module 5 planning of the english language teaching-learning process

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UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career Older students might prefer to imagine that they have hidden something in the picture. Guided Writing You can give students a text with some words or sentences missing. The students complete the text by referring to the picture. Dialogues Characteristics and the techniques; the quality and variety of Information related to a theme in both wallpictures on page 44 provides a, context for dialogue and role play. The dialogues can be controlled as in the fist example below or open as in second example. Controlled Dialogue Write a model dialogue on the board which one or two pairs of students act out in front of class. When you feel that all the students understand the dialogue, ask them to work with a neighbor and to device a new dialogue substituting other words for those which are underlined, based on the picture. Your dialogue might be like this, SMALL BOY: Where are we going now, Mummy? MOTHER: We are going to the baker's. Students might change the dialogue to: * CAT: Where are we going now, Fred? DOG: We are going to the park, Open Dialogue In this example, students have studied the wallpicture of animals on page 44 an have invented and written a dialogue which they can then act out for the class or direct another pair to act for them. The students have used the pictures of animals on the poster as a reference rather than as a setting for their dialogue. ANIMAL RIGHTS WOMAN:: HUNTER: ANIMAL RIGHTS WOMAN:: HUNTER: ANIMAL RIGHTS WOMAN:: You shouldn't kill birds Why not? Because it is wrong But the birds eat the corn These birds don't eat corn, they eat insect. [Escribir texto] Página 122
UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career Vocabulary Characteristics and Techniques: The pictures can be displayed quickly and is complexity can provide a rich source of vocabulary practice. The students call out in, say, five minutes ail the words they remember which can be related to the pictures. More advanced students can be restricted to certain kinds of, words, for example adjectives. One our two students "secretaries" write down all the words given by the class on the board. As the students call out the words you should make a rapid note of then. (Alternatively be ready to cover the board with paper or a cloth). When all the words have been written down, give the students a moment to look at them and then erase them. Each student then tries to remember all the words and to write them down. After five minutes ask the students to work with their neighbor and to compile a joint list. After another five minutes ask pairs of students to work together in groups of four to compile their final composite list. Tell the students to put their words into alphabetical order. See which group remembers the most words. Listening comprehension Characteristics and techniques: the variety and complexity of information in the wall picture mean that students must listen or read very carefully in order to identify what is being referred to. The teacher describes: 1 a person's appearance in the picture 2 a person's thoughts 3 an object 4 what the teacher thinks about anything in the picture. The students try to say who or what is being described. The description can be easy both conceptually and linguistically or be very demanding in both senses. Here is a description intended for beginners: TEACHER: He is thinking. I must go slowly. It's dangerous/ STUDENT A: The man on the motorbike. TEACHER: Yes. A more demanding example: TEACHER: What a wonderful quiet place to retreat to in the lunch break. STUDENT B: The Park. TEACHER: Yes. [Escribir texto] Página 123
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module 5 planning of the english language teaching-learning process

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