This training course is for Continuous Professional Development

This training course is for Continuous Professional Development (CPD) and suitable for teachers who: teach English to 6 -10 -year-olds are at CPD Framework stage 2 wishing to develop skills You will learn practical approaches to improve your teaching skills in areas such as planning lessons, evaluating and assessing learning, how to manage and produce resources.

CP-R 1 Introduction By the end of this unit the participants have: Ø studied the course structure and components Ø investigated their own teaching beliefs by completing the questionnaire Ø begun to assess their own creativity by completing the poem with their own ideas Ø recorded their course expectations

Teaching is… Teaching is ________. It smells like ________________. It tastes like ___________________. It sounds like ___________________. It feels like ___________________. It lives __________________. Teaching is _________. Teaching.

CP-R 3 Learners as a resource Learning outcomes By the end of this unit the participants have: üobserved the use of total physical response (TPR) within a classroom üexamined a TPR lesson plan üadapted a TPR activity for effective classroom management strategies TPR Stand activ ities: up/si t dow v n for o cabu Simo lary n say Clap s for com mand s t vocab amp for s ul Clust ary Boar ers d Craz bash y trai n

CP-R 4 Management Classroom management Good classroom management skills and techniques are the key to making classroom run smoothly and to keeping the children focused on the task of communicating in English. Learning points Instructions for group and pair work activities need careful planning. The L 1 has an important place in the beginner primary classroom. Learning outcomes By the end of this session the participants will be able to: vuse English at every opportunity in the classroom vmake judgements on when to use the L 1 in the classroom vplan and give instructions accurately

CP-R 9 Literacy Learning outcomes By the end of this unit the participants will be able to: quse early literacy strategies to reinforce directionality qwrite and design a big book for use in their classrooms qreflect on teaching listening and telling stories using a big book qintroduce numerical and textual literacy using a multisensory approach

One summer morning the Sun looked from the sky and saw… What did it see there? Yes, it was an egg. What was it like? Right, it was very big and nice. What colour was it? Yellow, blue, red, green, orange! Very well! The Sun liked the egg very much. But suddenly it heard somebody knocking in it: knock, knock! Who was it? Maybe it was a cat? Look at it. Is it nice? Is it big or small? What colour is it? Do you like it? Oh no, it can’t be a cat. Maybe it was a dog? Look at this dog. What is it like? Right, it is big, white, black and brown. Oh no, it can’t be a dog. So maybe it was a fish? Look here! What kind of fish is it? Describe it. Yes, it is very nice: yellow and orange. Touch it. Is it cool? Yes, it is. But it can’t be in the egg. The Sun looked at the egg again and was surprised! It saw… What did it see, children? Right, it saw a little chick. Is it nice? Do you like it?

CP-R Portfolio A portfolio is a selection of materials that illustrates your professional growth as a teacher. The portfolio of the participant includes: v. Personal data v. Reflection on his(her) own lessons v. Reflection on specific activities v. Course glossary