First Print 2019 © Ministry of Education Malaysia All Rights Reserved to English Language Teaching Centre (ELTC) Ministry of Education Malaysia No part of this book, Language Awareness: An English Language Support Course for Mathematics and Science Teachers of Sarawak – Training Module, may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system without permission in writing from the Director, English Language Teaching Centre (ELTC), Ministry of Education Malaysia, Nilai Education Complex, 71760 Bandar Enstek, Negeri Sembilan. Limited publication for distribution to participants of the Training of Trainers (ToT) Course for DLP Sarawak 2019.
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English Language Teaching Centre (ELTC) Kementerian Pendidikan Malaysia Kompleks Pendidikan Nilai 71890 Labu Negeri Sembilan Tel.: 06-7979 000 Fax: 06-7979 113/ 114 Module Writers Language Awareness Diana Fatimah binti Ahmad Sahani Hasreena binti Abdul Rahman Yvonne Lee Ik Yin DLP Online English Support Diana Fatimah binti Ahmad Sahani Norizah binti Abdul Bari Manpreet Kaur a/p Charan Singh Nurhani binti Omar 2 ELTC: Language Awareness 2019
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OVERVIEW INTRODUCTION This course is relevant to teachers teaching Science and Mathematics in the KSSR/KSSM Classroom as it provides language awareness and support, and strengthens the English language skills for teaching the subjects. COURSE SYNOPSIS This course is intended to enhance participants’ proficiency and competencies in the English language. Course participants will explore a repertoire of thematic language-based activities which provide language awareness and support, and strengthen the language skills for teaching the targeted subjects. The content of this course encompasses language skills and language content. It is aimed at developing participants’ confidence in using the English language for functional use. It is a blended course comprising of face-to-face and online modes which provide opportunities for practising the English language. 4 ELTC: Language Awareness 2019
LANGUAGE AWARENESS Course Learning Outcomes: By the end of the course, participants will be able to: 1. Apply listening skills effectively to create appropriate responses for different purposes and situations. 2. Select the appropriate vocabulary to be used in formal and informal situations. 3. Use correct stress and intonation in conversations. 4. Apply speaking skills for a variety of purposes and situations. 5. Write a coherent text by applying the mechanics of writing. Duration: 2 days face-to-face (Monday – Tuesday) Total hours: 16 hours Content: 1. Lowering the Affective Filter 2. Interpersonal Communication a. Common Greetings & Friendly Responses b. Informal Conversations 3. Situational Communication a. Purposeful Engagements b. Informal Oral Discourse c. Informal Writing 4. Dictionary Skills & Pronunciation 5. Accessing DLP Online English Support and Navigating the Canvas Course Schedule: 5 ELTC: Language Awareness 2019
DLP ONLINE ENGLISH SUPPORT Course Learning Outcomes: By the end of the course, participants will be able to: 1. Apply listening strategies to demonstrate comprehension of a variety of texts. 2. Communicate reasonably accurately in formal and informal situations. 3. Apply appropriate reading strategies to comprehend texts and words in context. 4. Write coherent sentences and paragraphs. 5. Display sound knowledge of grammar rules and functions. Duration: Maximum of 25 days Total hours: 60 hours online (2.5 hours per day) Content Structure: 1. Basic (20 hours online) 2. Independent (20 hours online) 3. Proficient (20 hours online) Course Content: 1. Access (Mini Web) 2. DLP Online Advanced Course a. Listening - Predicting - Inferencing - Global Comprehension b. Speaking - Speech Acts - Prompting - Persuading - Encouraging - Giving Instructions c. Reading - Global Comprehension - Inferencing - Local Comprehension d. Writing - Writing for giving/presenting information e. Grammar - Parts of Speech - Sentence Structure - Question Forms - Passive and Active 6 ELTC: Language Awareness 2019
DAY 1 - SESSION 1 Activity 1: Hello, Tissue Paper! Duration: 40 minutes Learning Objective: Participants will be able to introduce themselves in a casual manner, with minimal inhibitions. Resources: 1. A few boxes of tissue Instructions: 1. Take a box of tissues. 2. Instruct each participant to pull out as many pieces as he wants, with a minimum of five (5) pieces of tissue. 3. The box of tissues is passed around until everyone in the room has taken his share of tissues. 4. Pull out a few pieces for yourself. 5. Begin by telling everyone about yourself based on the number of tissues you have taken. 6. Invite each participant to stand up and tell everyone about himself equivalent to the number of tissues he has taken. For example, if someone has five pieces, he would share five things about himself. 7. End the session by sharing a humorous moral: “Sometimes excess can be bad for you!” Example: 5 If Desmond took five sheets, then he might say: 1. I like to dance. 2. My favourite colour is purple. 3. I have a dog named Sammy. 4. This summer I went to Hawaii. 5. I’m really afraid of snakes. • ELTC: Language Awareness 2019
Activity 2: Piecing and Blending Duration: 40 minutes Learning Objective: Participants will be able to recall and elicit existing background knowledge and vocabulary in order to group names of daily items correctly. Resources: 1. Cut-outs of Sheet A (Page 7) 2. Box to put cut-outs Instructions: 1. Put cut-outs of Sheet A into the box, based on the number of participants in the room per group of 5. 2. Instruct each participant to pick one cut-out from the box randomly. Participants are not allowed to choose his cut-out. 3. Continue until everyone in the room has taken his cut-out from the box. 4. Inform participants that they must hold on to their cut-out at all times. 5. Tell participants that they will now have to figure out what to do with the cut-out they have. 6. You are NOT ALLOWED to help participants or give clues as to what they should do. 7. Give participants time to access their background knowledge and allow them room to discuss and confer. Do not interrupt or interfere. 8. Gently moderate and facilitate. 9. Give participants 20 minutes to discuss. Remind participants that they need to speak in English during the discussion After participants have got into their respective groups, ask each group how they are grouped. 10. At the end of the activity, there should be 6 groups with 5 participants each. 11. Display slide Answer: Piecing & Blending on the screen and explain words/things that are new and unfamiliar. Note To Trainer: If the number of participants is less than 5 per group, omit the items from Sheet A accordingly. 6 ELTC: Language Awareness 2019
