An investigation into efl teachers methods to teach grammar in mixed ability classes at some high schools in ben tre province

Chapter I: INTRODUCTION 1.1 Background of the research At the present time, English plays an essential role in global communication and economic integration Thus, English users must acquire both communicative competence and linguistic competence English has been taught as a compulsory subject in Vietnamese classes at lower and upper secondary schools for many years Therefore, much attention has been increasingly paid to teaching and learning English and teachers of English have made attempts to teach the language in appropriate and effective way Working as a teacher of English receives challenges every day Teachers have to face many students who are all at different levels of ability, have varying motivation for learning English and have their own special interests and experiences All teachers have to face the challenge of mixed ability classes because, according to Tomlinson (1999), Berry & Williams (2002) and Shank (1995), every class is multileveled Some classes can be more multileveled than others can and therefore more challenging for teachers, but all classes are mixed ability classes Teachers meet these mixed ability classes all the time when they enter their classes Especially, mixed ability class has already been a common situation in upper -secondary schools in Vietnam It is very hard for teachers to manage and motivate students in a class in which there are many levels of proficiency The questions “How can we teach effectively in such classes?” is always raised in their mind Because if teachers focus on the weaker, the stronger will be disheartened and vice versa the weaker can not keep pace with their friends if many of the tasks are suitable to the stronger According to Baker & Westrup (2000),“weaker students may stop learning because they not understand; and sometimes the stronger ones stop learning because they find the work too easy and get bored It is the big challenge to the teacher of the multilevel class to help the weaker students and to keep the stronger ones motivated so that all students succeed” Practically, Vietnamese teachers of English are facing various difficulties in teaching English to mixed ability classes Moreover, the learners’ demands are different while almost all textbooks are homogeneous Therefore, in addition to the knowledge, a teacher of English must have the ability of organizing, managing the classroom to help students learn better Lewis (2002) comments that the way of managing the multilevel class is to plan the teacher to work with different groups of students at different time during the lesson In many schools in Ben Tre, most students are weak in English, especially their grammar proficiency There are many reasons for this situation and teaching such poor language students in mixed ability classes is the most challenge of language teachers The ways of teaching that would be the most appropriate and efficient for mixed ability classes is one of the issues nowadays widely discussed by the teaching community As far as this problem is concerned, there has been almost no research relating to teaching English in mixed ability classes at high schools in Ben Tre 1.2 Rationale Ca Van Thinh High School, Nguyen Thi Minh Khai High School and Che Quevara High School are located in Mo Cay Nam District of Ben Tre Province Students of the schools are from some surrounding areas The Minority of students like learning English because they realize that it is really important to their higher study Some study English because it is one of the compulsory subjects in the General Certificate of Secondary Education while other students come to classes without paying any attention to the lessons From the fact above, students’ levels are not homogeneous Therefore, teachers have to face a lot of challenges when they teach these students The above situation of teaching students in mixed ability classes has inspired and encouraged me to carry out this study “An investigation into EFL teachers’ methods to teach grammar in mixed ability classes at some high schools in Ben Tre Province” 1.3 Purpose of the research Seeking data about how teachers teach students in mixed ability classes in terms of grammar proficiency Exploring the effective methods to teach students in mixed ability classes in terms of grammar proficiency It is hoped that the study will make a small contribution to the improvement of my own teaching English to mixed ability classes and to other teachers who are related to the same situation 1.4 Research questions What are teachers' perceptions towards teaching mixed ability classes? What are the teachers’ difficulties when teaching English grammar in mixed ability classes? What strategies teachers use to teach grammar in mixed ability classes? 