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Dream Team 2 Teacher's Resource Pack

Dream Team 2 Teacher's Resource Pack

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Published by Amer Demishi
Dream Team 2 Teacher's Resource Pack

Test
Exam
Preparation
Teacher
Resource
Dream Team 2 Teacher's Resource Pack

Test
Exam
Preparation
Teacher
Resource

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Published by: Amer Demishi on Oct 02, 2013
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01/24/2015

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Colour poster •Mixed ability worksheets
 
 The mixed ability class is a class in which thelanguage levels of the students vary more widely than normal. This difference in level can be due to:the abilities of the students, their previous study orexperience of English, their motivation, or acombination of these factors. The mixed ability class poses two main, distinctproblems for the teacher with a coursebooksyllabus to follow: firstly, how to tackle the samecoursebook exercises with students of differingability, and secondly, what to do with strongerstudents who finish their work before the rest othe class. This booklet contains a variety of suggestions onhow teachers using the
Dream Team 
Student'sBook 2 can deal with both of these problems.
2 Using the Sfuclass
When considering how to tackle the samecoursebook activity with students of differingability, teachers need to find strategies for makingthe activity either easier or more difficult, withoutaffecting the outcome of the activity. In this way correction can still be done using a single answerkey, or together with the whole class. The basic rule for such adaptation is to leave thestudents of middle ability to complete the exerciseat it appears in the book, while providingadditional support for weaker students, or takingaway support (thereby adding challenge) forstronger students. The following are suggestions for grading specificexercises within
Dream Team 
Student's Book 2 inthis way. Different types of activity are looked at inturn, and suggestions for extension activities arealso provided. These can be used as 'time-fillers'for students finishing an exercise early, or as extrapractice for students requiring a further challenge. The suggestions for adaptation provided here canbe applied to all areas of the
Dream Team 
 coursebook, and, naturally, to other teachingmaterials as well.
The presentation story
Example: Unit 3, page 31, Exercise 1
Students are required to decide whether thestatements about the story are true or false, and tocorrect the false statements.
How can I make this activity easier?
Do not require weaker students to correct the falsestatements.Alternatively, give them a photocopy of thepresentation story with the relevant pieces oinformation underlined or highlighted. Example: Jeff 
Oh no.
I'm not as good as Ricky. He's a 
 
better diver than I am.
How can I make this activity more challenging?
Give stronger students the sentences withoutpunctuation, capitals or spaces between the wordsso they first have to write the sentences thencorrect them. Example:rickysabetterdiverthanj eff 
How can students extend this activity?
 They can:use the sentences to write short dialogues.Example:A Is Jeff a better diver than Ricky?B No, he isn't. Ricky's a better diver than Jeff.write their own true or false sentences to testanother student.
Grammar
Example: Unit 1, page 14, Exercise 2
Students are required to complete a text with thepast tense of the verbs in brackets.
How can I make this activity easier?
Give weaker students two alternative verbs foreach gap and ask them to choose the correct one.Give them a photocopy of the activity with thealternatives written in. Example:Hi! I'm Edward. On Thursday, my mum
bought/spent 
two tickets for the
Girlz 
concert onSaturday evening.
How can I make this activity more challenging?
Give stronger students the text without the verbs.Give them the verbs in a word box. They have tochoose the correct verb as well as putting it intothe past simple. Example:
 
Hi! I'm Edward. On Thursday, my mum
 ______ 
twotickets for the
Girlz 
concert on Saturday evening.
How can students extend this activity?
 They can:write comprehension questions on the text foranother student to answer. Example:
Did Edward's father buy the tickets? 
write their own text with gaps for anotherstudent to complete.
Vocabulary
Example: Unit 5, page 52, Exercise 2
Students are required to match a list of words withpictures of those words.
How can 1make this activity easier?
Give weaker students a number of alternatives foreach word and ask them to circle the correct one.Give them a photocopy of the activity with thealternatives written in. Example:1 concert hall
k
i To make the activity particularly easy, give only twoalternatives for each picture and make strategic useof any words that are cognates in your own language.
How can I make this activity more challenging?
Give stronger students a photocopy of the pictureonly. Ask them if they can give or guess the Englishnames without any help from you at all. Thensupply them with a list of words with certain lettersdeleted, or in anagram form. Example:c_nc_rth_ll b_lc_ny st_g_ ...ortreccon allh coyblan egats
How can students extend this activity?
 They can:mime the people or musical instruments forother students to guess.add the names of any other instruments ormusic-related words they know to the list,perhaps using a dictionary for help.
Reading
Example: Unit 2, page 26, Exercise 1
Students are required to answer questions basedon a tourist map.
How can I make this activity easier?
Give weaker students a photocopy of the touristmap with the relevant pieces of informationunderlined or highlighted.
How can I make this activity more challenging?
Give stronger students the questions with thewords in jumbled order so they have to form thequestions correctly before answering them.Example:is / What / Big Ben ?
How can students extend this activity?
 They can:write their own comprehension questions ortrue/false questions based on the map foranother student to answer. Example:
What is The South Bank Centre? 
or
The Globe is an art gallery. True or False? 
Listening
Example: Unit 5, page 54, Exercise 2
Students are required to listen to four teenagerstalking about their favourite TV programmes. They must choose two programmes for each studentfrom a list.
How can I make this activity easier?
Give weaker students a photocopy of the listeningtext (from the Teacher's Book page 75) with thefollowing key phrases blanked out:1 sports programmes, cartoons2 documentaries, soaps3 quiz shows, science fiction4 sports programmes, comedy showsAs the class listens, the weaker students fill in themissing words in their text. They then use theircompleted text to answer the questions in theStudent's Book.
How can I make this activity more challenging?
Don't let stronger students see the list of programmes in the Student's Book. Give them thefollowing straightforward comprehensionquestions instead:1 What are Wayne's two favourite types of programme?2 What type of programme does Wayne think isawful?3 What are Carina's two favourite types oprogramme?4 What other two types of programme doesCarina also like?5 What two types of programme are really popular in Poland?6 Does Magda like these two popular programmetypes?7 What are Magda's two favourite types of programme?

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