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BIBLIOGRAPHY
Books
Hearn, Izabella; Didáctica del Inglés para Primaria. 1ª ed. Madrid, ES: Pearson
Educación, S.A. 2003. 288p. ISBN 84-205-3459-5
Mejía Alba, Soriano Alma; Evaluación de la comunicación oral en el nivel
básico de la Licenciatura del Idioma Inglés de la Universidad Francisco Gavidia.
1ª ed. San Salvador ES: Universidad Francisco Gavidia, 2004. 123p.
Ley de la Carrera El Salvador; Ministerio de Educación, 1994-1999
Ley de Educación superior El Salvador
Mcmillan. English Dictionary for Advanced Learners of American English. First
publised 2002. ISBN 0-333-96669-4
Webstern, Merriam. Webstern‘s Third New Internacional Dictioanry, philippines,
1993. ISBN 0-87779-202-x
Urbom, Ruth. American Wordpower Dictionary. Second impresion 1999. ISBN
0-19-431319-0
Stempleski, Susan. World Link I. Canada, 2005. ISBN 0-8384-0661-0 Brewster, Simon. Skyline 1. First publised 2001, Thailand. Mcmillan publishers.
ISBN 0-333-926544
Richards, Jack C. New Interchange. 18th printing 2001, United Kingdom. ISBN
0-521-62881-4
84
Web pages
The learning Curve, Intelligence Theories, 2000. [en línea] [ July 29th , 2007].
http://library.thinkquest.org/C005704/content_la_intel.php3
Tracy S. Hoover, Ricky Telg and Jimmy Cheek. Using Visual Aids in Extension
Presentation,. [en línea] [July 29th , 2007].
http://edis.ifas.ufl.edu/WC032
The Power of Visual Learning. Inspiration Software, Inc. [en línea] [June 4th,
2007] http://www.inspiration.com/vlearning/index.cfm
Teaching Aids Unit 7 Visual Aids. [en línea] [May 15th, 2007]
http://www.britishcouncil.org/unit7.pdf
Merriam-Webster. Longman English Dictionary. [en línea] [September 9th, 2007]
www.m-w.com
Presenting Effective Presentations With Visual Aids. [en línea] [July
29th, 2007] http://www.osha.gov/doc/outreachtraining/htmlfiles/traintec.html
Use Visual Aids to Enhance, not Destroy, your Presentations [en línea] [July
29th, 2007]
http://www.creativekeys.net/PowerfulPresentations/article1011.html
INDEX PAGE Preface I 1.0 Section one
1.1 Proposal introduction……………………………………………………….. 1
2.0 Section two
2.1 Topics…………………………………………………………………………..2
2.2 Grammar boxes……………………………………………………………….2
2.3 General topics…………………………………………………………………2
3.0 Section three
3.1 Methodological suggestions ………………………………………………....3
3.2 Learning grammar …………………………………………………………….3
3.3 Presenting general vocabulary……………………………………...............3
3.4 How to use sequence cards………………………………………………….4
3.5 How can we help students to understand meaning though flash cards....5
3.6 Games…………………………………………………………………………..8
3.7 Internet and multimedia resources ......................................................... 13
PREFACE
PROPOSAL:
The pack the researchers are presenting is organized in three sections:
In section number one, the researching team presents a brief
introduction on how important the use of visual aids is, and how they are
focused on the different types of scenarios that apply in everyday
situations.
Section number two contains all the different topics that were compiled
from all three different books from general topics, vocabulary, grammar
boxes and games.
In section number three; all the different methodological suggestions that
could contribute the learning process are presented.
I
1
1.0 Section one
1.1 Proposal introduction
After having analyzed the data of the research process some of our
classmates show a ―visual‖ preference, which means they receive and react
well through pictures, posters, banners, flash cards, transparencies, games or
even real objects which show the direct meaning of an English word. In order to
make easy the process of learning a second language. This takes us to the
analysis of the different contents that are similar in three different books that are
used in English teaching for process basic levels at Universidad Francisco
Gavidia. These books are: Skyline, New Interchange, and World Link; and
through these books we got the main ideas and topics to be transform to
―visual aids‖ that helps teachers to teach their classes in an understandable way
to the students.
