THEME 6. DIFFERENTIATION.

“When every child is different, why should learning be the same?”

In small groups, describe the picture. What is it about?

PRE-READING TASK
What is differentiation?
KWL chart
What do I Know?
What do I Want to know?
What did I Learn?
K W L
Know Want Learn

READING

Differentiation in teaching.
Teachers can differentiate classroom elements in relation to student needs.
Differentiating by classroom elements
Classroom elements which can be differentiated include content, process and
learning environment.
Differentiating content
All students need to be given access to the same core content and taught the
same big ideas and concepts. Content includes:
· what the teacher plans for students to learn
· how the students gain access to the desired knowledge, understanding and
skills.
 Differentiating access to content involves adjusting the degree of complexity.
For example, if the learning goal/ intention is for all students to write persuasive
paragraphs, some of the students may be learning to use a topic sentence and
supporting details, while others may be learning to use outside sources to justify
their viewpoint.
Differentiating process
Process can be thought of as the learning experiences that are designed to help
students make sense of, understand and use the content. An effective learning
experience involves students in using an essential skill to come to an understanding
about a critical idea and is clearly focused on a learning intention/goal. For
example, one student may independently explore a topic while another may
collaboratively work on a task with others.
Differentiating the learning environment
Learning environment refers to the way the classroom works and feels. When
differentiating the learning environment the teacher considers the students’
‘environmental’ preferences. For example, some students need lots of work space,
some need a quiet area, some like to engage in discussions, some like to work
alone.
Differentiating the learning environment involves:
· considering the look and feel of the classroom
· providing a safe and positive environment for learning
· allowing for individual work preferences
· managing the learning space.
·to differentiate the learning environment:
· make sure there are places in the room to work quietly and without
distraction as well as places that invite student collaboration
· provide materials that reflect a variety of cultures and home settings
· set out clear guidelines for independent work that matches individual
needs
· develop routines that allow students to get help when teachers are busy with
other students and cannot help them immediately
· help students understand that some learners need to move around to learn
while others do better sitting quietly
· vary the places where learning occurs, for example the lab or outside
· use alternative seating
· identify classroom management procedures that would make the learning
environment safe or more supportive.

Task 1. Explain the words in bold and learn them by heart.

Vocabulary in pictures. Pictogram - a message in pictures.

Task 2. Find new words and word phrases from these pictograms.
 1. 2.

3.

4.

5.

6.

7.

Task 3. Make up your own pictograms for the following words:

1. The system of education

2. Kazakhstani Teacher Training (Pedagogical) Universities
3. The Ministry of Education and Science
4. Assessment criteria
 5. A kinesthetic learner
6. A visual learner
7. An auditory learner
8. The English language learning environment
9. to increase motivation
10.A competitive specialist

Task 4. Listen to the podcast “I will teach you a language” Episode 165 and do
the test.

An ideal language learning environment

(https://docs.google.com/forms/d/e/1FAIpQLSdRycXdSTy-
mfcJGHi6_M2VKqDxs6ie4IqpyZOrIpm_-_6jNA/viewform)

Answer the following questions

1. What was Sonia's problem?
2. What is an ideal language learning environment from the host's point of
view?
3. What is an ideal language learning environment from your point of view?
Task 5. Look at these two sentences.
The passenger is normally so embarrassed that he disappears as quickly as
possible.
When this happens there is often such a strong smell, of roast bird that
passengers on the plane think that chicken is being cooked.

GRAMMAR SPOT
We often use so/such ... that to express a consequence.
• Use so + adjective
The flight was so bumpy (that) we all felt sick.
• Use so+ adverb
The taxi driver drove so quickly (that) we got to the airport on time.
• Use so much / so many+ noun
There was so much traffic that we nearly missed our flight.
• Use such a+ adjective + single countable noun
It was such a great hotel (that) we want to go back there next year.
• Use such+ adjective + uncountable noun
We had such terrible weather that we didn't really enjoy the holiday.
• Use such+ adjective + plural noun
They were such uncomfortable seats (that) I couldn't sleep at all.

Task 6. Complete the sentences with so, so much / many, such, or such a.
1 The flight was ________ long that I got really bored.
2 I had _______ noisy child sitting beside me that I couldn't sleep at all.
3 My suitcase was __________ heavy that I had to pay excess baggage.
4 I slept _______badly on the flight from New York that the jet lag was worse than
usual.
5 We were served ________terrible food that I couldn't eat a thing.
6 There were ________people at check-in that we had to queue for ages.
7 We had ________ luggage that we had to get another trolley.
8 The people we met on holiday were ________nice people that we kept in touch
with them.