1.5 Research scope This study was conducted at Ca Van Thinh High School, Nguyen Thi Minh Khai High School and Che Quevara High School which are located in Mo Cay Nam District, Ben Tre Province Although there are many aspects in teaching English in mixed ability classes, this study only focuses on investigating how teachers teach grammar at the three schools in Ben Tre Province 1.6 Structure of the research This research consists of five chapters: Chapter 1: Introduction: Presents a general overview of the study It states the reasons, the importance, the aims, the scope and the organization of the study Chapter 2: Literature review: Offers a literature review of the relevant materials Chapter 3: Methodology: Presents the research design and methodology, participants, data collection and data analysis Chapter 4: Findings and discussion: Report on the findings from the questionnaires, the interviews with teachers and students and the class observation at Ca Van Thinh High School, Nguyen Thi Minh Khai High School and Che Quevara High School Chapter 5: Conclusion and implications: Summarize the results of the study At the same time, this chapter focuses on the implications of the findings and suggestions for further studies Beside, the appendixes of the questionnaires, questions for interviewing teachers and students, observation sheet and the reference source list are also included at the end of the research Chapter II: LITERATURE REVIEW In this part, the researcher will come to the definition of mixed - ability classes first Then, some causes leading mixed - ability classes will be analyzed Finally, some suggestions to handle mixed - ability classes effectively will be mentioned 2.1 What is a mixed-ability class? Mixed ability classes means classes where students differ greatly in ability, motivation for learning English, needs, interests, educational background, styles of learning, anxiety, experiences and so on (Ainslie, 1994) Richards (1998) remarks that “Every class we ever teach is mixed ability” Mixed ability classes are likely to be common in many teaching contexts The term “mixed ability” is used to express learners’ different levels of knowledge of language, different learning aptitude and different intelligences; so students in mixed ability classes are different in many ways Some find it easy to learn a foreign language while others not Some are confident to express their ideas, whereas, others are not Some tend to cooperate effectively with friends but others like working independently According to Ur (1999), all classes of more than one learner are heterogeneous because there are no really similar learners and so no homogeneous class He also points out that there are many kinds of learners in heterogeneous class and opposed to a homogeneous class where learners are similar In his theory, he states that another definition applied to a heterogeneous class is mixed ability class However, the term ability includes not only the immediate observable ability to perform of the learners, but also their potential learning ability Learning ability may be influenced by various factors such as different previous opportunities for learning, higher or lower motivation, and better or worse learning condition 2.2 Some different learners’ factors of mixed ability classes 2.2.1 Learner differences In general, language learners may differ in many aspects that influence the language learning abilities Students have different strengths, weaknesses and approaches towards learning They respond differently to the specific teaching methods and classroom situations The more teachers are familiar with students’ differences, the better they are able to satisfy diverse learning needs Teachers should be flexible, innovative and provide learners with various teaching strategies and attitudes Whereas some differences are easy to see, others are difficult to discover 2.2.2 Language aptitude Language aptitude may be characterized as “your innate talent or predisposition for language learning” (Thornbury, 2006) There is evidence in the research literature that some individuals have an exceptional “aptitude” for language learning (Lightbown and Spada, 1999) In the 1950s and 1960s the belief that it was possible to predict students’ future progress on the basis of linguistic aptitude tests was developed The two most widely used aptitude tests were the Modern Language Aptitude Test (MLAT), designed by John Carroll, and the Pimsleur Language Aptitude Battery (PLAB), designed by Pimsleur in 1960s They measure the ability to identify and memorize new sounds, understand the function of particular words in sentences, figure out grammatical rules from language samples and remember new words (Lightbown and Spada, 1999) These two traditional language aptitude tests became criticized for measuring general intellectual ability rather than linguistic talent and consequently influencing