Sales Pitch Journey

Section 1: Understand the parent’s needs and the student’s current

English level.

What made you sign up for the trial class?

Are there any specific areas where your child needs support?
How is your child’s Spoken English proficiency?
How does your child perform in the English language at school?
Can you describe your child as a student?

What are the typical reasons for why a child would need a Spoken English program?
● Children don’t have access to high quality English Language Learning in school, at home, or
in their nearby area.
● ​Not going to school so interactions have dropped.
● Child speaks Hindi/regional language at home.
● Can't say full sentences in English / Can’t frame full sentences / mug up answers to school
questions.
● Child is not confident/outspoken, and hesitates to speak in English.

The bottom line:

English is taught in school as a subject, not as a conversational/practical skill.
English is something that is needed to develop confidence in a child as well. It’s much more than
scoring marks.

Section 2: Why SuperSpeakers?

Were you present during the trial class? How was your experience?

Why sign up for Super Speakers?

1. Personalised English language learning.
a. It’s a small group. At most 5-6 students. In school, classes have 20-30 students.
b. The Vedantu teacher checks your child’s level and we’ll start them at the
appropriate level. It’s not a one-size-fits-all solution.
2. Every child has a voice:
 a. They will get an opportunity to talk about their day, tell stories, and share
perspectives and opinions during our discussion segments.
b. We also give your child a voice by encouraging them to develop their sense of
humour by sharing jokes with us, and through listening to our joke of the day.
i. E.g. How can a leopard change its spots?
By moving from one spot to another!
ii. E.g. What has two hands, a round face, always runs, but stays in place?
A clock!
c. If there is a comic strip with two characters, each child will do roleplays and narrate
the joke. We have seen that children really love this.
3. Dedicated time for rapport building and verbal fluency building activities:
Research shows that working in social groups develops key communication skills. We
adopt small-group, conversation style classes. This gives students an opportunity to
simulate experiences where they need to impress someone based on their speaking
abilities - be this an interview, meeting a new person, organizing an event, hosting a party
or even volunteering for leadership opportunities.

What is our approach?

● In school normally, teachers will focus on a topic like “adverbs and adjectives” and will
conduct a fixed set of exercises related to it, for all students.
● Instead of that, in our approach, every session has a theme, and grammar components such
as adverbs, are built into the lessons through those theme based activities.
● These themes are based on student interests like planning birthday parties, personal
feelings, memorable experiences, future jobs, space travel, endangered species, etc.
● Teachers are trained to conduct group discussions and facilitate rich dialogues between
students.
● We follow a more immersive and modern (unconventional) approach. Studies have shown
that students who are exposed to the language they’re learning in an immersive way, be it
through a bilingual immersion programme at their school or a study-abroad experience,
exhibit higher levels of fluency (e.g. Cummins 2009, Kinginger 2011, Wilkinson 1998).
Cambridge English Assessment.
● We incorporate energizers - activities that involve art, exercise and music to provide a
more holistic classroom environment/experience.

How is the 50-minute class structured?

~5 min Introduction Talk about the LOs + Introduce Title of the Lesson + Joke of the
Day

~5 min Warm-up Students engage in an activity that prepares them to build

 Activity new skills by using prior knowledge and known skills.

~16 min Anchoring Students interact with content (short video clips, comic strips,
Content + catalogues, invites, brochures, stories, articles, websites) that
Discussion are tied to the theme and learning objective of the lesson.

Then, the teacher asks questions to check students’

understanding on this content, followed by a discussion using
HOTS (Higher Order Thinking Skills).

~7 min Skill Building The learning objectives are further broken down into smaller
Activity 1 skills. In this section, the teacher conducts activities to build
these skills in students.

~7 min Skill Building More activities are conducted to build students’ confidence in
Activity 2 these skills. In this section, the activities are structured with
increasing levels of difficulty, so as to challenge students
further.

~5 min Wrap-up The lesson is closed using an open-ended activity that

Activity promotes further student discussion and talk-time. These
activities are designed to help students go beyond the context
of what they learned in the lesson and connect their learning
to the world around them.

