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Interactive, Unit, 6 page 50, The Natural World, (CUP 2011) Hadkins & Lewis
Day 3, Session 1: Activity 1
Secondary/Post-Secondary
Preschool/Primary
Active participation
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
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.)
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:
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
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 (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
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?
What can you do with the answers to a text for weaker learners?
Work in groups. Take turns choosing a theme you would like to talk about.
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
Text should be very short, if possible basic words and the occasional
sentence.
PRIMARY LEARNERS: CONSIDERATIONS FOR ADAPTATION
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 time to complete activities but some may finish sooner,
so an extension task may be useful.
SECONDARY and POST SECONDARY LEARNERS: CONSIDERATIONS FOR
ADAPTATION
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.
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.
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.