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“This poor man cried out, and the LORD heard him, and saved him out of all his troubles .”Psalm 34:6
Fun:
Q: Teacher: What is the shortest month?
A: Student: May, it only has three letters.
Dear visitor,
الذى فى الاعلى
Multilingualism
in the
Introduction:
Engaging in and reflecting on activities that draw
on multilingual experience is beneficial to students,
their teachers, and to anyone who wants to add a
new dimension to language teaching and learning.
Teaching practices that tap into multilingual ways
of reading, writing and speaking allow students to
access the cultural resources that enhance the
personal significance of their classroom work, as
well as expanding access to knowledge through
texts in more than one language.
A goal of EFL teachers, therefore, is to counteract
these notions and encourage their multilingual
students to reflect and draw on their rich store of
language information and skills in order to facilitate
the learning of English.
1-Primary school activity :
All in the Family
The teacher uses drawings or labeled pictures to
show the students a diagram of a family tree,
introducing the English terms for family members.
The teacher then points out the family members and
describes them using nouns and adjectives in English
(e.g., children are young, grandparents are old).
Comparative and superlative forms could also be part
of the lesson (e.g., children are younger,
grandparents are oldest). For reading and writing
objectives, the teacher hands out a list of adjectives
and terms for the different family members.
The teacher leads the students in a discussion of
how the family relationship terms in English are
similar or different from the terms they use in the
languages they speak.
In the case of differences—for example, if only one
term for both “brother” and “sister” is used in the
students’ first language—the teacher introduces the
students to the words “brother” and “sister” in addition
to the parallel term “sibling” in English.
Assessment
Each student draws his or her own family tree using
the diagrams or ones provided by the teacher. Each
student labels the different family members by name.
Students work in pairs to make suggestions for
changes, additions,or deletions in their partner’s
diagram while the teacher walks around and monitors
the activity.
Next, each student presents his or her written diagram
to the class and explains the terms on the branches of
the family tree.
Outcomes
• Students use all four skills to compare and contrast
terms for family members in English and their first
language.
• Students are introduced to basic principles of
genealogy by designing and labeling a family tree that
includes immediate family members and relatives.
• Students compare their own family tree drawings with
those of their classmates and critique and revise the
English terms.
2-Activity for high school student
The teacher asks the whole class to report what was
discussed in their groups. After a brief discussion, the
teacher tells students that they will be interviewing
someone they know in their family or community who
speaks more than one language.
If at all possible, one of the languages this person
speaks should be English. Each group is responsible
for writing two questions for the interview.
They are encouraged to write creative questions that
do not just ask for facts, but rather for feelings and
opinions. As each group reports their questions, the
teacher writes them on the board.
Next, the class discusses the wording of the questions
and the teacher compiles a final set of questions for the
survey. The student use the same questions for
interviews.
Each student takes a copy of the final survey questions
and uses them to conduct an interview with one person,
such as a relative, a neighbor, or a teacher.
The interview can be conducted in person, by phone, or
via e-mail; If by person or phone, the student must take
notes, as these will be handed in along with the finished
product.
Students use the survey results to write a short essay
consisting of a predetermined number of paragraphs.
The essay describes the interviewee and summarizes
the responses to the questions.
To prepare for this writing assignment and see what
the end product should look like, students read a
sample essay, preferably written and modeled by the
teacher. Students are encouraged to write multiple
drafts, but the teacher will read only the final version.
Students hand in their notes or email messages from
the interview, their drafts, and the finished essays.
The essays are assessed on the following criteria,
which are given to the students beforehand:
• Completeness.
The description of the interviewee is described and all
questions are asked and answered.
• Reasonably accurate spelling and
grammar.
The sentences and paragraphs are understandable
and the essay is coherent.
• Accurate information.
The summary reflects what the interviewee said.
View Other Resources:
1-Guidlines For Progress Testing.
2-students' reading abilities.
3-The teacher as an audio-visual aid
4Teaching Toolbox
5-Classroom Activities
6-Topics 1
7-Classroom Activity 7
8- Classroom Activity 8
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