TeacherRoleThe teacher is a facilitator of the communicative process in the classroom. S/he isneeds analyst, counsellor and group manager. So:a.Plan your lessons according to your pupils'needs.b.AdviseandguidepupilsinthecommunicationprocessOrganize theclassroom as a setting for communicationand communicativec.activities.TheRole of Instructional Materials1.Text-based materialsA typical lesson consists of a theme (e.g. relaying information), a task analysis, forthematic development (e.g.understandingthemessage,askingquestionstoobtainclarification,askingformore information,takingnotes,orderingandpresentinginformation),a practice situation description (e.g."Acallerasksto seeyourmanager.He does not have an appointment. Gather the necessary information from him andrelay the message to you manager."), a stimulus presentation (in the preceding case,the beginning of an office conversation scripted and on tape), comprehensionquestions (e.g. "Why is the caller in the office?), and paraphrase exercises.2.Task-basedmaterialsA variety of games, role plays, simulations, and task-based communication activitieshavebeen prepared to supportCommunicativeLanguageTeachingclasses.Thesetypically are in the form of one-of-a-kind items: exercise handbooks, cue cards, pair-communication practice materials,there are typicallytwo sets of material for a pair ofstudents, each set containing different kind of information. Sometimes theinformationiscomplementary,andpartnersmustfittheirrespectivepartsofthe"jigsaw"into a composite whole.Other assume different role relationships for thepartners (e.g.an interviewerand an interviewer).Still others provide drills andpracticematerialsinteractionalformats.3.Authentic MaterialsThese might include language-based 'from-life' materials such as signs, magazines,advertisements, and newspapers, or graphic and visual sources around whichcommunicativeactivities can be built, such as maps,pictures, symbols,graphs, andcharts. Different kinds of objects can be used to support communicative exercises,such as a plastic model to assemble from directions.5.UsingPicturesandgamesinclassroom1)Whyusepictures?By providing a wide range of contexts, students can meet a range of situationsand experience that will equip them for real life communication.Specifically,pictures contributeto:a.interestandmotivation b. a sense of the content of the languageSeveral years ago I was teaching a beginning level class. One student in the group,Juan, seemed particularly shy, he was afraid of making mistakes, and reluctant toparticipate. One day, I gave each student an unusual picture of a person, and Iasked them todescribe the people in the pictures.Juan'sphotograph showedayoung woman swimming with a killer whale in a deep blue sea. Juan came upwith a remarkably long story about a woman who had a pet killer whale. When hegavehisdescription,Juan's classmates werefascinated byhis vivid imaginationJuan was surprised and thrilled by his classmates' appreciation. He instantly losthis inhibitions toward speaking English in class, and he participated actively fromthen on.This experience convinced me that visuals, especially 'unusual' pictures, foster11
11 Teacher Role The teacher is a facilitator of the communicative process in the classroom. S/he is needs analyst, counsellor and group manager. So: a. Plan your lessons according to your pupils' needs. b. Advise and guide pupils in the communication process. c. Organize the classroom as a setting for communication and communicative activities. The Role of Instructional Materials 1. Text-based materials A typical lesson consists of a theme (e.g. relaying information), a task analysis, for thematic development (e.g. understanding the message, asking questions to obtain clarification, asking for more information, taking notes, ordering and presenting information), a practice situation description (e.g. "A caller asks to see your manager. He does not have an appointment. Gather the necessary information from him and relay the message to you manager."), a stimulus presentation (in the preceding case, the beginning of an office conversation scripted and on tape), comprehension questions (e.g. "Why is the caller in the office?), and paraphrase exercises. 2. Task-based materials A variety of games, role plays, simulations, and task-based communication activities have been prepared to support Communicative Language Teaching classes. These typically are in the form of one-of-a-kind items: exercise handbooks, cue cards, paircommunication practice materials, there are typically two sets of material for a pair of students, each set containing different kind of information. Sometimes the information is complementary, and partners must fit their respective parts of the "jigsaw" into a composite whole. Other assume different role relationships for the partners (e.g. an interviewer and an interviewer). Still others provide drills and practice materials interactional formats. 