a UNIVERSITY of CAMBRIDGE Experts in Language Assessment 8 ESOL Examinations p res) TKT: YL (Young Learners) Part 3: Trainer's notes Description This session covers the area of knowledge ‘using practice activities to consolidate children’s language learning’. Participants do an information gap activity and a true/false statement task as well as a sample task which focuses on types of practice activities. Time required: 50 minutes Materials + Participant's Worksheet 1 (one copy for each participant) required: "Participant's Worksheet 2 (A and B) (one copy for each pair of participants) "Sample Task (one copy for each participant) = to familiarise participants with the format, content and task types of TKT: YL Part 3. = to-consider different practice activities to consolidate children’s Janguage learning. = to share classroom knowledge and experience. "to practise a 1-1 matching task. Procedure 1. Before the class, copy the Participant's Worksheets and Sample Task. Cut Participant's Worksheet 2 into two parts, 2A and 2B, so that there is one copy of 2A for half the group and one copy of 28 for the other half of the group. 2. Ifnecessary, elicit or make the following points about TKT: YL: + TKT: YL focuses on children from 6-12 years * children at this age are developing cognitively and will come to class with different levels of literacy skills * This has implications for planning and preparing practice activities, since young children are just starting to read and write. 3. (5 minutes) Put the heading Practice Activities on the board and elicit from participants examples of practice activities they use to consolidate children's language learning, e.g. information gaps or chants (see Key below). 4, (10 minutes) Discuss briefly whether the activities on the board all have the same purpose or should be used to meet different objectives. Elicit the reasons for using one or two of the practice activities. © UCLES 2009, Tle mater may be potacople rho aeration) and stout er elseroom ute proved no charge e mace. Fortune Iormaton see ou Terms of Use at hp funn fencers camondgeESOL oxtsegaino. TAT: YL (Young Learners) Part 3: Using practice activities - Trainer's notes www.teachers.cambridgeesol.org Page 1 of 9a UNIVERSITY of CAMBRIDGE Experts in Language Assessment 8 ESOL Examinations p res) 5. Give out Participant's Worksheet 1. Participants work in pairs to read the statements about different the purposes of practice activities, and decide which statements are correct and which are not. Feed back with the whole group (see Key below). 7. (10 minutes) The same pairs now re-write the false statements to make them true. 8. Feed back together, asking volunteers to read out versions of corrected statements (see Key to Participant's Worksheet 4, third column). 9. Discuss with participants how each activity is affected by children’s level of literacy. For example, the level and complexity of the language of songs and chants for younger children is at a lower level and more simple than for older children. Young leamers with more developed literacy skills can read and write chants to invent or learn them. 10. (15 minutes) Arrange participants so they sit back to back with a partner. Give out copies of Participant's Worksheet 2A to one member of each pair, and Participant's Worksheet 2B to the other member of each pair. Participants do the information gap activity about TKT: YL (see Key below). "1 Give out the Sample Task to each participant. Allow participants about 5 minutes to complete this task. 12. Feed back together to check answers (see Key below). Ask participants for alternative ways of using the types of practice activities in the sample test to share classroom experience. 13, (5 minutes) Round up to review and summarize main points covered. Ask participants: What syllabus areas are covered in Part 3 of the test? (The title of Part 3 is teaching young learners, which includes: + scaffolding children’s understanding of language and use of language through teacher language and teaching strategies ‘+ using practice activities to consolidate children’s language learning managing young learners in class.) * How is children’s learning affected by their stage of development? ( Young children are stil developing literacy skills so teachers choose practice activities depending on their stage of development.) "What have they learnt about the TKT: YL test in this session? (Participants can comment on areas of learning about the content and format of TKT: YL) * How can they prepare for this part of TKT: YL? (Candidates can: ‘+ plan and prepare young learner classes using a variety of practice activities to consolidate children’s language learning «reflect on the effectiveness of different practice activities during and after teaching.) © UCLES 2009, The mater may be potacople hot aeraton) and stout er elseroom ute proved no charge e mace. Fortunes Iormaton see ou Terms of Use at hp funn fencers camondgeESOL oxtsegaino. TAT: YL (Young Learners) Part 3: Using practice