Remedial Activities samples
Sources:
1. Draft papers from Training Workshops at ALC,
DT&E, (2005/2006)
prepared by Abdallah Judeh, Khalid Nabulsi, Ahmad Faqih,
Mohammad Momani, Majed Rawashdeh
and Mahmoud Soboh
2. The above team members were co-authors of the
Guide for Remedial Activities (According to Students'
Learning Styles).(2007) , MOE, Amman, Jordan
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The format of sample activities here can be
used for all Grades.
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Please check:
- Remedial and Revision Points for secondary Level
- the Learning Styles
- Diagnostic Test pages (tests) on this
site for more.
http://www.education-abdallah.htmlplanet.com/
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Grade 7, Textbook: Action Pack 7
SB, Lesson 5 & 6 page 52
Outcomes/ Difficulties
Writing parts of speech
To identify the parts of speech (e.g. verbs, nouns, adjectives and adverbs)
Timing
Procedures (Activities / Techniques / and Aids)
1. Teacher asks students to read the text carefully then underline the verbs.
(Learning Style Visual, Refer to Support Sheet (1)
2. Teacher asks students to read the text carefully then underline the nouns.
(Learning Style Visual, Refer to Support Sheet (2)
3. Teacher asks students to read the text carefully then underline the adjectives.
(Learning Style Visual l, Refer to Support Sheet (3)
4. Teacher asks students to read the text carefully then underline the adverbs.
(Learning Style Visual, Refer to Support Sheet (4)
5. Teacher asks the students to read the text carefully then identify regular
and irregular verbs. (Learning Style Visual, Refer to Support Sheet (5)
6. Teacher provides the students with the following verbs then asks them to us
them in writing a short diary. (listen , play , watch , visit , study)
(Learning Style Visual, Refer to Support Sheet (6)
Evaluation
Checking the students' answers
Notes
http://www.longview.k12.wa.us/mmhs/wyatt/homework/grammar/gramm.html
There are 12 units, 16 lessons and activity sheets and
Answers. The lessons cover the following topics:
- The basic parts of a simple sentence...etc.
http://web2.uvcs.uvic.ca/elc/studyzone/grammar.htm
Basics, Nouns, Verbs...etc.
Support Sheet (1)
Read the following text carefully then underline the verbs.
Hi Omar,
Here we are in India .Last week we travelled to Agra in the north. We visited the
Taj Mahal, built in 1653. It's an amazing royal palace. We listened to a wonderful
concert of Indian music, and watched an Indian dance. India is a huge country .
The population is over 1,000 million here. It has one of the world's largest
Muslim populations, but most people are Hindu.
Support Sheet (2)
Read the following text carefully then underline the nouns.
Hi Omar,
Here we are in India .Last week we travelled to Agra in the north. We visited the
Taj Mahal, built in 1653. It's an amazing royal palace . We listened to a wonderful
concert of Indian music , and watched an Indian dance. India is a huge country .
The population is over 1,000 million here. It has one of the world's largest
Muslim populations, but most people are Hindu.
Support Sheet (3)
Read the following text carefully then underline the adjectives.
Hi Omar,
Here we are in India .Last week we travelled to Agra in the north. We visited the
Taj Mahal, built in 1653. It's an amazing royal palace. We listened to a wonderful
concert of Indian music, and watched an Indian dance. India is a huge country .
The population is over 1,000 million here. It has one of the world's largest
Muslim populations, but most people are Hindu.
Support Sheet (4)
Read the following text carefully then underline the adverbs.
Hi Omar,
Here we are in India .Last week we travelled to Agra in the north. We visited the
Taj Mahal, built in 1653. It's an amazing royal palace. We listened to a wonderful
concert of Indian music, and watched an Indian dance. India is a huge country .
The population is over 1,000 million here. It has one of the world's largest
Muslim populations, but most people are Hindu.
Support Sheet (5)
Read the following text carefully then complete the following table with the
regular or irregular verbs that are found in it .
Hi Omar,
Here we are in India .Last week we travelled to Agra in the north. We visited the
Taj Mahal, built in 1653. It's an amazing royal palace. We listened to a wonderful
concert of Indian music, and watched an Indian dance. India is a huge country .
The population is over 1,000 million here. It has one of the world's largest
Muslim populations, but most people are Hindu.
Regular verb Irregular verbs
------------------ -----------------------
------------------ -----------------------
------------------ -----------------------
Support Sheet (6)
Use the following verbs in writing a short diary.
( Listen , Play , Watch , Visit , Study)
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AB, Unit 4, Exe 3, Page 26 .
Outcomes/ Difficulties
To follow directions using a map
Timing
Procedures (Activities / Techniques / and Aids)
1. Teacher provides students with pictures and asks them to match
the picture with the correct prepositions.
(Learning Style Visual, Refer to Support Sheet (A)
2. Teacher provides students with pictures and phrases on cards
then asks them to match the phrases with the suitable pictures.
