Key subject: TEACHING DIFFERENT LEVELS

Full name: Nguyen Van A

Course date: 01 -05 January 2020

Table of contents

I. KEY POINTS FOR TEACHING DIFFERENT LEVELS

 Identify and describe sub skills involved in teaching different levels
 Identify challenges that make teaching different levels difficult
 Identifying the necessary strategies for teaching different levels
 Strategies for teaching Pre elementary level with different levels
 Strategies for teaching Elementary students with different levels
 Strategies for teaching Pre Intermediate students with different levels
 Strategies for teaching Intermediate students with different levels
 Strategies for teaching Upper Intermediate with different levels
 Strategies for teaching Advanced students with different levels
 Outline lesson planning for different levels
 Activity based methodology activities for all levels
 Approaches and techniques for different levels
 Presentation skills for different levels

II. LESSON PLANS

III. RELEVANT ACTIVITIES

I. KEY POINTS FOR TEACHING DIFFERENT LEVELS
1. Identify and describe sub skills involved in teaching different levels
Differentiation is a technique widely adopted by teachers to meet the needs of all
students by adjusting content, delivery method and learning environment to suit all
levels. To properly implement this technique, the following sub skills must be taken
into consideration:
 Class management: Teaching in a large class is already challenging, but
teaching in a class of different levels is even more demanding, requiring
teachers to skilfully manage the class to make sure students are well engaged
and not getting bored.
 Explanation: Students slower on the uptake might have difficulty
comprehending and applying new words or grammar points. Teachers should
never assume all students have the same ability. Instead, more in-depth
thorough explanation should be given to low-level students to make sure they
can catch up with the rest.
 Encouraging peer support: Since it is hard for teachers to pay attention to all
individuals in class, they might seek help from advanced students by asking
them to support lower level students. For example, teachers can change seats or
mix students up in group activities so higher level students can always
accompany lower level students.
2. Identify challenges that make teaching different levels difficult
There are two major challenges associating with teaching different levels:
 Students get bored. If teachers teach something advanced, lower level students
might find the lesson too difficult and get discouraged as a result. In contrast, if
teachers customize the lesson plan to meet the learning pace of lower level
students, higher level students might get bored and not learn anything new. In
both cases, the consequences are dire as students’ progress is hindered or even
worse, comes to a halt.
 Hard to find proper content and resources to do lesson planning. Due to the
diversity nature of learners’ ability in one classroom, teachers might struggle
with choosing what to teach and where to find the materials to meet the needs
of each individual.
3. Identify the necessary strategies for teaching different levels
Adopting the right strategies will make the experience of teaching a mixed class much
less daunting. Some recommended techniques are listed as follow:
 Experiment with different grouping methods to see which ones work best.
Intuitively teachers would go for cross-ability pairs in order for high level
students to help their counterparts. However, there are certain activities in
 which like-ability small groups work better so teachers should use a wide
variety of grouping methods to maximize students’ learning outcomes.
 Create a supportive learning environment. Low-level students tend to feel
inferior when compared with their peers. It is the responsibility of teachers to
cultivate and maintain a conducive environment where students feel
comfortable teaching and learning from others. Students should also be
reminded that teaching is one of the best way to reinforce one’s knowledge.
 Consider hiring a teaching assistant. When the task of dealing with students in
a mixed class gets too overwhelming, a teaching assistant can be of immense
usefulness. Different groups can be better taken care of, which enhances their
learning outcomes.
4. Strategies for teaching Pre elementary level with different levels
Beginner level students usually don’t speak or respond at all, nor can they read or
write in English. They are also reserved in a strange environment. Teachers need to
embrace the following practice to maximize their learning outcomes:
 Use peer-tutoring techniques. In a mixed class of pre-elementary level, there
should be a group of learners who are slightly better at comprehending and
inscribing. Teachers should isolate and take advantage of this group so these
better students can guide, or motivate at least, the rest.
 Use simple fun activities to involve all students. Since students at this level can
repeat, teacher can incorporate TPR activities when teaching new words to
involve all students and at the same time, create a comfortable learning
environment for beginner students.
5. Strategies for teaching Elementary level with different levels
Though sharing some behaviors with beginner level students, elementary or upper-
beginner level students can speak and write words or simple sentences with limited
vocabulary. Teachers shall take advantage of this trait to incorporate activities suitable
for all students regardless of their mixed levels:
 Introduce as many reading and listening materials as possible. Students at this
level need to expand their vocab range and get used to the language usage.
Make sure the materials match their current level and interest.
 Teacher can also use macrologue – brainstorming word and word family to
help enrich students’ lexical resources. This activity is fun and can involve all
students in a mixed class. Those with better vocabulary can share words they
know with students with limited vocabulary.

