Day 3, Session 1: Handout 1

Interactive, Unit, 6 page 50, The Natural World, (CUP 2011) Hadkins & Lewis
Day 3, Session 1: Activity 1
Secondary/Post-Secondary

Challenging task types

Encouraging curiosity and commitment

Encouraging co-operation and collective support from other learners

Learning how to read between the lines

Tasks which focus on collaborative problem solving

Using technology to enhance 21st century skills

Preschool/Primary
Active participation

Activities which are short and visual

Multi-sensory tasks (visual, kinaesthetic, auditory)

Guidance and continued support from teacher

A step by step approach and integration of examples

Variation of focus and activities to help concentration spans

Day 3, Session 1: Handout 2

Match the aspects to the correct adaptation. Notice there is one example to
help you.
LANGUAGE PROCESS CONTENT LEVEL
1. Change the language of instructions, explanations and examples.
Language
2. Change forms of tasks, activities and the learning styles involved.
_______________________
3. Change the language in exercises and texts.
_______________________
4. Change the language learners are expected to produce.
_______________________
5. Change forms of classroom management or interaction between learners
stated in instructions.
_______________________
6. Adapt topics and contexts.
_______________________
7. Change form of testing procedure and feedback.
_______________________
8. Adapt materials to match linguistic demands of learners.
_______________________
9. Adapt cultural reference.
_______________________
10. Adapt activities to match cognitive demands on learners.
_______________________
Day 3, Session 1: Activity 2
Group A.
Adding means supplementing by putting more into the existing content or by
expanding; for example, changing methodology, putting in more language
skills and supplementing with more appropriate materials.
Deleting refers to taking out, omitting certain parts of some material or all of
it from the content. For example, if I feel some content is not relevant, I may
not use it or I may move on to something more relevant to my learners.
Modifying may be carried out in the form of rewriting or restructuring and
the aim is to change the content in such a way that it suits the specific
context better.

Group B.
Simplifying means making the material easier for the learners to complete. I
may decide to do this because the level of my learners is lower than the
material and they would find it difficult to do it successfully.
Reordering refers to changing the sequence of the material: for example, I
want to use a text which focuses on some vocabulary after my learners have
read the text and answered some questions but I may teach some vocabulary
first in order to help them understand the text better or to focus on
developing interest in the topic.
Day 3, Session 1: Handout 3a
Read the instructions for the exercise types with a class of post-secondary
learners based on festivals and celebrations. Then discuss the questions with
a partner.
1. What areas from the lesson description might benefit from adaptations?
Why and what kind of adaptations?
FESTIVALS AND CELEBRATIONS

1a Match the photos with the festivals and special occasions.

1b Think of all the other festivals and special occasions you can. Write them,
and the ones in the photos, under each category.
British National International

2a. Match the words with each celebration. Use a dictionary if you need to.
(e.g. rings, carols, bride & groom, pumpkin, fireworks, chocolates,
decorations, presents Boxing Day, midnight.)

2b. Read the definitions of the words to complete the crossword.

(e.g. On New Years Eve we stay up until this time.)

2c. Listen to the four speakers. Which festival is each person describing?

3. Work in small groups, and choose a festival from this unit or another one
from your country or region. Then follow these instructions:

List the things that people do and eat at this festival.

Expand the information by making notes about the items on your list.
Now one person from the group presents the festival to the rest of
the class, without saying the name of the festival.
The rest of the class tries to name the festival.
Day 3, Session 1: Handout 3b

The table below shows the decisions the teacher made to adapt the material
and why. Read the information then complete the WHY? column with the
appropriate principle. The first has been done as an example.

PRINCIPLES
modernise through use of digital tools
make the input more enjoyable
develop thinking skills
increase learner autonomy
increase student to student interaction
adjust the level of material for the learners and simplify
personalise and include local context

WHY? WHAT? (Language, HOW?