teachers to brand “bad” and “good” language learners Another negative factor of the traditional language aptitude test was that students who scored badly on aptitude tests could become de-motivated which the test predicted would only contribute to failure Instead, as Harmer suggests, “it would be much better for both teachers and students to be optimistic about all of the people in the class” 2.2.3 Intelligence and multiple intelligences Language aptitude has a connection with intelligence, which is another factor related to language acquisition Intelligence may be described as “general intellectual abilities” (Stern, 1983) According to Lightbown and Spada (1999), people who score well in IQ tests, are expected to succeed in second language acquisition, too However, IQ tests measure metalinguistic knowledge rather than communicative ability This suggests that traditional IQ tests measure skills necessary for language analysis and rule learning However, this kind of intelligence plays a less important role in classrooms, where the emphasis is put on communication and interaction Recently, many teachers and other specialists in education have been influenced by a concept introduced by the Harvard psychologist Howard Gardner (1993) According to this concept, people not possess a single intelligence, but a range of intelligences, which Gardner called multiple intelligences They are: Linguistic: These learners have highly developed auditory skills and often think in words They like reading, playing word games, making up poetry or stories They can be taught by encouraging them to say and see words, read books together Tools include computers, games, multimedia, books, tape recorders, and lecture Visuals: Visual media help students acquire concrete concepts, such as object identification, spatial relationship, or motor skills where words alone are inefficient Musical - Sound: A distinction is drawn between verbal sound and nonverbal sound such as music Sound media are necessary to present a stimulus for recall or sound recognition Audio narration is recommended for poor readers They love music, but they are also sensitive to sounds in their environments They may study better with music in the background They can be taught by turning lessons into lyrics, speaking rhythmically and tapping out time Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia Logical -Mathematical - reasoning, calculating Those learners think conceptually, abstractly and are able to see and explore patterns and relationships They like to experiment, solve puzzles, and ask cosmic questions They can be taught through logic games, investigations, and mysteries They need to learn and form concepts before they can deal with details Bodily-kinesthetic: These learners can use the body effectively, like a dancer or a surgeon They like movement, making things, touching They communicate well through body language and they are taught through physical activity, hands-on learning, acting out and role playing Interpersonal - understanding, interacting with others: These students learn through interaction They have many friends, empathy for others, and street smarts They can be taught through group activities, seminars and dialogues Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing and E-mail Intrapersonal - understanding one's own interests, goals: These learners tend to shy away from others They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions They can be taught through independent study and introspection Tools include books, creative materials, diaries, privacy and time They are the most independent of the learners People possess all these seven intelligences, but we tend to use preferably one or two over the rest (Harmer, 2006) 2.2.4 Learner Autonomy Another factor which influences language learning is learner autonomy Autonomy can be described as “your capacity to take responsibility for, and control of, your own learning, either at school or outside, without teachers’ control” (Thornbury, 2006) Since language learning is a long-lasting process, one cannot assume he will learn a language only by attending school or language courses Acquiring a second language is a complex process which requires learning outside the classroom as well as during lessons One needs to be exposed to a language and have enough opportunities to practice it to see a language improvement As Harmer (1998) suggests, not everything can be learnt in the classroom and even if it could, a teacher will not always be around when students use a language For that reason it is important to teach students to learn the language autonomously or, in other words, to become autonomous learners An autonomous learner is characterized as someone who takes his/ her own responsibility for learning One of the routes towards leaner autonomy is learner training, when a learner is taught to develop