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
STUDENT: This man is driving home very quickly because he is hungry and wants his
dinner.
Story connections
The example above can be extended into a story with each part of the story cued by
the next picture (chosen at random). The picture can be propped up on a shelf.
Alternatively, they can be kept in the teacher's hand, in order. Each student who adds a
sentence to the story must retell the story so far, cued by the pictures. Here is a
example.
The man was driving home very quickly because he was hungry and wanted his
dinner. He thought about his difficult job and he wished he could live on a desert island.
He remembered his old friend Bill the Knife. He remembered that Bill loved ice cream.
Suddenly he saw a dog in the road.
An alternative to the above example is to show the pictures Lo the students and to ask
them to write for fur minutes about each one. Insist that the writing links together as
one story. At the end of time four minutes the students should take it in turns to read
out their story Lo their neighbors. Ask one or two students to read out their story to the
class as a whole.
Flashing a picture
Flash a picture card at the class at great speed and ask the students what they saw.
Some will say they saw nothing, others will, amazingly, have seen something.
Encourage differences of opinion and do not confirm or deny any ideas. Flash the
picture again and ask the students to tell each other what they think they saw. Continue
flashing, encouraging differences and debate. Finally show time picture.
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