Sheet A CIRCLE TRIANGLE TRAPEZOID RECTANGLE SQUARE KILOMETRE GRAMME METRIC TON LITRE CELSIUS TEST TUBES BEAKERS FUNNELS CLAMPS PIPETTES FOREHEAD TEMPLE PALM SHIN ANKLE TURQUOISE BEIGE GREY MAROON INDIGO ADDITION SUBTRACTION DIVISION MULTIPLICATION FRACTION 7 ELTC: Language Awareness 2019
Answer: Sheet A 8 1. Geometric Plane Shapes: Circle Triangle Trapezoid Rectangle Square 2. Common Metric Measures: Kilometre Gramme Metric ton Litre Celsius 3. Things in the Science Laboratory: Test tubes Beakers Funnels Clamps Pipettes 4. Parts of the human body: Forehead Temple Palm Shin Ankle 5. Colours: Turquoise Beige Grey Maroon Indigo 6. Elementary Maths: Addition Subtraction Division Multiplication Fraction ELTC: Language Awareness 2019
Activity 3: Breaking Down Barriers Duration: 40 minutes Learning Objective: Participants will be able to discuss, confer, give and explain solutions to puzzles and problems. Resources: 1. Sheet B (Page 10) 2. Whiteboard/ Mahjong Stand 3. Sweets/Chocolates for prizes Instructions: 1. Distribute Sheet B to each participant. 2. Instruct groups to discuss and answer the questions on the hand-outs. Groups are to answer as many questions as they can. 3. Give participants 10 minutes to discuss. Remind participants that they need to speak in English during the discussion. 4. Gently moderate and facilitate. 5. After the discussion is over, call participants at random from different groups to explain their group’s answer to a particular question. Compare the answers. 6. Generate a class discussion if answers are wrong. Use slides provided and encourage the use of whiteboard to explain and justify answers. 7. Present prize to the group with the most correct answers. 9 ELTC: Language Awareness 2019
Sheet B 1. There are 7 girls in a bus. Each girl has 7 backpacks. In each backpack, there are 7 cats. For every cat, there are 7 kittens. How many legs are there in the bus? Paws are considered legs, and a cat has 4 paws. 2. If two hens lay an egg each in two days, how many eggs will half a dozen hens lay in half a dozen days? 3. Imagine yourself in a room. In the center of the room is a twelve inch tube solidly embedded six inches deep in a cement floor. At the bottom of the tube is a standard ping pong ball with a diameter that is one millimeter smaller than the diameter of the tube. You have the following items at your disposal: * a twelve inch piece of string * a match * a six inch ruler * a paper clip Can you find a way to safely retrieve the ping pong ball without damaging it? The tube cannot be broken nor can it be removed from the cement floor. 4. Manhole covers for sewer drains are typically circular in shape (the ones that are removable anyway). This shape has two important advantages over a square or rectangular shape. Can you figure out what that is? 5. A man lives on the 27th floor of a condominium. He takes the elevator to the ground floor when he goes to work every day. When he comes back from work, he would take the elevator to the 20th floor and then, walks up the stairs to his home on the 27th floor. He does this every day, except on rainy days when he would take the elevator straight to his floor. Why is this so? 10 ELTC: Language Awareness 2019
PUTTING OUR HEADS TOGETHER Instructions : Look at this picture carefully and answer the following questions. Write your answers on the paper provided. Questions : 11 1. How many persons are staying at this camp ? 2. When did they arrive? Today, or a few days ago? 3. How did they get here? 4. How far is the closest village? 5. What time of day is this? 6. Which direction does the wind blow from? 7. Where is Alex? 8. What is James doing? 9. What is cooking in the pot? 10. Who was on duty yesterday? ELTC: Language Awareness 2019
Answer: Sheet B 1. 10,990 (or 10,992 if you're assuming there's a bus driver). EXPLANATION: Let's start with the girls’ legs. There are 7 girls × 2 = 14 girl legs. Now let's count the cat legs. There are 49 backpacks which means there are 343 cats × 4 = 1,372 cats’ legs. Finally, let's count the kittens’ legs. There are 343 cats which means there are 2,401 kittens × 4 = 9,604 kittens’ legs. The total number of legs is 14 + 1,372 + 9,604 = 10,990 (or 10,992 if you're assuming there's a bus driver). 2. One and a half dozen/ 18 eggs EXPLANATION: The number of hens has increased from 2 to 6 (3 times more) and the number of days has increased from 2 to 6 (also 3 times more). The effect is cumulative, therefore the number of eggs that will be laid will be 9 times more (i.e. 2 x 9 = 18 eggs). 3. There is only one way, and that is to pee into the cylinder so that the ping pong ball floats to the top! It's not a very elegant solution, but it will work. EXPLANATION: This is a bit of a trick question. No combination of the items listed will help you retrieve the ping pong ball. The list of items is meant to misdirect you. If your answer was to blow into the tube, that's a good guess, but your lungs would not produce enough pressure at the bottom of the twelve inch tube to lift the ping pong ball twelve inches in the air (however that idea would work with a shorter tube). 4. (i) There is no risk of a circular manhole cover falling through the hole as would be the case for a square or rectangular shape which could slide through the diagonal. (ii) Another small advantage is that a round manhole cover can be rolled. 6. The man is short, and the button to the 27th floor is too high for him to reach. So, he has to press the button to the 20th floor instead. However, when it rains, he uses his umbrella to press the button to the 27th floor. 12 ELTC: Language Awareness 2019
Answer: PUTTING OUR HEADS TOGETHER 1. How many persons are staying at this camp? Answer: There are 4 persons. You can find 4 sets of cutlery on the picnic blanket and 4 names on the duty list, if you look carefully. 2. When did they arrive? Today, or a few days ago? Answer: They arrived a few days ago. A spider was able to build a spiderweb between their tent and a tree in the due time. 3. How did they get here? Answer: They got there by boat. There are oars by the tree. 4. How far is the closest village? Answer: No, a village is not far. There is a chicken walking around like no one’s business, which means that a village is quite close. 5. What time of the day is this? Answer: It’s morning. (Is it? How do you know?) 6. Which direction does the wind blow from? Answer: The wind is blowing from the left. The flag that shows the wind direction (windsock) is on top of the tent. The fire is blown from the left. 7. Where is Alex ? Answer: He is catching butterflies. You can see the scoop net behind the tent. 8. What is James doing? Answer: James is taking pictures (you can see a camera tripod sticking out of his bag). 9. What is cooking in the pot? Answer: Rice, or oatmeal. Not soup or broth because they’ve got plates and not bowls on the picnic blanket. 10. Who was on duty yesterday? (Name the person.) Answer: Colin was on duty. Colin is looking for something in his backpack (it’s marked with a ’’C’’). Alex is catching butterflies. That means that Peter is on duty today, and Colin was on duty yesterday. 13 ELTC: Language Awareness 2019
