Textbook Training Programme for MoE ELT Supervisors Day 4 April/May

DAY FOUR Time 08:00 – 08:30Teaching Teenagers 08:30 – 10:00Handling Longer Reading Tasks 10:30 – 11:40Overview of Flying High for Saudi Arabia FHSA Treasure Hunt 12:10 – 2:00Demonstration lesson: FHSA [Vocab] Handling Longer Writing Tasks

Respecting each other and listening to what others have to say

Warmer Hot Seat 4

Teaching Teenagers 5

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 student 6

Warmer Spelling Match 7

Handling longer reading tasks 8

Teaching Reading What are some of the challenges you face in your school? How do you currently teach reading? [Techniques/strategies] 9

Teaching Reading: strategies Pictures - elicit vocabulary (eg. slow reveal) - Speaking: generate ideas and opinions 10

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Teaching Reading Strategies Headlines / Titles - predict content - expand (eg grammar) 12

Energy Sources 13

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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 15

Reading Circles Group activity Collaborative task Specific roles: Discussion leader Word master Summarizer Passage person Connector Visualizer 16

Discussion leader Introduces the topic/reading Starts discussion Organises and encourages the discussion Guides the group 17

Word Master Chooses new/difficult/important words Teaches meaning in simple English Says why words are important for the story/text 18

Summariser Makes notes about the key points of the text (main events/characters) Retells the text in own words (short summary) 19

Passage Person Chooses important sections of text (sentences/paragraph) Focuses group’s attention on section Asks questions about section to help everyone understand 20

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 21

Visualizer Turns the text into visual images -Photos -Pictures -Mind maps 22

Reading Circle You need to choose a role: Discussion leader Word master Summarizer Passage person Connector Visualizer 23

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) 24

Mistakes in reading - substitute - add - omit Sts correct you 25

“Tennis” Read text Form teams / sides “Serve” a fact you remember “Return” another fact Run out of facts or time: lose the point! 26

Running Dictation 27

Exploiting a text for Grammar Make your own grammar exercises 28

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?” 29

Mansour looked at the teacher for a moment and then he said: “My goodness! What happened to all the books. Sir?” 30

Reflection Are these techniques suitable in your classes? What might be a challenge? Solution? Q/A 31