module, you will:</h4>
<ul>
 	<li>
<h4>Gain a theoretical and practical overview of how to teach ESL to children;</h4>
</li>
 	<li>
<h4>Examine the work of child development theorists.</h4>
</li>
 	<li>
<h4>Investigate ways of incorporating the<em> “Children Language Acquisition” </em>methods of our college, ideas and methodologies within your own school curriculum;</h4>
</li>
 	<li>
<h4>Gain a better understanding of how to teach phonics;</h4>
</li>
 	<li>
<h4>Learn where to find useful teaching resources and materials.</h4>
</li>
 	<li>
<h4>Experience teaching to different levels and ages.</h4>
</li>
</ul>
<h4><strong>Course Content (Theory)</strong></h4>
<ul>
 	<li>
<h4>Special considerations for teaching English to children</h4>
</li>
 	<li>
<h4>Investigation of theories of child development and learning</h4>
</li>
 	<li>
<h4>Introduction to multiple intelligences and learning disabilities</h4>
</li>
 	<li>
<h4>Approaches to planning units and structuring lessons for children</h4>
</li>
 	<li>
<h4>Teaching specific skills: vocabulary, listening, comprehension, speaking, reading, and literacy development</h4>
</li>
 	<li>
<h4>Innovative and interesting activities specifically designed to keep children interested</h4>
</li>
 	<li>
<h4>Examination of proactive classroom management techniques and classroom management issues specific to teaching children</h4>
</li>
 	<li>
<h4>Critical review and evaluation of teaching resources (books and websites)</h4>
</li>
</ul>
<h4><strong>Course Evaluations</strong></h4>
<h4>In this module, students will complete a multiple-choice assignment based on all sections of the coursebook and corresponding textbook readings. A student may earn an honours distinction in this module by scoring an average of 95% or higher on the multiple-choice test.</h4>
<h4><strong>Course Materials </strong>(Recommended not obligatory.)</h4>
<ul>
 	<li>
<h4>Teaching English to Children Course Book</h4>
</li>
 	<li>
<h4>Teaching English to Children Assignment Booklet</h4>
</li>
 	<li>
<h4>New Parade Level 1 Teacher's Edition, Mario Herrera &amp; Theresa Zanatta, 2000</h4>
</li>
 	<li>
<h4>New Parade Level 1 Student's Edition, Mario Herrera &amp; Theresa Zanatta, 2000</h4>
</li>
</ul>
<h4><strong>
Employment Opportunities</strong></h4>
<h4>Students who achieve the TESOL Specialization in Teaching English to Children will have the opportunity to teach in many educational institutes. English as a second language is being introduced at a young age and therefore has become an essential part of school curriculums and activities outside of the classroom such as after-school programs, day camps and private tutoring sessions. Having the ability to engage a group of young learners in fun activities that will instill new skills is an extremely valuable qualification for teaching positions abroad.</h4>
<h4><strong>How children learn</strong></h4>
<h4>Children between four and twelve years old are very different as language learners, so this month we are looking at how children learn at different stages of development and how activities in the classroom need to address their cognitive, motor, language and social development.  The age groups will be grouped as:</h4>
<h4><strong>4 to 6 year-olds</strong><strong>   </strong><strong>7 to 9 year-olds   10 to 12 year-olds</strong></h4>
<h4>Obviously, children do not all fit neatly into categories and their development will depend on their personality, maturity and previous learning experiences. You will no doubt recognize how your own students fit the descriptions.</h4>
<h4><strong>4 – 6-year-olds</strong></h4>
<table>
<tbody>
<tr>
<td width="131">
<h4><strong>Characteristics</strong></h4>
</td>
<td width="126">
<h4><strong>Implications</strong></h4>
</td>
<td width="153">
<h4><strong>Need</strong></h4>
</td>
</tr>
<tr>
<td width="131">
<h4>Pre-school or just beginning school</h4>
</td>
<td width="126">
<h4>Not used to classroom conventions</h4>
</td>
<td width="153">
<h4>Ø   Training in-class routines</h4>
<h4>e.g. listening to the teacher</h4>
</td>
</tr>
<tr>
<td width="131">
<h4>Limited motor skills</h4>
</td>
<td width="126">
<h4>Clumsy control of</h4>
pen / scissors
<h4>etc</h4>
</td>
<td width="153">
<h4>to develop motor control</h4>
<h4>e.g. colouring, copying</h4>
</td>
</tr>
<tr>
<td width="131">
<h4>Learn holistically</h4>
</td>
<td width="126">whole
<h4>child needs stimulation</h4>
</td>
<td width="153">
<h4>opportunities to move, sing, play, explore, touch etc</h4>
</td>
</tr>
<tr>
<td width="131">
<h4>Cannot distinguish between different parts of language</h4>
</td>
<td width="126">
<h4>Cannot</h4>
analyze
<h4>language</h4>
</td>
<td width="153">
<h4>Exposure to chunks* of language</h4>
<h4>e.g. chants, stories, classroom language</h4>
</td>
</tr>
<tr>
<td width="131">
<h4>Limited reading/writing skills in L1</h4>
</td>
<td width="126">
<h4>Introducing reading/ writing in English</h4>
</td>
<td width="153">
<h4>Lots of listening, speaking activities</h4>
<h4>Fun introduction to English letters and words</h4>
</td>
</tr>
<tr>
<td width="131">
<h4>See no need to communicate in English</h4>
