Remedial Instruction Workshop at Kapit, Sarawak (2014)

REMEDIAL INSTRUCTION WORKSHOPfor Secondary School EL Teachers in Kapitat SMK Kapit14-15 May 2014

Conducted by,Mr Yong JKSMK Katibas

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PRE-WORKSHOP SURVEYI want to know more about you & your needs. Write down:

1. Your name, school & years in teaching2. What you excel at?3. What you struggle with?4. What do you hope to achieve as a teacher?5. What do you hope to learn from this course?

REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014)

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WHAT IS REMEDIAL INSTRUCTION?While I read your responses, let’s start with a You Time!!! Have a piece of paper & a marker. You have 5 minutes to come up with an awesome Teaching Aid.

Be creative. Go.


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GOVERNMENT TARGETSWhat The Big Boys Want To Do

SPM UCE A+

A A-

B+B

B- C+

CDG

1A2A3B4B5C6C7D8E9G


PASSPASS

SPM 201128%

2025 TARGET

70%

2012 > 2015ProELTS

Set SystemOps EnglishRemedial Classes

2016SPM Compulsory

Pass

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INSIGHTSLeft Brain & Right Brain Dominance Test

1. It's a Saturday morning. You're getting ready to clean your house and run some errands. Suddenly, your friends call. They want you to accompany them on a road trip to Kuching to pick up something they bought online. What do you do?

A. Heck, yes! I'm going on a road trip!B. Sorry, but no. My laundry pile is getting out of control and I have way

too much to get done today.

2. You're doing your Masters. The university insists you take one philosophy course. Which would you rather take?

A. Philosophy of LoveB. Philosophy of Logic

3. Do you like realistic stories or stories that deal in fantasy?A. FantasyB. Realistic REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG

(14-15 MAY 2014)

6REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014)

4. Are you better at recognizing and remembering names or faces?

A. FacesB. Names

5. Are you an organized individual or a spontaneous individual?A. SpontaneousB. Organised

6. You're strolling in school and you stop to admire a big new wall mural. How do you enjoy it?

A. I take in the whole picture at once.B. I examine each individual area of the mural.

7. You have a chronic medical problem. So far, the treatment your doctor has prescribed is not working, but a friend with a similar problem saw an acupuncturist and experienced relief from the treatment. What do you do?

A. Make an appointment with the acupuncturist.B. Talk to my doctor and see if we can make some adjustments to my

treatment together.


8. Do you problem-solve using logic or intuition?A. IntuitionB. Logic

9. Do you like well-structured assignments or open-ended assignments?

A. Open-endedB. Well-structured

10. Do you remember things easily through language or through pictures?

A. PicturesB. Language

11. Do you consider yourself to be very creative or not creative?

A. CreativeB. Not creative


12. Which method do you feel is more effective for your own individual learning process?

A. Demonstrations, movies & experiments.B. Lectures, notes & books.

13. Do you spend more time thinking about the past or the future?

A. FutureB. Past

14. In school, what sort of classes did you prefer?A. Art, gym, music or workshop-something hands on.B. Math, science or languages-something more analytical.

15. You've decided to backpack across Europe. What are you more likely to do?

A. Get off the plane and go where the wind takes me.B. Look up information on historical sites and hostels for each area you

plan on going before you leave.


16. You have to fill your tax return forms. It's taking forever! What do you do?

A. Write a little. Check your email. Write some more. Update your Facebook. Write some more. Decide to go get coffee.

B. Buckle down and get it done.

17. It’s time to go home. Where are your car keys?A. Oh crap. Now that you mention it... *frantic searching*B. Right here where I always keep them.

18. Do you often produce humorous thoughts and ideas or serious thoughts and ideas?

A. HumorousB. Serious

19. Do you read for details and facts or for main ideas and overviews?

A. Main idea/overviewB. Details/facts


20. Do you learn through systematic plans or through exploration?

A. ExplorationB. Systematic plans

Calculate Your ScoreA Right-BrainB Left-Brain

Which brain is more dominant? Left or Right? Or are you the freak in the middle?



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YOU TIME!!!Let’s talk about what we’ve learned.


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RECESS


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WELCOME BACK

Time for a warm up activity.

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LANGUAGE LEARNING THEORYProfessor J. Cummings

Years in Eng speaking

environment: 9-10

Vocabulary: 5000+

Sentence Length:

20+ words

CALP Years in Eng

speaking environment

: 2-3Vocabulary:

1500-2000Sentence

Length: 3-10 words

BICS


Basic Interpersonal Communicative SkillsSocial English. The day-to-day language needed to interact socially with other people.

