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Teacherbot 10 Nov, 01:37:22

Supporting scaffolds for lower English proficiency levels:

  1. Vocabulary support: - Provide a list of key vocabulary words related to the task, such as “recommend,” “travel,” “see,” “art,” “architecture,” “historical background,” “special,” and “stay.” Include simple definitions or translations in their native language.

  2. Sentence starters: - Offer sentence starters to help students structure their responses. For example:
    • “I recommend them to go to __ because…”
    • “They can travel by __ because…”
    • “They can see __, which is famous for its __. It has a historical background of __.”
    • “Something special they can do is __ because…”
    • “They can stay at __ because…”

  3. Visual aids: - Provide pictures or maps of popular tourist destinations in the country to help students visualize and discuss potential places to recommend. - Show images of different modes of transportation (walking, cycling, public transportation) to assist students in discussing travel options.

  4. Simplified historical background information: - Provide simplified explanations or visuals about the historical periods mentioned in the task, such as the Islamic Golden Age or the Ming Dynasty. Use simple language and visuals to help students understand the context.

  5. Sentence frames for hotel recommendations: - Offer sentence frames to help students suggest places to stay. For example:
    • “They can stay at a __ hotel because it is __ and __.”
    • “I recommend them to stay at __ because it is __ and __.”

  6. Group work support: - Assign students to mixed-ability groups, pairing lower proficiency students with higher proficiency students. This way, higher proficiency students can provide language support and guidance during the discussion. - Encourage students to take turns speaking and actively listen to each other’s ideas. Provide sentence starters or prompts to facilitate the discussion, such as “What do you think about __’s suggestion?”

  7. Teacher support: - Provide individual or small group support for lower proficiency students, offering additional explanations or examples as needed. - Monitor group discussions and provide feedback or clarification when necessary. - Encourage students to use their native language when needed to express their ideas and then support them in translating those ideas into English.