</td>
<td width="126">
<h4>Students use L1 exclusively</h4>
</td>
<td width="153">
<h4>      Reasons to speak English</h4>
<h4>e.g. games, chants</h4>
</td>
</tr>
<tr>
<td width="131">
<h4>Love stories, fantasy</h4>
</td>
<td width="126">
<h4>Bored with many topics</h4>
</td>
<td width="153">
<h4>Stories, fantasy, fun</h4>
</td>
</tr>
</tbody>
</table>
<h4></h4>
<h4>* chunks of language = words that naturally come together e.g. ‘thank you very much’, ‘glass of water’, ‘have a nice day’ –  that is easily learnt, repeated and do not need analysis</h4>
<h4><strong> </strong></h4>
<h4><strong>7 – 9-year-olds</strong></h4>
<table>
<tbody>
<tr>
<td width="142">
<h4><strong>Characteristics</strong></h4>
</td>
<td width="142">
<h4><strong>Implications</strong></h4>
</td>
<td width="142">
<h4><strong>Need</strong></h4>
</td>
</tr>
<tr>
<td width="142">
<h4>Beginning to be logical and analytical</h4>
</td>
<td width="142">
<h4>Can see patterns, aware of</h4>
language</td>
<td width="142">
<h4>Opportunities to experiment</h4>
<h4>e.g. making up own chants</h4>
</td>
</tr>
<tr>
<td width="142">
<h4>Asking questions</h4>
</td>
<td width="142">
<h4>Need answers</h4>
</td>
<td width="142">
<h4>Freedom to express themselves and learn more than language</h4>
</td>
</tr>
<tr>
<td width="142">
<h4>Reading and writing still minimal in L1</h4>
</td>
<td width="142">Still
<h4>need support and help</h4>
</td>
<td width="142">
<h4>Practice and</h4>
success-oriented
<h4>activities</h4>
</td>
</tr>
<tr>
<td width="142">Still
<h4>have problems sharing</h4>
</td>
<td width="142">
<h4>Group activities not always successful</h4>
</td>
<td width="142">
<h4>Teacher to guide them and chances to work alone</h4>
</td>
</tr>
<tr>
<td width="142">
<h4>Developing confidence to express themselves</h4>
</td>
<td width="142">
<h4>Students will have views on what they want to</h4>
do/talk
<h4>about</h4>
</td>
<td width="142">
<h4>Chance to state opinions</h4>
</td>
</tr>
<tr>
<td width="142">
<h4>Developing knowledge of the world around them</h4>
</td>
<td width="142">
<h4>Know more than we often give them credit for</h4>
</td>
<td width="142">
<h4>Chances to use what they know</h4>
</td>
</tr>
</tbody>
</table>
<h4><strong>
</strong><strong>10 – 12-year-olds</strong></h4>
<table>
<tbody>
<tr>
<td width="142">
<h4><strong>Characteristics</strong></h4>
</td>
<td width="142">
<h4><strong>Implications</strong></h4>
</td>
<td width="142">
<h4><strong>Need</strong></h4>
</td>
</tr>
<tr>
<td width="142">
<h4>Longer attention span</h4>
</td>
<td width="142">
<h4>Greater range of activities possible in class</h4>
</td>
<td width="142">
<h4>Opportunities to engage in tasks that require focus and commitment</h4>
</td>
</tr>
<tr>
<td width="142">
<h4>Knowledge of the world growing</h4>
</td>
<td width="142">
<h4>More topics can be addressed</h4>
</td>
<td width="142">
<h4>Stimulation</h4>
<h4>e.g. information from internet or cross-curricular</h4>
</td>
</tr>
<tr>
<td width="142">
<h4>Taking learning more seriously</h4>
</td>
<td width="142">
<h4>Can be given responsibility</h4>
</td>
<td width="142">
<h4>Chances to be independent</h4>
</td>
</tr>
<tr>
<td width="142">
<h4>Still children</h4>
</td>
<td width="142">
<h4>Have</h4>
need
<h4>for security and pleasure</h4>
</td>
<td width="142">
<h4>Teacher sensitive to their needs and moods</h4>
</td>
</tr>
<tr>
<td width="142">
<h4>More cooperative with peers</h4>
</td>
<td width="142">
<h4>Can do more group work</h4>
</td>
<td width="142">
<h4>Variety of grouping in class i.e. work on own, in pairs,</h4>
in group
<h4>, as class</h4>
</td>
</tr>
<tr>
<td width="142">
<h4>Intellectual, motor and social skills developing</h4>
</td>
<td width="142">
<h4>Can be challenged more</h4>
</td>
<td width="142">
<h4>Activities that challenge them</h4>
</td>
</tr>
<tr>
<td width="142">
<h4>Developing own learning strategies</h4>
</td>
<td width="142">
<h4>Children won’t all react in the same way to the same task/topic</h4>
</td>
<td width="142">
<h4>Chance to</h4>
personalize
<h4>their learning experience</h4>
</td>
</tr>
</tbody>
</table>
<h4></h4>
<h4><strong>Beginning Reading and Writing with Young Children</strong></h4>
<h4>(For all children (around 5–7 years old) learning English as a second or foreign language, especially those whose Mother Tongue alphabet is not Roman)</h4>
&nbsp;
<h3><strong>Recognition games</strong></h3>
<strong> </strong>
<h4>Games are motivating and help make language memorable, so try to think of lots of fun ways to practice the new letters and sounds that you are introducing to the children.</h4>
&nbsp;
<h2><strong>Teaching English Vocabulary to Children</strong></h2>
<h2>(Reading and writing advancement)</h2>
<h4>For Juniors (5 – 11-year-olds. You will be able to adapt the activities for younger or older students)</h4>
<h2><strong>Storytelling:</strong>
How to use stories with children</h2>
<h2>(Listening &amp; Speaking advancement)</h2>
<h4>The materials that you will find in this course are designed for children between the ages of approximately 5 and 8. Children vary as much as adults in terms of language level and personality, so <u>you</u> are the best person to decide which activities will suit <u>your</u> students.</h4>
