Pre-Departure Training Workbook

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Part Four: Elementary

Page 1
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4-1 Introduction To Elementary

Rules of the Language
1. Children in Elementary are in their 3rd
on the program. They've completed 2 years of SPEs, and in Elementary we begin teaching from textbooks.
2. Coordinating and good
are a must.
3. The objective is
English, not just communication.
4. Class time is reduced (compared to the Primary program). Class time is for speaking
: no worksheets, reflection, or activities with minimal speaking. 
5. Prepare lessons that
 the children. 
6. Children in Elementary are 7 to
 years old. 
7. The goal of the Elementary level is for the children to speak as well as native-speaking
 minus one grade (in core subjects). 
Page 2
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4-2 Elementary Activities

1. For Language Arts, children
reading from textbooks. Each week's lessons are based on chapters from the textbooks.
2. Language Structure Activities come from the
Arts textbook or from other school-provided resources.
3. There are also
Activities which cover Science, Math, and Social Studies.
Page 3
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4-3 Elementary Schedule

1. Children come no less than
hours per week.
2. Every school's schedule is a little bit
.
3. One teacher usually teaches the entire
.
4. The actual schedule is different at each school so use the proportionate amount of
for each category of activities.
5. Base this formula on your teaching schedule:
1/
of your time goes to Subject Lessons
1/
of your time goes to Language Arts
1/
of your time goes to Language Structure
Page 4
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4-4 Planning Elementary Activities

1. Use the right
for your level.
2. Don't be limited by a lack of
.
3. Keep in mind the age of your class — respond to the
of the students.
Page 5
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4-5 Elementary Teaching Model (1)

1. In the Elementary level, we still follow the ILP model with the 4 core principles: create a context, model, practice, and
the children.
Create a Context (Elementary Level)
1. Task segments for Language Arts come from Teacher's
.
2. The textbooks are designed to teach content rather than language, so you want to make sure you select tasks that are  
-centered, not those that are thinking or teaching-centered.
3. For Subject Lessons, break activities into task  
as needed.
Model (Elementary Level)
1. Expand language: Draw out details from objects, actions, and the
.
2. Remember: Model language, don't teach
.
Key principle: Kids should be speaking more than you. If you are speaking more than the kids, it's content-centered. If the kids are speaking more than you, it's speaking-centered. 

4-6 Elementary Teaching Model (2)

Model (continued)
3. Ask a question, and 
the correct way to say the student's answer.
4. Ask simple questions that have 
answers.
Page 7-13
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4-8 Elementary Teaching Model (4)

1. Speaking-Centered Training Exercise: Write 5 questions/details that you could talk about that are content-centered and not speaking-centered. (This is the opposite of what you should actually do.)
2. Expanding The Language Training Exercise: Write as many details as you can think of to talk about if you were having the children read the story aloud.
Page 14
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4-9 Elementary Teaching Model (5)

Practice (Elementary Level)
1. You should constantly direct the students to speak (at least 1X a 
each).
2. Require 
speech, don't just complete the communication.
3. Help the students develop language 
.
Speaking Practice
1. Don't accept incorrect English and move on.  Let the students
with trying to say something rather than giving the answer immediately.
Practice (Elementary Level)
1. In Elementary Levels, teachers no longer use BMCs or
.
2. Require the students to speak in
.

Page 15
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Engage The Children
1. You have to have
for your classroom. You must have order and consistency.
2. Write the
for the day on the board at the beginning of the day so that the children know what they will be doing and how much time they will be spending on each activity.
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