~5 min Mini-Project The teacher then checks in with the students on the progress
Discussions of their mini projects. If the previous mini project has been
presented and discussed, a new mini project is prescribed.

Section 3: What will the parent get?

For students starting at Level 1

● The program is designed to help children move two levels higher in 96 classes. This is more
than twice as fast as the pace at which children would learn English in school.
● A student starting at level 1 will start to generate basic speaking and listening skills
independently. They will accumulate a set of practical vocabulary and simple phrases, such
as: “This is my sister and she is 11 years old.” The approach taken in Level 1 instruction will
include simplified input, clear, slow speech and structured support in the form of relevant
pictures (such as images of siblings), written models (such as comic strips) and audio
recordings (such as recorded phone conversations).
 ● By the end of level 1 the student will be able to speak comfortably in English with friends
and teachers or in public settings, such as airports and restaurants.
● Through this journey they will be doing mini projects as well as major projects.
● Some of the mini projects in Level 1 include recording a daily log and making a school
Fun-Fair invitation.
● In a 96 session package, your child will also gain access to all of the Level 2 content.
● Some of the themes they will cover in Level 1 and Level 2 collectively are: Favourite
Movies, Future Dreams, The Best Pet, Sports and Fitness.
● Some of the mini projects in Level 2 include making a birthday invite, and making a family
tree.
● Often these mini-projects have a funny twist to them, for example, with the family tree
task, the mini-project is called a “Furniture Family Tree”, where students have to imagine
that all of their family members have turned into a piece of furniture, and explain why.
Example: “I turned my uncle into a table because he loves to eat a lot.”
● If your child is signed up for the 96 session package, when they reach the end of level 2,
they will have completed two levels of our program, which will give them a significant hike
in understanding, as opposed to if they have only covered the content in Level 1. Their
fluency, vocabulary and pronunciation will all be accelerated, when compared to other
students in their grade at school. They will be able to understand and make simple
comparisons between objects, people, contexts and stories. For example, “She looks like
her mother” or “it was the funniest book I have ever read”. They can also identify key
information in a recorded or live conversation, such as, “Sarah reached school at 7:45am”.
● Apart from this, the student will also do at least two major projects each level. These will
include projects such as playscript narrations and puppet shows.

For students starting at Level 2

● The program is designed to help children move two levels higher in 96 classes. This is more
than twice as fast as the pace at which children would learn English in school.
● A student starting at Level 2 will make continued improvements with their pronunciation,
fluency and comprehension skills. They will learn to moderate their speed and clarity in
order to optimise for clear understanding in a conversation.
● By the end of level 2 the student will be able to understand and make simple comparisons
between objects, people, contexts and stories. For example, “She looks like her mother” or
“It was the funniest book I have ever read”.
● Through this journey they will be doing mini projects as well as major projects.
● Some of the mini projects in Level 2 include making a birthday invite, and making a family
tree.
● In a 96 session package, your child will also gain access to all of the Level 3 content.
● Some of the themes they will cover in Level 2 and Level 3 collectively are: Healthy Living,
Dream Jobs, Sports and Fitness and Exotic Pets.
● Some of the mini projects in level 3 include making a celebrity interview roleplay script,
and creating a patient/doctor illness report.
 ● Often these mini-projects have a funny twist to them, for example, with the family tree
task, the mini-project is called a “Furniture Family Tree”, where students have to imagine
that all of their family members have turned into a piece of furniture, and explain why.
Example: “I turned my uncle into a table because he loves to eat a lot.”
● If your child is signed up for the 96 session package, when they reach the end of level 3,
they will have completed two levels of our program, which will give them a significant hike
in understanding, as opposed to if they have only covered the content in Level 2. They will
be able to participate more actively in everyday scenarios, exchange information and
confidently express ideas about familiar topics. For example, “I think the girl spoke rudely
to the boy.” They are also able to effectively provide biographical information in a short talk
about a person, for example: “Nelson Mandela played a key role in the union of South
Africa.”
● Apart from this, the student will also complete two major projects in each level. These will
include projects such as creating a recorded character analysis, or creating a commentary
podcast, for example, about the events which happened during a sporting match.

