PPT HEBA session teaching speaking and having rapport in classroom.pptx

Teaching English for students
Teaching speaking

1. 1 Month 2022 Teach. Engage. Aspire. TEA 2023-2024

2. It’s TEA time Year 2 Day 1 Training

3. 3 Module 2: Storyline By the end of this module, participants will be able to: ●● Use a range of techniques for using poetry in the classroom. ●● Create a modern version of a traditional fable. ●● Identify common learner errors with target language. ●● Assess the advantages of using storytelling and poetry with learners. ●● Adapt activities for use with their own learners. ●● Consider how linking and sentence stress can affect how something is read. ●● Use ‘voice’ effectively to convey meaning in poetry.

4. 4 Now , let’s think.

5. 5 Teaching speaking Unit 2:Rapport * Before you watch: -Think about when you were at school. Was there a teacher you particulary liked? ( Work in pairs)

6. 6 What is a Rapport? . Rapport is the feeling of understanding and connection between people and groups of people. Work in groups , think about things you do to establish a good relationship with your students.

7. 7 There are some suggestions in the box to get you started : -Making eye contact with the students. -Using students’ names. -Letting students know it’s OK to make mistakes . -Encouraging and giving praise.

8. 8 2-Watch. What other ways of building rapport do you hear mentioned?

9. 9 Other ways of building rapport : -Praise students. -Stand where they can see you. -Ask them to look at you. -Allow them to express themselves. -Think about ways to make them feel more involved.

10. 10 3-Watch again. Make notes for each heading:

11. 11 Be friendly to make Ss feel comfortable . Ss must trust you and you must trust the Ss. Ss are very shy and think accuracy is more important than fluency . Let Ss know that it’s OK to make mistakes . Praise them ,smile and encourage your students. Everyone learns in different ways visually or through listening or doing things with their hands. Eye contact is important .Ask them to look at you ,they can see you Be genuine with the Ss. Don’t do2 things at the same time. Don’t say, YES, very good’ if you don’t mean it. Allow them to express themselves. Think about what they can do. The more you involve them, the more motivated they will be.

12. 12 Teaching Speaking Unit 2 -- Rapport Empathy is the ability to imagine another person's thoughts, beliefs and feelings. In an ELT context, it normally refers to the ability to understand how a learner is feeling. Showing empathy with learners is important when they choose to talk about real feelings and experiences. Similarly, it is important to understand the emotional difficulties connected with a learning experience. Authenticity means making the classroom a place where real communication takes place. Teachers should have a real relationship with students – treating them as people rather than just ‘students’ Respect means allowing students to express themselves and get involved – making sure they feel comfortable and able to participate fully in the lesson.

13. 13 -The students must trust you. You must trust the students .’ --You need to reassure your students that making mistakes is OK.’ ‘If a smile will help, smile !’ -Eye contact is extremely important.’ ‘It is extremely important for the teacher to be genuine with the students.’ -Respect your students. Allow them to express themselves. 4 Analysis and reflection : Look at some of the advice John Kay gives : Which piece of advice do you think is most useful for you and your teaching? What can you do in your classroom to help build rapport with your students? Think of two or three things you’ve seen in Programme 2. Think about how you can use these ideas in your classes. Make notes about which ideas you’d like to try.

14. Teaching Speaking 5 – Additional Activity Learning styles We all learn in different ways. One theory of learning focuses on the way information is given to learners and talks about visual, auditory and kinaesthetic learners.

15. 15 ■ Visual learners respond well to pictures, colours , images. They need to see things to help them learn and remember . ■ Auditory learners learn best by hearing things . ■ Kinaesthetic learners like movement. They need movement and hands-on tasks to help them learn Learning styles: Look at this list of classroom activities and think about what kind of learner might like them. Remember that some activities work for more than one learning style

16. 16 Teaching Speaking Look at this list of classroom activities and think about what kind of learner might like them. Remember that some activities work for more than one learning style.

17. 17 Teaching Speaking Look at this list of classroom activities and think about what kind of learner might like them. Remember that some activities work for more than one learning style.

18. 18 Let’s have a………….. ?

19. 19 2.1 Using a poem in class Have you ever used poems in your lessons? If yes, provide examples of how you used them. Read through the poem lesson. Discuss the questions in pairs. 2 Methodology

20. 20 Methodology 2.1 using a poem in a class

21. 21 Methodology 2.1 using a poem in a class Why is Poetry Important In Primary School ? Let’s watch a video !