DAY 1 - SESSION 2 Activity 1: Common Daily Phrases Duration: 50 minutes Learning Objective: Participants will use words and phrases learned in order to conduct/initiate a conversation -- intentionally and thoughtfully. Resources: 1. Trainer’s Notes (Pages 15 – 16) 2. 30 copies of Sheet C (Pages 17 – 23) Instructions: 1. Distribute 1 copy of Sheet C to each participant. 2. Explain each aspect of Section 1 of Sheet C, using the slides provided and with reference to the Trainer’s Notes (Pages 15-16). 3. Create a friendly and non-threatening atmosphere. 4. Generate open discussion. 5. Do a review of the phrases in Section 2 of Sheet C, using the slides provided. 6. Explain gently and with clarity. 14 ELTC: Language Awareness 2019
Trainer’s Notes 10 Simple Tips for Improving Your English Speaking Skills 1. Practice to think in English The most important key to English fluency is the ability to think in English, so you need to practice to think in English. Here are some useful tips to help you improve this skill. • Stop the habit of translating between languages (if you have) • Use an English to English dictionary to look up words • Try to think in English anywhere, anytime. A student shared with us that she usually walks in the park and trying to describe people around her in English by using as much adjectives as she can. You can do the same, or create your own method to practise thinking English whenever you have “free time” to think. You’ll notice that when you think in English, it’s easier for you to speak in English. 2. Talk to yourself in English Whenever you’re at home, you can practice your English with your favorite person: yourself. The following tips would help you to talk to yourself in English. • Read out loud from your favorite books • Speak out loud with your own thoughts in English on certain topics • Use a mirror to practise • Use a recording device (e.g. your phone) to record what you read/speak (you will be able to hear yourself speaking English and then finding out the pros and cons of your tone, pronunciation and even accent). • The most significant benefit of this method is that you will be more comfortable in speaking English and be aware of your own strengths as well as weaknesses in speaking. Then you can find the right tips to improve the specific weak points in your spoken English. 3. Get a friend or partner to practice It is always easier to improve your English with a friend or a partner especially if he or she is a native speaker. 4. Read English Books, Newspapers Reading English Books can open your mind to brilliant new worlds and take you to a new level of English language learning. The key to success is choosing the right book for you. If you do not know where to begin, you should find something that interests you. 5. Watch English TV Shows, Movies Watch TV shows or YouTube videos in English is another great way to help you – use them to improve your fluency. If you’re tired of reading books, there’s nothing better than learning English through movies and film. This might be the most fun way to learn English. You should choose a film with English subtitles which allow you to check up new words 15 ELTC: Language Awareness 2019
6. Writing Everyday in English Writing is a great way of using new vocabulary and getting your head around grammar. Try and write something every day using new words and grammar that you’ve learned. Even if it’s only a few sentences, it’s very important to get into the habit of doing this. 7. Learn with English songs Singing along to your favorite English songs is a great method for you to become more fluent. You will get familiar with the sound of English and have better understanding of the English language’s rhythm, tone and beat. Moreover, singing along to your favorite English songs will help you to remember new words easier as you are singing with your emotion. 8. Learn phrases and English Idioms One of the key to become more fluent in spoken English is to master English phrases. You should learn English phrases, not individual words. English idioms and slang are also used so often in everyday English, if you don’t know them, it’s almost impossible to understand the context. Learning common everyday English idioms will help you fit in with most situations and your spoken English will sound more like a native. 9. The most common sayings in daily English There are many common phrases which native speakers use in daily specific situations. For example, there are a great variety of ways to thank people in English, such as “you’ve made my day”, “that’s so kind of you”, etc. So, you should learn how to say your most commonly used phrases and words in English. Knowing them in English will help you speak as well in English as you do in your native language. 10. Prepare for specific situations and don’t be afraid of making mistakes You’ll feel more confident if you’re prepared! You should also remember that making mistakes when learning English is Good! Making mistakes is a natural part of learning English and they are only bad if you allow them to be, and if you don’t learn by them. If you really want to be able to speak English, you really need to practise speaking English anywhere anytime. So, don’t be afraid of making mistakes. Practice makes perfect! 16 ELTC: Language Awareness 2019
