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
different levels. Teacher's resource books, too, usually list tasks and
activities according to level. Before deciding to use these materials,
however, you should check how appropriate the level is for your learners.
Think about the language they will need to understand or to produce.
Use of supplementary materials and activities
• Learners get used to the methodology in their coursebook. If you are using
supplementary materials with very different procedures, you may need to
give special attention to instructions.
• You can adapt many supplementary materials for use with classes at
different levels. The texts used in these materials may not be graded, but
you can grade the activities by making the learners' tasks more or less
challenging.
• Games and extra communicative activities can provide variety and make
learning fun. But you need to think about your reasons for using them, so
that your lesson still has a dear purpose. Older learners may want to know
why they are doing these activities.
FOLLOW-UP ACTIVITIES
Here are ten sets of instructions for the kinds of activities you might find in a
book of supplementary materials. For each one, decide:
- what level(s) it is suitable for (i.e. elementary, intermediate, advanced)
- what you think the aims are
- what materials (if any) the teacher needs to prepare
- if it focuses on particular language.
1 In pairs, compare your list of ideas for
staying healthy. Then agree on the six
most useful ideas. Next, get together
with another pair and decide on a group
list of the six best ideas. Put these
ideas in order according to their
usefulness.
2 Describe the picture to your partner
so that s/he can draw it. When you
have finished, compare your pictures
and discuss the reasons for any
differences.
3 Send one member of your group
outside the classroom to read the next
sentence. He or she must remember
the sentence without writing it down,
then come back and dictate the
sentence to the group.
4 Use your dictionary to find as much
information as you can about your
word. Discuss with the other students in
your group how the meanings of your
words are connected and then explain
the connections to the class.
5 Decide which stories are true and
which are false. Then choose one to tell
to the rest of the class for them to make
the same decision.
6 Read the definition to the class for
them to guess the word.
7 Listen to the words on the recording
and check whether you have underlined
the correct syllables.
8 Correct the text so that it matches the
information in the picture.
9 Write the next part of the story on the
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