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GROUP 2: (PISMP/ TESL 2 /SEM3) Anwar Radhi bin Abdullah Hong yin yin Farid Syazwan bin Nordin Lee Li wen Noor Intan Shafiqah bt Kamaruzzaman Syed Ali bin Ayed Abdullah Thani
Concept of remedial
The correction of something bad or defective; the action of remedying something, especially the reversal or stopping of damage. To provide students with activities / opportunities /information that assists them in improving upon a particular skill.
Concept of enrichment
Enrichment activities expand on students' learning in ways that differ from the methods used during the school day. They enhance a student's education by bringing new concepts to light or by using old concepts in new ways. They allow the participants to apply knowledge and skills stressed in school to reallife experiences.
Phonological Awareness
Phonological awareness is sensitivity to the sound structure of language. It demands the ability to turn ones attention to sounds in spoken language while temporarily shifting away from its meaning. Phonological awareness is one component of a larger phonological processing system used for speaking and listening Phonological awareness is highly related to later success in reading and spelling
Hierarchy of Phonological Awareness Tasks range from easiest at the top to hardest at the bottom
Preparatory Activities Develop listening habits
Rhyme Awareness Activities Identify words that rhyme Produce words that rhyme Phoneme Awareness Activities Identify the beginning sound of a word Identify the ending sound of a word Identify the middle sound of a word
Segmenting Activities Segment sentences into words Segment words into syllables Segment words into sounds
Blending Activities Blend syllables into words Blend sounds into words Manipulation Activities Delete syllables from words Substitute syllables in words Delete sounds from words Substitute sounds in words
Preparatory Activities
Develop listening habits
1. Naming Environmental Sounds
2. Sequencing Sounds
4. Sing SoundPlay Songs Old MacDonald
3. Simon Says
Alphabet Search
Find items/pictures in a magazine that begin with different sounds of the alphabet. Glue or draw the items on a paper that has that letter of the alphabet/sound at the top. This could be the childs very own alphabet book.
Hot Potato /Poison Box When the music stops, names a picture from a basket and the person in each line holding the beanbag tells the class what the last sound in that word is. The music starts again and the game continues until all have had a chance to respond.
On the Farm
Sing the song, Old McDonald Had a Farm. In the song, call attention to the animals or objects on the farm. For example, when singing Old McDonald had a cat, ask the child to identify the sound they hear in the middle of the word cat. Use simple words such as cat, pig, dog, etc.
Segmenting Activities
Segment sentences into words Segment words into syllables Segment words into sounds
Drumming to the Beat 1. Give each child a plate and a marker. 2. Have a list of several objects within a category (e.g., animals, food, clothing, etc). 3. As you read each name, have the children beat out the syllables on the plate with the marker.
2. When the first sound is introduced, have the children place their hands on their head.
3. When the second sound is made, the children will place their hands on their hips. 4. As the last sound in the word is made, the children will touch their feet. Use several words containing three sounds until the children consistently identify them
Blending Activities :
Blend syllables into words Blend sounds into words
Shopping List
Create a grocery shopping list, telling the children each item in syllables (e.g., icecream, ba-na-nas ). Have the children identify the word, then write it on the board. Ask the child who identifies the word write it on the board.
Manipulation Activities:
Delete syllables from words Substitute syllables in words Delete sounds from words Substitute sounds in words
What is drama?
Drama is a unique tool to explore and express human feeling. It is an essential form of behaviour in all cultures and a fundamental human activity.
It can give children self-confidence, the ability to speak in front of others without feeling shy or lacking in confidence and also listen attentively to the speaker.
It helps children learn to adapt their talk to the listeners, use a range of ways to express themselves and use talk to clarify their ideas.
Remedial Activity-Drama
Activity: "Repeat what you hear and act out Time: 15-20 mins Grade: 2-4 Skill Development: Listening, Speaking, Movement, Discussion, Cooperation, Performance, Interpretation, self-confident.