Sheet C Section A: 10 Simple Tips for Improving Your English Speaking Skills 1. Practice to think in English Here are some useful tips to help you improve this skill. • Stop the habit of translating between languages (if you have) • Use an English to English dictionary to look up words • Try to think in English anywhere, anytime. You’ll notice that when you think in English, it’s easier for you to speak in English. 2. Talk to yourself in English The following tips would help you to talk to yourself in English. • Read out loud from your favorite books • Speak out loud with your own thoughts in English on certain topics • Use a mirror to practise • Use a recording device (e.g. your phone) to record what you read/speak (you will be able to hear yourself speaking English and then finding out the pros and cons of your tone, pronunciation and even accent). • The most significant benefit of this method is that you will be more comfortable in speaking English and be aware of your own strengths as well as weaknesses in speaking. 3. Get a friend or partner to practice It is always easier to improve your English with a friend or a partner. 4. Read English Books, Newspapers The key to success is choosing the right book for you. If you do not know where to begin, you should find something that interests you. 5. Watch English TV Shows, Movies Watch TV shows or YouTube videos in English is another great way to help you – use them to improve your fluency. 6. Writing Everyday in English Writing is a great way of using new vocabulary and getting your head around grammar. Try and write something every day using new words and grammar that you’ve learned. Even if it’s only a few sentences, it’s very important to get into the habit of doing this. 7. Learn with English songs Singing along to your favourite English songs is a great method for you to become more fluent. You will get familiar with the sound of English and have better understanding of the English language’s rhythm, tone and beat. 17 ELTC: Language Awareness 2019
8. Learn phrases and English Idioms You should learn English phrases, not individual words. Learning common everyday English idioms will help you fit in with most situations. 9. The most common sayings in daily English There are many common phrases which you can use in daily specific situations. So, you should learn how to say your most commonly used phrases and words in English. Knowing them in English will help you speak as well in English. 10. Prepare for specific situations and don’t be afraid of making mistakes You’ll feel more confident if you’re prepared! You should also remember that making mistakes when learning English is Good! Making mistakes is a natural part of learning. If you really want to be able to speak English, you really need to practise speaking English anywhere anytime. So, don’t be afraid of making mistakes. Practice makes perfect! 18 ELTC: Language Awareness 2019
Section B: Common Daily Phrases When it comes to a conversation with a friend or a chit-chat with colleagues during a coffee break, here are some helpful phrases. 1. To Greet • Good morning / Good afternoon / Good Evening These greetings change depending on the time of the day. “Good morning” is generally used from 5:00 a.m. to 12:00 p.m. “Good afternoon” is appropriate for a period from 12:00 p.m. to 6:00 p.m. “Good evening” is often used after 6 p.m. or when the sun goes down. Keep in mind that “Goodnight” is not a salutation. It is used to say goodbye. For example: It was nice to meet you. Good night! Or Good night! See you tomorrow. To show your respect, you can also add the person’s last name to your greeting words. Good morning, Mr Houston Good afternoon, Ms. Partridge To transform “Good morning” into a casual greeting, you can simply say “Morning”. Other ways for greeting : 19 • Hi there Example: Hi there, you must be John. • Morning/afternoon/evening Example: Morning dear, how can I help you? • How’s everything? Example: How’s everything going with you? • How are things? Example: How are things with you? • Good to see you Example: It’s good to see you. • Nice to see you Example: It’s nice to see you again, David. • How are you? Example: How are you, John? • How have you been? Example: How have you been lately? • How are you doing today? Example: How are you doing today? ELTC: Language Awareness 2019
2. To say Goodbye • Bye/ Bye bye • See you later/ Talk to you later • See you soon • I’ve got to get going/ I must be going • I’ve got to go • Take care • It was nice meeting/ seeing you 3. To Request Here are some phrases to make polite requests in English: • May I know…? • Do you mind telling me…? • Would you mind if I asked you…? • Could I know…? • Would it be ok if I asked you…? • Would it be possible to tell me…? • Would you be willing to tell me…? 4. To Thank • Thank you. / Thanks so much. / Thanks a lot. • Thanks a bunch. / Thanks a ton. / Thanks! • I really appreciate it. • You’re the best. • I owe you one. • What would I do without you? • To say thank you is not enough. / I can’t thank you enough. 5. To Interrupt • Sorry to interrupt but may I ask a question? • I’m sorry for interrupting but may I ask a question? • Excuse me but may I say something? • May I add to what you just said? • I’m sorry but I didn’t quite understand you. Could you repeat, please? • Is it ok for me to interrupt for a second? 20 ELTC: Language Awareness 2019
6. To Agree 21 • I agree with you. • I couldn't agree with you more. • That's so true. • That's for sure. • You're absolutely right. • That's exactly how I feel. • No doubt about it. • I suppose so./I guess so. • You have a point there. 7. To Disagree • I don't think so. • No way. • I'm afraid I disagree. • I totally disagree. • I beg to differ. • I'd say the exact opposite. • Not necessarily. • That's not always true. • That's not always the case. • No, I'm not so sure about that. • I would like to state my reservations. 8. To Settle An Argument • Let's just move on, shall we? • Let's drop it. • I think we're going to have to agree to disagree. 9. To Apologise • I’m sorry/ I’m so sorry. • I apologise. • It was my mistake. • I beg your pardon. • Please forgive me. • Excuse me, please. ELTC: Language Awareness 2019
Section C: Common Classroom Phrases Here are some phrases about classroom language you should know, understand, or be able to use. 1. Time to begin ▪ Let’s begin our lesson now. ▪ Is everybody ready to start? ▪ I hope you are all ready for your English lesson. ▪ I think we can start now. ▪ Now we can get down to work. 2. Waiting to start ▪ I’m waiting for you to be quiet. ▪ We won’t start until everyone is quiet. ▪ Stop talking and be quiet. ▪ Settle down now so we can start. 3. Put your things away ▪ Close your books. ▪ Put your books away. ▪ Pack your things away. 4. Register ▪ Who is absent today? ▪ Who isn’t here today? ▪ What’s the matter with Jim today? ▪ What’s wrong with Jim today? ▪ Why were you absent last Friday? 5. Late Where have you been? We started ten minutes ago. ▪ ▪ What have you been doing? ▪ Did you miss your bus? ▪ Did you oversleep? ▪ Don’t let it happen again. ▪ 22 ELTC: Language Awareness 2019
6. Comprehension language: ▪ Are you ready? ▪ Are you with me? ▪ Are you OK? ▪ OK so far? ▪ Do you get it? ▪ Do you understand? ▪ Do you follow me? ▪ What did you say? ▪ One more time, please. ▪ Say it again, please. ▪ I don’t understand. ▪ I don’t get it. ▪ Like this? ▪ Is this OK? 6. Spontaneous Situations: ▪ Best of luck. ▪ Good luck. ▪ Congratulations! ▪ Well done! ▪ I’m sorry to hear that …… ▪ Sorry, that was my fault. ▪ I’m terribly sorry. ▪ Excuse me. ▪ Do you feel better today? ▪ Are you better now? ▪ Have you been ill? ▪ What was the matter? ▪ I’ll be back in a moment. ▪ Carry on with the exercise while I’m away. ▪ I’ve got to go next door for a moment. ▪ I’m afraid I can’t speak any louder. ▪ I don’t feel very well today. 23 ELTC: Language Awareness 2019
