Mixed ability teaching become very popular in recent years. It provides even learning opportunities for difficult pupils and the learning is enhanced. In the following, a three coherently sequenced lesson plan would be show as an example of mixed ability teaching.
The three lessons would be conducted in a primary two class. In the class, there are two students with Asperger syndrome, five with specific learning difficulties in reading and writing and thirteen without any specific learning difficulties. (Total twenty students in the class) For the two students with Asperger syndrome, they can do homework by themselves at home and they think the homework is too easy. For the five students with specific learning difficulties in reading and writing, all of their family cannot help with their homework because their most of their parents do not know any or little English.
All the student in their class know each other’s English name, they have learnt the English of numbers, some transports’ name, the name of different places (e.g. park, school) and some words of different activities (e.g. reading, cycling).
The topic of the lessons is Wh- words – Where, How , What, How old, How many and How much. The objectives of the three lessons are listed below: Lesson 1: To teach pupils the meaning and to pronounce different Wh- words (Where, How, What, How old, How many and How much) Lesson 2: To enable pupils to spell and apply the taught Wh-words Lesson 3: To strengthen pupils to use the taught Wh-words
Each lesson has 35minutes.
The objective of lesson 1 is to teach pupils the meaning and to pronounce different Wh-words. This lesson, students are sat in ‘Facing front’ classroom setting. (5 pupils in a row) In the beginning of the lesson, teacher read the Wh-words in the textbook and asks pupils to repeat the Wh-words after teacher. Then teacher will explain the meaning of the words. After introducing the Wh-words, the teacher will say one Wh-word and ask what the meaning of that Wh-word is. Every pupil can answer. The conversation will be like blow:
Teacher: What is the meaning of ‘How’?
Student A: It is used to ask about the process or the method of doing something.
Teacher: Yes, well done.
Teacher will repeat the Q and A section for several times in order to firm their knowledge.
After the Q and A section, a game will be conducted. In the game, the students are sat at 4 rows and there are 5 pupils in each row. A word card printed a Wh-word will be given to the first student of each row. The first student should read the Wh-word on the card to the second student and the second student should tell the word to the third student until the word is pasted to the last student. When the last student hears the word, he or she should rise up his or her hand and tell the correct Wh-word and the meaning of that word to the teacher. The faster group to finish the task will be the winner.
From the above game, every student has chances to speak the learned Wh-words. Also they should listen carefully what the pervious student saying. It can train their speaking and listening skills. Other than that, the game can help learners to remember the Wh-words better.
A filling colour worksheet will be given as assessment (Fig.1). The taught Wh-words are printed on the worksheet and the students can fill the words with colour. It can help the students to recite the vocabulary. Since the ability of the students with Asperger syndrome are higher. The worksheet will have a challenge section which student can chose to do or not to do. There are ‘fill in the blanks ‘ exercise in the challenge section. Pupils should fill in missing letter of Wh-words. If students finish the challenge section correctly, extra marks will be added as an encouragement. For the students with specific learning difficulties in reading and writing, the filling colour exercise can increase their interest in doing exercise....