Remedial Instruction and English for Specific Purposes (ESP)

Remedial Instruction and English for Specific Purposes (ESP)

Individualized Education Program (IEP)

  • An IEP is designed to reinforce learning foundations, address learning difficulties, and develop learners' potentials.
  • Therefore, options I, II, and III are all correct.

Remedial Instruction: Initial Steps

  • Before starting remedial instruction, it's crucial to diagnose the specific learning difficulty.
  • This diagnosis guides the subsequent steps of preparing materials and planning instruction.

Remedial Teaching Strategies

  • Remedial strategies include:
    • Individualized Educational Programs (IEPs)
    • Peer Support Programs
    • Reward Schemes
  • However, "Test and Drill" is not considered a comprehensive remedial teaching strategy on its own.

Remedial Instruction vs. Special Education

  • Remedial instruction is distinct from special education.
  • However, it can include children with special needs if they've been diagnosed with specific learning difficulties.

Remedial Teaching: Key Aspects

  • Effective remedial teaching involves:
    • Systematic approach: observing, diagnosing, remediating, and evaluating.
    • Purposeful and intensive work with the pupil.
    • Ensuring the pupil can remain in their school environment.
    • Re-teaching, reviewing, and assessing.
  • The statement that it sees to it that the pupil can remain at his/her school is too vague, hence wrong.

Focus of Remedial Instruction

  • Remedial instruction primarily focuses on skills.
  • This includes addressing specific skill deficits or gaps that hinder learning.

Practices for Learners with Reading Difficulties

  • Successful strategies include:
    • Clarity on learning objectives: Students must know what they need to know, understand, and do.
    • Scaffolding: Building support structures to facilitate student success without diluting goals.
    • Multi-sensory learning: Utilizing various avenues like hearing, singing, and reading.

Learning-in-Content

  • Learning-in-content emphasizes connecting ideas and skills to students' lives.
  • Students should see how concepts relate to their families and communities.

Increasing Remedial Teaching Effectiveness

  • Key factors:
    • Expressing belief in the student's ability.
    • Avoidance of excessive pressure or punishment.
    • Avoiding continuous drills.

Reading Remediation: Skill-Building Focus

  • Reading remediation should prioritize skill-building over content learning.
  • Strategies:
    • Minimize testing and grading.
    • Observe students during actual reading.
    • Avoid making classes grammar classes.

Voice in Academic/Scientific Writing

  • The myth that scientific writing uses passive voice more than active voice is untrue.
  • The choice depends on functional considerations.

Hedging in Academic Writing

  • Hedging is a strategy to express politeness or distance from a claim.
  • It involves using cautious language rather than strong commitment to one's criticism.
  • Example: "Mr. de la Cruz appears not to have understood my point" (hedged) vs. "Mr. de la Cruz definitely did not understand my point" (unhedged).

Discourse Analysis vs. Genre Analysis

  • Discourse analysis: Study of language in text above the sentence level.
  • Genre analysis: Text analysis focused on structural regularities that distinguish text types.

English for Specific Purposes (ESP)

  • ESP is a language teaching approach tailored to learners' needs.
  • It's an approach, not a predefined product or methodology.

ESP Teacher Knowledge

  • ESP teachers require:
    • A positive attitude towards ESP content.
    • Knowledge of fundamental principles in the subject area.
    • Awareness of their own knowledge limitations.
  • Specialist subject knowledge is not always required.

Challenges for ESP Teachers

  • Consistent problems:
    • Lack of orthodoxy: No straightforward answers; teachers must synthesize solutions.
    • New knowledge realms: Teachers must cope with unfamiliar subject matter.
  • This often leads to a sense of inadequacy and the need to master new subjects quickly.

Syllabus Types

  • Structural/Situational Syllabus: Focuses on grammatical structures and situations (e.g., "properties and shapes; structure; actions in sequence; cause and effect, etc?").
  • Skill Syllabus: Centers on specific skills (e.g., writing essays; study techniques and examinations; improving your reading, etc?).
  • Functional/Notional Syllabus: Organizes content around functions and notions (e.g., making arrangements, taking part in an interview; buying and selling, ect).
  • Discourse/Skills Syllabus: Involves nature and generalizations, general and specific information and levels of generality.
  • Functional/Task-Based Syllabus: Consists of topic exercises in personal evaluation; exercises in examining your job needs, exercises in using the ads, etc.

Educational Programs

  • Revitalized Homeroom Guidance Program (RHGP): A program for school staff to match students with aptitudes and career interests.
  • Secondary Education Development Program was implemented in 1989 to replace the Revised Secondary Education Program (RSEP).

K-12 Curriculum

  • Basic Education: Refers to 6 years of elementary, 4 years of junior high, and 2 years of senior high school.
  • Main Objective: To provide time for mastery, develop lifelong learners, and prepare graduates for tertiary education, skills development, employment, and entrepreneurship.
  • Vision: Holistically developed learners with 21st-century skills.
  • Focus: Learners.
  • First Beneficiaries of Senior High School: Incoming freshmen of School Year 2012-2013.
  • According to the Department of Education, which subject will be integrated into the language: Science.

Phonetics and Phonology

  • Transcription Examples:
    • /taɪp/ represents "type"
    • /rɪč/ represents "rich"
    • /ðiz/ represents "these"
  • Voicing:
    • /m/, /g/, /j/ are voiced, /s/ is voiceless
      /n/, /f/, /θ/, /p/
      /b/, /p/, /r/, /v/
      /s/, /č/, /t/, /g/
  • Place of Articulation (the segment that differs in place in articulation from the other three)
    /s/, /č/, /t/, /n/
    /k/, /n/, /g/, /ŋ/
    /θ/, /p/, /b/, /m/
    /s/, /č/, /t/, /g/

Word Stress

  • The correct stress pattern: cer-e-mo-ny
    • Ceremony (correct answer)

Synonyms

  • Precious: Valuable
  • Unique: Special
  • Bulky: Awkward
  • Assist: Help
  • Advocate: Support
  • Authorize: Empower
  • Bless: Consecrate
  • Try: Attempt
  • Startle: Surprise
  • Utter: Say
  • Thrill: Move
  • Wreck: Crash

Antonyms

  • Vicious: Gentle
  • Conquer: Surrender
  • Criticize: Applaim
  • Enormous: Very small
  • Relegate: Promote
  • Instigate: Hesitate
  • Legalize: Outlaw
  • Mourn: Rejoice
  • Oppress: Inspire
  • Attach: Detach
  • Export: Import
  • Donate: Take

Odd-Sounding Word

  • Mountain (differs from Maintain, Domain, Contain)

Semantic Similarities

  • Identifying the sentence with a different meaning:
    • The sentence that is different: At thirty thousand pesos, his personal computer was expensive.

Word Stress (Emphasis)

  • Which word is supposed to be stressed when speaker means that the robber may have taken some jewelry: “I didn’t say he stole the money”.

Morphemes

  • Transportation: trans-port-ation (3 morphemes)

Acceptable English

  • That Maria dances well surprises me.

Correct and Preferred Sentence

  • I offered a meal to the visitor who was hungry.

Philanthropist Etymology

  • Philanthropist: Root word closest to Benevolent.

Modifier Placement

  • Weighing 150 pounds