Demand High ELT 2 with thanks to Adrian Underhill and Jim Scrivener

Examples of activities that are too challenging / difficult and why Examples of activities that are not challenging enough / don’t stretch the sts and why How to make these questions and activities into more ‘doable demands’ Vocabulary A. Teacher to sts: What does ‘a range’ mean? B. Teacher to sts: Write a job for every letter of the alphabet. The group with the most is the winner. C. Teacher to sts: read and repeat these words D. Teacher to sts: Read and match these words to the pictures Other ideas for making Vocabulary work more challenging

Examples of activities that are too challenging / difficult and why Examples of activities that are not challenging enough / don’t stretch the sts and why How to make these questions and activities into more ‘doable demands’ Vocabulary A. Teacher to sts: What does ‘a range’ mean? Not necessarily sufficiently contextualized; Sts may well not have the language to explain, even though they understand. Net result could be that teacher is faced with silence, so wastes time explaining again. B. Teacher to sts: Write a job for every letter of the alphabet. The group with the most is the winner. C. Teacher to sts: read and repeat these words D. Teacher to sts: Read and match these words to the pictures Other ideas for making Vocabulary work more challenging

Examples of activities that are too challenging / difficult and why Examples of activities that are not challenging enough / don’t stretch the sts and why How to make these questions and activities into more ‘doable demands’ Vocabulary A. Teacher to sts: What does ‘a range’ mean? Not necessarily sufficiently contextualized; Sts may well not have the language to explain, even though they understand. Net result could be that teacher is faced with silence, so wastes time explaining again. B. Teacher to sts: Write a job for every letter of the alphabet. The group with the most is the winner. C. Teacher to sts: read and repeat these words D. Teacher to sts: Read and match these words to the pictures A. Provide a context, or refer sts back to the context from which the word came from. Elicit or give examples, or synonyms (and if nec clarify difference between the two words). Get sts to put the new word in a sentence to demonstrate they understand meaning, form and context(s). Other ideas for making Vocabulary work more challenging

Examples of activities that are too challenging / difficult and why Examples of activities that are not challenging enough / don’t stretch the sts and why How to make these questions and activities into more ‘doable demands’ Vocabulary A. Teacher to sts: What does ‘a range’ mean? Not necessarily sufficiently contextualized; Sts may well not have the language to explain, even though they understand. Net result could be that teacher is faced with silence, so wastes time explaining again. B. Teacher to sts: Write a job for every letter of the alphabet. The group with the most is the winner. C. Teacher to sts: read and repeat these words Very little demand on sts. They may not be sufficiently engaged with the task to learn anything from it. D. Teacher to sts: Read and match these words to the pictures A. Provide a context, or refer sts back to the context from which the word came from. Elicit or give examples, or synonyms (and if nec clarify difference between the two words). Get sts to put the new word in a sentence to demonstrate they understand meaning, form and context(s). Other ideas for making Vocabulary work more challenging

Examples of activities that are too challenging / difficult and why Examples of activities that are not challenging enough / don’t stretch the sts and why How to make these questions and activities into more ‘doable demands’ Vocabulary A. Teacher to sts: What does ‘a range’ mean? Not necessarily sufficiently contextualized; Sts may well not have the language to explain, even though they understand. Net result could be that teacher is faced with silence, so wastes time explaining again. B. Teacher to sts: Write a job for every letter of the alphabet. The group with the most is the winner. C. Teacher to sts: read and repeat these words Very little demand on sts. They may not be sufficiently engaged with the task to learn anything from it. D. Teacher to sts: Read and match these words to the pictures A. Provide a context, or refer sts back to the context from which the word came from. Elicit or give examples, or synonyms (and if nec clarify difference between the two words). Get sts to put the new word in a sentence to demonstrate they understand meaning, form and context(s). Other ideas for making Vocabulary work more challenging Sts compare various pairs of words and decide on various similarities / differences. Sts reflect on words covered in the lesson eg: which ones do they like/not like/are ‘easy’ or ‘difficult’/might be useful/are already familiar to them and why. In presentation, teacher tells sts ‘I bet you know at least six of these words’ / ‘I bet you find 5 of these words hard to pronounce.’