Day 1, SLOT 3: Handout 4

Next Generation 2 page 55, Foley artist: heard any good films lately? (CUP
2012) Eoin Higgen with: Lynn Durrant, Ricard Garcia
Day 1, SLOT 3: 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 1, SLOT 3: 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. What’s 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 1, SLOT 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.
Day 1, SLOT 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 1, SLOT 3: Handout 8 (MATERIAL A - Preschool) (continued)

Greenman and the magic forest The Honey Game Lesson 1, page 22 (CUP,
2017) Karen Elliot
Day 1, SLOT 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 1, SLOT 3: Handout 8 (MATERIAL B - Primary) (continued)
Day 1, SLOT 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 1, SLOT 3: 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?