activities - Trainer's notes www.teachers.cambridgeesol.org Page 2 of 9UNIVERSITY of CAMBRIDGE Experts in Language Assessment ESOL Examinations Additional information ‘+ The four syllabus areas for TKT: YL are: * Part 1: Knowledge of young learners and principles of teaching English to young leamers * Part 2: Planning and preparing young learner lessons "Part 3: Teaching young leamers "Part 4: Assessing young learner learning through classroom based assessment "The TKT: YL handbook is available to download at http://iwww.cambridgeesol.orgiresources/teacher/tkt.html * Participants can do the Teaching Resources activities for TKT: Task types 1-4 and for TKT: YL Part 3 Overview, TKT: YL Part 3 Scaffolding leaming, and TKT: YL Part 3 Managing young learners for more information on the test format and content, https://www.teachers.cambridgeesol.orgits/teachingresources ‘Suggested follow-up activity * Show participants the practice test and a sample answer sheet from the TKT: YL. Handbook and point out: + Inthe TKT: YL test they have to write answers on @ separate answer sheet ‘+ The answer sheet has to be completed in 1 hour 20 minutes. Some people complete it as they work through the test; others leave it until they have finished all the questions. It doesn't matter which technique you use so long as the answer sheet is completed accurately before the end of the test. © UCLES 2009, Tle mater may be potacople rho aeration) and stout er elseroom ute proved no charge e mace. Fortune Iormaton see ou Terms of Use at hp funn fencers camondgeESOL oxtsegaino. TAT: YL (Young Learners) Part 3: Using practice activities - Trainer's notes www.teachers.cambridgeesol.org Page 3 of 8a UNIVERSITY of CAMBRIDGE Experts in Language Assessment 8 ESOL Examinations p res) TKT: YL (Young Learners) Part 3: Using practice acti keys 's — Answer Key to Procedure Steps Step 2 Possible practice activities: (Participants will have other examples from their own experience; a list of practice activities on TKT: YL syllabus is on p.8 of the Handbook.) * Memory games «Brainstorming + True and false activities + Role-plays © Songs © Surveys + Total Physical Response Activities ‘+ Information gap activities (TPR) ‘© Competitive and co-operative + Stories activities ‘+ Listen and Do (listen and draw, ‘+ Dictation listen and make etc) «Drills + Guessing games + Dialogues ‘* Categorisation activities Key to Sample Task LE 2.6 3.F 4A 5.8 6.C © UCLES 2009, Tle mater may be potacople rho aeration) and stout er elseroom ute proved no charge e mace. Fortune Iormaton see ou Terms of Use at hp funn fencers camondgeESOL oxtsegaino. TAT: YL (Young Learners) Part 3: Using practice activities - Answer keys www.teachers.cambridgeesol.org Page 4 of 9UNIVERSITY of CAMBRIDGE ESOL Examinations Key to Participant's Worksheet 4 Experts in Language Assessment 1. Brainstorming vocabulary beforea | True task makes use of children’s own knowledge of the topic. 2. Songs, chants and rhymes are used | False | Songs, chants and rhymes can be used only at the start of class to review at different times and in different ways in language from the last class. class: as warmers, to close the lesson, as a transition from one activity to the next, to introduce new language or practise language or to channel high levels of energy. 3. Settling activities aim to provide False | Settling activities aim to calm and focus group practice of target language. children after a period of activity. 4, Only stories which children know in | False | Many different types of stories, including L1 are used in YL classes. simplified versions of well-known fairy tales and stories written especially for children, are used to consolidate children’s language learning 5. Total Physical Response (TPR) True activities mainly involve children’s listening skills. 6. Problem-solving activities, True consolidate children’s language learning by activating their cognitive skills. 7. Stirring activities aim to calm and —_| False | Stirring activities aim to awaken children focus children after a period of after a period of quiet or of excitement or activity concentration. 8, Mind map activities consolidate True children’s language learning by creating a visual record of vocabulary on the same topic. 9. Surveys consolidate children’s False | Surveys consolidate children’s language language learning through reading learning through finding out information information on resources such as from others by asking questions and CD-ROMS. practising speaking skills. 