6. Strategies for teaching Pre Intermediate level with different levels

Pre-intermediate level students are equipped with a basic command of the language
and can apply them in a number of familiar situations. They can understand and pass
on simple information so activities involving group discussion are recommended at
 this stage. Since some lower level students might display reticence, teachers should
assign some better students to each group to facilitate the discussion and make the
most out of their time. It is important that teachers clear up the purpose of group
division so low level students don’t find their counterparts intimidating.
Learners at this level also are limited in vocabulary so teachers should continue to
exploit macrologue teachnique, or even micrologue if students are comfortable with
telling stories in class, to help expand their vocab range further.

7. Strategies for teaching Intermediate level with different levels

Intermediate level students are able to function common words, grammar and easily
initiate communication, though still often make mistakes. They are also said to be
more proficient in listening than in spoken ability so teachers should spend more time
working on their weaknesses.
Pair or group discussion activities, together with peer-correction technique, can be
extremely helpful. However, teachers need to walk around the class constantly to
monitor students’ progress, making sure they don’t make mistakes and pass on to
others. If necessary, teachers should demonstrate at this stage so students can repeat
and avoid making possible mistakes.

8. Strategies for teaching Upper Intermediate level with different levels

The level of upper-intermediate students falls somewhere between that of intermediate
and advanced level. Teachers can therefore use a wider range of activities at this
stage, preferably something challenging and competitive. For example, teachers can
strategically group students and run a competition to test on their vocabulary,
grammar, etc.
Presentation is another wonderful technique to engage students more and equip them
with proper academic knowledge. During the course of students giving their
presentation, teachers should give thorough feedback so students know which aspects
to work on and further improve their skills. Also, to avoid lower level students from
being dependent on their more advanced peers, teachers should make it clear out of
the gate that everybody needs to share work equally. Isolating better students and
asking them to support their counterparts shall make the whole experience much more
enjoyable and productive.

