Welcome to your accredited 60-hour Teaching English to Young Learners Course.
This TEFL Universal TEYL Course will prepare you well for becoming a competent and effective young learner teacher.
1) Accreditation
We are delighted that our course has been accredited as a substantial, high-quality course by ACCREDITAT (www.accreditat.com), a leading independent accreditation body. Their accreditation confirms that our course, tutors, assessment instruments and company processes & procedures, are all of high quality and are fully geared to helping you succeed.
2) British/American English
You may or may not be aware of some differences between British English and American English. It’s not that one variation is better or superior to the other. It’s just the way it is. This course is written in British English.
Often, the focus is on differences in nouns and the names of things. British native speakers of English talk of pavements, petrol stations and trousers, whereas American native speakers of English talk of sidewalks, gas stations and pants, respectively.
Or it could be spellings. For example, in British English, almost all words that end in –ise are spelt with –ize in American English, e.g. realise/realize.
But some grammar differences also occur. There aren’t that many. Here are a few examples that generally occur:
British English
Tense – when an action is taking place
I don’t feel so good. I’ve eaten too much.
I’ve got it.
Collective nouns – e.g. groups of people
My team is/are leading.
American English
Tense – when an action is taking place
I don’t feel so good. I ate too much
I’ve gotten it
Collective nouns – e.g. groups of people
My team is leading.
The key point is that in this course you may see some word or grammatical structure that doesn’t seem quite right to you or seems wrong. It’s probably because of the differences between British and American English.
Let’s get started!
Unit 1: The Young Learner Arena
Lessons
1. Introduction To Young Learners (TEYL) 1.1 Jean Piaget's theory of cognitive and moral development (TEYL) 1.2 Lev Vygotsky's theory of cognitive development (TEYL) 1.3 Piaget and Vygotsky (TEYL) 1.4 Key Learning Principles (TEYL) 1.5 . General differences between younger and older young learners (TEYL) 1.6 Affective factors in L2 learning (TEYL) 1.7 Fossilisation in L2 learning (TEYL) End Of Unit 1 Quiz (TEYL)Unit 2: Attending to Grammar
Unit 3: Lexis
Unit 4: Teaching Listening, Speaking, Writing and Reading
Lessons
4.1 How to approach skills learning (TEYL) 4.2 Key listening activities for younger young learners (TEYL) 4.3 Key listening activities for older young learners (TEYL) 4.4 Key speaking activities with younger young learners (TEYL) 4.5 Key speaking activities with older young learners (TEYL) 4.6 Writing activities for younger young learners (TEYL) 4.7 Writing activities for older young learners (TEYL) 4.8 Reading activities with younger young learners (TEYL) 4.9 Reading activities with older young learners (TEYL) 4.10 Phonological and phonemic awareness, and pronunciation for all young learners (TEYL) End Of Unit 4 Quiz (TEYL)Unit 5: Stories are Special
Unit 6: Engage with Props
Unit 7: Using Technology in Your Classroom
Unit 8: Alternative Assessment Techniques
Unit 9: Evaluating then Buying a Coursebook and Teacher’s Guide – before You Start
Unit 10: Excellent Classroom Management Techniques
Unit 11: Building a Strong Parent-Teacher Relationship
Lessons
11. Building a Strong Parent-Teacher Relationship Introduction (TEYL) 11.1 How to Create a Strong Parent-Teacher Relationship (TEYL) 11.2 The Importance of Parents (TEYL) 11.3 The Benefits Deriving from A Strong Parent-Teacher Relationship (TEYL) 11.4 Involving and Connecting with Parents (TEYL) 11.5 Working with Parents (TEYL) 11.6 Report cards (TEYL) End Of Unit 11 Quiz (TEYL)Unit 12: Strategies for Getting it Right First Time
Final Assessment
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