textbook training programme for moe elt supervisors day 4 april/may 2014 1
TRANSCRIPT
Textbook Training Programme for MoE ELT
Supervisors
Day 4
April/May 20141
DAY FOURTime
08:00 – 08:30
Teaching Teenagers
08:30 – 10:00
Handling Longer Reading Tasks
10:30 – 11:40
Overview of Flying High for Saudi ArabiaFHSA Treasure Hunt
12:10 – 2:00 Demonstration lesson: FHSA [Vocab]Handling Longer Writing Tasks
Respecting each other and listening to what others have
to say
Tips for teaching teenagers• Encourage teenagers to have opinions• Encourage self-reflection and critical thinking skills• Draw on their interests, knowledge and experience• Treat them like adults but remember they are still
children• Encourage them to take responsibility for their own
learning• Ensure classes are well structured and that the
students know what they are doing and why• Be consistent in your classroom management• Criticise bad behaviour but don’t criticise the
student6
Teaching Reading
• What are some of the challenges you face in your school?
• How do you currently teach reading? [Techniques/strategies]
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Teaching Reading: strategies
• Pictures- elicit vocabulary (eg. slow reveal)- Speaking: generate ideas and opinions
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Teaching Reading Strategies
• Headlines / Titles- predict content- expand (eg grammar)
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Energy Sources
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Jigsaw Reading
• Divide Sts into groups• Give each group one section to read
[put on walls?] + Questions to answer- gist; skim; scan
• Form new groups and share information• All Sts read texts again• Reading comprehension questions
- details
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Reading Circles
• Group activity• Collaborative task• Specific roles:
Discussion leaderWord masterSummarizerPassage personConnectorVisualizer
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Discussion leader
• Introduces the topic/reading• Starts discussion• Organises and encourages the
discussion• Guides the group
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Word Master
• Chooses new/difficult/important words
• Teaches meaning in simple English• Says why words are important for the
story/text
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Summariser
• Makes notes about the key points of the text (main events/characters)
• Retells the text in own words (short summary)
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Passage Person
• Chooses important sections of text (sentences/paragraph)
• Focuses group’s attention on section• Asks questions about section to help
everyone understand
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Connector
• Looks for connections between the text and world outside
• Connects with own experience, country/culture, real-life events
• Tells group about connections• Asks questions
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Visualizer
• Turns the text into visual images- Photos- Pictures- Mind maps
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Reading Circle
You need to choose a role:Discussion leaderWord masterSummarizerPassage personConnectorVisualizer
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Reading: Review
Read or listen
True / false statements-Thumb up / thumb down-Stand up / sit down
If wrong, give piece of paper (don’t eliminate St)
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Mistakes in reading
- substitute- add- omit
Sts correct you
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“Tennis”
• Read text• Form teams / sides• “Serve” a fact you remember• “Return” another fact• Run out of facts or time: lose the
point!
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Running Dictation
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Exploiting a text for Grammar
• Make your own grammar exercises
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Focussing on Grammar: A Cautionary Tale
Mansour was sitting in his English class. It was a hot afternoon and he was feeling sleepy. It was reading time. He wanted to play outside.The teacher saw he wasn’t reading so he asked him: “Why aren’t you reading, Mansour?”Mansour said: “I no have book.”The teacher looked at Mansour and said: “You no have book? You mean. I don’t have a book.”Mansour didn’t understand the English teacher so the teacher said in an angry voice,
“I don’t have a book. You don’t have a book. He doesn’t have a book. She doesn’t have a book. We don’t have books. They don’t have books. Now, Mansour. Do you understand?”
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Mansour looked at the teacher for a moment and then he said:
“My goodness! What happened to all the books. Sir?”
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Reflection
• Are these techniques suitable in your classes?
• What might be a challenge?• Solution?
• Q/A
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