The following visual aids pack will help students to use English for everyday
situations and purposes related to school, social life, work, and leisure. The
purpose of this visual aid pack is that learning a second language or a foreign
language is more rewarding, meaningful, and effective when a language is used
for authentic communication. This pack is presented to students with natural
and useful language however the primary goal of this pack is to encourage
communicative competence, which is the ability to communicate in English
according to the situation, purpose and roles of the students that will use this
pack. With the use of this pack the researching team also suggests the use of
their own knowledge and experiences; they also have the freedom of express
their ideas and opinions.
In conclusion, more than an offer, the researches want to present useful ideas,
techniques and a ―visual aid pack‖ for basic levels that help teachers enrich the
process of learning a new language. The researches give an important draft to
the English teaching in the University and open more opportunities that students
can understand better a new language in a smooth way.
2
2.0 Section two
2.1 Topics
2.2Grammar boxes:
Wh- questions and statements with be; yes/no questions and short
answer with be; contractions; subjects pronouns; possessive
adjectives.
Simple present yes/no questions and Wh-questions with do;
questions: what kind; object pronouns; modal verb + to + verb.
Present continuous yes/no and Wh-questions, statements, and short
answers; determiners: all, nearly all, most, many, a lot of, some, not
many, a few, and few.
Past tense yes/no and Wh-questions, statements, and short answers
with regular and irregular verbs, past tense of be.
Adverbs of frequency: always, almost always, usually, often,
sometimes, seldom, hardly ever, almost never, never; questions with:
how, how often, how much time, how long, how well, how good; short
answers.
Demonstratives: this, that, these, those, one and ones; questions:
how much and which; comparisons with adjectives.
Adverbs and adjectives; conjunctions: and, but, however, and though;
modal verbs can and should.
2.3 General topics
Pronouns: subject pronouns.
Verbs: regular and irregular verbs.
General vocabulary.
Games.
Ordinal and cardinal numbers
Sequence cards.
Days and months.
Prepositions.
3
3.0 Section three
3.1 Methodological suggestions
3.2 Learning Grammar
Write your own examples: put students in pairs and have them work
together to write a certain number of sentences using the grammar
points just studied. Have each pair choose an example to write on the
board (without names). With the class discuss their examples, pointing
out success and correcting errors, and commenting an interesting
vocabulary.
Puzzle: choose several sentences from the visual aids or from the puzzle
box contain the target structure (or written a new sentence). One at time,
write, stick or place the sentences on the board with the word order
scrambled. Have students work with a partner to put them in the correct
order. Compare answer as a class after each sentence.
Change the examples: when working with an exercise or example in a
book, tell students to change one (or all) of the sentences and write
about themselves and/or people they know.
3.3 Presenting general vocabulary
Teaching vocabulary can seem like a very daunting prospect. Remember
though that the average native speaker uses around only five thousand words
in everyday speech. Moreover, your students will not need to produce every
word they learn, some they will just need to recognize. Selecting what to teach,
based on frequency and usefulness to the needs of your particular students is
therefore essential. Once you have chosen what to teach, the next important
steps are to consider what students need to know about the items, and how you
can teach them.
4
Ways to present vocabulary
There are lots of ways of getting across the meaning of a lexical item.
Illustration
This is very useful for more concrete words (dog, rain, tall) and for visual
learners. It has its limits though, not all items can be drawn.
Mime
This lends itself particularly well to action verbs and it can be fun and
memorable.
Translation
If you know the students' L1, then it is fast and efficient. Remember that
not every word has a direct translation.
Alternative ways of teaching vocabulary
Prepare worksheets and ask your students to match words to definitions.
Review the vocabulary you teach through a game or activity and
encourage your students to do the same at home
3.4 How to use sequence cards
Teacher tells a story in chronological order using the cards. Then ask your
student to retell the story but begin backwards For example, chronological
order: Dave got up late. He didn't have time for breakfast. He ran for the bus he
missed it. He arrived late for work again. The boss sacked him. Poor Dave; it
just wasn't his day.
Now the student begins with the end by using the cards! "Dave got the sack the
yesterday." "How come?" "Well, he had got up late. He'd missed the bus and
had arrived for work late again..." Jokes are often told this way.
5
Sometimes it‘s a little difficult for the students that don‘t have enough
vocabulary, but that kind of activities push them to learn new words to have
participation into the classes.
3.5 How can we help students to understand meaning through flash cards?
Some of the ways we can help students to understand the meaning of a new
language can be through flash cards or pictures the following examples
illustrate how.