3. Authentic Materials These might include language-based 'from-life' materials such as signs, magazines, advertisements, and newspapers, or graphic and visual sources around which communicative activities can be built, such as maps, pictures, symbols, graphs, and charts. Different kinds of objects can be used to support communicative exercises, such as a plastic model to assemble from directions. 5.Using Pictures and games in classroom 1) Why use pictures? By providing a wide range of contexts, students can meet a range of situations and experience that will equip them for real life communication. Specifically, pictures contribute to: a. interest and motivation b. a sense of the content of the language Several years ago I was teaching a beginning level class. One student in the group, Juan, seemed particularly shy, he was afraid of making mistakes, and reluctant to participate. One day, I gave each student an unusual picture of a person, and I asked them to describe the people in the pictures. Juan's photograph showed a young woman swimming with a killer whale in a deep blue sea. Juan came up with a remarkably long story about a woman who had a pet killer whale. When he gave his description, Juan's classmates were fascinated by his vivid imagination. Juan was surprised and thrilled by his classmates' appreciation. He instantly lost his inhibitions toward speaking English in class, and he participated actively from then on. This experience convinced me that visuals, especially 'unusual' pictures, foster
students' imagination, which in turn motivates them to use English. I found thatthere are many reasons to use magazine cutouts or other pictures in class. Withpictures we can:teach, practice, or review new vocabularydo guided practice (drills)practicegrammatical structurespracticelisteningcomprehensiondo writing activitiesdo semi-guided or free speaking practice such as problem solving activities, roleplays,discussions,etc.Depending on the purpose of the activity, a task can take up five minutes at thebeginning or end of a class, or last 20 minutes or more in the main part of theclass.Pictures are a source of varied classroom activities in the areas of speaking,listening, writing, vocabulary and grammar. I'll give tips on how to collect and sortsuitable pictures and I'll include several sample activities. Teachers can use theactivities as theyarepresented, oradapt them to fittheirneeds.Fivebasic questions:1) Easy to prepare2)Easy to organize3)Interesting4) Meaningful and authentic5)SufficientamountoflanguagePreparationPictures are illustrations thatare cutfroma magazine,newspapers or other sources.They'remostly photographs,but drawings,collages,maps or other illustrations canbe used for certainactivities.Eachpicture should be at least 13x 18 cm,butpreferably about 20 x 25 cm, i.e., almost an entire magazine page. Pictures are easierto use without any printed text on them. You will only be able to use pictures withtext for certain activities. If pictures do include text, the text should be in English.CollectingthepicturesStudents like colorful and varied materials.Available sources forpictures are glossymagazines, TV guides, the Sunday supplements of newspapers, and so on. You cancollect thepicturesyourself,oraskyour studentstobringtheminforyou.Your ownselections will probably focus on pictures for discussions, games, and teachingvocabulary.Studentsaregoodatgettingpicturesoffamouspeople,sportsandobjectsthey like, whichgivesyoua goodopportunitytolearn about students'interests.Sorting thePicturesWhen you have a stack of pictures, you will notice that some cutouts seem perfect forteaching vocabulary (for example, clothes, furniture) and other pictures will beappropriate forguessing games.Try to identify a structure orfunction that can bepracticed with each picture. You should paste the pictures on letter-sized paper, andpunchholes in them tokeepthem in a binder.You can sort them out bylevel orgrade, by activity orby topic. Some topics are:faces,famous people,clothes,actions,sports,professions, nationalities/cultures, unusual pictures, cities, interiors, nature,etc.You canwritenotesonthebackofthesheets.Some examples for using picturesBelow, I'll describe ten activities that can be done with pictures. These are just a fewexamples of what can be done with pictures. As you start using pictures in new andcreative ways, you will come up with many variations. Textbooks may also give youideasforworking with pictures.12