Presentation Teacher played video clip on a situation at a grocery shop. Practice stage. 1. Students are divided into groups of four. Teacher distributed script on the previous recording. Students are required to read the dialogue in chorus according to the character assigned to their group. 2. After several repetitions in chorus, the teacher plays the recording or read one item and leaves some time, by using the pause button, for the students to repeat what they have heard. 3. The student has to listen carefully and must try to reproduce correctly what she/he has heard. Any intelligible version should be accepted. 4. Students are required to act out the situation in groups. Production Students are given opportunities to share their opinions on the activity.
Enrichment Activity-Drama
Activity: Dance Time: 40 mins Grade: 4 to 6 Skill Development: Listening, Speaking, Movement, Props, Discussion, Cooperation, Performance, Interpretation.
Picture the story: 1. Break kids up into groups of six and ask them to sit in a circle on the floor. 2. Place a few props in the center of the group, example scarves, hats, feathers, ropes, money etc. It is a good idea to have one prop per child. 2. Ask each group to focus on the props put in front of them without discussing them. 3. Ask the children to close their eyes and try to imagine the story that is being told using these props. Play a piece of music while their eyes are closed.
Music: An instrumental piece is best. Movie soundtracks can be good for creating mood.
Discuss the story: 1. When the music is finished, ask the children to share their stories and images with one another. 2. Ask each group to choose one person's idea, or combine several ideas to put a movement piece together to tell a story, using the props to perform for the rest of the class. Allow 10 minutes to piece it together.
Story Dance: 1. Allow each group to perform their piece using the props while the music is playing, incorporating the rhythm into their performance. 2. At the end of each performance, allow the audience to describe what they think and see.
Story-telling
Storytelling is a fun activity that allows children to practice the many skills of English lanaguage, speaking and listening.
These skills fall under the general headings of speaking, listening, group discussion and interaction, drama, and language variation.
Every time children tell a story, or are told a story, all of these skills are brought into the mix and can be learned either by doing (telling a story) or observing (listening and watching others tell a story).
Listening
Listening to stories being told by others allows children to practice their concentration and identify and remember key points of that story. It also allows them to react to the stories with their own comments and listen to the reactions of others to the same story.
Often children will not know that they are so actively listening, but guided questions after the fact can help them recall parts of the story and understand how much they were actually thinking while the story was being told.
When children do not understand what they have heard they practice asking questions, and as they listen they can hear and identify the sound patterns of the storytellers language.
Speaking
When children tell stories they practice skill of Speaking.
The must speak with clear diction and intonations appropriate to what they are saying, they must choose their words carefully and organize what they say, they must focus on the main points of their story and include appropriate details, and they must take into account their listeners needs while they speak.
When children listen to stories being told by others, they not only practice their listening skills but they watch the speaking skills of others and learn from these examples.
One of the students begins a tale and stops after a few sentences. The next person picks up the story thread and continues it, then stops. Next student adds to it and so on until the tale comes to a resolution. The story could begin with a pre-selected title to guide the improvisation. Teacher can record the story circle on a tape recorder for later listening
This is a private process and no one but the student needs to know which animal represents the student's mother, teacher, brother, or, themselves, etc.
What is elocution?
The art of public speaking in which gesture, vocal production, and delivery are emphasized.
Elocution is the art of learning how to speak correctly and emphasizes correct accent, grammar, pronunciation, tone, and stress, as well as how to stand and how to gesture when giving a speech. A form of English as a second language teaching that focuses not only on the traditional forms of syntax and vocabulary, but also gives importance to pronunciation, intonation, communication skills and style.
Elocution Activities:
Tongue twister Example:
She sells sea shells on the sea shore Little lucky luke likes lakes, lucky little luke likes licking lakes Peter Piper picked a piece of pickled pepper Red leather yellow leather
Reference
http://www.readingfirst.virginia.edu/pdfs/Phon_Spel_Hand out.pdf http://www.plsweb.com/ProductsResources/Newsletter/Newsletter-Archives/December2004 http://www.niu.edu/ccc/resources/phonologicalawareness. pdf http://www.naeyc.org/files/yc/file/200901/BTJPhonologica lAwareness.pdf http://paulkuehn.hubpages.com/hub/Listening-andSpeaking-Activities-for-Sixth-Grade-EFL-Students-StoryTelling-Through-Role-Plays http://www.storyarts.org/lessonplans/newstandard/