Field of studies Graduate Programme in Teaching English to Young Learners (studies in English) - University of Warsaw (Uniwersytet Warszawski), UW (Warsaw) - teacher training and education science - Study Bachelor's and Master's in English in Poland

1. On a placement at a nursery or primary school, the children lose focus a few minutes into an activity. What do you do?

Switch things up – bring in movement, a song or a game that practises the same words. Wrap the activity up early and move on. Ask for quiet and carry on as before.

2. How do you feel about methods for teaching languages to children, such as learning through movement or storytelling?

They fascinate me – I want to know why they work and how to match them to different age groups. I know a few and use whatever’s to hand. A coursebook and workbook are all I need.

3. Seminars, methodology reading and discussions of observed lessons will all be in English, in a group with people from many countries who learnt English in very different school systems. How does that sound?

Great – it’s a chance to polish my own English and see how children are taught in other countries. I’ll manage, though speaking English in front of the group makes me nervous. I’d rather the classes were in my own language.

4. You need to prepare materials for a lesson on animals for six-year-olds. What do you do?

Make picture cards, a simple game and a short rhyme pitched at their level. Print off a ready-made worksheet from the internet. Have them copy the words off the board.

5. A child makes a grammar mistake while speaking English. How do you respond?

Recast what they said correctly in a natural way, without interrupting them. Correct them straight away and ask them to repeat it. Let it go – they’ll pick it up eventually.

6. A parent asks why their child mostly sings and plays games in class instead of writing. What do you say?

Explain how children of that age acquire a language and show what their child has already learnt. Promise to add more written exercises. Refer them to the head teacher.

7. Your group includes a complete beginner who doesn’t understand instructions and a child who already speaks fluently. How do you plan your lessons?

Differentiate the tasks so every child is challenged at their own level. Pitch it somewhere in the middle. Teach to the strongest children.

8. A lesson you taught didn’t go as planned. What do you do?

Work out what didn’t work and look for fresh ideas in teaching literature or from more experienced colleagues. Try something different next time without giving it much thought. Put it down to the group.

9. How do you feel after a few hours with a group of lively children?

Tired but happy – their enthusiasm gives me energy. I need a long break, but I cope. Drained and discouraged.

10. What motivates you most to pursue a Master’s degree in Graduate Programme in Teaching English to Young Learners?

The chance to teach children English in a way that sparks their curiosity about the language and the world. A stable job that involves English. I’m not sure it’s for me

Graduate Programme in Teaching English to Young Learners

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