9. Strategies for teaching Advanced level with different levels

Advanced level students have high self-awareness; they are concious of their mistakes
and are willing to fix them. They also find teamwork and social gatherings
comfortable. These following will therefore help teachers better deal with a mixed
class:
 Use peer-correction technique. Students at this level already are quite proficient
in English so they can certainly help correct their peers’ mistakes and learn
 from each other, whether it be in a speaking or writing lesson. This practice
instills a sense of responsibility, autonomy and engagement among all students.
 Use teamwork activities such as debate or presentation. These activities
provide ample room for students to leverage their creativity, social background
knowledge as well as boost a wide variety of soft skills such as
communication, problem-solving and decision-making.
10. Outline speaking lesson plans for different levels
A good speaking lesson plan should comprise this information at the beginning: topic,
level, age, length, methodology, language skills, lesson objectives, etc. followed by
these core components: warm-up, pre-task, teaching, task, follow-up, and homework.
To illustrate, a speaking lesson plan for a mixed class could be:
 Topic: Daily activities
 Level: Beginner
 Age: 6-10 years old
 Length: 45 minutes
 Methodology: Total Physical Response (TPR), Audio-visual (use of flashcards
and drill technique)
 Lesson objectives: Be able to identify and use all new words by putting them in
simple sentences.
11. Activity based methodology for all levels
Activity-based methodology is a practice that involves students completing certain
tasks during a lesson. Students efficiently learn by doing, discussing, investigating,
analyzing and rigorous participation is required.
 Crossword puzzle: Students work in small cross-ability or like-ability group to
solve the puzzle. This activity is superb for a mixed class as each student has
their own vocab range so the level gap will not be an issue.
 Presentation: Students work in cross-ability groups to research on a given topic.
They are required to collaborate and give information in a logical structured way.
As mentioned above this activity is suitable for more advanced levels.
 Images interpretation: Each student or group of students will be given an
image. They have to think of the underlying message the image portrays and
then give an interpretation about it. The interpretation can be in the form of
storytelling, discussion, presentation or even writing. Since there is no
definitive way of construing the image, or in other words, there is no such right
or wrong interpretation, this activity makes an ideal addition to a mixed class
with students’ level ranging from intermediate to advanced.
12. Approaches and techniques for different levels
The following approaches are widely adopted in teaching different levels:
 Communicative approach. This approach involves a lot of speaking and
listening time among students during a lesson. Role-plays, interview, speed
dating, etc. are ideal for students to learn to communicate in various
contexts/situations which is not only practical but also fun. This approach
works best for pre-intermediate level and above.
 Task-based approach. Students learn to communicate by working in groups and
completing real life tasks. Activities designed based on this approach are
challenging in nature so this approach is suitable for intermediate level and
above.
 Audio visual lingual approach & Total physical response. Students learn all
components of language using audio-visual materials or physical repetition.
This approach is typically effective for pre-intermediate level and below.
 The natural approach. Students engage in spontaneous conversation or speech
as an introduction to a speaking task or lesson. This approach works best when
used in conjunction with peer-correction technique.
13. Presentation skills for different levels
Presentation is a great tool to be incorporated in a mixed class of students with more
advanced levels as it helps students practice all language areas from vocabulary to
grammar, and skills such as speaking, writing, listening etc. Students also get to
improve their confidence and be prepared for future career which might require them
to be presenters at times.
Presentation activities in a mixed class should be doned in groups, where better
students are assigned to work with their couterparts. This is where the peer-correction
technique comes into play so students can support and learn from each other. The
benefits of presentation have been addressed in previous questions, and here are some
notes for teachers when using this technique in a mixed class:
 Assign some better students to each group so they can act as facilitator and
motivate as well as support lower level ones.
 Pick appropriate topics or themes students are passionate about.
 Give students support along the course. Preparing for a presentation is a long
process involving many steps. Teacher should guide students along the way
and provide in-time assistance.
 Allow students to ask each other questions for better engagement.
 Give thorough feedback on students’ presentation in terms of language usage,
content and delivery, preferably starting with positive aspects.
REFERENCES:
 Australian Internation Tesol Manual book
 https://www.englishclub.com
 https://www.eflmagazine.com
 https://www.fluentu.com/blog

II. LESSON PLANS

LESSON PLAN 1 (45 minutes)

Topic: Past tense/ Time indicators Level: Pre-intermediate Age: 11-14

1. Teaching methodology: Communicative, Task-based, Grammar translation

2. Materials: Board, handouts
3. Lesson objective:
- Get used to making simple sentences using past tense
- Be able to use time indicators when describing action in the past
- Be able to tell when past tense should be used instead of present tense
Content Description

Warm-up Crack the puzzle

(10 minutes) - Students work in pairs or small groups to crack a puzzle about
irregular verbs used in past tense. To better deal with a mixed class,
teachers can strategically group students based on their ability. For
example, let better students work with those who are not as good.
- The first group to find all verbs in past simple will get a prize.
- Teacher then gives correct answer.
- The aim of this activity is to create a comfortable learning atmosphere
and at the same time, help students revise some irregular verbs they
previously studied.
Teaching - Teacher lists signal words describing time of action in the past such
(10 minutes) as: yesterday, last, ago, etc. and then explains how to use them in a
sentence.
- Teacher should give examples with each word to make sure students
throroughly understand this grammar point.
- Students then work in pairs (preferably the same pairs as in warm-up
activity) to practice giving simple sentences using these signal words.
- Teacher should walk around the class to monitor students’ progress.
Task 1 Interview: When did you last
(15 minutes) - Teacher gives each student a handout (see picture below) and lets
them fill in the first column in 3 to 5 minutes.
- After that students are encouraged to freely move around the
classroom to find as many students having the same answers as theirs.
The name of those students should be written in the second column.
- Students have to make a conversation along the way to practice
asking and answering questions (with the use of past tense’s signal
words as a requirement) in past tense, which helps them get used to this
grammar point. Teacher should monitor as well and even join the
students in their conversartion.

