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"您已獲取國際認可 Phonics導師資歷嗎?"

幼兒英語拼音導師證書課程(資歷架構四級)*

Certificate in Phonics Teaching to Young Learners  (QF Level 4)

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(Qualification Register (QR) (QR Registration No.: 19/001255/L4;validity period from 3 October 2019).; CEF Course Code: 35C126856

簡介

課程由香港理工大學專業進修學院聯同PEA合辦。內容針對現職幼稚園或幼兒中心老師,或有興趣教授Phonics英語拼音的人士而設,透過靈活互動的課堂,學員可學習到如何在教學上善用遊戲及教具,建立小孩的英語拼讀能力,並有效地進行評核。

 

完成課程後,可獲香港理工大學專業進修學院頒發證書(QF Level 4)及可報考TPhYL國際認可Phonics教學資歷考試。

*課程名稱以英文註冊及為準,中文名稱只作參考。

Course Outline
1.Teaching Young learners
  • have knowledge of young learners and stages of their language development

  • understand principal theories of learning and acquisition

  • understand multisensory learning in teaching young learners

  • profile the roles and responsibilities of an ideal young learner educator

 

2. Sounds
  • have knowledge of language acquisition skill of young learners

  • understand challenges faced by second language learners when learning English sounds

  • have knowledge of how to use oral articulators and the IPA chart to accurately

  • produce major English sounds produce and categorise sounds

 

3. Phonics: principles, key terms and teaching approaches
  • have knowledge of principles, teaching approaches and key terms of Phonics

  • find evidence of Phonics approaches used in English speaking and other countries

  • develop awareness of grapheme-phoneme correspondences

  • understand roadmap of synthetic Phonics

  • explain key Phonics terms and sound types by citing examples

 

4. Decoding and Encoding Skills
  • produce major English sounds (assessment 01)

  • understand concepts, sub-skills and terminology of decoding and encoding

  • understand the process of teaching decoding and encoding.

  • adapt activities to enhance the skills of decoding and encoding

  • develop the skills of blending orally and from text; segmenting orally and using graphemes

 

5. Planning Phonics lessons
  • understand strategies for planning effective phonics lessons

  • have knowledge of ‘The Gradual Release Model’ for giving instructions effectively

  • start planning a logically sequenced lesson with clear instructions using these strategies and the model (assessment 02)

 

6. Delivering Phonics lessons
  • microteach a Phonics lesson (assessment 02)

  • have knowledge of how to self-reflect after teaching

  • evaluate overall strengths and weaknesses of the taught lesson, effectiveness of materials and plan, and conclude if set aims have been met in post-observation meeting (assessment 02)

 

7. Managing challenges and exceptions in Phonics
  • analyse the difficulties faced by learners when decoding and encoding and brainstorm solutions

  • have knowledge of Common Exception Words, High Frequency Words and their differences

  • understand how to identify irregular parts in Common Exception Words

  • have procedures for teaching Common Exception Words in context

  • present Common Exception Words in context using this framework

 

8. Effective use of Phonics resources
  • have opportunities to use and evaluate Phonics resources such as stories and songs, TPR activities, digital tools, table activities

  • have knowledge and understand importance of content, process and product differentiation in meeting the personal needs of young learners

  • create / adapt a Phonics resource with differentiation and deliver it. (assessment 03)

 

9. Major Phonics programmes and readers
  • understand what Phonics information to share with parents and when to share it

  • know core criteria set by UK’s Department for Education for synthetic Phonics programmes

  • understand decodable and non-decodable readers, and their pros and cons

  • have a framework for teaching reading using decodable readers

  • plan and present a reading lesson using a decodable reader

 

10. Classroom Assessments
  • understand types of classroom assessments

  • have strategies for incorporating classroom assessments into lessons

  • have knowledge of how to assess individuals in groups using versatile classroom setups

  • have checklist for giving meaningful and specific feedback

  • practise giving meaningful and specific feedback

 

11. Communicating with key stakeholders
  • understand communication and collaboration and their differences

  • have strategies for delivering feedback to parents on learner performance

  • brainstorm common Phonics problems in young learners and suggest and evaluate solutions

  • roleplay giving learner performance feedback to parents

 

12. Continuous professional development
  • have knowledge of the content and question types of written exam

  • revise for the exam by setting exam questions

  • have knowledge of further training and job opportunities

  • become aware of continuous development through research

  • understand how to become a reflective Phonics teacher

  • devise an action plan to become a reflective Phonics teacher

Big Wave

首席導師 : Winnie Pang

• TESOL導師培訓師

• 英國文化協會Phonics教師及培訓師, Core Skill       Creative Educator,

• 香港專上教育學院幼兒課程導師

• CELTA, DELTA, M.Ed., 導師培訓 (IH), Jolly     Phonics 認可培訓師 

• 獲香港教統局邀請培訓現職英語老師

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​入學要求

  • 良好英文口語及書寫能力,

  • 副學士/高級文憑學歷或以上 或,

  • 25歲或以上,有1年或以上幼兒或英語教學相關經驗,

  • 特別適合曾經修讀幼兒教育相關課程或現職幼師.

教學語言

英語

出席率及認可證書

• 學員出席率必須達 80%

理工大學專業進修學院證書 (QF資歷架構4級)

學費

$16,800 港元 (包括所有教材及證書) 。可申請持續進修基金資助:發還資助後只需 $4,220 *

* (此金額以未動用二萬元CEF資助基金計算作為參考)

 

國際認證考試

畢業學員可直接報考TPhYL國際認可英語拼音教學資歷考試

考試費: $4,200 港元 (包括所有教材及證書)

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課程時數及時間表

• 36 小時 (12堂) 8星期

• Intake 8: Oct 2022 已滿額!

 Intake 9: 9 Feb - 11 Apr 2023 (逢二,四晚: 7-10pm) ! (快將開課 、面授課程)

如何報讀

第一步:可於網上先登記查詢或講座留位,1 個工作天內會有專人回覆。

第二步 : 或直接登入理大網站下載報名表格及網上信用咭繳費。

 

第三步 : 填妥表格連同網上付款證明電郵至:(speed@speed-polyu.edu.hk)&(info@peaphonics.com) 2個工作天內會有專人或電郵確認回覆。

查詢及講座留位表格
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謝謝,請查看及確認已發出之電郵以完成留位及接收最新通知!!。

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*課程名稱以英文註冊及為準,中文名稱只作參考。