(Learning Style Visual, Refer to Support Sheet (B)
3. Teacher provides students with a map of a school and flash cards
with directions and asks them to follow directions to reach the library.
(Learning Style Kinesthetic, Refer to Support Sheet (C)
4. Teacher provides students with jumbled sentences or cards
and asks them to arrange them in the way that leads to the library.
(Learning Style Kinesthetic, Refer to Support Sheet ( D)
Evaluation
Checking the students' ability to identify directions correctly. After completing
this activity, students can use maps actively. This means that they
can identify directions, destinations of sites and places. They
are , then, able to continue with mainstream activities in unit 4.
Notes
Directions
http://www.stanford.edu/search/maps/directions.html
Support Sheet (A)
Bring or draw traffic signs that show directions. Then ask students to
make to move a toy car over a city map to reach various city facilities
such as the City Hall, The Main Square, the Bridge, the Post Office,
the Hospital...etc. according to given instructions
Match the phrases with the suitable Positions, instructions as
you move on on the map.
Go right, Go left, Stop, Go along, Opposite, in front of ...etc.
Support Sheet (B)
Draw pictures of a table with a ball in different positions. Then ask students to
match the pictures with the correct prepositions that describe the positions of
the ball. Use the following prepositions:
Over, on, next to, beside, behind, in, in front of ...etc.
Support Sheet (C)
Using flash cards to follow the directions to reach the library.
Make flash cards using the following instructions, then draw a map of
a building/ a school where students can apply the instructions. You can
organize a competition between two teams to decide who gets to the
designated target first by following instructions in the given order.
Turn left, Go straight ahead, Go straight along,
Take the 2nd turn right/ left, Turn right/ left...etc.
Support Sheet (D)
Using jumbled directions on the flash cards.
Make flash cards using the following instructions, then draw a map of
a building where students can apply the instructions.
Ask students to arrange them so that they lead to the library .
Turn left, Go straight ahead, Go straight along,
Take the 2nd turn right/ left, Turn right/ left...etc.
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SB ,Unit 5 pps 38-44
Outcomes/ Difficulties
To distinguish the main ideas from other less important ones in a paragraph .
To distinguish between the main idea and supporting ones .
Timing
Procedures (Activities / Techniques / and Aids)
1. Teacher provides students with a short paragraph and asks them to identify the
main idea. (Learning Style Visual Verbal, Refer to Support Sheet (A 1)
2. Teacher provides students with a short paragraph and asks them to identify
the main idea. (Learning Style Visual Verbal, Refer to Support Sheet (A 2)
3. Teacher provides students with a recorded text and asks them to identify the
main idea. (Learning Style Auditory, Refer to Support Sheet (A 3)
4. Teacher provides students with a jumbled -sentence paragraph written on
cards. He asks students to rearrange the sentences making sure that they select
the sentence that contains the main idea first.
(Learning Style Visual, Refer to Support Sheet (B)
Evaluation
If the students still show confusion over distinguishing main ideas in a text,
then provide them with relevant reading texts with the topic sentence highlighted
by color code
Notes
What is a paragraph?
http://www.eslessonsonline.com/ESLlessons/writing/paragraphs/paragraph_parts.html
Topic Sentence location interactive practice
http://www.manatee.k12.fl.us/sites/elementary/palmasola/psmain.htm
http://www.eslessonsonline.com/ESLlessons/writing/paragraphs/falsearrest.html
Support Sheet (A1)
Read the following paragraph then choose the letter which indicates the number
of the sentence that includes the main idea .
(1) Harrods has a very famous store . (2) More than 300,000 shoppers come on
the first day of the sale. (3) some people queue all night out side
the store in the cold to get the best bargains .
- a- Sentence number ( 2 ) .
- b- Sentence number ( 1 ) .
- c- Sentence number ( 3 ) .
Support Sheet (A2)
Read the following paragraph carefully then choose the letter which indicates
the number of the sentence that includes the main idea.
(1) Some shoes cost 1.6 million dollars. (2) They are made of precious metal .
(3) Harrods shoes are the most expensive shoes .
- a- Sentence number ( 3 ) .
- b- Sentence number ( 2 ) .
- c- Sentence number ( 1 ) .
Support Sheet (A3)
Read the following paragraph carefully then choose the letter which
indicates the number of the sentence that includes the main idea.
(1) Diwali is the Hindu "Festival of the lights". (2) It happens in Autumn .
(3) It lasts for five days. (4) It celebrates the triumph of good over evil .
- a- Sentence number ( 4 ) .
- b- Sentence number ( 3 ) .
- c- Sentence number ( 1 ) .
- d- Sentence number ( 2 )
Support Sheet (B)
Read the following paragraph carefully then choose the diagram that shows
the best classification of the main idea and the supporting ideas.
(1) Najeeb Mahfouz is a famous Arab writer. (2) He was born in Egypt in 1911.
(3) He began writing when he was 17. (4) He has written 30 novels .
