presented by Mr Yaddaden Nouredine

1. Jokes and
Riddles

2. baby-sitting

3. Grandma was baby-sitting with the three-year-
old and the five-year-old when she
fell asleep on the sofa. The five-year-old
felt that he had to do something about it
and he tugged at her arm. "Wake up,
Grandma," he said. "We aren't baby-sitting
you. You're baby-sitting us and we
want to go to bed."

4. Marriage

5. The first 3 years of Marriage
. In the first year of marriage, the
man speaks and the woman listens.
. In the second year, the woman
speaks and the man listens.
. In the third year, they both speak
and the neighbours listen.

6. Cinderella

7. Why couldn’t Cinderella be a good
soccer player ?
She lost her shoe, she ran away from
the ball, and her coach was a
pumpkin.

8. Riddles

9. What do you call a deer with no eyes ?
« No Idea »
What is white when it’s dirty and black when it’s
clean ?
« A Blackboard »
What starts with E, ends with E and only have
one letter ?
An EnvelopE

10. Debrief
Module 2, Building Language Awareness
Classroom Techniques.
Here are some suggested directions for answers
to the questions for this module. Actual answers
may vary depending on local context and the
kinds of experience that viewers bring to the
task of interpreting and applying video and text
concepts.
Activity 1 : match the definitions with the right term.

11. ACTIVITY : Match each definition with the right term.
Appropriate language
Authentic sources
Collaborative learning
Comprehensible input
Conscious effort
Deductive techniques
Inductive techniques
Language awareness
Meta-language
Pragmatics
Reflection
Skit

12. -Learners are taught the “rules” of
language and then expected to
apply them.
Inductive techniques

13. -A focus on aspects of language
within a given context. Paying attention
to or noticing the language detail in a
context
Language awareness

14. -Learners working together to solve a
problem, complete a task, or create a
product. Learning occurs through
social activity.
Collaborative learning

15. -Language that is both linguistically
correct and that is proper for
the situation.
Appropriate language

16. -Learners discover the “rules” of
language themselves through their
experience with the language.
deductive techniques

17. -Effort that learners make deliberately,
knowing and understanding the
purpose for the action.
Conscious effort

18. -Language which can be generally
understood by the learner but which
contains linguistic items or
grammatical patterns that are slightly
above the learner’s competence.–
Comprehensible input

19. - Sources used by native speakers or
other users of the target language for
“real world” communication.
Authentic sources

20. - Short dramatic performance.
Skit

21. - Social and cultural aspects of
language use.
Pragmatics

22. -Thinking critically and analytically
about language and learning.
Reflection

23. -Language used by the teacher and
students to talk about language or
about learning strategies and
techniques.
Meta-language

24. Activity 1: Pre- Question :
1-
What was the task in the third activit
y ?
2-What were the parts to the task ?
3-How did the students
get the language
information they needed in order to

25. Building Language Awareness
Video
file://localhost/Users/ais/Desktop/Session 3 Building language awareness/2-
building laguage awareness.avi

26. Feedback : Anwsers to the
-QTuhesetiotanssk in the third activity was to plan a trip.
In this class we saw examples of an all-class skit about the
pilgrims who first came to the US many years ago. This was
followed by a guided discussion in which students related
their own travel experiences and how they felt about them.
And, finally, students worked in groups—using real travel
brochures—to create a travel plan of their own. The
teacher, her aides, and various materials posted around the
room provided the necessary language support or
“awareness” for vocabulary, organization, and writing.
Note that this approach and this sequence of activities would
also work just as well with teens or adults.

27. 2. The task in the third activity was to plan a trip. The
students worked in groups. Each group created a poster
to help them explain their trip. They first decided on a
destination and then filled out a green sheet with the
following information:
• PLACE (Nouns that describe where they were going).
• PACKING LIST (Nouns that describe what they were
taking in their suitcase.)
• TRIP ACTIVITIES (Verbs and phrases that describe what
they planned to do when they got there.)
• LENGTH OF TIME (How long they would be travelling.)
• TRANSPORTATION (How they were going to travel : by
airplane, by train, etc .. )

28. Activity 2 : Fill in the
blanks while viewing the
video

29. 1. During the skit, the teacher repeats two
vocabulary words: “cold ” which is a common word,
and connects it with “Shivering” which is a less
frequently used word. Using the two words together,
repeating them several times, and making motions or
movements to demonstrate or act out the meaning
helps learners focus and gives them the meaning of
“shivering.”This is one example of an effective
language focus technique.

30. During the question-and- answer activity, the
teacher’s aide asked questions that referred,
either directly or indirectly, to what the
children had learned about the experience of
the pilgrims. She asked students to think about
their own experiences in going to a new place.
Because many of the children are immigrants,
this is a meaningful activity for them. It
connects their real-life experiences with
historical events, and helps frame the activity
that follows.

31. In addition, because of the previous context, the children
had the language they needed to answer the questions.
The teacher’s aide’s questions were:
Q: Have you ever had to leave your home or country?
Q: What were your reasons for leaving your home and
going to a new country?
Q: How did the pilgrims feel about leaving their friends
and going to a new country?
Q: Has anyone ever lived in one place and had to move to
another?
Q: How did you feel?
Q: When the pilgrims arrived on land, what activities,
chores, or jobs do you think they had to organize to get
everything done?

32. Finally, the teacher and the other aide held up on
yellow sheets the target language from the questions,
which helped the children understand the questions
so they could answer correctly. These were the
words on the sheets:
“How did you feel?”
“Alike or different?”
“Activities, chores.”