Recycling to cycle

on Monday, 1 March 2010
The thing about teaching students with low proficiencies is that you sometimes get students with the same darn problem no matter which form they are in.

Of course, maturity wise, they are vastly different. A form 5 would definitely tackle a problem differently compared to that of a form 1. However, that still doesn't mean that the thing you're presenting is less challenging. Sometimes, just a small twist in content, number of words, and even the topic discussed can generate a completely different learning experience for both forms.

I'll be teaching cloze texts to all forms even if I feel that sometimes these forms do not require such lessons. Closest in meaning is also one popular one which to me is essential in teaching students about comprehensive input. Although it is paramount in the lower forms, I don't put aside it when teaching the higher forms that are very weak. Probably, they missed out that part in their past, redoing this in their higher forms could prove useful to jump-start their comprehension.

For example, teaching them the uses of could, would, should, and must. I felt that all my forms have problems utilising these modifiers and therefore taught all of them the same functions of these grammar items. I felt that smarter classes would appreciate a more interesting text while learning about these items and therefore put up an article about Michael Jordan and Roger Federer. That really intrigued them to an extent... whereas lower proficiency classes were given very step by step tables to help them utilise the modifiers. For the lower form, I even did it twice to ensure that the level of comprehension was indeed there before I moved on to different topics.

This, by the way, can be found in the textbooks.

You just have to look real close.

Modify at your own risk.


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