Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j3TFKhG21758; Fri, 29 Apr 2005 11:20:43 -0400 (EDT) Date: Fri, 29 Apr 2005 11:20:43 -0400 (EDT) Message-Id: <20050429151730.90196.qmail@web81404.mail.yahoo.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Terry Said <said@ameritech.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10853] Re: help with mixed level class X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 1261 Lines: 29 A couple of things that might work in that situation is to start your class with a picture. Let students make comments, ask questions, etc. with the picture. The lower students will be listening even if they can't speak. And you could ask them easy questions about it such as "Where is the girl?" or "Is this a girl?" The higher level students will be able to ask more more higher-level questions and ask about more vocabulary. After the students have gotten everything out of the picture they can, divide up the class with assignments based on level. For example, the beginning students may just write down as much vocabulary as they can. Or give the beginning students some easy questions to ask each other about the pictures. If you have access to a picture dictionary, they often have good simple exercises in them. For the higher level students, have them form their own questions to ask each other perhaps about new pictures or their own experiences. They could also write a short paragraph describing the picture. In a mixed level class it is very difficult to approach it in a linear fashion so grammar teaching becomes problematic. It is often better to approach it from subject content and expand from there. Terry Pruett-Said ESL teacher Michigan
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