Cognitive Academic Language Proficiency English for Formal academic learning. Essential for students to succeed in school.Required for HOTS.


BICS CALP

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THE LEARNING BURDENkeep in mind when planning your lessons

If you want to teach a NEW concept, use OLD vocab. If you want to teach NEW vocab, use an OLD concept.


New Concept

Old Vocab

Old Concept

New Vocab

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FOCUS ON THE VOCABULARYMore important than Grammar???

Reading requires at least 75 sight words

Communicating requires 500-2000 high frequency words


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SIGHT WORDS (DOLCH LIST)for reading

Sight words = words you look at & know right away

Sight Words (220 of them) make up approximately 50-70% of any general text.

Examples: the, to, and, he, a, I, you, it, of, in, was, said, his, that, she, for, on, they, but, had, at, him, with, up & all.


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HIGH FREQUENCY WORDSfor communicating•http://www.world-english.org/english500.htm


http://www.world-english.org/english500.htm

http://www.world-english.org/english500.htm


• http://www.manythings.org/vocabulary/lists/a/

http://www.manythings.org/vocabulary/lists/a/

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SHORT STORIES WITH AUDIOfor vocabulary in context• http://eslfast.com/


http://eslfast.com/


• http://learningenglish.voanews.com/

http://learningenglish.voanews.com/

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VOCABULARY ACTIVITIESfor vocabulary building & practise

1. Label Everything in the classroom/school/etc

2. Vocab Collages on A4 paper/cards cut photos & paste with labels use for classroom display about self/I want/past present

3. Vocab Picture Book students letter the pages in an exercise book note down new vocab in that book paste pictures & write definitionREMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG

(14-15 MAY 2014)


4. Vocabulary Box students bring a picture of something they want to know finds name & keeps it in the box teachers tests students on the contents those they cant remember, throw away

5. Last Letter Game teacher writes a word student uses last letter to write another word & passes the card next student uses last letter of previous word to write another word continue the chain until time runs out Extra Challenge: request specific vocabulary: animals, sports,

occupations


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LUNCH


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WELCOME BACK


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TOTAL PHYSICAL RESPONSEfor your ‘favourite’ students Teachers speak to students in the target language. Students respond with whole-body actions.

Vocabulary learning through mimes, gestures, words or drawings.

Example of activities: Simon says, songs with actions (nursery rhymes) & story telling with actions.

TPR Storytelling. TPR for text/stories. Establish meaning vocab > class story > class reading > writing with

vocabREMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG

(14-15 MAY 2014)

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DEADLY GRAMMAR ERRORSmessing these up messes with the meaning

People can’t make sense

of

Structure Errors

Pronunciation Errors

Preposition Errors


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SENTENCE STRUCTUREthe most important Grammar rule you can teach


S V OSubjectnoun/

pronounVerb

action/state of being

Objectnoun/

pronoun

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PREPOSITIONSthe glue which shows relationships

Prepositions are: anything a plane can do to a cloud squirrel can do to a tree rabbit can do to a fence

Prepositions need to be taught with pictures = learn faster

TRIVIA: Get ___ the bus. Do we use ‘in’ or ‘on’? in – physically enclosed/tight on – a very big transport (more than 5 people)

TRIVIA: My house is ____ this street. Do we use ‘on’ or ‘at’? on – somewhere on a street at – the most specific preposition: exact



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GRAMMAR NOTESfocus on form

Be careful with terminology. If you give incorrect terminology, students can’t look it up. Parts of speech (art/adj/noun/pronoun) is NOT Grammar (sub/verb/obj).

TRIVIA: What does the ‘pro-’ in Pronoun mean? ‘Pro-’ means FOR a noun.

TRIVIA: Where do you put the apostrophe for contractions? Where the words are missing. Cannot = Can’t

TRIVIA: Why are there regular & irregulars in English? Irregulars are from old English words. Regulars came from other languages.


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NONSENSE STORYto check understanding of structure

Gimp and Moopy Gimp and Moopy were ackles. One trafen Gimp and Moopy were brocking quassed. Moopy poated one of Gimp’s frapers because it didn’t comp hos. So Gimp sworched Moopy, and the ackles conbreted to squit. Then, Arm jope into the slep. Ilt taupled both of the ackles, and luped them ukk to edsen.

Instructions: Analyse the story & try to make sense of it.

Homework: Write a 6 sentence nonsense story.