&nbsp;
<h1><strong>TEACHING TEENAGERS</strong></h1>
<h2><strong>Getting teenagers to speak English in the ELT classroom</strong></h2>
<h4>Do your teenage students lapse into the mother tongue during group or pair activities?</h4>
<h4>Are they reluctant to say things in English in front of their peers?</h4>
<h4>Do they have few or no opportunities to practise spoken English outside the classroom?</h4>
<h4>Do you want them to speak more English in class?</h4>
<h4>If you have answered ‘<strong>yes</strong>’ to any of these questions, you will learn how to deal with these situations throughout this course.</h4>
&nbsp;
<h2><strong>Teaching Reading</strong></h2>
<h3>READING IN CLASS</h3>
<h4>Students who are faced with a text in class and asked to read it and answer questions often find the task difficult. Once they have had some disappointing attempts at this kind of reading they lose motivation and it becomes even harder for a teacher to get them involved in the task and eventually successful. We want the classroom task to help students develop the reading skill as well as other skills like speaking, writing and language areas like vocabulary and grammar and to motivate and challenge them.</h4>
<h3><strong><span lang="EN-US">Beginning Reading and Writing with Young Children</span></strong></h3>
<h4><span lang="EN-US">(For all children (around 5–7 years old) learning English as a second or foreign language, especially those whose Mother Tongue alphabet is not Roman)</span></h4>
<h3><strong><span lang="EN-US">When to start</span></strong></h3>
<h4><span lang="EN-US">Start reading and writing with 5–7-year-olds (or older, if they are just starting to learn English). Young children are wonderful processors of new information and in my experience can learn to read and write quickly, if well motivated. They <strong>must</strong> enjoy the process and be in a positive, fun, success-oriented learning environment.</span></h4>
<h3><strong><span lang="EN-US">Before introducing letters</span></strong></h3>
<h4><span lang="EN-US">Consider how children learn their mother tongue.</span></h4>
<h4><span lang="EN-US">Begin by teaching children to recognize, understand and produce the spoken word through games, songs and stories. Allow them to hear plenty of English from you, so try to maximize your English and minimize Mother Tongue in the classroom (you can also use videos, tapes, songs etc) so they become accustomed to the sounds of English. Encourage them to speak English by repeating you, joining in chants and songs and responding to simple questions. <strong>This foundation is vital to make meaningful links to the sound system of English</strong>. Learning sounds and letters without understanding any words is a purely mechanical and potentially off-putting experience for them. Young children will quickly learn English words if you introduce them with a picture that clearly shows the meaning or you can point to the object in the classroom e.g. chair, door, window.</span></h4>
<h4><strong><span lang="EN-US">Introducing letters</span></strong></h4>
<h4><span lang="EN-US">It is possible to introduce letters after only a few hours of English classes as long as the children have already been introduced to English vocabulary – they understand the meaning of words and are able to recognize the word when it is spoken. Doing a little regularly and incorporating reading and writing into every lesson is a good idea. It gives the lesson variety and students are not overloaded. </span></h4>
<h4><span lang="EN-US">The aphonic<strong> approach</strong> is far more useful initially than learning the names of the letters. ‘Knowing’ the alphabet, as in reciting the names of the letters in the correct order, is not useful if the children aren’t able to match the sound with the written letter.</span></h4>
<h4><span lang="EN-US">Activity: </span></h4>
<h4><span lang="EN-US">Prepare 26 flashcards, each one with a letter of the alphabet in lower case (it is also possible to buy ready-made letter flashcards, as well as cards that show common letter combinations such as <i>‘ow’, ‘ee’, ‘ea’</i> etc).</span></h4>
<h4><span lang="EN-US">Show the letters one at a time (not all at once, introduce around 7 each time) and say the sound the letter makes. For the letter, ‘c’ use the ‘k’ sound as this will be more useful initially.</span></h4>
<h4><span lang="EN-US">Let the children hear the sound and encourage them to repeat it.</span></h4>
<h4><span lang="EN-US">Practice:</span></h4>
<h4><span lang="EN-US">a. hold up a letter and ask ‘<i>Is this a /b/</i>?’ or ‘<i>What is this?</i>’</span></h4>
<h4><span lang="EN-US">b. pin the letters on the board and ask children to run up one at a time and ‘slap’ the letter you call out (phonically)</span></h4>
<span lang="EN-US">c. ask the children if they know any words that begin with this sound. This is great for using what they already know and making a strong connection between words, letters and sounds.</span>