Example 1: ―It‘s a refrigerator‖
The teacher wants the students to understand the meaning of the form
―refrigerator‖ so she holds up a flash card of a pen and says ―refrigerator‖. The
meaning will be clear and it can do the same with words like ―stove‖,
―microwave oven‖, ―toaster‖, and so forth.
Some of the ways of helping students to understand, then especially when
dealing with fairly simple concepts are: objects (realia), flash cards, pictures,
drawings, gesture and expression.
Example 2: Invitations
In this example, the teacher starts by showing the students a picture of Sarah
and Joe. She gets the students to ask their names and tells them what their
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names are. Then teacher asks them to speculate on what their relations is (―Do
you think they are friends?‖) to establish the fact that Sarah likes Joe.
After teacher has played the tape of the invitation dialogue teacher can ask
them questions to check they have understood the situation, for example:
What does Sarah want?
What language does she speak?
What are they going to do? Etc.
The use of questions like these (often called check questions) establishes that
students have understood what the language means by showing them a visual
aid that in that case is a picture.
Some ways to use pictures in language teaching
Traditionally, pictures have been used for description or for illustrating a
recorded dialogue. Recently, however, there has been more emphasis on the
communicative used of the language, and pictures can be very useful in this
respect. They provide references to which the learner can make a personal
response, such as expressing likes or dislikes. They also provide each learner
with opportunity to try to use the language he or she has learned. Here are
some examples of how pictures can be used to practice speaking and writing.
1. Spot the difference. Students examine two or three that are the same
except for several details. They describe the differences. The differences
can be design in such a way that the sentences can be used to
described them can be of the same construction.
2. Memory. Fifteen pictures of men and women, each with an identifying
feature, are place face down. One student picks up a picture. Another
student tries to remember what the card was. If she or he is right, she or
he is given it. Otherwise it is replaced.
3. Written composition. Students are shown a picture and are asked to
start writing a story based on it. After five minutes they are asked to read
to their neighbor what they have written, or one student is asked to read
his version to the hole group. Then the teacher shows the pictures, which
may not have any obvious relationship to the previous one, and the
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students are ask to continue their story without any break, using
information from the second picture. The teacher continues in this way
with three or four pictures.
The teacher can also show a sequence with one picture missing. The
students white or tell the story and are expected to guess the content of
the missing picture.
4. A single picture for interpretation. The students are shown a picture,
and they describe what they see in very simple terms. For example: what
do you see in the picture? How many people are there? What is this?
etc.
Very quickly, individual interpretations of what is represented become
apparent, and these lead to genuine exchanges of views. Then the
students can talk about their personal experiences.
5. Acted-out conversations. Presenting a picture from two people, the
teacher asks the student to imagine a conversation between them. They
should write the conversation down and then act or read it out loud.
6. A sequence of pictures. The students may discuss the sequence in
pairs, evolving their story and writing it down. The stories may then read
aloud to the class and the differences discussed.
7. Pictures games.
(a) LOOKING FOR IDENTICAL PICTURES (class work). The teacher
must make enough pairs of pictures for each student to have one
picture. For example, if there are twenty students, the teacher must
prepare ten pairs of pictures. (The pictures can be very simple.) The
teacher gives each student one picture. Each student must then find
the other student who has the same picture by asking questions
about it. The level of difficulty of language is determined by the
drawings the teacher chooses to do.
(b) LOOKING FOR IDENTICAL PICTURES (pair work) Ten or twelve
pictures are laid at random, face down, in front of each pair of
students. Among the ten or twelve area few identical pairs and others
that are similar but not identical. Each player picks up one picture.
Though discussion, they must find out whether they have an identical
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pair. When they decided that they have or have not got an identical
pair, they may look at the pictures. If they had correctly judged he
pictures to be a pair, they should put them on the side. If they are not
an identical pair, they pictures should be laid down again, face down,
and all the pictures shuffled around at random. When they have
correctly identified all the pairs, the game is over. The teacher can
make the game shorter by having fewer pictures.
(c) CONTOUR PICTURES. The cuts out some magazine pictures and
then prepares them in such a way as to show their outlines. Contour
pictures can be shown on an overhead projector. The teacher can
ask the following questions: What is the picture of? Why do you think
that? What are they wearing? Where are they? Come and point it out
at the screen. White down your answer.
Then the teacher shows the picture. Those who were right, who got it
correct put their hands up.
