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 Selection and use of teaching aids How do we select and use aids? Aids are the resources and equipment available to us in the classroom, as well as the resources we can bring into the classroom. They include cassette recorders, CD players, video recorders and overhead projectors (i.e. equipment with a light in it that can make images appear larger on a screen), visual aids (pictures that can help learners understand), realia and the teacher himself/herself! We select and use aids by thinking carefully about the main aims and the subsidiary aims of a lesson, and then choosing the most appropriate ones. Key concepts Look at the following list of classroom equipment. What other teaching purposes can you think of for each item? Classroom equipment blackboard/whiteboard overhead projector (OHP) cassette recorder/CD player video recorder computer language laboratory (i.e. a room where learners can listen to recordings and record themselves) A/Iain reaching purpose writing up planned vocabulary, grammar examples and explanations displaying prepared exercises on transparencies (plastic sheets) listening practice listening practice with added visual information grammar exercises grammar drills All of these aids can be used for many different purposes. Some examples of these purposes are: Blackboard/whiteboard Video recorder • writing words and ideas that come up during the lesson •drawing or displaying pictures • building up ideas in diagrams, word maps, etc. • for learners to write answers • for whole-class compositions •for information gap tasks (with one learner viewing and one just listening) •viewing without sound and guessing the language • pausing and predicting the language (i.e. saying what you think is coming next) • with a camera, filming learners' performance Overhead projector •displaying results of group work • building up information by putting one transparency on top of another • covering up or gradually uncovering parts of the transparency • displaying pictures and diagrams on Computer • narrative building with a word processor • supplementary materials for coursebooks • online language tests • using online dictionaries • using CD-ROMs • email exchanges [Escribir texto] Página 86
UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career photocopiable transparencies Cassette recorder/CD player • presenting new language in dialogues and stories • giving models for pronunciation practice • recording learners' oral performance • listening for pleasure • online communication (chatting) • online newspapers and magazines • project work using the Internet Language laboratory • pronunciation practice • extensive listening • monitoring and giving feedback to individual learners •developing speaking skills Other aids are: realia, flashcards (cards small enough to hold up one after another, with simple drawings or single words or phrases on them), puppets (models of people or animals that you can move by putting your hand inside them), charts -(diagrams that show information) and the teacher. What different uses can you think of for these aids? Here are some of the most important uses: Realia Real objects that we can easily bring into the classroom can be used to teach vocabulary, as prompts for practising grammatical structures or for building dialogues and narratives, for games and quizzes. Realia also include real texts, such as menus, timetables, leaflets, etc. Flashcards Like realia, flashcards can be used for teaching individual words or as prompts for practising grammatical structures. Puppets Puppets are an excellent resource for teaching young learners. For example, we can introduce new language in dialogues between pairs of puppets (or between one puppet and the teacher). Children can also make their own simple puppets. Charts We can use posters and wallcharts (drawings or graphs that can be put on the wall of a classroom) to display larger, more detailed pictures, or a series of pictures telling a story or showing related objects in a lexical set. A phonemic chart shows the phonemic symbols and the positions in the mouth where the different sounds are made. The teacher can point at the symbols to prompt learners to correct their pronunciation. We can also use charts to display diagrams, prepared drawings and tables of irregular verbs, or to build up a class dictionary. The teacher The teacher can use hand gestures, facial expressions and mime (actions which express meaning without words) to elicit vocabulary items, clarify meaning and create context. We can also build up a set of signals, such as [Escribir texto] Página 87
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