Activity 2: Friendly Conversations 1 Duration: 40 minutes Learning Objective: Participants will be able to select words and phrases to use in order to begin a conversation and give appropriate responses. Resources: 1. 15 copies of Teacher A, Sheet D (Page 25) 2. 15 copies of Teacher B, Sheet D (Page 25) 3. **Note: Pairing, Sharing and Beyond Strategy (modified) Instructions: 1. Cut out the Teacher A and Teacher B sections from Sheet D. 2. Divide the class into 2 big groups, Group A and Group B. 3. Distribute the Teacher A worksheets to each participant in Group A, and the Teacher B worksheets to each participant in Group B. 4. Instruct participants to get a partner from the opposite group, so that a pair is made up of Teacher A and Teacher B. Participants sit opposite their partners. 5. Explain to participants that they need to use the phrases they have learned which are listed on Sheet C, to glean information from their partner. 6. If the participant does not use polite phrases, the partner shall not answer the question, saying ”I’m sorry I can’t answer that question.” 7. After Teacher A has finished asking all the questions, it is Teacher B’s turn to ask Teacher A the questions in his list. 8. At the end of the activity, call out participants at random and ask him/her what his/her partner had answered to one or two questions on the worksheet. 9. Give light-hearted comments. 24 ELTC: Language Awareness 2019
Sheet D Instructions: Change each sentence below into a polite request for information. Write the answers in the space provided. Tell me about your family. Teacher A What do you plan to do tonight? Which animal would you like as a pet? Why? What do you do during the Where would you like to go Describe your mother/ weekends? after retirement? father. Instructions: Change each sentence below into a polite request for information. Write the answers in the space provided. Tell me about the place Teacher B Where do you see yourself where you work. ten years from now? Which city/town/village would you like to work in? Why? What do you normally do at What is your favourite food? Describe your boss/ one of home? Why? your colleagues? 25 ELTC: Language Awareness 2019
Activity 3: Friendly Conversations 2 Duration: 30 minutes Learning Objective: Participants will be able to initiate and maintain a conversation -- intentionally and thoughtfully – using phrases learned. Resources: 1. Slides with topics 2. **Note: Whole Group Sharing Strategy Instructions: 1. Display the relevant slide. 2. In their respective groups of, participants choose and talk about one (1) of the topics given: o Share your biggest challenge at school. o Share what you like about your current school. o Describe a positive interaction with a student. o Share the funniest situation you have experienced in class. o Describe your lowest moment as a teacher, and what you learnt from it. 3. Gently moderate and facilitate the group discussions. 4. Encourage participants to ask questions and give opinions. 5. At the end of the activity, call out one participant at random from each group, and ask him what he remembers most about the discussion. 6. Give lighthearted comments. 26 ELTC: Language Awareness 2019
DAY 1 - SESSION 3 Activity 1: The Elephant & I Duration: 40 minutes Learning Objective: Participants will be able to listen to and identify words, and demonstrate comprehension by answering related questions. Resources: 1. 30 copies of Sheet E (Page 28) 2. Me and the Elephant mp4 3. Trainer’s Notes (Page 29-30) 4. Speakers 5. A4 paper 6. Me and the Elephant by Gene Cotton Link: https://www.youtube.com/watch?v=-aiOjPVxNqY Instructions: 1. Distribute Sheet E (Page 25) to each participant. 2. Inform participants that they will be listening to a song. The song will be played two times, and while listening, they will need to fill in the blanks in the lyrics. 3. Play the song 2 times. 4. Ask participants if they need for the song to be played again. If so, then play it one more time only. 5. Go through the answers for each of the blanks. 6. Highlight the difference between rain, sympathised and carry compared to the other underlined words. Prompt participants to tell the difference. 7. Explain that rain, sympathised, miss and carry are verbs, while all the other words are nouns. Explain briefly what verbs and nouns are. 8. For subsequent activity – refer to Trainer’s Notes (Page 27). 9. Tell participants that they are required to listen very carefully to oral questions based on the song. They will need to write the answers on the A4 and hold it up. Note To Trainer: This phrase is the subject, therefore it should be \"The elephant and I.\" If the phrase is an object, then it is \"me and elephant.\" Example: The elephant and I walked side by side at the zoo. The zookeeper gave me and the elephant a few minutes together. 27 ELTC: Language Awareness 2019
Sheet E ME AND THE ELEPHANT - BY Gene Cotton I remember the day we had nothing to do So we went down to the _______________ _______________ Just to kill an hour or two, out in the good _______________ But we had so much fun, we were glad that we came We fed all the _______________ and gave each a name Didn't even mind when it started to _______________ We had a real good time But now that it's over and you're far away I _______________ you more each passing day All my friends _______________ and said \"You'll forget in time”, “Yes you will, give yourself a little time\" But it's already been well over a _______________ And just in case you're interested you might like to hear How everyone's doing down at the _______________ _______________, without you Well, the _______________ forgot you and the _______________ forgot you So did the _______________ But me and the elephant, we still remember you Me and the elephant, we'll never forget you Well I wrote to Ann Landers and Dear Abby too 28 Sought their ______________ as to what I should do They said _______________ that reminds me of you Would all have to go So I burned all your ______________, except two or three The one by my _______________ and one on my _______________ And the one that I always ______________ with me, everywhere I go Now _______________ was so nice and since I was in town I thought I'd take the opportunity to go down And see how everyone is down at the _______________ _______________, and what's new Well the _______________ forgot you and the _______________ forgot you The _______________ _______________ and _______________ too But me and the elephant, we still remember you Me and the elephant, we'll never forget you ELTC: Language Awareness 2019