3.6 Games:
Roulette
Roulette is a wheel game, like the Wheel of Fortune that is also used as a visual
aid, and it has many colors options in which you can find some ideas about
change in our lives, but in this case the roulette use an arrow that point the idea
that the player needs to talk about it, like the following example:
The teacher asks to the students to make a circle in front of the roulette, then
according how the students are sitting in front of it they began turn the wheel
one by one, but in the moment of turn it the student needs to close its eyes, and
the teacher takes the time and give a few seconds and says ―stop‖, then the
student open its eyes and see the idea that is write it down on the roulette, and
the teacher began to make a few questions like: ―have thing happened to you in
the last few years?‖ or ―how have it changed you?‖, questions like these ones
make the student think about the chosen idea or even the student can speak
openly without the teacher‘s questions.
9
The use of this game make students have a good time and also try to express
themselves by describing changes in their lives or even learning new
vocabulary through listening to their classmates
Vocabulary bingo
This game is created to use the vocabulary flash cards. Choose 20 words that
you would like to review. Tell students to draw a grid of three rows and three
columns on a piece of paper, and write one vocabulary word in each square at
random. Call out the words and show the pictures one at a time, checking them
off your list. The first student to cross off three words in a row (horizontally,
vertically or diagonally) is the winner. You can make this game more difficult by
saying only the definition of the word.
Vocabulary jigsaws
Vocabulary jigswaws are use to revise vocabulary and is really easy to do it.
You can create it using a sheet of card board, a black marker to make the lines,
and some colors to do the draws. Like for example:
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Show to the students the picture of your jigsaw an ask them the English words
for what is on the picture. Stick them on the board or put them on a table where
everyone can see them.
Show to the students the word pieces and get them to match them to the
pictures. Then ask for volunteers to put all the pieces together to make the
whole jigsaw.
Explain that they are going to make a similar jigsaw. If they are younger
student, they should copy your pictures and words. If they are older, let the
class decide what topic they want to work on, and let each student choose his
or her own words and pictures.
Give out the blank jigsaw and check that the students understand what they are
going to do.
While the students are working, go round the class encouraging, commenting,
and asking simple questions such as what is is in this picture? or how do you
say this in English?
Before they cut out their jigsaw, give them a piece of cards to stick it onto the
pieces will be easier to fit together and will last much longer. Give each student
an envelope to keep the pieces in, and tell them to write their name and the
topic of the jigsaw on it.
As the students finish, get them to swap jigsaws and o try to do one another‘s.
Hangman
1. One person (the ―thinker‖) thinks of a word and write dashes on the
board to represents each of its letters.
2. The rest of the class try to guess the letters.
3. If they guess a letter in the word, the thinker writes it over the dash, or
dashes that represent it.
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4. For each wrong guess the ―thinker‖ draws one line of a simple picture of
a person hanging from a gallows.
5. If someone thinks they know the word they can guess it, but if they are
wrong, another line is added to figure.
6. The person who guesses the word correctly is the winner. They think of
the next word.
7. If nobody guesses the word before the picture is finished, the ―thinker‖
can think another word.
Example:
Vocabulary Squares
The classmates have to find words hidden among other letters.
1. Make a grid and write words in it. The words can be written horizontally,
vertically, diagonally, and from right to left or bottom to top as well. The
words should all be on the same theme. It is good idea to put all the
words in first, make a copy of this, and then fill in the other letters, this
way you have a record of where the words are!
2. You can make this game more or less difficult according to the clues you
give the students, give them the words to look for. You can also tell them
the topic, or give them a picture or a written definition of each word.
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Example: TRANSPORT
Word chain
White a ‗starter‘ word on the board. In teams, the classmates take turns to add
a word to either end as follows:
Example:
3 2
KISSTOPLAYELLOW 4 1
B M C A R Z
I U V H O P
K X S E T L
E L N K C A
H T R A I N
T A O B U E
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Words from words
1. Write a long word (or a short sentence) on the board.
2. The classmates see how many words they can make, using only the
letters in the word or sentence.
Example:
3.7 Internet and multimedia resources:
The following web sites could be used as guide to help teachers developing
classes. The first group could help teachers with the creation of visual aids and
application of games in the class; the second group of sites presents guidelines
for the development of grammar lessons. Some of them with the help of visual
aids and the last group introduce some pages where you can create sheets to
reinforce the subject just studied.
