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 Characteristics and techniques: a great variety of pictures can be shown at a moment’s notice to the student’s one after the other nr the cards can be placed un a shelf. The pictures can provide reference for the students as they answer nr ask questions, make substitutions or complete sentences. TEACHER; (holding op a picture of some apples) I’ve been to the shops. What did I buy? STUDENT: You bought some apples. Alternatively, don't show the picture to the students, so that they must guess what you have bought. The language practice the same but the interest is greater and language is used more meaningfully. Pictures and sentence patterns The teacher might wish lo write a sentence model table on the board to guide the students and then use picture flash cards to cue variations. Usually this kind of work requires the student to think very little about the meaning of what he or she is saying. It is possible, however, Lo plan the activity so that the student must give more thought lo meaning before speaking. In the example below, the student has a choice of what to say based on his or her general knowledge. The teacher writes the model on the board. TEACHER: (showing a picture of a horse and pointing a student) what about horses, Edwina? - - STUDENT: Horses can jump but they can’t fly. [Escribir texto] Página 128
UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career Expressing personal preferences The examples above provide a certain amount of practice in the manipulation of the language and they do demand some attention to the meaning. However, such practice is, by its nature, remote from the way language is used for real purposes. After ah the teacher knows very well that horses can jump but not fly! So why should the student say this? Simple practice of language points can often be achieved with a closer approximation to the use of language in order to communicate an idea. In the example below, the student is practicing the use of 'would' but, at the same time, expressing his or her own preferences which the teacher could not have predicted. In this sense the student is telling the teacher something he or she did not know. A simple practice exercise is thus being used for real communicative purposes. Two basic sentence should be written on the board I would prefer the orange. I don't like either of them TEACHER: (showing two pictures of fruit) which would you prefer, or perhaps you don't like either of them? STUDENT: I would prefer the people TEACHER: Fine [Escribir texto] Página 129
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module 5 planning of the english language teaching-learning process

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