Remedial Instructions Workshop at Song, Sarawak (2013)

in the Song District, Sarawak
Conducted by Mr Yong, SMK Katibas
21-22 October 2013

 Walk up to somebody you don‟t know & ask for:
1. a handshake
2. Name
3. School
4. Birthday
5. Years in Teaching
6. Interests
7. a high five
 Make sure you know everybody!
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
2

 Write down:
1. Your name & school (years in teaching)
2. What do you hope to achieve as a teacher?
3. What you excel at?
4. What you struggle with?
5. What do you hope to learn from this course?
 Hand in the paper
3

SPM UCE
A+
A
A-
B+
B
B-
C+
C
D
G
1A
2A
3B
4B
5C
6C
7D
8E
9G
PASSPASS
SPM 2011
28%
2025
TARGET
70%
2012 > 2015
ProELTS
Set System
Ops English
Remedial Classes
2016
SPM Compulsory
Pass
4

1. Are you better at recognizing and remembering names or
faces?
A. Faces
B. Names
2. Are you an organized individual or a spontaneous individual?
A. Spontaneous
B. Organised
3. Do you like realistic stories or stories that deal in fantasy?
A. Fantasy
B. Realistic
5

4. Do you problem-solve using logic or intuition?
A. Intuition
B. Logic
5. Do you like well-structured assignments or open-ended
assignments?
A. Open-ended
B. Well-structured
6. Do you remember things easily through language or through
pictures?
A. Pictures
B. Language
7. Do you consider yourself to be very creative or not creative?
A. Creative
6

8. Do you often produce humorous thoughts and ideas or serious
thoughts and ideas?
A. Humorous
B. Serious
9. Do you read for details and facts or for main ideas and overviews?
A. Main idea/overview
B. Details/facts
10. Do you learn through systematic plans or through exploration?
A. Exploration
B. Systematic plans
Calculate Your Score
A Right-Brain
B Left-Brain
7

8

REFLECTIO
N
TIME!!!
9

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
12
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.

13
BISC CALP

 If you want to teach a NEW concept, use OLD vocab.
 If you want to teach NEW vocab, use an OLD concept.
14
New Concept
New VocabOld Vocab
Old Concept

Reading requires at
least 75 sight words
Communicating
requires 500-2000 high
frequency words
15

 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.
16

 http://www.world-english.org/english500.htm
17

 http://www.manythings.org/vocabulary/lists/a/
18

 http://eslfast.com/
19

 http://learningenglish.voanews.com/
20

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
21

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
22

REFLECTIO
N
TIME!!!
23

 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
26

People can‟t
make sense of
Structure
Errors
Pronunciation
Errors
Preposition
Errors
27

28
Subject
noun/pronoun
Verb
action/state of being
Object
noun/pronoun

 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
29

30

 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.
31

 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.
32

REFLECTIO
N
TIME!!!
33

 “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.
36

REFLECTIO
N
TIME!!!
37

38

39

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
41

 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.
42
Mon Tue Wed Thu Fri Sat Sun
21 22 23 24 25 26 27
Past
was
was
were
Present
am
is
are
Future
will be
will be
will 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.
43
Speaker Spoken To
Spoken
About
I
me
you
he
she
It
they

 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.
44

 Show pictures of articulation point & tongue position.
45

 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
46

 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
47

 -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
48

 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.
49

REFLECTIO
N
TIME!!!
50

 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.
53

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
54

 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.
55
Advanced
Learners

 If a student cannot categorise, he cannot read.
 Teachers should get students to evaluate (pre-reading) and then
revaluate (post-reading).
56
S V O
A flock of
Huge
Many
Some
Yellow
Big
birds fly
in the sky
into windows
South
in the zoo

 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.
57

 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
58

 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.
59

REFLECTIO
N
TIME!!!
60

 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.
63

 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.
64

 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
65

 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
66

 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.
67
Think Pair Share
1. student‟s
own
2.
1. From partner
2.
1. From class
2.

 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?
68

 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.
69

70

REFLECTIO
N
TIME!!!
71

Mr Yong JK
JarodYong@outlook.com
ahkamkoko.blogspot.com
72

Remedial Instructions Workshop at Song, Sarawak (2013)

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Remedial Instructions Workshop at Song, Sarawak (2013)

Similar to Remedial Instructions Workshop at Song, Sarawak (2013) (20)

More from Jarod Yong

More from Jarod Yong (20)

Recently uploaded

Recently uploaded (20)

Remedial Instructions Workshop at Song, Sarawak (2013)