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8/13/2019 Week 8 Remedial & Enrichment Activities_SS Copy
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Remedial & Enrichment Activities
Designing
Remedial & Enrichment Activities
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Balkeese Binti V. KunhiMohamed (PhD.) Week 8: 17 February 2014
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Reflection
In second language learning as in every other
field of human learning, motivationis a crucial
factor that determines whether a learner
embarks on a task at all, how much energy he
devotes to it and how long he perseveres?
(Littlewood, 1998)
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Enrichment Activities
Activities that are done to enrich or improve the
quality or knowledge of the students
What are the basic assumptions made when
designing enrichment activities?
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Assumptions
Students have grasped the basic concept of what is
being taught
Students have mastered some basic skills
Students are able to use the present knowledge as
a base to acquire or learn more skills or concepts.
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Example
Situation: Greeting a person
Basic level:
Lina: Hello, how are you?
Chin: Im fine, thank you.
Enrichment:
Lina: Hello, Chin. Surprised to see you here. Itsbeen a long time. How are you?
Chin: Hello, Lina. Im fine. Thank you. Yourelooking good.
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Students should be encouraged to take risks in
language learning; try new thingsand generally work
harder than they want to!
How?
- Create the interest of the students
- Think about the situations where the language
would be used by the learners (authenticity,
relevancy)
- Student based, personalized
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Provide a stimulus for students to talkabout or get clues from when they arelistening using dictionaries, pictures
Create opportunities by manipulatingphysical arrangements to promotelistening and speaking
Create opportunities to interact
Combine fluency and accuracy
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Selection of Activities, Tasks, and Materials
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Enable students to practice their language(especially for speaking skills) byproviding them more individual talkingtime and perform a wider range of speechacts (Long, Adams, McLean and Castanos,1976 in Bailey, 2005)
Selection of Activities, Tasks, andMaterialsCont.
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Information gap where students havedifferent sets of information (words orpictures) on the same topic
Surveys and questionnaires provokeconversation and opinion exchangebetween students
Interviews
Discussion
Types of Enrichment Activities
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Role-Play or Simulations
Show and tell
Projects discussed and created withthe involvement of the students
Types of Enrichment ActivitiesCont.
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Doing correction when discussion is
going on, such as pronunciation error
Helping and providing too much clues
verbally while a listening exercise is on
During L&S Activities, Avoid
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What are remedial activities?
- Activities which are intended as a
remedy for a problem in a classroom
When is it done?
- When there are slow learners in the classroom
- When the class is not able to meet the
objectives of the lesson
- To correct the errors made in the classroom
Remedial Activities
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Littlewood (1998)
- Overgeneralization of rules:
e.g. I like to eat rice. I can to eat mee.
I am fat but she is beautifuller.
Mother tongue interference Simplification by omission some verb,
articles or prepositions get omitted
Common Reasons For Errors
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Tasks should be contextualized
Activities and materials chosen must have apurpose
Allow room for feedback by the teacher /students / peers
Authenticity tends to lend relevancy to the
subject matter
Number of speakers for task
Accents and the length of the listening text
Factors Considered for Selection ofmaterials, Tasks and Activities
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In groups of 4, design learning activities fora lesson in a Year 3 class. Design
1. an enrichment activity for the highproficiency students.
2. a remedial activity for the low
proficiency students.
TUTORIALTASK
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Bailey, K.M. (2005). Practical English Language Teaching: Speaking.New York: McGraw-Hill.
Harmer, J. (2007) The practice of English language Teaching (4thed.). Harlow, United Kingdom: Longman.
Littlewood, W. T. (1998). Foreign and second language learning:
language-acquisition research and its implications for theclassroom. New York: Cambridge University Press.
Long, M. H., Adams, L., McLean, M., & Castanos, F. (1976). Doingthings with words: verbal interaction in lockstep and small groupclassroom situations. In J. Fanselow and R. Crymes (Eds.), OnTESOL 76 [137-153]. Washington D.C.: TESOL.
Extra reading:The Government of Hong Kong Education Bureauwebsite has an
extensive section on remedial learning needs, strategies and materials.
http://www.edb.gov.hk/index.aspx?nodeID=2607&langno=1
REFERENCES17
http://www.edb.gov.hk/index.aspx?nodeID=2607&langno=1http://www.edb.gov.hk/index.aspx?nodeID=2607&langno=18/13/2019 Week 8 Remedial & Enrichment Activities_SS Copy
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THANK YOU
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