The document provides guidance for teaching multilevel English classes. It discusses challenges like varying proficiency levels and offers 11 principles for effective instruction, such as using variety, pace, and interest to engage students. It also outlines the structure of the English in Mind curriculum, which includes modules, units with reading, grammar, vocabulary and skills work, and a focus on developing learner autonomy.

2. “ I. y.. c.. t…. t…….., y.. c.. t…. a…..!” (Michael Grinder)

3. “ If you can teach teenagers, you can teach anyone!”

4. Teenage students often... are angels when you first meet them... and gradually turn into MONSTERS WHY???

6. W… E…… i. M… Y.. c..!

8. Teaching Large Multilevel Classes with English in Mind

9. What is a multilevel class? Learning Styles Language Proficiency General Attitude Language Aptitude Learner

10. Eleven principles of coping in multilevel classes with English in Mind.

11. Scarlett O’Hara 1 “ I will think about it tomorrow” This philosophy may prove helpful in teaching. No matter how good we get to be, we will always have challenges.

12. Variety Extremely important in provoking interest and reaching all learners 2

13. Pace Correct pacing means we should handle each activity and phase of activity at the tempo and momentum suitable to it. Without correct pacing we can make students either bored or frustrated. 3

14. Interest Three characteristic aspects of topics that bring about student interest: Arouse student curiosity Tap into meaningful questions Touch student's lives (family, friendship, food and eating habits, home, travel ) 4

15. Collaboration Through collaborative learning Ss: participate more learn how to compromise negotiate meaning become better risk-takers 5

16. Individualization Individualizing student work helps us to deal with the problem of finding the person in the crowd. Portfolio projects Poster reports Individual writing Personalized dictionaries Work at their own style and pace 6

17. Personalization Ss need to: relate the activity to their own life explore their ideas apply their knowledge express their opinions 7

18. Choice and open-endedness Open-ended exercises, allow Ss many possibilities for choosing appropriate language items and gearing the exercise to their own level of competence. 8

19. Setting up routines The class operates much more smoothly if early in the term certain conventions are established: the way attendance is checked the way Ss are notified of test dates and deadlines the way Ss move from a group or pair work strategy to a teacher-fronted framework or vice versa 9

20. Enlarging the circle Student participation. We simply never know if those quiet listeners are passive participants or daydreamers. hands go up walk closer predictable order action zone 10

21. Question the kind of questioning we use Ask the kind of questions that arouse interest and create maximum student involvement. 11

22. Student’s Book MODULAR STRUCTURE Module 1 Module 2 Module 3 Module 4 4 4 4 4 Check your progress Project

23. UNIT STRUCTURE an opening reading text a grammar page, often including pronunciation two pages of vocabulary and skills work either a photo story or a Culture in Mind text followed by writing skills work

24. Reading

25. How do we read? ASSUMPTIONS ABOUT THE NATURE OF READING We need to perceive and decode letters in order to read words. We need to understand all the words in order to understand the meaning. The more symbols there are in a text, the longer it will take to read it. Meaningful reading depends on the words we see in front of us. Our understanding of a text comes from understanding the words of which it is composed.

26. Grammar and pronunciation

27. “ Tell me and I forget, teach me and I remember involve me and I learn.”

28. Vocabulary

29. Vocabulary Wall To get married To retire To start work To fall in love To leave school To be born To die To have children

30. Skills

31. Listening and Writing Listening and Reading Listening and Speaking

32. Listening Recognition Name TASKS ASSIGNED TO EACH GROUP : Group 1 –Listen for examples of the present tenses (simple and continuous). Group 2 –Listen for examples of the past simple tense. Group 3 –Listen for examples of the future continuous tense.

33. Running Dictation readers runners writers

34. Photostory and Writing

35. IDEAS Photostory Pre-question Do it yourself questions Provide a title Continue the story / Preface Write a diary for one of the characters. Ss take the point of view of a single character. Interview some of the key characters in a type of “talk show”.

36. Culture in Mind & Writing

37. Sentences into story He was hungry The lady was friendly She had pretty eyes He liked the soup Students turn sentences into a story by adding sentences, supplying names and providing an ending for the story.

38. Samples of genres that can be switched Newspaper Article Children’s story Diaries Interview Poem

39. Pass the paper

40. Cloud Story

41. Portfolios

42. WORKBOOK & CD ROM/CD AUDIO AUTONOMOUS LEARNING

43. Suggestions on what teacher can and cannot do Can Explain clearly Write clearly on the board Give assignments Make the lessons interesting Check my homework Can’t Make me listen Make me do my assignments Make me participate Make me interested Make me progress

44. Create a CAN DO spirit in the classroom CD ROM – immediate positive feedback / patient trainer Solid writing syllabus

45. http://uk.cambridge.org/elt/englishinmind/

52. English in Mind is in line with international exams ( Cambridge ESOL Exams / STANDARDS)

53. English in Mind has a Portfolio BUILDER

54. W… E…… i. M… Y.. c..!