Task 7. Fill in the blanks with so, such or such a.

1. It’s _______ warm today that I'm going to the beach.
2.We’re _______ pleased with these new towels that we're going to buy some
more.
3. He has done ______ foolish things that he will get into serious trouble.
4. He made ______ generous contributions to the university that they are naming
one of the new buildings after him.
5. This hedge grows _____ fast that we have to trim it often.
6. We had ______ good time that we hate to leave the party.
7. The thief came in _______ quietly that the sleeping couple never heard him.
8. He is ______ extravagant that all his money is spent long before his next pay
check.
9. Those are _______ great moments that will never be forgotten.
10. He wastes _______ much time watching television that he never finishes his
homework.
11. He has read that book ________ many times that he knows it by heart.
12. Her work at the university has been _______ poor that she is thinking of
leaving.
13. This is _______ beautiful piano that I'm sorry I have to sell it.
14. It was ________ delicious meal that we asked the chef for its recipe.
15. They are _______ stingy that they never want to eat out.
16. They are _______ boring people that we hate to visit them.
17. There was ______ crowd in the street that we could hardly move.

Task 8. Choose so, such, such a, so much, so many to complete the sentences
below.
1. It was ______ expensive that we couldn't afford it.

2. The party was incredible. They have _______ nice house.

3. We didn't get out. It was _______ cold!
4. There was _________ bad weather that we had to stay home all day.
5. I have _______ watches that I can't decide which one to wear.
6. We couldn't believe what had just happened. It was ________ bad luck.
7. He put ______ salt that we couldn't eat it.
8. When we arrived, John was there. It was ________ surprise.
9. She is very glamorous. She always wears ________ nice dresses.
10. We couldn't react. Everything happened _______ quickly.
SPEAKING
Answer the following questions:
1. Does differentiation help to increase students’ motivation?
2. What factors should be considered during lesson planning?
3. What is crucial in learning foreign languages?
4. What stops students from achieving results in learning languages?

DEBATE TIME
Debate motion “Inclusion is a right, not a privilege for a select few”.
Debate format:
The chairperson will welcome the audience and introduce what the debate motion
is. The chairperson will introduce each member of each team. The chairperson will
introduce each speaker as they take the stand.
Explains the procedure of the debate, calls upon the next speaker when it’s time,
maintains order during the debate.
The first affirmative speaker explains how his/her team has interpreted the
theme, sets out the roles that each member of the team will take on, presents the
team’s first argument.
The first negative speaker accepts the team’s interpretation of the motion, or
challenges it. Presents the team’s first argument.
The second speaker of the affirmative team presents the team’s second
argument.
The second speaker of the negative team presents the team’s second argument.
Both teams are given 7-10 minutes to prepare their rebuttals with statements of the
opposing team.
The third speaker of the negative team gives to rebuttals against the other team’s
arguments and supports them with reasons.
The third speaker of the affirmative team gives to rebuttals against the other
team’s arguments and supports them with reasons.

Teams/Speakers Time

First affirmative 3 minutes

First negative 3 minutes
Second affirmative 3 minutes
Second negative 3 minutes
Break to prepare 7-10 minutes
Negative rebuttal/summary 3 minutes
Affirmative rebuttal/summary 3 minutes
 Useful Expressions for Debating
Welcoming the audience
 Ladies and Gentlemen welcome to this debate.
Stating the issue
 The motion for debate today is ...
 People / Dr. Johnson... believe(s) / feel(s) / insist(s) / think(s)...that...
 Let's first define some important concepts...
Phrases to present the most important point
 This argument/idea is of paramount importance.
 The most important argument for ... is ...
 The main idea/thing is ...
 The most important idea is...
 Most importantly, I want to mention that...
 The primary argument for... is...
 Two/three... important arguments support my point of view...
Expressing pros and cons
 There are two sides to the question.
 On the one hand…,on the other hand…
 An argument for/ in favour of/ against if…
 While admitting that…one should not fornet that…
 Some people think that…,others say that…
Conceding an argument
 It's true/obvious/evident that ... However, ...
 While you might say that ..., it's important to remember that ...
 I agree with you that ... On the other hand, ...
 Although/even though it is true that... I believe that...
 I agree/admit/concede that... , but we must remember that...
 I can understand that... Nevertheless, ...
Sequencing a list of arguments
 First of all, I'd like to state ...
 Firstly, ... Secondly, ...Thirdly, ...
 The second argument in favor of ...
 To begin with, ...
 I'd start by...
 For a start, ...
 The next argument I'd like to state is...
Expressing support
 You’re quite right.
 That’s a very important point.
 You’ve got a good point there.
 I couldn’t agree with you more.
 You look the words right out of my mouth.
 Giving reason
 The reason for this is (that)…
 I base my argument on…
 I tell you all this because…
Adding an argument to strengthen your point
 In addition to that,...
 You also have to consider...
 Furthermore,...
 Moreover,...
 What is more,...
 I might also add that...
 Perhaps / maybe I should also mention...
 Not to mention the fact that...
 Not only that but also...
Concluding
 Let me recap/recapitulate my point ...
 As a final word, let me summarize my point of view ...
 To reiterate my point of view, ...
 My final thought is ...
 It all boils down to ...
 In a nutshell, what I am trying to say is ...
 To sum up, ...
 Finally, ...