Answer: Sheet E - ME AND THE ELEPHANT - BY Gene Cotton 29 I remember the day we had nothing to do So we went down to the City Zoo Just to kill an hour or two, out in the good sunshine But we had so much fun, we were glad that we came We fed all the animals and gave each a name Didn't even mind when it started to rain We had a real good time But now that it's over and you're far away I miss you more each passing day All my friends sympathised and said \"You'll forget in time”, “Yes you will, give yourself a little time\" But it's already been well over a year And just in case you're interested you might like to hear How everyone's doing down at the City Zoo, without you Well, the monkeys forgot you and the hippo forgot you So did the kangaroo But me and the elephant, we still remember you Me and the elephant, we'll never forget you Well I wrote to Ann Landers and Dear Abby too Sought their advice as to what I should do They said everything that reminds me of you Would all have to go So I burned all your pictures, except two or three The one by my bed and one on my TV And the one that I always carry with me, everywhere I go Now today was so nice and since I was in town I thought I'd take the opportunity to go down And see how everyone is down at the City Zoo, and what's new Well the rhino forgot you and the zebras forgot you The polar bear and tigers too But me and the elephant, we still remember you Me and the elephant, we'll never forget you ELTC: Language Awareness 2019
Trainer’s Notes Read the questions aloud two times only. Award 2 marks to groups for each correct answer. 1. Why did the singer and his girlfriend go to the zoo? Answer: They had nothing to do. 2. The singer mentioned that “it’s over”. What is over? Answer: Their relationship. 3. How many animals were mentioned? Answer: 8 4. How long ago was the singer’s trip to the zoo with his girlfriend? Answer: Over 1 year ago 5. Who do you think Ann Landers and Dear Abby are? Answer: Advice columnists 6. How many pictures did he still have? Answer: 3 7. Where do you think he put the picture which he carried everywhere? Answer: In his wallet 8. Who do you think broke off the relationship? Why? Answer: The girlfriend. Because the man was still pining over her. 9. Why do you think the singer keeps going to the zoo? Answer: To relive the happy times. 10. Why does he think the elephant still remembers his girlfriend? Answer: Elephants have amazing memory in order to survive. Elephants are said to never forget. 30 ELTC: Language Awareness 2019
Activity 2: Preposition Chant Duration: 10 minutes Learning Objective: Participants will be able to know the use of some basic prepositions. Resources: 1. An eraser or 20 sen coin (each participant) Instructions: 1. Instruct participants to take out an eraser or 20 sen coin. 2. Start by putting the eraser/coin on the back of your hand and chant “on”. 3. Toss the eraser/coin up in the air and catch it with your hand. Chant the word “in”. 4. Slam the eraser/coin on the desk and chant “under”. 5. Move your hand next to the eraser/coin and chant “next to”. 6. Place and position your other hand on the desk so that the eraser/coin is between your hands. Then chant “between”. 7. Pick up the eraser/coin. Hold up your left arm in a L-position. Using your right hand, hold the eraser/coin in front of your left hand and chant “in front of”. 8. Move your right hand with the eraser/coin above your left hand and chant “above”. 9. Move your right hand with the eraser/coin behind your left hand and chant “behind”. 10. Repeat the chant until all the participants can say it with you. 11. Finally, have the participants do it without your guidance. 31 ELTC: Language Awareness 2019
Activity 3: Draw Me! Duration: 40 minutes Learning Objective: Participants will be able to listen to and follow instructions on the use of some basic prepositions. Resources: 1. Stationery 2. White A4 paper 3. Trainer’s Notes (Pages 33 – 34) Instructions: 1. Distribute white A4 paper to each participant. 2. Explain to the participants that they are going to do a picture dictation. 3. Tell participants that you are going to describe a picture to them and that all they have to do is listen and draw what they hear. 4. Use the preposition introduced to help you. 5. Explain to participants words from the picture that you think they might not know. 6. Describe Picture 1 in Trainers Notes (Page 33). 7. Be sure to describe one object at a time slowly and repeat each description two or three times. 8. Make sure you give participants enough time to finish drawing one object before you move on to the next object. It is a good idea to walk around and look at the participants’ drawings as they are drawing them so that you can see how well they understand your descriptions. Then you can adjust your instructions accordingly and give them any support they need. 9. Show participants your version of the picture on the slide. 10. Move on to Picture 2 in Trainer’s Notes (Page 34). 11. Repeat Steps 5-9 above. 12. Commend and praise participants for their good work. 13. Carry out Discussion and Debrief; refer to Trainer’s Notes (Page 34). 32 ELTC: Language Awareness 2019
Trainer’s Notes Tips for making the activity work well: • Before starting the activity, you may want to draw a square or rectangle to represent a piece of paper on the board and elicit vocabulary from the participants that they will need to know for the activity, such as ‘in the middle of the piece of paper’, ‘in the top/bottom/right-/left-hand corner of the piece of paper’. • For lower proficiency, you may even want to draw pictures of the things; the house, the hill, clouds, birds etc. that they will need to know before starting the activity. How much pre-teaching of vocabulary and language you do will depend on the level of your participants. Picture 1: 1. Draw a medium-sized circle on your paper. 2. Draw a medium-sized square under the circle. 3. Draw a medium-sized heart in the square. 4. Draw two smaller rectangles, one on each side of the square. The square is between the rectangles 5. Draw a medium-sized triangle above the circle. 6. Draw three small stars anywhere in the triangle. 7. Draw a small triangle in the medium-sized circle. 8. Draw an arc (a semi-circle) which curves under the small triangle. 9. Draw two small circles above the small triangle. 33 ELTC: Language Awareness 2019