10. Categorisation activities activate | True children's cognitive powers because they have to put things into groups depending on characteristics, for example food into fruit or vegetable groups. {2 UCLES 2009 Ths materal may be phetcopis ua aeraten and ctrte tr classroom use provides nochange ie mace Fortutner Iormaton see ou Terms of Use at hp funn fencers camondgeESOL oxtsegaino. TAT: YL (Young Learners) Part 3: Using practice activities - Answer keys www.teachers.cambridgeesol.org Page 5 ofiE) UNIVERSITY of CAMBRIDGE Experts in Language Assessment 8 ESOL Examinations Key to Participant’s Worksheet 2 AandB The sample task is an example of 1 - 1 matching question type. There are 80 questions in the test. Candidates have 1 hour 20 minutes to complete the test. TKT: YL covers 4 syllabus areas. The syllabus areas are Children’s learning and development, Planning and preparing lessons, Teaching strategies for young learners and Assessment. © UCLES 2009, Tle mater may be potacople rho aeration) and stout er elseroom ute proved no charge e mace. Fortune Iormaton see ou Terms of Use at hp funn fencers camondgeESOL oxtsegaino. TAT: YL (Young Learners) Part 3: Using practice activities - Answer keys www.teachers.cambridgeesol.org Page 6 of 9a UNIVERSITY of CAMBRIDGE Experts in Language Assessment 8 ESOL Examinations TKT: YL (Young Learners) Part 3: Participant’s Worksheet 1 1 10. © UCLES 2002. Ths matena may be p Brainstorming vocabulary before a task makes use of children’s own knowledge of the topic. Songs, chants and rhymes should only be used at the start of class to review language from the last class. Settling activities aim to provide group practice of target language. Only stories which children know in L1 should be used in YL classes. Total Physical Response (TPR) activities mainly involve children’s listening skills. Problem-solving activities consolidate children’s language learning by activating their cognitive skills, Stirring activities aim to calm and focus children after a period of activity. Mind map activities consolidate children’s language learning by creating a visual record of vocabulary on the same topic. Surveys consolidate children’s language learning through reading information on resources such as CD-ROMS. Categorisation activities activate children’s cognitive powers because they have to put things into groups depending on characteristics, for example food into fruit or vegetable groups. oped winout aera) and cstroted fr classioom use powaes no cage Is mace. For turner Intomaten see ou Terms of Use at hp vu teachers cambadgeeSOL ogisiegaino. TAT: YL (Young Learners) Part 3: Using practice activities - Participant's Worksheet 1 www.teachers.cambridgeesol.org Page 7 of 8UNIVERSITY of CAMBRIDGE ESOL Examinations Experts in Language Assessment TKT: YL (Young Learners) Part 3: Participant’s Worksheet 2A A The sample task is an example of question type. There are 80 questions in the test. Candidates have to complete the test. TKT: YL covers 4 syllabus areas. The syllabus areas are . : and Participant’s Worksheet 2B The sample task is an example of 1 - 1 matching question type. There are questions in the test. Candidates have 1 hour 20 minutes to complete the test. TKT: YL covers syllabus areas. The syllabus areas are Children’s leaming and development, Planning and preparing lessons, Teaching strategies for young leamers and Assessment. ‘© UCLES 2002. This materia may be pnotacopes (nowt aeration) and cstrouted or Gassvoam use grovdee no charge mage. For Tuner Intomaten see ou Terms of Use at hp vu teachers cambadgeeSOL ogisiegaino. TAT: YL (Young Learners) Part 3: Using practice activities - Participant's Worksheet 28 www.teachers.cambridgeesol.org Page 8 of 9a UNIVERSITY of CAMBRIDGE Experts in Language Assessment 8 ESOL Examinations p res) TKT: YL (Young Learners) Part 3: For questions 1 - 6, match the descriptions of activities with the types of practice activity listed A - G. Mark the correct letter (A — G) on your answer sheet. There is one extra option which you do not need to use. Types of practice activity A brainstorm B__information-gap © visualisation D guessing E memory activity F role-play drill Descriptions of activities 1 Children close their eyes while the teacher removes one of the story sentences from the board. They open their eyes, then say which one is missing. 2 | _ The teacher says the sentence ‘I gave her a banana’, then shows pictures of e.g. a little girl, a man, a mother and father, a cat, etc. Children have to say the sentence with the correct pronoun for each. 3| After reading the story, the teacher chooses different children to act it out. 4 The teacher tells the children they are going to travel in a spaceship to another planet. In groups, they make a list of things they want to take with them, 5 Each child has a different version of a picture to their partner. Without looking at each other's picture, they take tums to describe what they see in order to find five differences. 6 | _ The teacher asks the children a series of questions about an imaginary day out such as, “Where are you going?, Who's with you? What's the weather like?’ Children sit quietly with their eyes closed, thinking about the answers. © UCLES 2009, Tle mater may be potacople rho aeration) and stout er elseroom ute proved no charge e mace. Fortune Iormaton see ou Terms of Use at hp funn fencers camondgeESOL oxtsegaino. TAT: YL (Young Learners) Part 3: Using practice activities — Sample task www.teachers.cambridgeesol.org Page 9 of