For students starting at Level 3

● The program is designed to help children move two levels higher in 96 classes. This is more
than twice as fast as the pace at which children would learn English in school.
● A student starting at Level 3 will be less dependent on the teacher to modify their language
skills, and communicate their ideas in a simple manner. They are able to follow the
sequence of events in a simple story or narrative.
● By the end of level 3 the student will be able to participate more actively in everyday
scenarios, and exchange information and confidently express ideas about familiar topics
such as: “Cricket is my favourite sport because I’m a great batsman.” or “I am not a big fan of
cooking shows because I find them boring.”
● Through this journey they will be doing mini projects as well as major projects.
● Some of the mini projects in level 3 include making a ‘celebrity interview roleplay script’,
and creating a patient/doctor illness report for a given scenario.
● In a 96 session package, your child will also gain access to all of the Level 4 content.
● Some of the themes we’ll cover in level 3 and level 4 collectively are: Sports and Fitness,
Exotic Pets, Marine Life and Endangered Animals.
● Some of the mini projects in level 4 include creating your own character, and creating a
monthly review of exciting events.
● If your child is signed up for the 96 session package, when they reach the end of level 4,
they will have completed two levels of our program, which will give them a significant hike
in understanding, as opposed to if they have only covered the content in Level 3. Their
fluency, vocabulary and pronunciation will all be accelerated, and they will be able to
express longer, more complex sentences. They will have picked up a range of vocabulary to
describe experiences and events, dreams, hopes and ambitions. They are also able to give
reasons and explanations for statements, opinions and plans. For example: “I think all
students should be allowed to use a laptop in school, because it will allow them to use
other learning resources that aren’t available in school”.
 ● Apart from that the student will also do at least two major projects. These will include
projects like creating their own podcast, and participating in debates about relevant topics.

Section 4: What is our approach to Assessment?

● Formative In-class Assessments: These are conducted every 8th session, in the class itself.
● At least 8-10 Mini-project Presentations per level, which allow 8-10 opportunities to
prepare, perform and receive feedback from their teachers, in addition to what they learn
in the rest of the lesson.
● Milestone Performances (Session 12 and Session 24, of which Session 12 can be an open
mic or JAM session, Session 24 can be something bigger and more rehearsed such as a
narration, review, elocution, presenting arguments for or against something, or presenting
a jingle, etc.)
● Showcase Prep Workshops: We have the teachers help students rehearse for their
showcase and offer guidance and feedback. (Session 47, just before their showcase in
Session 48)

How do we assess?
● When teachers are conducting assessments, they are monitoring the students' progress
based on the following skills, relevant to their Level. Is the student able to:
● Understand and provide correct information in a given context.
● Choose appropriate vocabulary for a variety of purposes.
● Construct full sentences using correct sentence and word structure.

The three main areas which teachers are assessing on include: Context, Word Choice and
Pronunciation.

Context:
Is the student able to understand the context of words being used?
Is the student able to use words in the right setting that are relevant to the topic of
conversation?

Word Choice:
Is the student using one word answers, short answers, or only a fixed set of vocabulary?
OR Is the student using a variety of words and appropriate synonyms to describe a topic or
situation?

Pronunciation:
Is the student only able to pronounce basic words correctly?
OR Is the student able to pronounce some, many or most words correctly, with clear
diction and audibility?
Section 5: Parent FAQs

➔ How will a child be getting individual attention in a group session of 1:6?

We have group sessions to promote interaction among students and create an environment where
students can learn from each other. We have peer review and feedback systems in place such that
it is not just the teacher giving individual feedback but also the fellow students in the session. In
this way the student is more receptive because he or she receives feedback from a peer who is
engaging in the same activities as them. Your child will therefore get individual feedback not only
from the teacher but also the 5 other batchmates in the session.