Taking Telephone Messages

Task 9. Read the dialogues, learn by heart useful phrases. Make up your own
dialogue.
Introduction
Taking telephone messages well is a skill that saves time for both the caller and the
receiver. If you need to take a message for someone, get as much information as
possible. Always include:
 The date and time of the call.
 The full name of person calling (ask for correct spelling).
 The company the caller is from.
 The phone number and time available for call-back.
 The purpose of the call. Give enough information to the caller so they know what
to expect, such as when the person they are trying to reach will return. When
taking a message, avoid saying, ―I‘ll have him call you back when he returns.‖ It
would be better to say, ―I‘ll make sure he gets your message when he returns.‖
Bear the following points in mind when leaving a telephone message  Don't speak
too fast!
 Pronounce and spell your name clearly.
 Slow down when saying your telephone number and pause somewhere in the
sequence of providing your number.
 Give your company name, title and reason for calling.
 Let them know when to call you back.
Dialogue 1
Receiver : Kwan Brothers, Customer Service. I’m Jenny. How may I help you?
Caller : Hello. This is Peter Hedison speaking. I’d like to speak to Keith Wong,
Please.
Receiver : I’m sorry Mr Hedison, but Mr Wong is in a meeting this morning?
Would you like him to call you back?
Caller : Yes, I would.
Receiver : May I have your telephone number and the name of your company?
Caller : I’m calling from Keytech Supplies and my number is 2738 3829.
Receiver : So you are Peter Hedison of Keytech Supplies and Mr Wong can reach
you on 2738 3829. Caller : That’s right. Could I also leave a short message?
Receiver : Yes.
Caller : Could you tell Mr Wong that the delivery of desks will be delayed until
next Monday? And could you remind him to settle our invoice before we deliver
the desks?
Receiver : Let me just confirm that. The delivery of desks will be delayed until
next Monday and your invoice should be settled before the delivery.
Caller : That’s correct.
Receiver : When would be a good time for Mr Wong to call you, Mr Hedison.
Caller : I’ll be in the office all day, so he can call me anytime today.
Receiver : I’ll make sure Mr Wong gets your message. Thank you for calling.
Goodbye
Dialogue 2
Receiver : Good morning, Arthur Johnston Ltd. This is John speaking. What can I
do for you?
Caller : Hello. Could I speak to Jeff Chan, please?
Receiver : May I know who’s calling, please?
Caller : This is Kelly Thompson.
Receiver : I’m afraid Mr Chan is tied up at the moment. Could I ask him to call
you back later this afternoon?
Caller : No, that won’t be necessary, but could I leave a message for him?
Receiver : Certainly.
Caller : Could you tell him that I’ve emailed him a quotation for the English course
and attached a proposed outline of the course? Could you ask him to email me if he
has any queries?
Receiver : So you’ve emailed Mr Chan a quotation for the English course and
attached a proposed outline of the course. He can email you if he has any
questions.
Caller : Yes, that’s right.
Receiver : Could you tell me your company name and contact number, Ms
Thompson?
Caller : I’m calling from Key Language Associates on 2819 3829.
Receiver : So, you’re Kelly Thompson of Key Language Associates and your
telephone number is 2819 3…..
Caller : 2819 3829
Receiver : OK.. 2819 3829. Thank you for your call, Ms Thompson. I’ll see that
Mr Chan gets your message.
Caller : Thanks very much. Goodbye.
Receiver : You’re welcome. Goodbye.