module 5 planning of the english language teaching-learning process
module 5 planning of the english language teaching-learning process
module 5 planning of the english language teaching-learning process
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UNIVERSIDAD NACIONAL DE LOJA<br />
Área de la Educación el Arte y la Comunicación<br />
English Language Career<br />
However, it is a well-tried technique and is particularly helpful to those students who<br />
are not only <strong>learning</strong> to read a foreign <strong>language</strong> but one with a different script. Reading<br />
practice<br />
Command cards<br />
Ano<strong>the</strong>r will established use <strong>of</strong> word cards "commands" Commands are written on <strong>the</strong><br />
cards; <strong>the</strong> teacher show a card to student and <strong>the</strong> student carries out <strong>the</strong> command.<br />
The usual commands are open <strong>the</strong> door etc.<br />
However, ore amusing commands could be added to <strong>the</strong> collection. For example;<br />
Writing Practice<br />
Characteristics and techniques; <strong>the</strong> ease and sped <strong>of</strong> selecting displaying word and<br />
many combination.<br />
Class sentences<br />
Word cards allow <strong>the</strong> teacher and class to build sentences and to experiment with <strong>the</strong><br />
addition, <strong>the</strong> substitution and <strong>the</strong> subtraction <strong>of</strong> words within a sentence. The physical<br />
manipulation <strong>of</strong> <strong>the</strong> words can contribute enormously to an understanding <strong>of</strong> sentence<br />
construction by some students. (A variety <strong>of</strong> ways <strong>of</strong> <strong>learning</strong> should be <strong>of</strong>fered to <strong>the</strong><br />
class to mach <strong>the</strong> variety <strong>of</strong> wals in witch individual student need to learn<br />
In <strong>the</strong> first example, successive students take a card, read it out to <strong>the</strong> class and <strong>the</strong>n<br />
with <strong>the</strong> help <strong>of</strong> <strong>the</strong> class decide were <strong>the</strong>y should stand in <strong>the</strong> sentence.<br />
In <strong>the</strong> second example, <strong>the</strong> teachers ask <strong>the</strong> students to arrange <strong>the</strong> cards on <strong>the</strong><br />
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