➔ What is the difference between a mini project and a showcase project?

A mini project is designed to help children revise the skills they have learned, every 4 classes.
These are tasks that are highly engaging for students - for example - creating and presenting a
party invitation, writing and performing an interview with their favourite celebrity, etc.
We want students to take up responsibility for these projects and finish them independently. We
give them all the support and guidance required to do so in class itself. We also tell them how to
enlist their parents’ help to complete these projects. In 2 weeks time, when they present their
projects, the teacher offers feedback and tips for improvement.

This regular ritual of working on a project and presenting it, makes students feel more confident in
the skills they have learned. It also improves their confidence in speaking to an audience without
hesitation.

The showcase project is an end-of-level performance. Students display how far they have come in
their journey with Vedantu Super Speakers. This is a major project that requires more planning
and preparation compared to the mini project. The difference between the two is similar to the
difference between a unit test and a semester-end exam.

Each level has a theme for the showcase. In level 1, students will participate in a Show and Tell.
They can pick any item and prepare a small presentation or talk about it. In Level 2, students must
prepare and perform a theatre performance (roleplay) on an original story of their choice.

➔ Is there a guarantee that my child will be able to speak proper English?

We are very confident in our ability and approach to teaching English as a spoken language. We
have the 48-session package so you (the parents) can try us and see if our approach works for your
child. Try out 48 sessions before signing up for the next level. We are very confident you will see
your child's progress within 1 level itself, although there will be a lot more progress across two
levels.

➔ In case my child is not able to understand a particular terminology in English, will there
be any bilingual teacher?
There are numerous studies that show that students who are exposed to the language they’re
learning in an immersive way, be it through a bilingual immersion programme at their school or a
study-abroad experience, exhibit higher levels of fluency (e.g. Cummins 2009, Kinginger 2011,
Wilkinson 1998), particularly when motivation to learn and absorb the language is high. The high
motivation, in turn, is fostered by the desire to belong to or approximate the culture of the target
language. - Cambridge English Assessments page

➔ Why don’t you have 1:1 sessions?

Currently we offer OTF classes (1:6) because we believe this is the best way to ensure interactive
and collaborative learning to bring in better student engagement. As a parent, if you are interested
in more personalised classes, we are looking to open OTO up in future, but for now, you can start
with OTF, and see if you would like to switch over to OTO when it becomes available in future.

➔ Why are there 2 classes in a week? My child needs daily interactions with the teacher to
improve his/her communication skills.
We have created our program on a twice-per-week basis because we know that children have a
busy schedule, and 2 classes per week is a reasonable number to expect when children also have
their regular schooling and other activities. Furthermore, even with 2 classes per week, children
are still receiving an accelerated Spoken English program to that which they would receive in
school, giving them a competitive advantage over other children in their grade.
Therefore, again, we recommend that they start with this model and then see if they require extra
classes in the future. We may increase the number of classes available each week, based on
parents’ feedback and the students’ progress, in the future.

➔ What if I want my Demo teacher to be the same as our regular teacher?

Once you have decided to sign up for the program, we assign one of our best-in-class teachers to
your child’s batch. These teachers have performed exceedingly well in their training and always
receive the highest ratings from both parents and students. Sometimes it can be the same teacher
as the one who took your child’s demo, but at other times, if we have a better suited and higher
rated teacher available, we assign her to your child because you have trusted us with your child for
a longer period of time and we want to provide the best experience for your child during this time.

➔ My child needs to focus on overall English Communication, but your Vedantu Super
Speakers program is majorly focused towards speaking?
This is specifically a SPOKEN ENGLISH program. This means we improve your child’s ability to
SPEAK in English, fluently. Reading and writing are skills that are already built in school. Many
children sign up for tuitions for the same. Our Tuitions programs (for English) focus on improving
reading and writing skills in the subject of English.
However, in school, very little to NO SUPPORT is given to help students practise how the English
language is spoken. That is why, many children who are studying English in school still lack the
confidence to speak in English.