12 students' imagination, which in turn motivates them to use English. I found that there are many reasons to use magazine cutouts or other pictures in class. With pictures we can: teach, practice, or review new vocabulary do guided practice (drills) practice grammatical structures practice listening comprehension do writing activities do semi-guided or free speaking practice such as problem solving activities, role plays, discussions, etc. Depending on the purpose of the activity, a task can take up five minutes at the beginning or end of a class, or last 20 minutes or more in the main part of the class. Pictures are a source of varied classroom activities in the areas of speaking, listening, writing, vocabulary and grammar. I'll give tips on how to collect and sort suitable pictures and I'll include several sample activities. Teachers can use the activities as they are presented, or adapt them to fit their needs. Five basic questions: 1) Easy to prepare 2) Easy to organize 3) Interesting 4) Meaningful and authentic 5) Sufficient amount of language Preparation Pictures are illustrations that are cut from a magazine, newspapers or other sources. They're mostly photographs, but drawings, collages, maps or other illustrations can be used for certain activities. Each picture should be at least 13 x 18 cm, but preferably about 20 x 25 cm, i.e., almost an entire magazine page. Pictures are easier to use without any printed text on them. You will only be able to use pictures with text for certain activities. If pictures do include text, the text should be in English. Collecting the pictures Students like colorful and varied materials. Available sources for pictures are glossy magazines, TV guides, the Sunday supplements of newspapers, and so on. You can collect the pictures yourself, or ask your students to bring them in for you. Your own selections will probably focus on pictures for discussions, games, and teaching vocabulary. Students are good at getting pictures of famous people, sports and objects they like, which gives you a good opportunity to learn about students' interests. Sorting the Pictures When you have a stack of pictures, you will notice that some cutouts seem perfect for teaching vocabulary (for example, clothes, furniture) and other pictures will be appropriate for guessing games. Try to identify a structure or function that can be practiced with each picture. You should paste the pictures on letter-sized paper, and punch holes in them to keep them in a binder. You can sort them out by level or grade, by activity or by topic. Some topics are: faces, famous people, clothes, actions, sports, professions, nationalities/cultures, unusual pictures, cities, interiors, nature, etc. You can write notes on the back of the sheets. Some examples for using pictures Below, I'll describe ten activities that can be done with pictures. These are just a few examples of what can be done with pictures. As you start using pictures in new and creative ways, you will come up with many variations. Textbooks may also give you ideas for working with pictures
1)Topicfrompicturesa.show pictures from inside thebookb. Ask the students to tell you as much as they can about the topic of the story.The topic or theme may be about anything: dragons, losing something,dangerousanimals,wishingforsomething,and soon.2) Muddled picturesa.Prepare a series of picture of key moments in the story. You can photocopyand act up the pictures for each pair of children, or display them on the board,eachone with a letterb.Show separate pictures from the story.Ask the children to try to put them into the correct sequence. The children putC.thepictures or letter inthe sequence they think the story will be in.d.Theythen listen to the storyto see ifthey were correct.3)Children'spicturesGive the children a brief description of what the story is about.ab. Ask each child or pair of children to draw a picture of a key moment or of akey character or place inthestory.Thepictures shouldnot show anybackground setting.Put the pictures on the wall.Get thechildren to predict the story.Then tell it.This involves the children, helps them to predict the story, and makes themfeel interested even before you before you begin.4)LabelingapictureThis is suitable for the second or third telling. Draw a picture based on the story,or ask the children to draw one.a.Write key words from the story on the board before the story begins.b. Ask the children listen, ask them to write the words on a picture next to therelevant object or actionThe children can either draw or write on one big picture on the board, or eachchild does their own picture.5)RemovethepicturesPrepare a series of pictures that tell the story. The students can draw these inaprevious activity.a. Display all the pictures. Go through the story again, eliciting as much of it aspossibie from the students, using the pictures as a memory aid.The students then close their eyes and you remove one picture.bThe students then open their eyes and tell you which picture is missing and2whichpartof thestoryitrepresents.d.The children close their eyes again. You now remove another picture and theytell you which one is missing.Gradually remove all the pictures and see if they can retell the story frome.memory.You can make it easier for the students if you displace sentence strips ascaptionstothepictures.6) Pass the picture and tell the storya.Stand in a circle with the students.b.Hold up a picture and briefly tell the part of the story which goes with it.Givethepicturetothechild onyourleft.Whomustrepeatthe sentencesyouCsaid.d.That student then passes it to her or his neighbour, who does the same thing.When the class is confident, you can have several pictures moving at thePsametime.13
