1. Writing tasks for mixed ability classes By Kerry Malster In conjunction with Alison Prince and Karen Ryan, British Council Dubai

2. Who does the work in a workshop?

3. Introduce yourself What school do you work at? What grade do you teach? How long have you been in the UAE? Have you taught in any other countries?

4. Share your experiences Walk around and look Have you experienced this? What did you do?

5. Teacher’s comments

6. By the end of this workshop, you will: Be more relaxed about the fact that ALL classes are, to some degree, mixed ability classes Be more confident to design and adapt tasks for a range of students ’ abilities/preferences Feel encouraged to try out new tasks and reflect on them

7. Work together and complete the worksheet

8. Paragraph 2 learning languages up study learningclasses in which there are clear differences in learning style, speed and aptitude among the students. Some students seem to be good at languages or perhaps good at all languages, able to pick things up quickly and remember them, while others are slower, lack study skills and generally experience more difficulties in learning.

9. students’ background differences on.classes in which there are clear differences in the students’ background knowledge, knowledge of the world and their skills and talents in other areas. Some of these differences may be linked to age, sex, different levels of maturity, different interests and so on. Paragraph 3

10. classes in which there are different levels of motivation. Some of the students may have a very positive attitude towards learning English while others may see it as just another school subject. Paragraph 4

11. Reasons for mixed abilities in class Why?

12. Why are our classes mixed ability? Different learning backgrounds Different progress rates Students may already have a positive or negative attitude Some students find learning a second language easy and some find it difficult Some students may find formal study easier than others Different learning styles Other influences :- –English-speaking family –travelled to English-speaking countries –interest in English-language entertainment and media, e.g. music, film, social networking –an ambition for a job that involves English

13. How to adapt activities for mixed levels easiest The easiest most productive most productive and quickest the quickest way to deal with mixed language levels is to: plan activities aimed at the middle levelplan activities aimed at the middle level and adapt for lower levelsadapt for lower levels and adapt for higher levelsadapt for higher levels

14. Reduce the word limit. Give an example piece of writing as a model before they begin writing. Pair or group weaker students with stronger students. Pre-teach difficult vocabulary and leave it written on the board for students to refer to. Use visuals if possible. If there are gaps, give students the answers in a jumbled order, with a few extras. Draw attention to the title, pictures etc and set the scene beforehand so their mind is on track for the topic. Encourage notes/plans to give them time to think. This also helps more visual learners. Grade students on the effort they make rather than their ability. Correct the draft together before students copy up in neat. Support for weaker students

15. Extension activities for stronger students Give creative tasks that students can do at their own level. Indicate mistakes using correction code to give students a chance to self-correct. (Sp = spelling, Gr = grammar etc) Increase their word limit. Write their personal opinion / a short summary of a related topic/activity. Write comprehension questions for a reader (possibly another stronger student) Ask early finishers to write new vocab on the board with definitions. Rewrite a part of the text in a different tense / person. Write their personal opinion / a short summary of the text. Ask students to justify / defend their opinions. Ban easy words like ‘nice’ to push their vocab to a higher level. Get students to self- correct and correct their partners work. Pair students of higher level together so they can help each other with a masterpiece.

17. Are these: e (easy), m (middle) or d (difficult) for the level ? 1. Comprehension question ideas: Where do you think they are and why? How many stars do you think the hotel is and why? 2.Blank out key words, expressions, or particular language-point words (e.g. present participles) and treat as gap-fill. 3.Underline words and asks to substitute other words e.g. “lovely”, “long”

18. Are these: e (easy), m (middle) or d (difficult) for the level ? 4.Ask ss to re-write the message in complete sentences, as a letter etc… 5. Ask ss to complete the message. 6. Ask ss to write a reply to the card.

19. Spot the difference

20. What activities? Main activity Supporting activity for weaker students Challenging activity for stronger students

21. Now it’s your turn Look at the 4 different activities. Work together – share ideas. supporting challenging Can you think of a supporting and challenging activity for each ?

22. Try it out and share