his/ her learning strategies Scrivener claims that teacher task is not only to teach a language, but also to teach ways of learning a language A powerful tool for developing learner autonomy is giving learners opportunity in the choice of classroom activities and classroom management (Thornbury, 2006), independent work in the lessons or homework 2.2.5 Learner’s expectations about the language, their needs and preferences Language learners have various reasons for studying English Students come to a new class with certain expectations and previous experience with language learning This can influence their attitude towards studying a language and their performance in the classroom To teach a successful class, it is important to find out about learners preferences and needs in advance By learners’ needs we understand reasons why students learn a language By learners’ preferences we mean ways and preferable activities, or how students would like to acquire a language By finding out learner needs and preferences, we may aim the class work more towards learners’ requirements (Scrivener, 2005) There are various tools and methods for discovering learners’ needs, usually labeled as “Needs analysis” As Scrivener (2005) suggests, a needs analysis includes not only information about why learners might need language in the future, but also information about their current language level, their problems concerning language education, what would learners like to learn and how they would like to study it There are three key ways of finding out previously mentioned information These include writing, speaking and observing When writing, the information is usually gathered by means of questionnaires, language tests and choosing the best answer from given possibilities E.g I prefer to work: a individually b in pairs c in groups d gap-filling E.g I get bored when or writing a short essay about what students want to learn in the lessons, why and how Gathering data through speaking, we can discover it by interviewing students individually or in pairs, asking for oral feedback on a lesson, students’ opinions on what should and should not be included in the lesson or asking them what they would like to in the lessons Observation is a longer process, when we observe students during various activities, such as pair/ group work, speaking activities, written tasks etc It enables us to notice students’ language problems and areas which need to be further focused on (Scrivener 2005) Utilizing this information, one can adapt the course to suit the learners and avoid exercises students not favour and, on the other hand, add those which they prefer 2.3 Motivation 2.3.1 Learning motivation in EFL classroom According to Ryan & Deci (2000) “to be motivated is to be moved to some thing” Or “the extent to which the individual works or strives to learn the language because of the desire to learn the language and the satisfaction experienced in this activity” (Dornyei, 2001) The term “motivation to learn” or 10 14 Ellis, R (1985) Understanding Second Language Acquisition: Individual Learner Differences and Second Language Acquisition Oxford: Oxford University Press 15 Ellis, R (2002) Grammar Teaching-Practice Or Consciousness-Raising in Language Teaching, 167-174 CUP 16 Furaidah, D N (2008) The Place of Grammar in Language Teaching: An Attempt Towards a Synthesis of Its Teaching Approach Bahasa Dan Seni, Tahun 36, Nomor 1, 80-87 17 Gardner, H (1993) Frames of Mind: The Theory of Multiple Intelligences London: Fontana Press 18 Gardner, R C., & Lambert, W (1972) Attitudes and Motivation in Second Language Learning Rowley, MA: Newbury House 19 Harmer, J (1998) How to Teach English Harlow: Longman 20 Harmer, J (2001) The Practice of English Language Teaching Harlow: Longman 21 Hatch, A J (2002) Doing Qualitative Research in Education Settings, USA: State University of New York Press 22 Hess, N.(2001) Teaching Large Multilevel Classes Cambridge: Cambridge University Press 23 Kelly, A.V (1974) Teaching Mixed Ability Classes: An Individualized Approach London: Harper & Row Ltd 24 Krieger, J (2003) Class Size reduction: Implementation and Solution Document Reproduction Service No ED 475489 25 Lessow-Hurley, J (2003) Meeting the Needs of Second Language Learners: An educators guide Alexandria, Virginia: Association for Supervision & Curriculum Development 26 Lightbown, P M & Spada, N (1999) How Languages are Learned Oxford: Oxford University Press 51 27 Lightbown, P M & Nina, S (2006) How Languages are Learned 3rd ed Oxford: Oxford University Press 28 McMillan, J H & Schumacher, S (1993) Research in Education: A Conceptual Introduction 3rd ed New York: Harper Collins College Publishers 29 Nguyen, T X (1994) Education in Vietnam: An Overview In T X Nguyen (Ed), Vietnamese Studies in a Multicultural World, Melbourne: Brown Prior Anderson 30 Podromou, L (1992) Mixed