remedial instructions workshop at song, sarawak (2013)
DESCRIPTION
These were the slides I used in the Remedial Instructions Workshop for the secondary school teachers of the Song district organised by PPD Song on 21-22 October 2013. 10 teachers represented the 2 secondary schools in Song: SMK Katibas & SMK Song. 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://ahkamkoko.blogspot.com/2013/11/remedial-instructions-workshop-for.htmlTRANSCRIPT
REMEDIAL INSTRUCTIONS WORKSHOPfor Secondary School EL Teachersin the Song District, Sarawak
Conducted by Mr Yong, SMK Katibas
21-22 October 2013
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SET INDUCTIONSorry… You have to do it…
Walk up to somebody you don’t know & ask for:1. a handshake2. Name3. School4. Birthday5. Years in Teaching6. Interests7. a high five
Make sure you know everybody!
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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PRE-COURSE ACTIVITYKind of like a pre-reading activity…
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
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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INSIGHTSLeft Brain & Right Brain Dominance Quiz
1. Are you better at recognizing and remembering names or faces?
A. FacesB. Names
2. Are you an organized individual or a spontaneous individual?
A. SpontaneousB. Organised
3. Do you like realistic stories or stories that deal in fantasy?A. FantasyB. Realistic
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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4. Do you problem-solve using logic or intuition?A. IntuitionB. Logic
5. Do you like well-structured assignments or open-ended assignments?
A. Open-endedB. Well-structured
6. Do you remember things easily through language or through pictures?
A. PicturesB. Language
7. Do you consider yourself to be very creative or not creative?A. CreativeB. Not creative
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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8. Do you often produce humorous thoughts and ideas or serious thoughts and ideas?
A. HumorousB. Serious
9. Do you read for details and facts or for main ideas and overviews?
A. Main idea/overviewB. Details/facts
10. Do you learn through systematic plans or through exploration?
A. ExplorationB. Systematic plans
Calculate Your Score
A Right-Brain
B Left-Brain
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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REFLECTION
TIME!!!
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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RECESS
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WELCOME BACKTime 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: 2-3
Vocabulary: 1500-2000Sentence Length:
3-10 words
BICS
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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.
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Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
BISC 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.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
New Concept
New VocabOld Vocab
Old Concept
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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
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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HIGH FREQUENCY WORDSfor communicating http://www.world-english.org/english500.htm
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http://www.manythings.org/vocabulary/lists/a/
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SHORT STORIES WITH AUDIOfor vocabulary in context http://eslfast.com/
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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 definition
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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REFLECTION
TIME!!!
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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RECESS
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WELCOME BACKTime for a warm up activity.
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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 vocab
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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SENTENCE STRUCTUREthe most important Grammar rule you can teach
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
S V OSubjectnoun/
pronoun
Verbaction/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
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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REFLECTION
TIME!!!
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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RECESS
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WELCOME BACKTime for a warm up activity.
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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.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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REFLECTION
TIME!!!
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Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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DAY 2
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WELCOME BACKTime for a warm up activity.
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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
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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 Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
Mon Tue Wed Thu Fri Sat Sun
21 22 23 24 25 26 27
Pastwaswaswere
Presentamis
are
Future
will bewill bewill be
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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.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
Speaker Spoken To Spoken About
Ime you
hesheIt
they
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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.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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Show pictures of articulation point & tongue position.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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
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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.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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REFLECTION
TIME!!!
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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RECESS
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WELCOME BACKTime for a warm up activity.
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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.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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).
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
S V O
A flock ofHugeManySomeYellow
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.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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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REFLECTION
TIME!!!
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RECESS
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WELCOME BACKTime for a warm up activity.
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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.
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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.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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 moment
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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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.
Remedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
Think Pair Share
1. student’s own2.
1. From partner2.
1. From class2.
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CLASSROOM TIDBITSideas 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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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 WEBSITESRemedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)
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REFLECTION
TIME!!!
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Mr Yong [email protected]
ahkamkoko.blogspot.comRemedial Instructions Workshop: Song Division by Mr Yong (21-22 Oct 2013)