Process, Content, Level)
1. Personalise and Language: new activity Adding a new activity to
include local context Content: cultural introduce the topic.
references to national e.g. bring pictures of
festivals special occasions in
your life/ festivals to the
class and share them in
groups.
2. Language: instructions Modifying by changing
to exercise 1a. the instructions in a way
Process: catering for learners can do the
different learning activity in pairs.
preferences
3. Language: new activity Adding a new activity.
Process: order / e.g. a short video clip on
catering for different Halloween followed by
learning styles the question: Do you
like to celebrate this
festival? Why? Why
not?
4. Process: order Reordering by omitting
exercise 1b to
 restructure and use it as
supplementary task in a
later stage of the
lesson.
5. Language: instructions Modifying by
Context: use of restructuring
available resources instructions in 2a. E.g.
use a dictionary /
mobile phone if you
need.
6. Language: Instructions Modifying by
& format of 2b restructuring the puzzle
Process: changes to into a game so that it
interactions stated in 2b can be played as a class.
Words in the box to the
walls, when teacher
reads out each
definition, SS work it
out in their groups and
touch the word on the
wall. Points given.
7. Language: changes to Modifying by
the instructions, format restructuring the
of 3 activity in form of a
mind mapping task
sheet.
Day 3, Session 2: Handout 4

Next Generation 2 page 55, Foley artist: heard any good films lately? (CUP
2012) Eoin Higgen with: Lynn Durrant, Ricard Garcia
Day 3, Session 2: Handout 5
Decide which suggestions below would be more beneficial for the text if you
wanted to adapt it for B1 level.

TASKS (PRE)
Providing a pre-task to teach or review vocabulary from the text
Talking about the topic before reading
Writing title on board and predicting content
Giving learners questions about text before reading
Finding out what they know about the topic

TASKS (DURING READING)

Creating a different focus, e.g. reading race, jigsaw reading
Dividing up questions so learners only answer some of them
Putting learners into groups to read and answer questions
Adjusting number of questions to answer
Focusing first on gist then specific

TASKS (POST)
Ordering text: e.g. giving text again cut up and asking learners to order
Drawing a picture to represent the text
Correcting false information
Acting out a role play about the content
Talking about theme, e.g. giving opinions
Labelling a diagram
Activity 3

Text (to put on walls)

We can help weaker learners by pre-teaching vocabulary as this will help them
to focus on the topic and prepare them for the reading text. You can also set
the scene by using pictures related to the topic of the text or draw attention to
the title and ask learners to predict what they think the text is about. While
they are reading the text, you can give them the option of only reading part of
it or help them find the answers to the text by giving the learners the answers
jumbled up.

For stronger learners, you can ask early finishers to write new vocabulary up on
the board with definitions. Another post task is to ask the learners to rewrite a
part of the text in a different tense / person or write their personal opinion or a
short summary of the text.
Questions (to cut up for reading race, Activity 3)

What can we do with vocabulary to help weaker learners deal with the text
better?

How can pictures help weaker learners?

What can you do with the answers to a text for weaker learners?

What can stronger learners do with new vocabulary?

What other post tasks can we give stronger learners?

Day 3, Session 2: Handout 6

Work in groups. Take turns choosing a theme you would like to talk about.

1. Give three reasons 2. When we adapt a 3. How could a teacher

for adapting material. reading activity what adapt some material for
can we adapt? a class of mixed ability?

4. What are the benefits 5. Give two examples of 6. What are three ways
of pre and post tasks external and internal to support weaker
before doing a reading? criteria considerations learners to deal with
for adapting materials. activities?

7. How can we help pre- 8. Why would a teacher 9. What are the benefits
primary and primary adapt material by of integrating
learners develop adding a new activity to technology when we
reading skills? introduce the topic? adapt material?

10. How could a teacher 11. What changes could 12. Whats the different
adapt material to a teacher make to some between reading
include differentiation? material to incorporate activities, strategies and
different learning purposes?
styles?
Day 3, Session 3: Handout 7

PRESCHOOL LEARNERS: CONSIDERATIONS FOR ADAPTATION

There needs to be a visual element to maintain attention and focus

the learners.

Activities need to be short and simple.

Learners need an opportunity to move to create variety and allow for

difficulty in sitting for long periods.

There should be a focus kinesthetic task as learners at this age need to

do things.

The activity types need to provide positive reinforcement they need

to be able to get it right.

Text should be very short, if possible basic words and the occasional
sentence.

Activities need to include variation of focus, for example individual or

groups, and keep in mind that very young learners often find it difficult
to work in pairs.

The learners need support through examples.

PRIMARY LEARNERS: CONSIDERATIONS FOR ADAPTATION

The activity types need to provide positive reinforcement they need

to be able to get it right.

