TSLB3063 TEACHING OF
LISTENING AND SPEAKING SKILLS
IN THE PRIMARY ESL CLASSROOM
S. MOORTHY - 23072018
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3. PLANNING REMEDIAL AND
ENRICHMENT ACTIVITIES
S.MOORTHY M.SUBRMANIAM
Contents
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3. Planning Remedial and Enrichment
Activities
Designing remedial activities.
Phonological awareness.
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LEARNING OUTCOMES
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Create remedial listening and speaking
activities / tasks.
Discuss how to integrate elements of
phonological awareness in the activities
designed.
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REMEDIAL ACTIVITIES
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In a mixed-ability class, when a teacher
conducts a lesson and gives activities, there will
be students who are not able to follow the
lesson like their peers.
They are slow in their work and their language
proficiency level is low.
In this case, the teacher needs to give these
students extra guidance.
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REMEDIAL ACTIVITIES
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This extra work from the teacher is called
remedial work.
It is the extra work that focuses on the problem
areas experienced by the student(s).
It can be regarded as a reinforcement or
additional support given by the teacher to
help students.
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Purpose for carrying out remedial
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activities
To help learners overcome gaps and errors in
their English, especially fossilized errors.
To make learners notice their mistakes or errors
and discover for themselves what is wrong and
what is right.
To reactivate and clarify previously presented
language items.
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Purpose for carrying out remedial
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activities
To help students who are slow achievers in a
particular area especially those who still
cannot grasp the information that has been
taught.
To monitor learners’ mistakes or slips.
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General Principles for Planning Remedial
Activities
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How are students identified?
Identify the students from their learning behaviour
in class, for example, their response throughout the
lesson especially to the activities and work assigned
throughout the lesson.
If they consistently show lack of understanding in the
lesson taught then they should be identified for
remedial work.
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General Principles for Planning Remedial
Activities
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Frequency of mistakes
Check the frequency of mistakes the student makes throughout
the lesson.
Some mistakes are found very often in the learners’ speech.
This can determine the type of remedial work suitable for the
student.
Study each mistake chosen, find the reasons why the learners
make the mistake, and look at ways for re-teaching or
correcting, using new techniques and procedures.
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General Principles for Planning Remedial
Activities
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Feelings of learners
The learners should be able to see that it is possible
to make great improvement and that they are
really learning something useful.
Remedial work should not be just a reminder of the
learners’ past failures instead it should enable
learners to see it as a way of getting the informed
correction that they do not get outside the class.
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General Principles for Planning Remedial
Activities
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Effects of Mistakes
Some mistakes are found frequently in a learner’s
work but they do not make it difficult for anyone to
understand what the learner is trying to say.
Mistakes with ‘a’ and ‘the’, plurals, agreement, and
many pronunciation mistakes.
Other mistakes, like the use of stress, vocabulary,
and certain sentence patterns, make it very difficult
for someone to understand what the learner is
trying to say.
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General Principles for Planning Remedial
Activities
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When do you carry out?
The activities can be carried out when the class is
doing assigned work.
The teacher can give the students who need
remedial work more attention and further teaching.
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Advantages of Remedial Activities
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To enable the learners to catch up with their peers
and to participate equally in class.
To boost the learners’ self-confidence and self-
esteem.
To arouse interest in learning that will lead to life-
long learning.
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What are phonological awareness skills?
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They include:
the ability to identify phonemes (the smallest unit of
sound),
identify and generate rhyming words,
blend phonemes (sounds);
count syllables,
and separate the beginning sound from the ending
sound of a word.
- (Adams, 1994; Yopp & Yopp, 2004).
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How do children develop phonological
awareness?
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By listening to:
rhymes and poems;
singing songs;
making up silly names and words by substituting one sound for
another;
breaking up words into syllables;
and noticing that some words begin with the same sound.
-(Burns, Griffin, & Snow, 1999; Mcgee & Richgels, 2003).
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Suggested remedial activity –
Phonological awareness
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STAGE DESCRIPTION EXAMPLE
Listening Listen to sounds in the Discriminate if sounds are same or
environment different
Rhyming Recognition of the ending sounds Fill in missing words of a song,
of words poem, or story; decide if 2 words
rhyme
Initial sounds Hear similar initial sounds such Identify beginning sound of
as big blue boat familiar words; compose a group
of words that begin with the same
sound
Words Realize that language is made Listen to and identify a particular
up of words that are grouped word in a phrase.
together in sentences
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Suggested remedial activity –
Phonological awareness
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STAGE DESCRIPTION EXAMPLE
Syllables Break words into syllables Blend syllables to form words and
delete syllables from words
Phonemic Identify the smallest unit of Blend and segment phonemes,
Awareness sound, the phoneme identify beginning, middle, and
ending sounds in words, delete and
substitute phonemes
Onset and Onset: sound before the first Work with word families (i.e., –at
Rime vowel in a syllable. family: cat, bat, hat)
Rime: rest of the sound in a
syllable that begins with the first
vowel
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Example: Onset and Rime
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Students have problems with [l] and [r], so the
remedial activity is phonics onset and rime activity /
minimal pair drill.
Teacher prepares a chart to drill students.
Teacher says the onset followed by the rime and
students follow.
This step is repeated until the students are familiar
with the [l] and [r] problem.
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Example: Onset and Rime
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Onset Rime Onset Rime
l + ack = lack r + ack = rack
l + ick = lick r + ick = rick
l + ink = link r + ink = rink
l + ock = lock r + ock = rock
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TASK
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What are the problems teachers face in carrying
out remedial activities?
In groups of three, design one remedial activity for
a particular group of pupils in a Malaysian primary
ESL classroom. Include elements of phonological
awareness. Present your work in class.
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References
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I.S.P. Nation & J. Newton: (2009) Teaching ESL/EFL
listening and speaking. New York : Routledge.
Brown, H.D. (2000). 4th ed. Principles of Language
Learning and Teaching New York: Longman.
Chitravelu, N. et. al. (2005) ELT Methodology:
Principles and Practice Selangor: Fajar Bakti.
Harmer, J. (2007). 4th ed.The Practice of English
Language Teaching. Harlow: Longman.
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