Teaching Large Multi-Level ESL Classes

2021-10-17 09:07

Student’s previous experience with education-some students have more experience in English classes so the teacher is likely to find that such students are ready and eager to move on to new material while other students are still struggling.

 在一个学生水平参差不齐的大班课教学意味着什么?/ What does it mean to teach in a large multilevel class?

Student’s previous experience with education-some students have more experience in English classes so the teacher is likely to find that such students are ready and eager to move on to new material while other students are still struggling.

学生之前的教育经历-有些学生有丰富的英语课堂经验,所以老师可能会发现,这样的学生在其他学生苦苦挣扎的时候已经准备好学习新知识了。


Learners’ expectations of appropriate classroom activities- in this case the teacher have to make clear beforehand the classroom activities they are going to deal with;

学习者对适当课堂活动的期望-在这种情况下,教师必须事先明确他们将要进行的课堂活动


Individual student’s personality- the teacher should not forget the importance of individual factors such as intelligence and motivation;

学生的个性-教师应该知道智力和动机等个体因素的重要性。


Learning style preference- knowing a person’s learning style such as:

学习风格偏好-了解学生的学习风格,例如:


Diverging (feeling and watching)- these students prefer to watch rather than do;

发散-(感觉和观察)-这些学生更喜欢观看而不是做

Assimilating (watching and thinking)- these students require good clear explanation rather than practical opportunity;

同化-(观察和思考)-这些学生需要的是清晰的解释而不是实际的机会

Converging (doing and thinking)- they can solve problems and make decision by finding solutions to questions;

聚敛-(做和思考)-这些学生可以解决问题,并且通过找到问题的解决方法来做决定

Accommodating (doing and feeling )- they commonly learn by instinct rather than logical analysis;

适应-(做和感觉)-这些学生通常通过直觉而不是逻辑分析来学习

应对措施  / Strategies 

Lots of teachers feel out of control in a large multi-level classes, it’s difficult to provide for individual learning styles and to keep them on task. Also it’s hard to motivate the quiet students in a large group setting; sometimes teachers have limited resources for teaching. Here are several strategies for coping with such issues:

很多老师在一个学习水平参差不齐的大班授课会感到失控,很难满足个体学生不同的学习风格,很难完成任务。而且,很难激励比较安静的学生;有时老师的教学资源也很有限。以下是一些应对策略:


Management skills- the teacher would do well first to build up a sense of group feeling within the whole class before breaking the students into groups and also ensure that a variety of small grouping are used, not merely a rigid split among ability lines but depending on the task at hand.

管理技能-在将学生分成小组之前,教师首先要在全班建立一种小组感,还要确保使用不同的分组方式,要根据课堂任务来分组而不是仅仅根据学生的能力来划分。


Group work- an important element which requires the teacher management ability for achieving good results. The size of a group varies considerably, depending on the task at hand and also by the number of students in a class. It makes the members of the group interact and communicate with each other. The goal is for students to participate in a conversation, to swap information back and forth, to share knowledge, and to argue out strategies. It is up to the teacher to decide the group types he/she wants to use in different class activities.

小组作业-是教师管理能力取得良好效果的一个的重要因素。小组的规模差别很大,这取决于手头的任务和班级中的学生人数。它使小组成员相互交流和沟通。目标是让学生参与对话,交换信息,分享知识,并讨论出策略。在不同的课堂活动中,小组类型的使用由老师决定。


差异化教学活动  / ESL multilevel Activities ESL

1. Whole group warm-up 预热活动

Starting class with a whole-group warm-up is a great way to foster a sense of community in a multi-level class. There are a variety of warm-up activities to get students focused on English at the beginning of a class that can be incorporated into a routine. Some warm up activities include; songs, games (hangman, bingo, etc.), quizzes and discussion questions. Reviewing material is also a common warm up activity. Recycling and reinforcement is important in large multilevel classes and doing this at the beginning of class can reinforce concepts learned in previous lessons. Some examples include: expansion activities, answer to questions, making review posters, review of learned vocabulary (for example: person/place/thing).

