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Effective Management of Mixed-Ability Groups of 10-16 year-old            Children       Olga Goncharova       CELTA, DELT...
Reading/Listening                    © BKC-IH Moscow Teacher Training Centre 2012
Reading/ListeningMore challenge                                 More support•   Ask early finishers to write new          ...
WritingMore challenge                           More support•   Give creative tasks that students    •   Reduce the word l...
SpeakingMore challenge                               More support•   Ask students to justify / defend their   •   Give stu...
Language practiceMore challenge                           More support•   Provide less prompting               •   Provide...
Remember    Praise students for their efforts and     achievements, which are measured    not in comparison with others, b...
BKC-IH Teacher Training Centre    E-mail: t-training@bkc.ru       Tel: (495) 2340314          www.bkc.ru                  ...
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Effective Management of Mixed-Ability Groups of 10-16 year-old Children

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Учить детей всегда интересно — они впитывают всё как губка и часто радуют нас своими успехами в изучении иностранных языков. Однако не все дети усваивают материал одинаково легко и быстро, ведь они такие разные. Задача учителя — обеспечить на уроке условия, при которых все без исключения дети активно развивали бы свои навыки и максимально использовали свой потенциал. На нашем семинаре мы обсудим, как можно достичь этой цели в группах, где учатся дети с разным уровнем владения языком, и как сделать изучение английского интересным и полезным для всех.
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Effective Management of Mixed-Ability Groups of 10-16 year-old Children

  1. 1. Effective Management of Mixed-Ability Groups of 10-16 year-old Children Olga Goncharova CELTA, DELTA, COLT, Cambridge Examiner CELTA Trainer, IHC YLT Trainer, TKT: Trainer (3 Modules, Practical, TKT: YL) © BKC-IH Moscow Teacher Training Centre 2012
  2. 2. Reading/Listening © BKC-IH Moscow Teacher Training Centre 2012
  3. 3. Reading/ListeningMore challenge More support• Ask early finishers to write new • Pre-teach difficult vocabulary and vocab up on the board with leave it written on the board definitions • If there are gaps, give students the• Have students underline specific answers in a jumbled order, with a few extras vocabulary or grammar points while they read/listen • Give students the tape script on second listening• Rewrite a part of the text in a • Play the recording again different tense / person • Give students an option to read• Write their personal opinion / a some of the text short summary of the text. • Have compulsory vs optional tasks, Write questions about the text e.g. answer 5 questions, the rest 3• If it’s a true/false activity, follow on are optional by asking ‘why/why not? © BKC-IH Moscow Teacher Training Centre 2012
  4. 4. WritingMore challenge More support• Give creative tasks that students • Reduce the word limit can do at their own level • Indicate mistakes but also supply• Increase the word limit correct forms as models• Indicate mistakes using correction • Encourage use of dictionaries code to give students a chance to self-correct. (Sp = spelling, Gr = • Give and example piece of writing grammar etc.) as a model before they begin• Indicate where they could use more writing interesting ways of saying something © BKC-IH Moscow Teacher Training Centre 2012
  5. 5. SpeakingMore challenge More support• Ask students to justify / defend their • Give students time to rehearse opinions before a role play or discussion• Encourage the use of more difficult words to push their vocab to a higher • Give students more listening and level thinking time before calling on them• Consider pairing strong speakers with to answer questions other strong speakers from time to • Let students make notes before the time so they can really challenge each other speaking activity begins• Do more error-correction • Consider pairing strong speakers with• Provide open-ended tasks as less adept speakers to provide opposed to closed-ended support for those who need it © BKC-IH Moscow Teacher Training Centre 2012
  6. 6. Language practiceMore challenge More support• Provide less prompting • Provide more prompts• Increase the number of sentences • Decrease the number of sentences to to do do• Ask to add more examples • Allow more time• Ask to help other students • Help more while monitoring• While monitoring look at their • Give students compulsory tasks answers and highlight the mistakes leaving the optional ones for to correct homework• Give students a dictionary to look up the words they don’t know from the exercise• Let students write answers on the board © BKC-IH Moscow Teacher Training Centre 2012
  7. 7. Remember Praise students for their efforts and achievements, which are measured not in comparison with others, but in comparison with where they started.* The song used in the seminar comes from the coursebook Messages 3 (Unit 1) by Diana Goodey, Noel Goodey &Miles Craven. © BKC-IH Moscow Teacher Training Centre 2012
  8. 8. BKC-IH Teacher Training Centre E-mail: t-training@bkc.ru Tel: (495) 2340314 www.bkc.ru © BKC-IH Moscow Teacher Training Centre 2012

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