Ability Classes London: Macmillan 31 Rees, G (2010) “Teaching mixed-ability classes 1”, Teaching English 32 Ryan, R M & Deci, E L (2000) Intrinsic and extrinsic motivation: Classic definitions and new directions Contemporary Education Psychology 33 Scrivener, J (2005) Learning Teaching Oxford: Macmillan Education 34 Stern, H H (1993) Fundamental Concepts of Language Teaching Oxford: Oxford University Press 35 Shank, C C & Terrill, L R (1995) Teaching Multilevel Adult ESL Classes Eric Digests Washington DC: Adjunct ERIC Clearinghouse for ESL Literacy Education 36 Smith, M L & Glass, G V (1980) “Meta-analysis of research on class size and its relation to attitudes and instruction” American Educational Research Journal, 17(4) 37 Thornbury, S (2001) How to teach Grammar Longman 38 Thornbury, S (2006) An A-Z of ELT Oxford: Macmillan Education 39 Tomlinson, C A (1999) The Differentiated Classroom: Responding to the Needs of All Learners Alexandria, Virginia: Association for Supervision and curriculum Development 40 Tomlinson, C A (2001) How to Differentiate Instruction in Mixed-Ability Classrooms USA: Alexandria, VA, Association for Supervision & Curriculum Development 52 41 Tudor, I (1996) Learner-Centeredness as Language Education, Cambridge University Press 42 Tran Thi Lan, M Ed (2000) A Vietnamese Perspective on World Englishes, Teacher’s Edition 43 Truong Vien (2005) Learner-centeredness in America and Implications for Vietnam and ELF countries San Francisco State University 44 Ur, P (1991) A Course in Language Teaching Cambridge: Cambridge University Press 45 Widodo, P H (2006) Approaches and Procedures for Teaching Grammar English Teaching: Practice and Critique, 122 – 141 46 Wright, T (2005) How to be a brilliant English teacher New York: Taylor & Francis Inc 53 APPENDIX QUESTIONNAIRES ON ENGLISH TEACHERS’ PERCEPTIONS AND PRACTICE OF TEACHING GRAMMAR IN MIXED ABILITY CLASSES The data of the questionnaire is used for research purposes of the thesis “An Investigation into EFL Teachers' Methods to Teach Grammar in Mixed Ability Classes at Some High Schools in Ben Tre Province” Thank you for your cooperation! A Personal Information Gender:  Male  Female Age: _ Years of working as a teacher of English: years Degree:  B.A  M.A  Ph.D B Please read the statements carefully and check () the proper box to give your opinion N0 Strongly Items Agree To be students’ aware of your levels is very important for your lessons You often seek for the information students’ of level your of proficiency, learning styles, 54 Agree Neutral Disagree Strongly Disagree interest, multiple intelligences and preferred teaching methods Having your students a diagnostic test at the beginning of school year to classify their levels is necessary Your students’ proficiency of English is generally at the same level (homogeneous) The difficulties you meet when teaching English grammar in mixed ability class: a time is limited b students’ levels of language are different c the number of poor language students is large d some tasks in the textbooks are not suitable with the weaker students’ levels c it is difficult for teachers to control the whole class Your additional ideas: -…………………………………………… -…………………………………………… 55 -…………………………………………… Your weaker students often the following activities in the classes a sitting quietly and being unenthusiastic to take part in most activities b keeping silent in pair or group work c doing private affairs rather than pay attention to the lessons d depending on teachers or other students when solving the tasks e being uncared about the results of their study You explain the lessons clearly and slowly and give clear instructions so that poor language students can understand You frequently provide students of different abilities with different materials/ tasks 56 You give more tasks to weaker students 10 You encourage weaker students to take part in the lessons/ to tasks 11 You organize pair work and group work tasks so that stronger students can assist weaker ones 12 You provide students with weaker more homework after each lesson 13 You organize grammar tutorial courses for weaker students 14 Open-ended tasks are useful for mixed ability students when learning grammar lessons 15 Designing grammar points into speaking activities for your students to practice 16 Your suggestions to improve -……………………………………………… the quality grammar: of teaching -……………………………………………… -……………………………………………… THANK YOU VERY MUCH 57 APPENDIX BẢNG CÂU HỎI VỀ QUAN ĐIỂM CỦA GIÁO VIÊN TIẾNG ANH TRONG VIỆC THỰC HÀNH GIẢNG DẠY NGỮ PHÁP CHO CÁC LỚP CĨ TRÌNH ĐỘ KHƠNG ĐỒNG ĐỀU Số liệu bảng câu hỏi dùng cho đề tài “nghiên cứu số biện pháp dạy ngữ pháp cho lớp có trình độ khơng đồng vài trường THPT tỉnh Bến Tre” A Thông tin cá nhân: Giới tính:  Nam  Nữ Tuổi: _ Số năm dạy tiếng Anh Trình Độ:  Cử Nhân  Thạc Sĩ  Tiến Sĩ B Xin q Thầy/ Cơ đọc kỹ câu hỏi đánh dấu () vào thích hợp