13 1) Topic from pictures a. show pictures from inside the book. b. Ask the students to tell you as much as they can about the topic of the story. The topic or theme may be about anything: dragons, losing something, dangerous animals, wishing for something, and so on. 2) Muddled pictures a. Prepare a series of picture of key moments in the story. You can photocopy and act up the pictures for each pair of children, or display them on the board, each one with a letter. b. Show separate pictures from the story. c. Ask the children to try to put them into the correct sequence. The children put the pictures or letter in the sequence they think the story will be in. d. They then listen to the story to see if they were correct. 3) Children’s pictures a. Give the children a brief description of what the story is about. b. Ask each child or pair of children to draw a picture of a key moment or of a key character or place in the story. The pictures should not show any background setting. c. Put the pictures on the wall. Get the children to predict the story. Then tell it. This involves the children, helps them to predict the story, and makes them feel interested even before you before you begin. 4) Labeling a picture This is suitable for the second or third telling. Draw a picture based on the story, or ask the children to draw one. a. Write key words from the story on the board before the story begins. b. Ask the children listen, ask them to write the words on a picture next to the relevant object or action. The children can either draw or write on one big picture on the board, or each child does their own picture. 5) Remove the pictures Prepare a series of pictures that tell the story. The students can draw these in a previous activity. a. Display all the pictures. Go through the story again, eliciting as much of it as possible from the students, using the pictures as a memory aid. b. The students then close their eyes and you remove one picture. c. The students then open their eyes and tell you which picture is missing and which part of the story it represents. d. The children close their eyes again. You now remove another picture and they tell you which one is missing. e. Gradually remove all the pictures and see if they can retell the story from memory. You can make it easier for the students if you displace sentence strips as captions to the pictures. 6) Pass the picture and tell the story a. Stand in a circle with the students. b. Hold up a picture and briefly tell the part of the story which goes with it. c. Give the picture to the child on your left. Who must repeat the sentences you said. d. That student then passes it to her or his neighbour, who does the same thing. e. When the class is confident, you can have several pictures moving at the same time
Students may not understand all the words they say because they are justcopying you; however, this is a first step in articulating a phrase or sentenceof the story and a sage opportunity to begin to associate meanings by holdingthe picture. When there are several pictures moving, then, clearly, thestudents must have a move discriminating grasp of the appropriate thing tosay.7)What'sinthepicture?a.Tell the Ss that the board is a canvas where a picture is to be painted. Draw agrid on the canvas.Ss copy the grid into exercise books, and in pairs label the segments byb.writing in the words describing location, for example, at the topleft-handcormer like this.When all the pairs are ready, discuss the labels given to the space and anyC.possible variations.d.Ss individually draw their pictures, filling all the spaces.eTheexercisenowbecomea pairedlisten-and-draw activity,where sAdescribe the pictures and sB draws it.They then reverse roles.Finally,inpairslearnerscomparethe original picture andthepicturedrawnfrominstructions.Youcanorganizeanexhibition.This activity is a variation on the listen-and-draw technique which is veryproductive, as it pre-teaches the language concerning the organization of apicture,andatthesametimeoffersanopportunitytorevisevocabularyorintroduce new language.8)PairscompareThis activity goes a little deeper than the ones before. It's useful at the start of acourse, but also at other points,to allow tofind out more about one another.Filling grid