22. 22 Methodology 2.1 using a poem in a class Why is Poetry Important In Primary School ? 1. Build Reading, Speaking, & Listening Skills 2. Explore Language & Vocabulary 3. Inspire Writing 4. Encourage Creative Thinking 5. Build a Love for Reading

23. 23 Methodology 2.1 using a poem in a class Let`s watch and listen to Smile poem

24. 24 2.1 using a poem in a class It comes as a light, It beholds us ……….. It helps us revive, And keeps us ………. It easily softens pain , It never comes in ………. It is sheer delight , Which spans day and ………. It stems in one’s heart, It floods every ………. It is a blessed ray, We cherish and let ………. Guess and Remember alive vain night part stay tight

25. 25 Now, Match the word with its definition: The word Definition 1-behold A narrow line of light, heat or other energy. 2-revive To love sb / sth very much and want to protect them or it. 3-span To look at or see sb / sth 4-ray To last all through a period of time or to cover the whole of it. 5-cherish To become , or to make sb / sth become conscious or healthy and strong again (4) (5) (1) (2) (3)

26. 26 2.1 using a poem in a class Now Lisa is going to teach this poem in her class

27. 27 2 Methodology

28. 2 Methodology 28 1 . How does the teacher introduce the topic? 2. How does she motivate the learners? 3. How does she support the learners? 4. What opportunities are there for the learners to work collaboratively?

29. 29 8. How would you adapt the lesson plan to use with your learners? 5. Could the lesson be improved? 6. What did you like about the lesson? 7. Was there anything you didn't like?

30. 30 Suggested answers -The teacher introduces the topic & generates interest by getting the learners to brainstorm ideas on what makes them smile . -This is motivating because it personalizes the topic for learners . -She provides support by both teaching words the learners find difficult and giving them an opportunity to guess the missing words. -Asking the learners to talk about their feelings about the poem further personalizes the topic & is motivating. -At each stage of the lesson there are opportunities for learners to work collaboratively. -It is a learner centered lesson. -The lesson is very well structured. The stages link logically, the activities are at the right level for the learners & they provide good practice in integrating skills. -The final three questions are open.

31. 31 Feelings frown think cry laugh sigh Work in groups

32. 32 2.2 poetic activities In your group What other ways of using poetry in the classroom can you think of ? What kind of activities could you do to help your learners with ? vocabulary Discussion pronunciation Speaking and writing activities Use your own experience if possible

33. 33 Poetic activities . Examples of activities: - Change the meaning/words of the poem to their opposites. - Role-play the poem. - Mime the parts, guess the words. - Interview one of the characters in a poem, or the poet. - Give learners the title & they write the words. - Give the words, & they write the title. - Draw the poem. - Give one verse, e.g. the middle one, & they write the first & final verses .

34. 34 3 In the classroom 3.1 Create an activity for a poem Work in groups (A-B-C-D) to plan an activity for a poem: The Sunrise The sun has risen, there’s no much, the children are playing, we thank to see it rising as we live, we live in hope we’ll thank if we see it sets. We too, we live in hope, there's no much They – the children are playing, thanks we‘ve seen it rising as we'll thank if we see it sets. My Childhood I remember when in moonlight nights when another ran in front another was running behind trying to step on each other’s shadows, I’m stepping on your shadow! I’m stepping on your shadow! We giggled we crazily laughed, running towards nowhere.

35. 35 Our Time Time goes by and I’m late again, you say! footprints away you fake you forgot I love you like the last sunset and the morning beats you danced and broke my bed! and so, why humans stick to blindness fierce smiles and stupid kindness?... here we are… spending our time and dreaming of lands. Celebration In sharing the beauty of your thought I share your world your heritage your inheritance of Africa Africa is mine too for I share the earth with you My India is yours for you share the earth with us This world is ours the world that is owned by forced boundaries Is not the world that is one through communion of hearts

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37. 37 4.1 word stress and linking pronunciation In your group What is word stress ? What is sentence stress ? What is linking ?

38. 38 Let’s Watch.

39. 39 Let’s Watch.

40. 40 4.1 word stress and linking pronunciation What is word stress ? What is sentence stress ? Word stress – Which syllable is stressed within a word – this does not change (usually!) Sentence stress – Which word is stressed within a sentence – this defines which information is key, and it can change depending on the speaker and the context.

41. 41 4.2 using your voice pronunciation listen and mark on the poem any words which are stressed and any words which link together. P . 21

42. 42 4.2 using your voice pronunciation listen and mark on the poem any words which are stressed and any words which link together. P . 21

43. 43 4.2 using your voice pronunciation

44. 44 4.3 poetry practice pronunciation

45. 45 6.1 poetic collocation vocabulary

46. 46 6.1 poetic collocation vocabulary P . 25

47. 47 6.2 Advantages and disadvantages vocabulary What do you think are the advantages and disadvantages of Using poetry and storytelling with your learners?

48. 48 6.2 Advantages and disadvantages vocabulary

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