để đưa quan điểm Rất đồng ý Nhận biết trình độ học sinh điều quan trọng giảng dạy Q Thầy/Cơ thường tìm hiểu thơng tin trình độ học sinh, cách học, sở thích, đa thơng minh phương pháp giảng dạy mà học sinh thích Thực kiểm tra chất lượng vào đầu năm học để phân loại học sinh 58 Đồng ý Trung Không Rất không lập đồng ý đồng ý cần thiết Học sinh q Thầy/Cơ có trình độ tiếng Anh tương đồng Khó khăn mà q Thầy/Cơ gặp phải dạy ngữ pháp lớp có trình độ khơng đồng là: a thời gian bị giới hạn b trình dộ ngôn ngữ học sinh khác biệt c học sinh yếu lớp đông d tập sách giáo khoa khơng phù hợp với trình độ học sinh yếu c khó kiểm sốt tồn lớp học -…………………………………………- Ý kiến khác: ………………………………………… -………………………………………… Những việc mà học sinh yếu thường làm lớp a khơng nhiệt tình tham gia hoạt động b khơng có ý kiến thực hành theo cặp/nhóm c lo làm việc riêng không ý đến học d dựa vào Thầy/Cô, bạn bè làm tập 59 e không quan tâm kết học tập Q Thầy/Cơ giải thích học chậm rõ ràng để học sinh yếu tiếp thu Q Thầy/Cơ thường xun cung cấp tài liệu/bài tập khác cho học sinh có trình độ khác Q Thầy/Cơ cho học sinh yếu thêm tập 10 Q Thầy/Cơ khuyến khích học sinh yếu tham gia xây dựng bài/ làm tập 11 Q Thầy/Cơ phân chia cặp, nhóm để học sinh khá, giỏi giúp học sinh yếu 12 Q Thầy/Cơ cho học sinh yếu thêm tập nhà 13 Q Thầy/Cơ tổ chức khóa học bổ trợ kiến thức cho học sinh yếu 14 Các tập dạng mở (open-ended tasks) có ích việc giảng dạy ngữ pháp cho lớp có trình độ khơng đồng 15 Q Thầy/Cơ thiết kế học ngữ pháp thành hoạt động nói cho học sinh thực hành 16 Ý kiến quí Thầy/Cô nhằm cải -……………………………………… 60 thiện chất lượng dạy ngữ pháp: -……………………………………… -………………………………………… XIN CÁM ƠN Q THẦY/ CƠ 61 APPENDIX QUESTIONS FOR TEACHERS INTERVIEW Teacher’s name:……………………………………… School: ……………………………………………… Class:………………………………………………… Lesson:……………………………………………… Aims:………………………………………………… Time:………………………………………………… Date:………………………………………………… How long have you been teaching English? Do you think mixed ability class has some influence on students’ learning English? If yes, in what way? In your opinion, to teachers, what are the disadvantages of teaching grammar in mixed ability classes? In your opinion, to students, what are the disadvantages of learning grammar in mixed ability classes? Do you think that weaker students can understand and all your grammar exercises? Are your grammar tasks effective? Why? Why not? According to you, what are the least effective grammar activities? Why? How would you like to change these activities? What strategies you have to help weaker students improve their grammar proficiency? 62 APPENDIX CÂU HỎI PHỎNG VẤN GIÁO VIÊN Tên giáo viên:……………………………………… Trường: ……………………………………………… Lớp:………………………………………………… Bài dạy:……………………………………………… Mục tiêu :………………………………………………… Thời gian:………………………………………………… Ngày dạy:………………………………………………… Q Thầy/ Cơ giảng dạy bao lâu? Q Thầy/ Cơ có nghĩ lớp có học sinh đa trình độ ảnh hưởng đến việc học học sinh? Nếu có, ảnh hưởng nào? Theo quan điểm q Thầy/ Cơ khó khăn giáo viên việc dạy ngữ pháp cho lớp có học sinh đa trình độ gì? Theo quan điểm q Thầy/ Cơ khó khăn học sinh việc học ngữ pháp lớp có học sinh đa trình độ gì? Q Thầy/ Cơ có cho học sinh yếu hiểu làm tập ngữ pháp mà q Thầy/ Cơ đưa ra? Các tập ngữ pháp mà q Thầy/ Cơ đưa có hiệu khơng? Nếu có, sao? Nếu khơng, sao? Theo Q Thầy/ Cơ hoạt động dạy học ngữ pháp hiệu nhất? Tại sao? Quí Thầy/ Cô muốn thay đổi hoạt động nào? Những biện pháp mà q Thầy/ Cơ đưa để giúp học sinh yếu nâng cao kiến thức ngữ pháp 63 APPENDIX OBSERVATION SHEET Teacher’s name:………………………………… Lesson:………………………… School:……………………………………………Time:………………………… Class:…………………………………………… Aims:………………………… Teacher’s ways of dealing with Comments students’ different levels of proficiency Explaining the lessons clearly and slowly and give clear instructions so that poor language students can understand Providing students of different abilities with different materials/ tasks Giving more tasks to weaker students Encouraging weaker students to take part in the lessons/ to tasks Organizing pair work and group work tasks so that stronger students can assist weaker ones Providing weaker students with more homework after each lesson Using open-ended tasks Designing grammar points into speaking activities for students to practice 64 Notes APPENDIX PHIẾU DỰ GIỜ Tên giáo viên:………………………………… Bài:………………………………… Trường:…………………………………………Thời gian:………………………… Lớp:…………………………………………… Mục tiêu bài:………………… Cách giáo viên giải vấn đề khác biệt trình độ học sinh lớp học Giải thích học chậm rõ ràng để học sinh yếu tiếp thu Cung cấp tài liệu/bài tập khác cho học sinh có trình độ khác Cho học sinh yếu thêm tập Khuyến khích học sinh yếu tham gia xây dựng bài/ làm tập Phân chia cặp, nhóm để học sinh khá, giỏi giúp học sinh yếu Cho học sinh yếu thêm tập nhà Sử dụng tập dạng mở (openended tasks) Thiết kế học ngữ pháp thành hoạt động nói cho học sinh thực hành 65 Comments Notes