| One of the most difficult situations for the language | | | | presentation really do understand, and also improves |
| teacher is a group which includes students of different | | | | motivation: one of the problems of a mixed ability |
| levels, of varying learning ability, or even both. The | | | | group is that it is always the same, weaker or lower |
| class has to be organised so that no-one needs to | | | | level students who "don't know/can't do", leading to the |
| feel they're wasting time waiting for the others or | | | | possibility of low self-esteem and demotivation |
| alternatively, that they are "out of their depth" in | | | | towards the course. This activity gives them the |
| comparison to other members of the group. How do | | | | chance to be the ones who do know. |
| you design a lesson to meet all the varying needs? | | | | Stage Four : The class then divides into two groups |
| One way of coping with this situation is to abandon | | | | again. The stronger students return to the computer |
| lockstep teaching (all of the students working on the | | | | and work on activities which consolidate the present |
| same activity at the same time) for at least part of the | | | | perfect at their own level. These activities could be |
| lesson, so that the teacher can work intensively with | | | | grammar practice, a listening consolidation, or whatever |
| one sub-group while the others work independently. | | | | the teacher thinks is right for those students at that |
| This, of course, means that you need to have suitable | | | | point. Meanwhile the lower level students stay with the |
| materials for autonomous study on hand. These could | | | | teacher to complete some controlled practice work. |
| be in any format, but if you have computers available | | | | Stage Five : The groups then change over. The |
| in the classroom, the easiest solution is to use on-line | | | | stronger students work with the teacher on some |
| materials. | | | | semi-controlled or freer practice, while the others work |
| It would be possible, of course, to make these | | | | independently at their own level - which may or may |
| materials the sole basis of the lessons. Each student | | | | not mean completing the same activities done by the |
| works through a course at his/her own level while the | | | | stronger students at stage four. |
| teacher circulates, monitors and gives help , explanation | | | | Stage Six : Finally the group comes back into lockstep |
| and practice as necessary. In groups where the | | | | and works on an activity organised in one of the |
| students are of widely differing levels, this could well be | | | | following ways :a) Students are grouped in mixed high |
| the best solution. But with others, where the difference | | | | low level pairs with the stronger student having a more |
| is less extreme, it's also possible to integrate the | | | | challenging roleb) Again, students are paired high/low |
| autonomous work into more traditional full class | | | | and complete an activity in which the strong students |
| lessons. | | | | help the weaker onesc) Students are paired or |
| As an example, let's look at a mixed level EFL group | | | | grouped with others of the same ability - high/high, low |
| including students from upper-elementary to | | | | low - and work on an activity at their own level. |
| mid-intermediate levels. The next area to be covered | | | | The constant change in the lesson between lockstep |
| in the course they are following is the present perfect | | | | and ability group work has various advantages.a) |
| for past to present events - for example, He's worked | | | | Perhaps the most important factor of lockstep work is |
| here for the last five months. For the upper-elementary | | | | that it allows the students to develop a single group |
| students this is a completely new structure, and they're | | | | identity and co-operative working atmosphere. |
| going to need a systematic presentation as well as a | | | | However, this will only happen if the lockstep stages |
| lot of controlled practice before they can go on to | | | | are equally useful for everyone. The split group stages |
| freer activities using the structure. But for the | | | | make certain that when the students do work |
| mid-intermediate students, the lesson is only revision | | | | together, they are able to work on an activity at the |
| and consolidation. | | | | correct level of challenge for all members of the group. |
| Here is a possible outline for the lesson : | | | | No-one is left feeling I know this already but nor does |
| Stage One : The first activity is a warm-up | | | | anyone feel that the class is too challenging or too |
| consolidating the simple past, which all students have | | | | fast.b) The lesson format also has the practical |
| met before. | | | | advantage that you don't need an enormous number |
| Stage Two : The class then splits into two groups. The | | | | of computers. Only half the class will be working at the |
| elementary and weaker intermediate students remain | | | | computers at any one time. If the students work in |
| with the teacher for a systematic presentation of the | | | | pairs, that means that a group of twelve would need |
| new structure, while the other, stronger students work | | | | only three computers. |
| independently at the computer on a second simple | | | | But why should you choose on-line materials rather |
| past consolidation activity -this might be a short listening | | | | than any other type of materials - textbooks, for |
| or reading activity. | | | | instance? There are two practical advantages:a) |
| Stage Three : When the teacher has finished the | | | | Firstly, on-line materials are specifically designed for |
| presentation, the class comes back together to do a | | | | independent study and are staged accordingly, while |
| receptive practice activity which asks them to | | | | "ordinary" materials are often intended for teacher-led |
| distinguish between the two verb forms. For example : | | | | classes and may not be easily adaptable for students |
| Look at the sentences and answer the questions | | | | working alone.b) And even when this is possible, |
| below them.a. I've lived in New York for three years. | | | | creating a sequence of activities taken from various |
| Where does he live now?a) In New Yorkb) We don't | | | | sources, then adding instructions, answers, explanations |
| knowb. I studied English for two years. | | | | etc to make them suitable for independent use means |
| Does she study English now?a) Yesb) Noc. She's | | | | a large amount of preparation for the teacher and is |
| worked for ICN for twelve years. | | | | extremely time consuming. A coherently staged on-line |
| Where does she work now?a) For ICNb) We don't | | | | course will already have done most of the work for |
| knowand so on. The aim of this activity is to check | | | | you - the only preparation you need to do is to |
| that all the students understand the use of the form. If | | | | familiarise yourself with the materials and choose |
| any of the higher level students in fact don't, the | | | | which activities you want each group to do at which |
| teacher can ask the lower level students to explain. | | | | point of the lesson. |
| This both checks that the students who heard the | | | | |