以全班热身开始上课是培养多层次课堂社区意识的好方法。在课程开始时,有各种各样的热身活动可以让学生专注于英语,这些活动可以融入到日常教学中。热身活动包括:歌曲,游戏(hangman, bingo etc.),小测验和讨论问题等。复习材料也是一种常见的热身活动。循环和强化在学生水平参差不齐的大班课中非常重要,在课程开始时这样做可以强化在以往课程中学到的概念。比如:扩展活动、回答问题、制作复习海报、复习所学词汇(例如:人/地/物)。


2. Information gap exercises 信息差练习

It works great for cross-ability pairs. It requires students to speak and to practice teamwork, working with their classmates to acquire the missing information. Once they’ve learned the information from their classmates, they can fill the “gap” and complete the task or activity. Examples: making a grocery list, complete texts, etc.

信息差练习对跨能力的学生对非常有效-它要求学生发言并且练习团队合作,与他人一起工作来获取缺失的信息。一旦他们从同学那里获取了信息,便可以填补“空白”,完成任务或活动。


3. Crossword puzzles 填字游戏

It works well for cross-ability pairs. Despite their English vocabulary levels, each student will bring a wide variety of knowledge to the group to help fill in the puzzle.

填字游戏很适合交叉能力配对。不论他们的英语词汇水平,每个学生都会带来各种各样的知识,以帮助小组填写谜题。


4. Art and images 艺术与图像

Use painting as the basis for class discussions, writing assignments, and vocabulary building. Students of all different levels can participate together by describing photographs. Encourage students to bring in their own pictures and are and find ways to build lessons around them. The students can choose a photo and describe it to the instructor or another student。

把绘画作为课堂讨论、写作和词汇积累的基础。不同层次的学生可以通过描述图片共同参与。鼓励学生带上自己的图片,并想办法围绕这些图片来构建课程。学生可以选择一张照片,并将其描述给老师或另一个学生。


5. Peer editing 同伴批改

It allows students to look at each other’s work and make corrections and comments at their own levels. Pre-writing and rough drafts can be done independently. Advanced students can be encouraged to write more and with greater grammatical complexity. Peer editing is then done as a last step before writing the final draft. Students can be encouraged to discuss content as well as grammar and punctuation.

它允许学生们互相查看彼此的作业,并根据自己的水平做出纠正和评论。前期写作和初稿可以独立完成。高水平的学生可以被鼓励写更多的和更复杂的语法。然后,在撰写最终稿之前的最后一步就是同伴批改。可以鼓励学生讨论内容、语法和标点符号。


6. Jigsaw reading 拼图式阅读

It’s quick to prepare. The instructor simply selects a reading, pre-teach the vocabulary and grammar, preferably with games, and divide the reading into parts. Each student reads their part of the article or story silently to themselves. Advanced students should be given longer and more challenging passages, and lower level students the short, simpler parts. After reading, you can have the student either write a summary of the article or story, or give it orally. Finally, working together, the students try to reconstruct the article in the correct order, and check it against the original article.

这样的互动准备起来很快,教师只需选择一篇阅读材料,预先教授词汇和语法,最好是游戏,并将阅读材料分成几个部分。每个学生都默读自己的文章或故事。给水平高的学生更长更具体挑战的段落,给水平低的学生简短,容易些的部分。阅读后,你可以让学生写一篇文章或故事的摘要,也可以口述。最后,学生们一起努力,按照正确的顺序重新排列文章,并对照原文进行核对。

Teaching the multilevel class can be challenging. Teachers have to be flexible to accommodate not only different levels of English learning but also different backgrounds. Meeting everyone’s needs is tough but not impossible, With a little ingenuity and creativity, teaching the multilevel class can be very rewarding.

教授学生水平参差不齐的大班英语课是很有挑战的。教师不仅要适应不同的英语学习水平,而且要适应不同的背景。满足每个人的需求是困难的,但并非不可能,只要有一点独创性,课堂就会变得很有意义。




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