<em><strong>For more TEC</strong></em>, please check out the link to our text. <span class="instructure_file_holder link_holder"><a class="instructure_file_link" title="TEC2018-Mmaterial.pdf" href="https://learn.canvas.net/courses/1646/files/721627/download?wrap=1" data-api-endpoint="https://learn.canvas.net/api/v1/courses/1646/files/721627" data-api-returntype="File">TEC Book in PDF is available here. </a><a class="file_preview_link" title="Preview the document" href="https://learn.canvas.net/courses/1646/files/721627/download?wrap=1" aria-hidden="true"><img src="https://learn.canvas.net/images/preview.png" alt="Preview the document" /></a></span>

<strong>The following are additional subjects included in the TEC program.</strong>
<ul>
 	<li><em><strong>Teaching Teenagers English Vocabulary</strong></em></li>
 	<li><em><strong>Four Principles for teaching and learning vocabulary</strong></em></li>
 	<li><em><strong>Teaching Teenagers Grammar</strong></em></li>
 	<li><em><strong>Teaching English Using Games</strong></em></li>
 	<li><em><strong>Games For All Ages</strong></em></li>
 	<li><em><strong>Teenagers – Writing Compositions</strong></em></li>
</ul>
&nbsp;
<h4><em>To continue and complete the assignments, please follow the Study Package Email on TEC. </em></h4>
<div class="assignment-title">
<div class="title-content">
<h1 class="title">Test Your Speaking Skills</h1>
</div>
<div class="assignment-buttons"></div>
</div>
<div class="description user_content student-version enhanced">

