Day 2, Session 1: Handout 1a

DIFFERENTIATION

Complete the text by listening and circling the correct words.

There are a variety of ways to differentiate learning in mixed level or mixed ability classes.
One common way is to vary the amount of teacher support / talk. In some classes a teaching
assistant may be available to help learners who need extra support. Alternatively the teacher
may focus on these students during setting / monitoring of tasks in order to help them.

Another method is to challenge / differentiate by task. Teachers can vary the tasks given to
different groups of learners e.g. allowing learners to choose which questions or how many
they answer or giving additional / harder tasks to fast finishers so they are kept busy.
Timing and pace can be varied for different students on this basis. For older learners project
work is especially useful as the tasks are exciting / personalised.

Differentiation can also be achieved by grouping. Learners can be grouped in same / mixed
or cross-ability levels. The teacher can vary the work given to groups of different abilities.
Collaboration is a useful way to manage learning: stronger learners can benefit from helping
weaker learners.

Finally the materials / books used can be differentiated. They can be changed completely or
partially in order to support the learners.

Material

Teaching
Task
assistants
Mixed
ability
classes
Level of
teacher Grouping
support
Timing/
pace
Day 2, Session 1: Handout 1b
DIFFERENTIATION

Complete the text by listening and completing using the correct words from
the box.

monitoring abilities differentiate questions personalised differentiate

same stronger support materials grouping additional assistant
older weaker completely

There are a variety of ways to differentiate learning in mixed level or mixed ability classes.
One common way is to vary the amount of teacher ________. In some classes a teaching
_____________ may be available to help learners who need extra support. Alternatively the
teacher may focus on these students during __________ of tasks in order to help them.

Another method is to _____________ by task. Teachers can vary the tasks given to different
groups of learners e.g. allowing learners to choose which ___________ or how many they
answer or giving ___________ tasks to fast finishers so they are kept busy. Timing and
pace can be varied for different students on this basis. For ___________learners project
work is especially useful as the tasks are _____________.

Differentiation can also be achieved by ___________. Learners can be grouped in

_________ or cross-ability levels. The teacher can vary the work given to groups of
different ___________. Collaboration is a useful way to manage learning: _____________
learners can benefit from helping ___________ learners.

Finally the ___________ used can be differentiated. They can be changed

_______________ or partially in order to support the learners.
Day 2, Session 1: Handout 1c
DIFFERENTIATION

Listen and complete the text with the correct words.

There are __________ways to ____________ learning in mixed level or ________ ability

classes. One common way is to vary the amount of ________ ________. In some classes a
teaching _____________ may be available to help learners who need __________ support.
Alternatively the teacher may ________ on these students during __________ of tasks in
order to help them.

Another method is to _____________ by task. Teachers can ______ the tasks given to
different ________ of learners e.g. allowing learners to choose which ___________ or how
many they answer or giving ___________ tasks to fast ____________ so they are kept busy.
Timing and ________ can be varied for different students on this basis. For
___________learners __________ work is especially useful as the tasks are _____________.

Differentiation can also be achieved by ___________. Learners can be grouped in

_________ or cross-ability levels. The __________ can vary the work given to groups of
different ___________. Collaboration is a _________ way to manage learning:
_____________ learners can benefit from helping ___________ learners.

Finally the ___________ used can be ____________. They can be changed

_______________ or ________________ in order to support the learners.
Day 2, Session 1: Handout 2
DIFFERENTIATION TASKS

Match a task and related activity from column A with a type of differentiation
in column B.