Visual aids through pictures and games:
http://www.manythings.org/lulu/
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http://www.eslhq.com/forums/worksheets/esl-worksheets/board-games/
http://www.eslflashcards.com/
http://www.eslprintables.com/printable.asp?id=3180
http://www.britishcouncil.org/kids-flashcards.htm
Grammar:
http://www.smic.be/smic5022/exercisesgrammar.htm
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/index.htm
http://englishplus.com/grammar/stylcont htm.
http://www.better-english.com/grammar.htm
http://www.acme2k.co.uk/
http://www.etni.org.il/grammar.htm
http://perso.wanadoo.es/autoenglish/freeexercises.htm
http://oldweb.cs.cf.ac.uk/fun/welsh/Glossary.html
Worksheets
http://www.handoutsonline.com/navigation/contents.htm
http://www.talkeasy.co.uk/link/materials/material.html
http://www.tefl-magic.com/noframes/material/typ.htm#pg
http://www.personal.kent.edu/~bkharvey/latin/inter/assignments.htm
Besides the web site pages presented there is also a CD provided, containing
Basic grammar explainations that the teachers can use in their classes to their
convenience.
UNIVERSIDAD FRANCISCO GAVIDIA
FACULTAD DE CIENCIAS SOCIALES
LICENCIATURA EN IDIOMA INGLES
STUDENT‟S SURVEY
Project: ―Creation of a Visual Aid Pack for the Basic English Levels at Universidad Francisco Gavidia‖
Objective: To investigate about the necessity of the creation of a visual aids pack for the Basic English levels at Universidad Francisco Gavidia.
Sex: _______
Good morning/afternoon, we are doing a research to determine the need of
visual aids into the classroom, and for that reason we need your collaboration to
respond according to your personal point of view. Thanks for your help.
1. Does your teacher use visual aids in the development of the class?
Yes No
2. If the use of visual aids is NOT frequent, would you like the continuous
use of it, into the class?
Yes No
3. Do you feel that your teacher has a good management of visual aids?
Yes No
4. For the following visual aids, which ones does your teacher use?
Overhead Projector
Flash Cards
Posters
Barners
All of them
5. Do you think it is important to use visual aids into a class?
Yes No
6. What can you obtain with the use of visual aids into the class?
Better grades
Get a clear idea of the topics
Better communication
Nothing
All of them
7. Do you think that you can retain more information if the teacher uses
visual aids in the development of the class?
Yes No
8. Do you feel that class can be more interesting with the use of visual aids?
Yes No
9. Do you feel that your teacher uses the appropriate visual aids in the
development of the class?
Yes No
10. What is visual aid for you?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
“We appreciate your help! Have a nice day”
UNIVERSIDAD FRANCISCO GAVIDIA
FACULTAD DE CIENCIAS SOCIALES
LICENCIATURA EN IDIOMA INGLES
TEACHER‟S SURVEY
Project: ―Creation of a Visual Aid Pack for the Basic English Levels at
Universidad Francisco Gavidia‖
Objective: To investigate about the necessity of the creation of a visual aids
pack for the Basic English levels at Universidad Francisco Gavidia.
Good morning/afternoon, we are doing a research to determine the need of
visual aids into the classroom, and for that reason we need your cooperation to
respond according to your personal point of view. Thanks for your help.
1. Do you use visual aids in the development of the class?
Yes No
2. Do you feel you have a good management of visual aids?
Yes No
3. From the following visual aids, which ones do you use?
Overhead Projector
Flash Cards
Posters
Banners
All of them
4. Do you think it is important to use visual aids into the class?
Yes No
5. If you do not use visual aids frequently, would you like the continuous use
of them in the development of your classes?
Yes No
“We appreciate your help! Have a nice day”
UNIVERSIDAD FRANCISCO GAVIDIA
FACULTAD DE CIENCIAS SOCIALES
LICENCIATURA EN IDIOMA INGLES
Project: ―Creation of a Visual Aid Pack for the Basic English Levels at
Universidad Francisco Gavidia‖
Objective: To investigate about the necessity of the creation of a visual aids
pack for the Basic English levels at Universidad Francisco Gavidia.
Check List
Observed concepts
-Visual aids are used Yes No
-Students show more reaction Yes No
to visual stimulation
-Teacher uses drawing Yes No
-Students focus their attention Yes No
when drawing are show
-Uses mimic as a visual aids Yes No
-Students show more comprehension Yes No
with the use of visual aids
-Students do not show comprehension Yes No
even with the use of visual aids