Picture 2: 1. There is a big house. 2. The house has a door and two windows. 3. There is a very big sun. 4. Next to the house and under the sun, there is a little hill. 5. On the hill, there is a big apple tree. 6. There are 3 apples on the tree. 7. In front of the hill, there is a little boy. 8. There is a big pond. 9. There is a small boat on the pond. 10. There is long grass next to the pond. 11. There are two clouds in the sky. 12. Under the two clouds, there are two big birds flying. Discussion and Debrief : 1. Ask participants to hold their paper up for everyone to see and make the point how different their drawings are from the one on the slide, even though you gave very simple and clear instructions 2. Observe how everyone’s drawing is different. 3. Ask how and why none of the drawings resemble yours. 4. Point out the importance of two way communication in the workplace and with pupils which is highlighted by this simple exercise. Pupils need to be given the opportunity to ask questions for a more precise and accurate outcome. 34 ELTC: Language Awareness 2019
Activity 4: Tell Me, Tell Me! Duration: 30 minutes Learning Objective: Participants will be able to ask for and follow directions to fill in gaps in a map. Resources: 1. 15 copies of Teacher A, Sheet F (Page 36) 2. 15 copies of Teacher B, Sheet F (Page 37) 3. Stationery 4. “”Note: Information Gap Instructions: 1. Divide the class into 2 big groups, Group A and Group B. 2. Distribute Sheet F-Teacher A to each participant in Group A. And distribute Sheet F- Teacher B to each participant in Group B 3. Explain to the participants that they are going to do an Information Gap activity where each map contains information that has been omitted from the other. 4. Tell participants that they are going to ask for and follow directions to places on a map starting at the red pin. 5. They will need to identify the locations of each place on their map. 6. Stress to participants that they are not allowed to show their maps to their friends from the other group. 7. Tell participants that they can use the prepositions introduced to help them. 8. Draw their attention to the Useful Language box at the bottom of each map. 9. Introduce words/phrase that participants may require for this activity: • Roundabout • T-junction • Cross junction • Bend 10. Teacher A starts first by asking for directions to the first place. Teacher B gives directions to the location. Teacher A marks the place on his map. Then, Teacher A asks for the directions for the next location from where he is at. 11. When all the 10 places have been marked by Teacher A, the two participants swap roles with Teacher B asking for directions. 12. At the end of the activity, Teacher A and Teacher B compare their maps to see if they have marked the places correctly. 35 ELTC: Language Awareness 2019
Sheet F: Teacher A Instructions: Ask for directions to the ten (10) places below. Then, mark the location of the places on the map. 36 ELTC: Language Awareness 2019
Sheet F: Teacher B Instructions: Ask for directions to the ten (10) places below. Then, mark the location of the places on the map. 37 ELTC: Language Awareness 2019
DAY 1 - SESSION 4 Activity 1: Let’s Chat Duration: 60 minutes Learning Objective: Participants will be able to role play everyday situations in the at school. Resources: 1. Cut outs of Situation Strips (Page 39) Instructions: 1. Get participants to sit in pairs. 2. Distribute cut outs to each pair. Refer to Situation Strips (Page 39). 3. Inform participants that they will be doing a role play based on the situation on their strips. They can be as creative as they want to be. There is no holds barred. 4. Tell participants that each role play should not be less than 3 minutes. 5. Give participants 10 minutes to prepare. Participants are not allowed to read. 6. Pick pairs at random to come to the front to role play. 7. Give encouragement. 8. After all the pairs have finished, merge 2 pairs, and tell the pairs to continue the conversation ad hoc. 9. Keep merging until the whole class is engaged in conversations. 10. Stop the activity after you are satisfied with the involvement of the participants. 38 ELTC: Language Awareness 2019
SITUATION STRIPS A pair of colleagues are discussing where they intend to go during the school holidays. • Where • Why • When • Opinion – Agree & Disagree A pair of colleagues are discussing about the scolding they just had from their Headmaster. • Why • How • When • Opinion – Agree & Disagree A pair of colleagues are discussing the presentation they would have to give on Teacher’s Day. • What • Why • How • Opinion – Agree & Disagree A pair of colleagues are discussing their plans for a school event. • Who • What • When • Opinion – Agree & Disagree A pair of colleagues are discussing how they can approach the Headmaster about a 39 problem. • What • How • Why • Opinion – Agree & Disagree A pair of colleagues are discussing about problems they encountered with parents. • When • Who • What • Opinion – Agree & Disagree ELTC: Language Awareness 2019
Activity 2: Chain Reaction Duration: 60 minutes Learning Objective: Participants will be able to talk freely and spontaneously about any topic of Science or Mathematics. Resources: none Instructions: 1. Divide the class into 2 groups – Mathematics and Science. 2. Compliment participants on their progress. 3. Tell participants that they have one last activity. They have 5 minutes to contemplate what they would like to talk about. 4. Explain to participants that this activity requires them to talk spontaneously about anything which concerns their subject matter. 5. The rule of the activity is that they have to speak spontaneously in English. 6. The other participants are allowed to prompt or ask questions when the participant is stuck or is not able to continue. 7. After 3 minutes, the participant nudges his friend who teaches the same subject. 8. Step 3 to Step 6 are repeated until every participant has had a chance to speak. Note To Trainer: Should participants find it too difficult to talk about their subject matter, allow them to talk about any topic they prefer. Please note that this option should only be exercised as a last resort. 40 ELTC: Language Awareness 2019
DAY 2 - SESSION 1 Activity 1: English In A Nutshell Duration: 20 minutes Learning Objective: Participants will know the origin of the English language, and why it has inconsistent and use their smart phones/dictionary to help them to pronounce words correctly. Resources: 1. Smart phones 2. Trainer’s Notes (Pages 42 – 43) Instructions: 1. Begin by telling participants that you would like to read a poem to them; refer to Trainer’s Notes (Page 42) and slides. 2. Elicit opinions from participants as to why English words are sometimes very hard to pronounce because of the inconsistencies, e.g. blood, flood, brood, food. 3. Explain the reasons why, using Trainer’s Notes (Page 42). 4. Show list of borrowed words, using slide and Trainer’s Notes (Page 43). 5. Ask participants to think of other borrowed words in the English language. 6. Ask participants to search for the origin of some science or mathematical terms. 41 ELTC: Language Awareness 2019