dictation.a.Give one copy of the grid below to each student. Give instructions for wordsor pictures to be put in each square. For example: Write the name of yourfavoritefilmin box7;Drawyourfavoritefood inBox2;WriteyourfavoriteEnglish word in Box 12; What is your dream? Draw it in box 6, what are youworried about at the moment? Put that in Box 9.etc.You can vary the instructions depending on the age, experience, Englishlevel, etc of the class. Once they've got the idea encourage them to offerinstructions, too. Go on until the grid is filled.b..comparison,discussionIn pairs (or small group) the students can now compare what they have put inthe grid. Many small discussion topics can easily grow out of this.wholeclassAfter sufficient time for a good conversation in the pairs or groups, you maywant to draw together any particularly interesting ideas or comments with thewhole class.9)Picture compositionsIn pairs, one student is given picture A, one picture B. without looking at the otherpicturetheyhavetofindthedifferences.10)PicturesfrommagazinesornewspapersGet Ss to tell a simple story illustrated by a sequence of pictures, as in theexample on the page. Ask for volunteers to repeat the whole story from memoryThen get the learners to write the story in pairs or groups. It may be divided intothree paragraphs--- the beginning, the middle and the end of the story.Thewholeclass canbrainstorm ideasonatopic.Thesecanbewrittenupontheboard. Working in pairs or groups, Ss can the select the most relevant ideas and14
14 Students may not understand all the words they say because they are just copying you; however, this is a first step in articulating a phrase or sentence of the story and a sage opportunity to begin to associate meanings by holding the picture. When there are several pictures moving, then, clearly, the students must have a move discriminating grasp of the appropriate thing to say. 7) What’s in the picture? a. Tell the Ss that the board is a canvas where a picture is to be painted. Draw a grid on the canvas. b. Ss copy the grid into exercise books, and in pairs label the segments by writing in the words describing location, for example, at the top left-hand corner like this. c. When all the pairs are ready, discuss the labels given to the space and any possible variations. d. Ss individually draw their pictures, filling all the spaces. e. The exercise now become a paired listen-and-draw activity, where sA describe the pictures and sB draws it. They then reverse roles. f. Finally, in pairs learners compare the original picture and the picture drawn from instructions. You can organize an exhibition. This activity is a variation on the listen-and-draw technique which is very productive, as it pre-teaches the language concerning the organization of a picture, and at the same time offers an opportunity to revise vocabulary or introduce new language. 8) Pairs compare This activity goes a little deeper than the ones before. It’s useful at the start of a course, but also at other points, to allow to find out more about one another. a. Filling grid dictation. Give one copy of the grid below to each student. Give instructions for words or pictures to be put in each square. For example: Write the name of your favorite film in box 7; Draw your favorite food in Box 2;Write your favorite English word in Box 12; What is your dream? Draw it in box 6, what are you worried about at the moment? Put that in Box 9.etc. You can vary the instructions depending on the age, experience, English level, etc of the class. Once they’ve got the idea encourage them to offer instructions, too. Go on until the grid is filled. b. comparison, discussion In pairs (or small group) the students can now compare what they have put in the grid. Many small discussion topics can easily grow out of this. c. whole class After sufficient time for a good conversation in the pairs or groups, you may want to draw together any particularly interesting ideas or comments with the whole class. 9) Picture compositions In pairs, one student is given picture A, one picture B. without looking at the other picture they have to find the differences. 10) Pictures from magazines or newspapers Get Ss to tell a simple story illustrated by a sequence of pictures, as in the example on the page. Ask for volunteers to repeat the whole story from memory. Then get the learners to write the story in pairs or groups. It may be divided into three paragraphs- the beginning, the middle and the end of the story. The whole class can brainstorm ideas on a topic. These can be written up on the board. Working in pairs or groups, Ss can the select the most relevant ideas and