COLUMN A- task & related activity COLUMN B- type of

differentiation
1. Students are working on a task to create a a. Teaching assistant support
poster. One group are weaker. The teacher
checks all the students are on task then spends
most time with the weakest group, just making a
few quick checks on the other groups to ensure
they stay on task.
2. Students are doing a reading task but each b. Task
group has a different text. One set is a standard
text. One set has the difficult vocabulary glossed
(the definitions are added in the margins).
Another set is shorter and simplified.
3. The students are doing a speaking task. The c. Teacher support
teacher monitors all the students but one group
finds the work challenging. A teaching assistant
supports them as they do the task.
4. Students are doing projects for a one hour d. Outcome
lesson. Three groups have to complete the first
stage of their project and then do some
additional tasks for the rest of the lesson. Two
groups have to complete the first stage only by
the end of the lesson.
5. Students are doing some writing work. Each e. Autonomous work/ self-study
group has a different task with a different level of
demand.
6. The teacher groups the students so that they f. Grouping
have a mix of stronger and weaker students.
Each person in the group is given a role; although
they all participate in the tasks, stronger students
are asked to lead on solving a problem and
weaker students record the results and the
explanations given.
7. Students have been asked to write an email. g. Timing / pace
One group write a short, informal email. The
other groups have to write a longer and more
complex email.
8. The teacher sets an additional task for students h. Materials
to do as self-study. Some students are given
some spelling exercises. Some are given a mini
project. The rest do some video work.
Day 2, Session 2: Handout 3
It is important that language in the classroom is meaningful and realistic.

1. What kind of listening texts could we use? Look at the ideas below and
add to the list:

Types of listening text

Speaking on the telephone
Interviews
Listening/watching online videos
Chat/gossip

2. Now think about each type of text. Is it transactional or interactional?

Write T or I next to each one. Can you add any more?
Day 2, Session 2: Handout 4
1. Read the information below. Do you agree? Which points do you think are most
important?

It is now widely accepted that listening plays an important role in L2 instruction for several
reasons:

Listening is vital in the language classroom because it provides input for the learner.
Without understandable input at the right level, any learning simply cannot begin. To
start using language you have to start listening.
Learners use their understanding of the world around them to help them understand
as they listen. For example, if someone is buying a ticket in a station they learner will
guess that they will probably hear certain things: a place or destination, a price, a
ticket type and so on. This helps them to decode what they hear.
Learners will also apply what they know about grammar and vocabulary as they
listen. This will help them to follow the information.
Spoken language provides a means of interaction for the learner. Learners must
interact to achieve understanding so access to speakers of the language is essential.
If learners fail to understand the language they hear, this is a motivation, not an
obstacle, to interaction and learning.
Authentic spoken language presents a challenge for the learners who must try to
understand language as it is actually used.
Listening exercises provide teachers with a way of showing learners new forms
(vocabulary, grammar interaction patterns) in the language.
In addition to creating the right conditions for language development, listening can
also provide enjoyment and stimulate cultural interests, participation in the target
culture (via movies, radio, TV songs, plays) appreciation of the beauty of the
language (figures of speech, sayings, colloquial expressions) and fulfilment of social
needs (development of relationships, confidence, gathering information for everyday
needs)

Adapted from: Rost, M. Introducing Listening, Penguin

Day 2, Session 2: Handout 5
1. Which of these, if any, are true for your contexts?

Issue True/false
Texts are not meaningful or realistic
Texts are not varied
Learners find it difficult to concentrate enough on listening
Naturally spoken English is too fast for learners to follow
Too much teacher control and focus on correct answers
Learners are too passive
Learners lack confidence
Teachers take on sole responsibility for building an understanding
of the text
The assumption is that there is only one way to listen
Pronunciation makes it difficult for learners to understand

2. Are there any other problems that learners face?

3. Go back to the issues. How can we help learners with these problems?
Day 2, Session 2: Handout 6

Look at the activities below and match them with the correct aim in each
case.
Day 2, Session 2: Handout 7a
Handout 7a (continued)
Day 2, Session 2: Handout 7b
Day 2, Session 2: Handout 7c
1. Use a dictionary to help you.

Check your answers:

1b 2a 3d 4e 5h 6c 7f 8g

2. Use the transcript and read while you listen.

Handout 7c (continued)
Day 2, Session 2: Handout 7d

https://learnenglishteens.britishcouncil.org/study-break/video-zone/five-ways-spot-fake-news
Day 2, Session 3: Handout 8
Material A (A1)
Material A (A1) (continued)

Superminds 1 teachers' book (CUP, reprinted 2016) by Melanie Williams with Herbert Putcha Gunter
Gerngross and Peter Lewis-Jones
Day 2, Session 3: Handout 8
Material B (B1)
Material B (B1) (Continued)

Listening Extra by Miles Craven (CUP 2004)