ISL WEEK 8 REMEDIAL ACTIVITIES REMEDIAL Provided or intended for students who are experiencing learning difficulties.

es. The mistakes that the learners make should be found and listed. Teacher should choose a limits number of mistakes or types of mistakes for remedial work. This choice should depend on the following points:

a) the amount of time that can usually be given for such work. Remedial work often takes time that might be used more useful for teaching new material. b) the possibility of the remedial work being successful. Often, in spite of a great deal of effort over a long time, the learners still make the same mistakes, like agreement between subject and verb and the use of plural forms. If teachers have tried unsuccessfully for a long time to correct these mistakes, it is unlikely that extra remedial work will be successful. c) the feelings of the learners. If they are not really worried by the mistakes or they see no value in correcting them, remedial work will probably be unsuccessful. The learners should be able to see that it is possible to make a great improvement and that they are really learning something useful

REMEDIAL ACTIVITIES 1. Speaking for a minute Choose a student to come to the front of the classroom. Give the student a topic (something general or that has to do with a previous lesson). The student has to talk continuously about the topic for a full minute (or two minutes if you want a challenge). If she stops, she loses, and another student can run up to the front and take over. The

new student will also be timed for a minute. Encourage clear speaking -- it does not have to be fast, just continual. You can also add rules. For example, the student must speak in complete sentences.

2. Listening Quizzes Choose an interesting story, speech or newspaper article. Read it in front of the class. The students are not allowed to take notes. At the end of the piece, hand out a series of questions that pertain to the piece. The students must answer questions based on what they heard. After everyone is finished, students take turns reading their answers aloud and correcting their quizzes. Whoever answers the most correctly wins.

3. What Would You Do? Split participants up into teams of two. Give them each a note card that contains a "What would you do?" question. These questions should be tailored to your group. For example, ask question such as "What would you do in a certain survival situation?" or "What would you do if a fellow student copied your essay?" The person in the pair who answered the question explains his answer to the larger the group. The person in the pair who asked the question should state whether he agrees or would do something different.

4. Reading tag Discuss tips to read aloud together such as reading clearly using emotion. Then, choose a book together and read it out loud with your students. Read the first few sentences or paragraph and model good reading skills. Next, tag a student in the class to read the next section. Encourage them to read with feeling. After practicing as a class, your students may want to rehearse reading their favourite stories to each other and then read them to buddies in other class or younger children.

5. Body language Challenge your child to communicate without speaking. Spend an hour conversing without using words. You may want to do an activity together such as eating lunch or walking at the park. As an extension, you can go to library to learn about sign language

and do research how deaf and hearing impaired people use their bodies and facial expressions to communicate.