TEACHING MULTI-LEVEL
CLASSES
FIND SOMEONE WHO…
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has eaten ice cream this week. ______________________
can speak a language besides English, Russian or Kazakh
fluently. ____________________________________
has at least two sisters. ___________________________
can make beshbarmak. ___________________________
drinks at least five cups of tea a day. ______________
cannot swim. ____________________________________.
has lived in a country other than Kazakhstan or the U.S.
___________________________________________________
can say the English alphabet backwards within 15 seconds.
___________________________________________
has been to China. _______________________________
owns a cow. ____________________________________
had never been in Almaty before this week.
___________________________________________________.
OBJECTIVES OF THE SESSION
1.
Define what the term “multi-level classes” means
2.
Identify four types of learners in an EFL classroom
3.
Brainstorm factors that affect multi-level classes
4.
List at least five advantages and disadvantages of a
multi-level ESL class
5.
Identify at least four strategies for creating
activities for multi-level classes
6.
Create their own activity for a multi-level class
CHARACTERISTICS OF A MULTI-LEVEL
ENGLISH AS A FOREIGN LANGUAGE (EFL)
CLASS
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A multi-level classroom is an umbrella term for a
multitude of situations.
Kazakhstanian classrooms include multi-level
classes.
There are both strong and weak students.
TYPES OF LEARNERS
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In a multi-level EFL class, there are many types of
learners. They include the following types:
Learners with no or limited literacy skills in their
native language
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Learners with different EFL proficiency levels
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Learners who prefer writing to speaking or vice versa
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Learners with different motivations, interest levels,
and educational and cultural background
WHAT ARE SOME FACTORS THAT MIGHT
INFLUENCE A MULTI-LEVEL CLASS?
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Different learning styles
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Gender issues
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Cultural issues
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Speed of learning
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Learning disabilities
ADVANTAGES OF A MULTI-LEVEL CLASS
Students can use their skills to help each other
 Students learn at their own speed
 Teachers can learn to provide more teaching
activities and improve their teaching skills.
 Students don’t have to compete as much because
every one is going at his or her own pace.
 Students learn to be responsible for their own
learning strategy and learning behaviors
 Students develop strong relationships with their
peers
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DISADVANTAGES OF MULTI-LEVEL CLASS
Weaker students may feel threatened, left out
and/or frustrated
 Stronger students may feel bored or
unchallenged.
 Teachers must do more work for classroom
management and preparation for lessons.
Oftentimes, planning is time-consuming and
classroom management is exhausting.
 Teachers must develop or find appropriate
materials for every level.
 Teachers have to be sure that all students are
challenged and interested .
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STRATEGIES FOR MULTI-LEVEL CLASSES
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What kinds of strategies do you think can work
in a multi-level class?
What activities have you done in your classes
that allow for multi-level classes?
STRATEGIES FOR MULTI-LEVEL CLASSES
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Split the students into groups
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Teachers split the class based on content.
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Students in one group can work with self-access
resources (e.g., textbooks or workbooks), write a
dialogue or complete exercises while the teacher
works with the other group.
ANIMALS!
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Volunteers: in pairs, you will write a dialogue
about a father and daughter who are visiting the
zoo. You must write eight sentences and include
at least four animal names.
ANIMALS!
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Counterparts: Please match the animals to the sounds they
make.
Dog
Cockadoodaloo
Cat
Ribbit!
Owl
Chomp!
Lion
Woof woof!
Cow
AwOOOOOOOO!
Sheep
Baaa-aa!
Mouse
Meow!
Snake
Mooooooo!
Rooster
Hoot hoot!
Alligator
Rawr!
Frog
Squeak!
Wolf
Hisssssssssss!
DIFFERENTIATING TASKS
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All students are given the same basic task, but at
different levels according to their abilities.
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Teachers can differentiate tasks by
Language levels
Complexity of the tasks (repetition/copying and/or making
up one on their own)
Amount of support provided (very controlled or guided in
language and content).
DIFFERENTIATING TASKS ACTIVITY
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Volunteers:
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You must write four sentences in Russian or Kazakh
about your favorite hobby. In your sentences, please
say how often and where you do this hobby.
Counterparts:
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You must write 7-8 sentences in English about your
favorite hobby. You must explain where the origin of
your favorite hobby came from. Also, did your parents
encourage you to pursue this hobby? Do you have
friends who do this hobby now? Would you
recommend someone else to pursue this hobby?
FOCUSING ON ABILITIES OR SKILLS OTHER
THAN LANGUAGE
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Teachers can motivate even weak students by
appealing to the interests and abilities of their
students.
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Math problems, problem solving activities, logic
puzzles, riddles, crossword puzzles, memory games
and general knowledge questions are just some
examples.
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These activities allow students to participate by using
strengths other than language.
LOGIC PUZZLE
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The Toronto zoo has 6 new animals: zebra, elephant,
lion, giraffe, hippopotamus, and a monkey. Their
names are: Petey, Patricia, Danny, Daisy, Lucy and
Larry but not necessarily in that order.
1. The monkey’s name does not start with D.
2. Daisy is not a lion.
3. The giraffe’s name starts with “L”.
4. The zebra’s name does not start with P.
5. Danny is not a hippo.
6. The elephant’s name starts with a P.
7. The hippo’s name does not start with an L.
8. The Lion’s name starts with a P.
9. Larry is not a monkey.
10. The elephant’s name is Petey.
GROUP AND PAIR WORK
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Teachers can put EFL students with similar
abilities into groups or pairs.
Teachers can also put EFL students who have
different levels of English into groups so that the
stronger students can help the weaker students.
ANY QUESTIONS?
YOUR TURN!
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Now, Volunteers and their Counterparts will
create their own activity that would work in a
multi-level class.