Activities should be varied but keep in mind settling and stirring task
types and maintain logical sequencing.

Texts need to be shorter for the younger age range (about 50-70
words) and questions should be short and simple.

Learners need to be encouraged to work in pairs to learn how to co-

operate.

Learners need time to complete activities but some may finish sooner,
so an extension task may be useful.

Visuals are important to help with meaning and maintain focus.

Visuals help to make activity types look more attractive.

Successful groups of activities need variation of skills so learners get

opportunities to work with different skill types.

SECONDARY and POST SECONDARY LEARNERS: CONSIDERATIONS FOR
ADAPTATION

Materials need to create a balance between challenge and the

opportunity for learners to get it right.

Activity types should include variety of learning styles.

A visual focus is beneficial for this age group as it relates to teenage

lifestyle, interests, etc.

If possible, integrate a focus on digital tools to increase motivation.

At this age, learners appreciate more receptive tasks but groups of

activities should also integrate short speaking tasks.

Speaking tasks work better after reading information on a topic so

learners have some background knowledge.

Adapt activities so there is a focus on working together to accomplish

shared goals.

Include activity types such as analysing or sequencing to develop

higher level thinking skills.

Provide opportunities for text types that focus on learning about the
world, as well as English, to increase learning.

Day 3, Session 3: Handout 8 (Preschool)

Work in small groups. Look at the material from a coursebook for Preschool
learners. Imagine you have to use this material with your learners. At first
glance what areas do you think would need adapting?
Think about these areas:
a. Learning styles and variation of interaction patterns
b. Class size
c. Integrating variation of skills
d. Level of your learners
e. Syllabus fit
f. Your resources to help you adapt
g. Anything else?
Day 3, Session 3: Handout 8 (MATERIAL A - Preschool) (continued)

Greenman and the magic forest The Honey Game Lesson 1, page 22 (CUP,
2017) Karen Elliot
Day 3, Session 3: Handout 8 (Primary)
Work in small groups. Look at the material from a coursebook for A1 primary
learners. Imagine you have to use this material with one of your classes which
is a weak group of pre-A1 learners. At first glance what areas do you think
would need adapting?
Think about these areas:
a. Learning styles and variation of interaction patterns
b. Class size
c. Integrating variation of skills
d. Level of your learners
e. Syllabus fit
f. Your resources to help you adapt
g. Anything else?
Day 3, Session 3: Handout 8 (MATERIAL B - Primary) (continued)
Day 3, Session 3: Handout 8 (MATERIAL B - Primary) (continued)

Superminds 1 (CUP, reprinted 2016) by Melanie Williams with Herbert Putcha Gunter
Gerngross and Peter Lewis-Jones
Day 3, Session 3: Handout 8 (Secondary)
Work in small groups. Look at the material from a coursebook for B1 secondary
learners. Imagine you have to use this material with one of your groups which
is a mixture of strong A2 with a four of five B1 learners.

Think about these areas:

a. Thinking skills
b. Class size
c. Integrating variation of skills
d. Level of your learners
e. Syllabus fit
f. Your resources to help you adapt
g. Anything else?
Day 3, Session 3: Handout 8 (MATERIAL C - Secondary)

Smart Planet, Unit 7. Ben Goldstein and Ceri Jones (CUP 2015)
Day 3, Session 3: Handout 8 (Post-Secondary)
Work in small groups. Look at the material from a coursebook for B1 secondary
learners. Imagine you have to use this material with one of your groups which
is a mixture of strong A2 with a four of five B1 learners.

Think about these areas:

a. Thinking skills
b. Class size
c. Integrating variation of skills
d. Level of your learners
e. Syllabus fit
f. Your resources to help you adapt
g. Anything else?
Day 3, Session 3: Handout 8 (MATERIAL D - Post-Secondary) (continued)
Day 3, Session 3: Handout 8 (MATERIAL D - Post-Secondary) (continued)

Next Generation 2, pages 18 and 19, Spains youth without future take to the
streets (CUP 2012)
Day 3, Session 4: Handout 9
Complete the information about your adaptation.

What benefits will the learners get

from the changes?

Are you going to adapt the text or

the task? Why?

What are you going to adapt, the

language, process, content or level?

How will you adapt it?

How can you cater for stronger or

weaker learners?