organize them into a sequence and then into sections and paragraphs.GuidedPractice"How Do They Feel?"Language focus: adjectives describing feelings, actionsSkills practiced: describing feelingsTime: 20 minutesMaterial: Pictures of faces or people expressing different feelings and moods.Instructions:1. Teach or review adjectives describing moods and feelings: happy, sad, angry,upset, cheerful,etc.Hand out pictures and ask students to describe how the people feel, and why they2feel that way. What happened that made them feel this way?3.As a follow up, students can present their descriptions to the group, and theirclassmates can add additional information about the person in the picture.Exampleof studentproduction:S1:This man is tired. Very tired.S2:He's a businessman. He probably has a lot of work.S3:He has a lot of stress. Maybe he has a problem at work. He looks worried. (Etc.)Variation:You may want tousethis activitytohave students speculate,usingmodalslike may, might/might have, must/must have, etc.Grammar"If I were there ...Language focus: the second conditionalMaterial:Pictures that show locations or locale with or without people: landscapes,citystreets,interiorsofpublicbuildingsorhouses,etc.Instructions:1.Show students a picture of a location and have them brainstorm about the place:where it is, what people normally do there. Also elicit vocabulary words related tothe location.2. Ask the students what they would do if they were there, how they would befeeling, etc.Example: (Picture of a smoky bar.)T:What would you be doing if you were there right now?S2:Iwould be dancing.S1:I would be talking to my friends.T:What would you order?S2:Abeer.T:If you were there right now, what would you hear?S5:Wewould hearmusicfromthejukebox.T:What song would you choose?3. Students work in pairs or small groups. Students can just brainstorm, using thestructure in affirmative, or they can take turns asking questions (with question wordsor yes-no questions)."Sort It Out!"Language focus: modal verbs can, could, shouldSkillspracticed:expressingideas,negotiatingMaterial: Any. A set of 10 to 20 pictures or cutouts per group of three to six students.Instructions:1. Have students work in groups of four. Give each group a set of pictures. Tell themto sort these pictures out in three (3) logical categories. All categories should havea similar number of pictures. There are probably different options, so studentsneed to work together in each group to find the best solution.15
15 organize them into a sequence and then into sections and paragraphs. Guided Practice "How Do They Feel?" Language focus: adjectives describing feelings, actions Skills practiced: describing feelings Time: 20 minutes Material: Pictures of faces or people expressing different feelings and moods. Instructions: 1. Teach or review adjectives describing moods and feelings: happy, sad, angry, upset, cheerful, etc. 2. Hand out pictures and ask students to describe how the people feel, and why they feel that way. What happened that made them feel this way? 3. As a follow up, students can present their descriptions to the group, and their classmates can add additional information about the person in the picture. Example of student production: S1: This man is tired. Very tired. S2: He's a businessman. He probably has a lot of work. S3: He has a lot of stress. Maybe he has a problem at work. He looks worried. (Etc.) Variation: You may want to use this activity to have students speculate, using modals like may, might/might have, must/must have, etc. Grammar "If I were there ." Language focus: the second conditional Material: Pictures that show locations or locale with or without people: landscapes, city streets, interiors of public buildings or houses, etc. Instructions: 1. Show students a picture of a location and have them brainstorm about the place: where it is, what people normally do there. Also elicit vocabulary words related to the location. 2. Ask the students what they would do if they were there, how they would be feeling, etc. Example: (Picture of a smoky bar.) T: What would you be doing if you were there right now? S2: I would be dancing. S1: I would be talking to my friends. T: What would you order? S2: A beer. T: If you were there right now, what would you hear? S5: We would hear music from the juke box. T: What song would you choose? 3. Students work in pairs or small groups. Students can just brainstorm, using the structure in affirmative, or they can take turns asking questions (with question words or yes-no questions). "Sort It Out!" Language focus: modal verbs can, could, should Skills practiced: expressing ideas, negotiating Material: Any. A set of 10 to 20 pictures or cutouts per group of three to six students. Instructions: 1. Have students work in groups of four. Give each group a set of pictures. Tell them to sort these pictures out in three (3) logical categories. All categories should have a similar number of pictures. There are probably different options, so students need to work together in each group to find the best solution