Trainer’s Notes The Chaos by Gerald Nolst Trenité, a.k.a. \"Charivarius\"; 1870 - 1946) Dearest creature in creation, Blood and flood are not like food, Study English pronunciation. Nor is mould like should and would. I will teach you in my verse Viscous, viscount, load and broad, Sounds like corpse, corps, horse, and Toward, to forward, to reward. worse. And your pronunciation’s OK I will keep you, Suzy, busy, When you correctly say croquet, Make your head with heat grow dizzy. Rounded, wounded, grieve and sieve, Tear in eye, your dress will tear. Friend and fiend, alive and live. So shall I! Oh hear my prayer. Ivy, privy, famous; clamour Just compare heart, beard, and heard, And enamour rhymes with hammer. Dies and diet, lord and word, Sword and sward, retain and Britain. River, rival, tomb, bomb, comb, (Mind the latter, how it’s written.) Doll and roll and some and home. Now I surely will not plague you Stranger does not rhyme with anger, With such words as plaque and ague. Neither does devour with clangour. But be careful how you speak: Souls but foul, haunt but aunt, Say break and steak, but bleak and streak; Font, front, wont, want, grand, and grant, Shoes, goes, does. Now first say finger, Cloven, oven, how and low, And then singer, ginger, linger, Script, receipt, show, poem, and toe. Real, zeal, mauve, gauze, gouge and Billet does not rhyme with ballet, gauge, Bouquet, wallet, mallet, chalet. Marriage, foliage, mirage, and age. 42 ELTC: Language Awareness 2019
The History of English In A Nutshell 1. About 80 percent of English words or the entries in any English dictionary are borrowed, mainly from Latin, French and Germanic. Over 60 percent of all English words have Greek or Latin roots. 2. In the vocabulary of the sciences and technology, the percentage of borrowed words rises to over 90 percent. Examples of Borrowed Words in Science and Mathematics Terminology Latin Abdomen Spanish German Quantity • Alligator • Cobalt • Calculate • Cockroach • Nickel • Domain • Mosquito • Zinc • Focus • Potato • Base • Alga • Hurricane • Aspirin • Various • Tomato • Arithmetic • • Platinum • Automatic • Malay Arabic Greek • Agar • Degree • Stamen • Compound • Chemistry • Cockatoo • Alcohol • Carbon dioxide • Gingham • Algebra • Electricity • Ketchup • Cotton • Predator • Casuarina • Jar • Thorax • Rattan • Sugar • Biology • Hexagon 43 ELTC: Language Awareness 2019
Activity 2: Say It Right! - 1 Duration: 40 minutes Learning Objective: Participants will know the different speech sounds of the English language and use their smart phones/dictionary to help them to pronounce words correctly. Resources: 1. Smart phones 2. Trainer’s Notes (Pages 45 – 46) Instructions: 1. Explain to participants that in the alphabet, there are 26 letters, that are made up of 5 vowels; a,e,i,o,u, and 21 consonants (letters that are not vowels). In the English language, there are 12 vowel sounds, made up of 6 short vowel sounds and 6 long vowel sounds. Every short vowel sound, has a long vowel sound that pairs with it. Refer to slide and Trainer’s Notes (Page 45). 2. Voice or sound the vowels for the participants to follow. 3. A combination of 2 vowel sounds is called a diphthong. In the English language, there are 8 diphthongs. Refer to slide and Trainer’s Notes (Page 45). 4. Voice or sound the diphthongs for participants to follow. The remaining sounds are from 24 consonant sounds. Refer to slide and Trainer’s Notes (Page 45). 5. Tell participants that, as far as possible, they need to pronounce words correctly. Why? Because a mispronounced word can often cause misunderstandings/ misinterpretations. 6. Ask participants: What happens when you do not adhere to the long and short vowel sounds? Refer to slide and Trainer’s Notes (Page 46). 44 ELTC: Language Awareness 2019
Trainer’s Notes Pairs of Long and Short Vowel Sounds Short Vowel Sounds: Long Vowel Sounds: Diphthongs Consonants 45 ELTC: Language Awareness 2019
What happens if you mispronounce these words by not adhering to the long and short vowel sounds? cup carp (do not sound the “r”) cut cart (do not sound the “r”) luck lark (do not sound the “r”) ten tan pen pan led lead ship sheep rim ream it eat tin teen cot caught shot short pot port pull pool full fool Answer: There is a ship at the pot. There is a sheep at the port. 1. There is a ship at the port. • (Only short vowel sounds) • (Only long vowel sounds) 2. There is lead in the pen. There is led in the pen. • (Only short vowel sounds) There is lead in the pan. • (Only long vowel sounds) 3. It was shot ten times by the fool in the pool. • (Only short vowel sounds) It was shot ten times by the full in the pull. • (Only long vowel sounds) Eat was short tan times by the fool in the pool. 4. Don’t cut your finger on the rim of the tin. • (Only short vowel sounds) Don’t cut your finger on the rim of the tin. • (Only long vowel sounds) Don’t cart your finger on the ream of the teen. 46 ELTC: Language Awareness 2019
Activity 3: Say It Right! - 2 Duration: 60 minutes Learning Objective: Participants will be able to articulate the different speech sounds of words in the English language correctly using their smart phones/dictionary to help them. Resources: 1. Smart phones 2. Trainer’s Notes (Pages 49 – 50) 3. 30 copies of Sheet G (Page 48) Instructions: 1. Display slide on “Nellie the Elephant”. Refer to Trainer’s Notes (Page 49). 2. Explain to participants that in English: Words that spell the same and sound the same but have different meanings, are called homonyms. Words that spell the same but sound different and have different meanings, are called heteronyms. 3. Explain to participants that in English, one word can have more than one pronunciation. Show “Nellie the Elephant” on slide and read aloud. 4. Elicit response from participants on the meaning of the word shown, based on context to the sentence/paragraph. 5. Show Sheet G with examples of words that have more than one meaning. Get participants to find the pronunciation and the meaning of the words from their smart phones. Each group is allocated 40 words. Each member of the group is allocated 8 words. 6. After finding the pronunciations and meanings of the words, each participant shares his results with the other members of the group. 7. Participants pronounce the words in their groups. 8. Show slide with pronunciation and meanings, if necessary. Note To Trainer: Reinforcement: If there is time, write AMOEBA, OESOPHAGUS and AORTA on the board, and ask participants to look up the pronunciation and spelling. 47 ELTC: Language Awareness 2019
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