module 5 planning of the english language teaching-learning process

UNIVERSIDAD NACIONAL DE LOJA
Área de la Educación el Arte y la Comunicación
English Language Career
Note: Because the student is being asked to give genuine response, it is only natural
that you should respond to what he or she says in some way, even it is only to smile
and to say, 'fine', “good”, “right', etc.
Mini role plays cued by pictures
In the above example the students are being asked to express their preferences.
Pictures provide one way of stimulating and giving reference to such "mini' but real
conversations. An alternative ¡s to have mini role plays in which the students pretend to
be a character. What the students say is cued by the picture and might be in response
to what is said to them. The teacher or another student might provide The other role.
TEACHER: What are you doing this evening, Roger? (asking the question and then
showing a picture of a basketball match)
STUDENT: I'm going to a basketball match.
TEACHER: That's great! /how interesting/Rather you than me!
The slow picture reveal
The card can be put in an envelope and then withdraw a centimeter at a time. As the
students see more of the picture ask them lo try lo identify what they can see and to
predict what might appear next in the picture. This gives guided practice in the use of
descriptive language.
Open communicative practice
Characteristics and techniques: the cards can be juxtaposed rapidly.
Imagining connections
Show the students any two picture cards together and ask them to imagine a
connection between them.
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