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RECESS


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WELCOME BACK


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LANGUAGE EXPERIENCE APPROACHthe bridge between learner & print “What I can say, I can write. What I can write, I can read. I can read what I write and what other people can write for me to read.”

How to carry out the LEA:1. Take students out for an experience. Go somewhere or do

something. Draw their attention to unique items during the experience.

2. Back in class, tell them to draw pictures of their experience.3. Ask students what they experienced. Write it down exactly as they

narrate it. (Grammar mistakes okay but spelling mistakes not okay.)4. Take pictures they’ve drawn & attach to the narrative.5. Cut the narrative up. Get students to sequence.6. Finally, read the narrative & write it down.



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REFLECTION TIME!!!Let’s talk about what we’ve learned.


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REMEDIAL INSTRUCTION WORKSHOPfor Secondary School EL Teachersin Kapit, Sarawak14-15 May 2014

Conducted by,Mr Yong JKSMK Katibas


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WELCOME BACK


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NEWSPAPERSno other teaching aid is as cheap & versatile

1. Grammar Sentence structures / word order / contractions / verbs / capital letters /

prepositions / pronouns with an arrow to the noun referred to / articles with an arrow to the noun referred to (difference between a/an & the)

So students see that there is real world application for grammar

2. Sentence Building Cut out favourite words from a newspaper Make sentences


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GRAMMAR NOTESfocus on form

Present Tense is used the least in English. Teach Past Tense.

Present Continuous Tense is the most used. Example: I am going to school.

Teach tenses with time & a calendar

SUGGESTED EXERCISE: Write what they do every day. Then, add ‘last year’ at the end or ‘next year’ at the end. Then, let them change the tenses accordingly.REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG

(14-15 MAY 2014)

Mon Tue Wed Thu Fri Sat Sun14 15 16 17 18 19 20

Pastwaswaswere

Presentamis

are

Future

will bewill bewill be


Capital Letters: Person / Place / Thing ask students to write 5 of each after the lesson

When teaching pronouns, do it from the speaker’s perspective.

TRIVIA: Why is there different spelling in British & American English? When Webster did the first American dictionary, he wanted to

distinguish between the two.

Speaker Spoken To Spoken About

Ime you

hesheIt

they


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RECESS


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WELCOME BACK


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TEACHING PRONUNCIATIONthings to keep in mind

Use students’ words to teach Phonics Ask students for words they know from that sound

Do these for better pronunciation: Students should close eyes. Shut off sight to focus on listening to input. Close eyes & focus on where the sound is produced in mouth. Close ears. Pronounce. Listen to echo in head.



Show pictures of articulation point & tongue position.

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BACKWARD BUILD UPbest way to teach pronunciation

Backward build up = pronounce from the back

If students struggle to read a sentence… Example: I went downtown to shop last night. I/went/downtown/to shop/last/night night last night to shop last night downtown to shop last night went downtown to shop last night I went downtown to shop last night



If students struggle to read a word… Example: Megalomaniacs Me/ga/lo/ma/ni/ac/s --------------------------s ----------------------ac/s ------------------ni/ac/s -------------ma/ni/ac/s ----------lo/ma/ni/ac/s ------ga/lo/ma/ni/ac/s Me/ga/lo/ma/ni/ac/s

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PRONOUNCINGconfusing elements explained

-ed sound /ed/ = t d /d/ = g b v /t/ = k p s sh ch f

Double consonant = short vowel dinner / arrow

Single consonant = long vowel diner / taro

Sounded final consonant = long vowel bird / ran



If stress is on the second syllable = double consonant e/dit = edited tra/vel = traveling per/mit = permitted

TRIVIA: When there are two vowels in a word, ‘pail’, which vowel do we read? When two vowels are walking, the first one does the talking. pail / clean / boast

TRIVIA: How do you differentiate “their” & “there”. They are the same sound.

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WRITINGlearn to write by writing

Krashen: Students who read for reading do better at writing than students who read with teachers

1. Use the last word as a subject for the next sentence. May change subjects after 3 sentences.

Mary wants to buy a car. The car she wants is a Toyota. Toyotas are expensive, but last a long time. A long time ago, Toyotas were cheap.

2. Tell students to write something for 5 minutes. If they do not know what to write. Tell them to write ‘I don’t know what

to write’ for 5 minutes.



4. Progressive Essay First students writes a sentence. Pass to student. Write 1 sentence. Pass to another. Write 1 sentence. Again & again until finish. Students can read it aloud once they finish their essay.