Task 2 Present or Past?

(10 minutes) - Each student is given a handout in which there are incomplete
sentences (see picture below)
- Students work in pair to determine whether each sentence should be
used in present tense or past tense, then conjugate the verb in the
bracket to complete the sentences.
- Students are allowed to discuss with each other and teacher should
monitor their work.
Homework Students should complete the handout on their own if they have not
finished in class.

LESSON PLAN 2 (60 minutes)

Topic: Preposition of place Level: Intermediate Age: 11-14

1. Teaching methodology: Communicative, Task-based, TPR

2. Materials: Boards, Pictures
3. Lesson objective:
- Identify different prepositions of place and know their function
- Be able to describe the position of objects in a room etc.
Content Description

Warm-up Ascending – Descending

(7-10 minutes) - Divide the class randomly into 2 teams.
- Teacher will read a line and give students 15-30 seconds (depending
on the class size) to line up in some particular order.
- Some of the lines teachers can read aloud:
 Line up in alphabetical order based on the first name
 Line up in order of birthdays (from Jan 1 to Dec 31)
 Line up in order of weight, from lowest to highest or vice versa
 Line up in order of height, from shortest to tallest or vice versa
 Line up in order of thumb/hair/leg length
- The team lining up faster and in accurate order will be given 1 point.
After the game the team with higher point wins and receives a prize
from teacher (or the losing team will be punished)
- The purpose of this activity is for students to have fun and better
prepare mentally for the lesson.
Teaching - Teacher lists some common prepositions of place and explain their
(8-10 minutes) function using drawing technique. Explaining this grammar point by
drawing objects and their relative position is considered to be highly
effective in helping students understand (see picture below)
 - Teacher then gives examples for each preposition or asks students to
do it.
Task 1 Where is …?
(15-20 minutes) - Students work in pairs or small cross-ability groups.
- Teacher gives students some pictures (see below) and ask them to ask
each other questions such as:
 Where is the ball?
 Where is the cat?
 What is next to the flower vase?
 What is on the wall?
 What is between the flower vase and the book?
- When students ask and answer these questions they are practicing
using preposition of place. Teacher should walk around the class and
monitor their work, making sure all students are involved and mistakes
are identified and corrected.

Task 2 Drawing picture

(15-20 minutes) - Teacher divides the class into 2 teams. The first team Demonstrators
(DE) will be shown a simple landscape drawing and have to
demonstrate orally to the second team Drawers (DR) so they can
redraw that landscape picture.
 - The picture redrawn should be as close to the original version as
possible. The DR must not look at the original picture during the game.
- Teacher involves all students by giving each and everyone of them an
opportunity to demonstrate or to understand the demonstration. If a
student cannot properly demonstrate or draw pass the opportunity on to
other students. For example:
 Student 1 from DE starts the game by saying There is a house in
the center of the picture
 Student 2 from DR starts drawing
 Student 3 from DE continues with There are 3 clouds above the
house if student 2 draws correctly
 Student 4 from DR draws the clouds and so on.

- Teacher corrects students’ uses of articles, prepositions and

quantifiers along the way if they make mistakes.
- If time allows let students work on 2-3 pictures.

Homework Students are given pictures to describe the room by listing its objects
and their position to practice and familiarize themselves with this
grammar point.
III. RELEVANT ACTIVITIES
1. Crack the puzzle.
2. Interview: When did you last
3. Ascending - Descending
4. Drawing picture
5. Images interpretation & Presentation.
Activity 1-4 have been thoroughly described in the lesson plans above.
Activity 5 has been explained in key point 11. Here are some possible images that can
be used in the activity.