Follow the link : <a class="external" href="http://englishteststore.net/index.php?option=com_content&amp;view=article&amp;id=11391&amp;Itemid=359" target="_blank" rel="noreferrer noopener">http://englishteststore.net/index.php?option=com_content&amp;view=article&amp;id=11391&amp;Itemid=359<span class="screenreader-only"> (Links to an external site.)</span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."><span class="screenreader-only">Links to an external site.</span></span></a>

The link will take you to a site where you can test your spoken skills. Follow the instructions given on the site to take the test. You will need a <strong>headphone</strong> and a <strong>microphone</strong> to record your answers. The accuracy of your spoken English will be shown in the final score.

Take the following tests:

<a class="external" href="http://englishteststore.net/index.php?option=com_content&amp;view=article&amp;id=11392:commonly-used-english-sentences-lesson-001&amp;catid=24&amp;Itemid=321" target="_blank" rel="noreferrer noopener">Lesson 001 - Hello!<span class="screenreader-only"> (Links to an external site.)</span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."><span class="screenreader-only">Links to an external site.</span></span></a>

<a class="external" href="http://englishteststore.net/index.php?option=com_content&amp;view=article&amp;id=11393:english-speaking-commonly-used-english-sentences-lesson-002&amp;catid=24&amp;Itemid=321" target="_blank" rel="noreferrer noopener">Lesson 002 - My first name is Peter<span class="screenreader-only"> (Links to an external site.)</span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."><span class="screenreader-only">Links to an external site.</span></span></a>

<a class="external" href="http://englishteststore.net/index.php?option=com_content&amp;view=article&amp;id=11394:english-speaking-commonly-used-english-sentences-lesson-003&amp;catid=24&amp;Itemid=321" target="_blank" rel="noreferrer noopener">Lesson 003 - Glad to see you here.<span class="screenreader-only"> (Links to an external site.)</span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."><span class="screenreader-only">Links to an external site.</span></span></a>

<a class="external" href="http://englishteststore.net/index.php?option=com_content&amp;view=article&amp;id=11395:english-speaking-commonly-used-english-sentences-lesson-004-i-havent-seen-you-for-ages&amp;catid=24&amp;Itemid=321" target="_blank" rel="noreferrer noopener">Lesson 004 - I haven't seen you for ages<span class="screenreader-only"> (Links to an external site.)</span><span class="ui-icon ui-icon-extlink ui-icon-inline" title="Links to an external site."><span class="screenreader-only">Links to an external site.</span></span></a>

&nbsp;

<strong>After you receive your score, take a screenshot and upload the images as a response to this assignment.</strong>

</div>