5. Preposition Get student to write about his bedroom Give description to another student & tell him to draw Compare the picture with the written work Show drawing to the writer


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LUNCH


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WELCOME BACK


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READINGlearn to read by reading

Model of a Reading Programme Stage 5 – Synthesis Stage 4 – Relationships & Viewpoints Stage 3 – Reading for Meaning Stage 2 – Fluency Stage 1 – Initial Decoding

Reading in the Brain & the Ear Good readers need to be fluent in all stages.


Advanced

Learners


If a student cannot categorise, he cannot read.

Teachers should get students to evaluate (pre-reading) and then revaluate (post-reading).

S V OA flock of

HugeManySomeYellow

Big

birds fly

in the skyinto

windowsSouth

in the zoo

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THE ULTIMATE DREAMwhen students are fully invested Students choose their own reading material After reading, write 5-8 sentences summary 2-3 questions from reading the text (interactive readers)

Teacher can also choose the materials. Allow students a choice of 3 different materials to cater to different interests.


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READING ALOUDthere is a difference

READ ALOUD: The boys’ arrows were nearly gone, so they stopped hunting and sat down on the grass. Over the edge of the wood they saw Henry making a bow to a small girl who was coming down the road. She had tears in her dress. She gave Henry a note which he brought over to the group of young hunters. Read to the boys, it caused great excitement. After a minute but rapid examination of their weapons, they ran down to the valley. Why did they do this? Does were standing at the edge of the lake, making an excellent target.

Reading aloud is hard because words look alike but sound different.

Mind plays tricks on us


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MISCUE ANALYSISwhen to correct reading mistakes

When students mispronounce something they are reading.

If it does not change the meaning, let it be. If it does, stop them immediately & correct it.


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LISTENINGdrilling that doesn’t feel like drilling

Listening & Speaking are natural skills. Reading & Writing are taught skills.

Our students don’t know what is important & what is not so they listen to everything as equally important. A real world skill.

Listening for specific information. Students will raise their hands when they hear their assigned words. Listen for: numbers/verbs/adjectives/animals/names/emotions Read a story.



Dictations Teacher speaks. Students write. Listening to write the main idea. Summary. Not everything. Listening to fill in the blanks.

BINGO listen for numbers, sounds, words

Riddles

Linking Game. Link shoulders with the person who has something common with you. I am John. I like fishing. *link* I am Jane. I like fishing too. I also like

cooking.

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SPEAKINGsome principles

Give students time to process:1. teacher input2. students translate3. think in native tongue4. students translate5. speak in English

When students make a mistake, tell them where they made the mistake. Make sure they know what they are correcting for

To check if students are able to speak, remove visual clues Turn your back & see if you can understand what is spoken


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SPEAKING ACTIVITIESdrilling that doesn’t feel like drilling

Conversation Cards What is your favourite subject? Why? Do you prefer strawberry or chocolate? Why? If you were a millionaire, what would you do? Why? go around asking people the questions on the cards

Have students make 2 lines facing each other Teacher assigns communicative task. Line A asks first. Then, line B.

Ask questions which involve emotions You will get more language. People talk/write more. favourite memory / funniest moment / scariest momentREMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG

(14-15 MAY 2014)


Teach speaking forms & functions Prepare pieces of paper with sentences like “thank you so much!” Give a context & ask the class who has a paper with appreciation The student reads aloud.

Think. Pair. Share. Ask a question/topic Students think & write Get into pairs and share with each other. Call a student to share with class. Students without the point will write

it. Students do it in a table.Think Pair Share

1. student’s own2.

1. From partner2.

1. From class2.

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CLASSROOM TITBITSideas which may make a difference

Students' attention span is short. First & last 5 minutes should contain the most important information. Switch activities every 5-10 minutes.

Be aware of how your feelings affect the classroom. If you are happy, you can see more. If you are upset, you can’t hear & vision narrows. Maslow's Hierarchy of Needs.

Where your visual field falls, those students there will get the most attention. Where do you naturally look in a class?



Before you teach people anything, you need their attention. Find ways to get their attention & hold it.

Teachers always stop too early. You can always give more practise Move from speaking/listening/reading to writing

Ask students what they have learned & what they want to learn.

Use intrinsic & extrinsic motivation In the end, they produce the same results. Neither is better than the other.

Your job is not a popularity contest. Your job is to make your students succeed.

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USEFUL WEBSITES



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MR YONG [email protected]

ahkamkoko.blogspot.com

Presentations & Public Speaking

Remedial Instruction Workshop at Kapit, Sarawak (2014)