These were the slides I used in the Remedial Instruction Workshop for the secondary school teachers of the Kapit division organised by PPD Kapit on 14-15 May 2014. 15 teachers represented the 4 secondary schools in Kapit: SMK Kapit, SMK Kapit 2, SMK Selirik & SMK Balleh. The slides contain basic concepts, pedagogies & activities focused on engaging & developing English language abilities in low proficiency students in Malaysia. Read about the workshop here: http://www.jarodyong.com/2014/05/remedial-instruction-workshop-in-kapit.html

1. for Secondary School EL Teachers in Kapit
at SMK Kapit
14-15 May 2014
Conducted by,
Mr Yong JK
SMK Katibas

2. PRE-WORKSHOP SURVEY
I want to know more about you & your needs.
Write down:
1. Your name, school & years in teaching
2. 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) 2

3. 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.
REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 3

4. GOVERNMENT TARGETS
What The Big Boys Want To Do
SPM UCE
A+
A
A-
B+
B
B-
C+
C
D
G
1A
2A
3B
4B
5C
6C
7D
8E
9G
REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 4
PASSPASS
SPM 2011
28%
2025
TARGET
70%
2012 > 2015
ProELTS
Set System
Ops English
Remedial Classes
2016
SPM Compulsory
Pass

5. INSIGHTS
Left 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 Love
B. Philosophy of Logic
3. Do you like realistic stories or stories that deal in fantasy?
A. Fantasy
B. Realistic
REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 5

6. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 6
4. Are you better at recognizing and remembering names or faces?
A. Faces
B. Names
5. Are you an organized individual or a spontaneous individual?
A. Spontaneous
B. 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.

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8. Do you problem-solve using logic or intuition?
A. Intuition
B. Logic
9. Do you like well-structured assignments or open-ended assignments?
A. Open-ended
B. Well-structured
10. Do you remember things easily through language or through pictures?
A. Pictures
B. Language
11. Do you consider yourself to be very creative or not creative?
A. Creative
B. Not creative

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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. Future
B. 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.

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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. Humorous
B. Serious
19. Do you read for details and facts or for main ideas and overviews?
A. Main idea/overview
B. Details/facts

10. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 10
20. Do you learn through systematic plans or through exploration?
A. Exploration
B. Systematic plans
Calculate Your Score
A Right-Brain
B Left-Brain
Which brain is more dominant? Left
or Right? Or are you the freak in the
middle?

11. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 11

12. YOU TIME!!!
Let’s talk about what we’ve learned.
REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 12

13. RECESS 13REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014)

14. WELCOME BACK
Time for a warm up activity.
14REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014)

15. LANGUAGE LEARNING THEORY
Professor J. Cummings
Years in Eng
speaking
environment:
9-10
Vocabulary:
5000+
Sentence
Length:
20+ words
CALP
Years in Eng
speaking
environment:
2-3
Vocabulary:
1500-2000
Sentence
Length:
3-10 words
BICS
REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 15
Basic Interpersonal
Communicative Skills
Social 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.

16. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 16
BICS CALP

17. THE LEARNING BURDEN
keep 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.
REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 17
New Concept
Old Vocab
Old Concept
New Vocab

18. FOCUS ON THE VOCABULARY
More important than Grammar???
Reading requires at
least 75 sight words
Communicating
requires 500-2000
high frequency words
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19. 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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20. HIGH FREQUENCY WORDS
for communicating
•http://www.world-english.org/english500.htm
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21. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 21
• http://www.manythings.org/vocabulary/lists/a/

22. SHORT STORIES WITH AUDIO
for vocabulary in context
• http://eslfast.com/
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23. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 23
• http://learningenglish.voanews.com/

24. VOCABULARY ACTIVITIES
for 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 definition
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25. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 25
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

26. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 26
YOU TIME!!!
Let’s talk about what we’ve learned.

27. LUNCH 27REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014)

28. WELCOME BACK
Time for a warm up activity.
28REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014)

29. TOTAL PHYSICAL RESPONSE
for 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 vocab
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30. DEADLY GRAMMAR ERRORS
messing these up messes with the meaning
People can’t
make sense of
Structure
Errors
Pronunciation
Errors
Preposition
Errors
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31. SENTENCE STRUCTURE
the most important Grammar rule you can teach
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Subject
noun/pronoun
Verb
action/state of being
Object
noun/pronoun

32. PREPOSITIONS
the 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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33. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 33

34. GRAMMAR NOTES
focus 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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35. NONSENSE STORY
to 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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36. YOU TIME!!!
Let’s talk about what we’ve learned.
REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 36

37. RECESS 37REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014)

38. WELCOME BACK
Time for a warm up activity.
38REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014)

39. LANGUAGE EXPERIENCE
APPROACH
the 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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40. REFLECTION TIME!!!
Let’s talk about what we’ve learned.
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41. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 41

42. REMEDIAL INSTRUCTION WORKSHOP
for Secondary School EL Teachers
in Kapit, Sarawak
14-15 May 2014
Conducted by,
Mr Yong JK
SMK Katibas

43. WELCOME BACK
Time for a warm up activity.
43REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014)

44. NEWSPAPERS
no 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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45. GRAMMAR NOTES
focus 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) 45
Mon Tue Wed Thu Fri Sat Sun
14 15 16 17 18 19 20
Past
was
was
were
Present
am
is
are
Future
will be
will be
will be

46. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 46
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
I
me
you
he
she
It
they

47. YOU TIME!!!
Let’s talk about what we’ve learned.
REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 47

48. RECESS 48REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014)

49. WELCOME BACK
Time for a warm up activity.
49REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014)

50. TEACHING PRONUNCIATION
things 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.
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51. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 51
Show pictures of articulation point & tongue position.

52. BACKWARD BUILD UP
best 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
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53. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 53
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

54. PRONOUNCING
confusing 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
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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.

56. WRITING
learn 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.
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57. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 57
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

58. YOU TIME!!!
Let’s talk about what we’ve learned.
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59. LUNCH 59REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014)

60. WELCOME BACK
Time for a warm up activity.
60REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014)

61. READING
learn 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.
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Advanced
Learners

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If a student cannot categorise, he cannot read.
Teachers should get students to evaluate (pre-reading) and then
revaluate (post-reading).
S V O
A flock of
Huge
Many
Some
Yellow
Big
birds fly
in the sky
into windows
South
in the zoo

63. THE ULTIMATE DREAM
when 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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64. READING ALOUD
there 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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65. MISCUE ANALYSIS
when 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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66. LISTENING
drilling 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.
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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.

68. SPEAKING
some principles
Give students time to process:
1. teacher input
2. students translate
3. think in native tongue
4. students translate
5. 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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69. SPEAKING ACTIVITIES
drilling 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 moment
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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 own
2.
1. From partner
2.
1. From class
2.

71. CLASSROOM TITBITS
ideas 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?
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72. REMEDIAL INSTRUCTION WORKSHOP: KAPIT DIVISION BY MR YONG (14-15 MAY 2014) 72
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.

73. USEFUL WEBSITES
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74. YOU TIME!!!
Let’s talk about what we’ve learned.
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75. MR YONG JK
jarodyong@outlook.com
ahkamkoko.blogspot.com
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