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=1


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THANK YOU

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