Presenting Language Through Texts English Language Essay

Presenting Language Through school texts English Language EssayTexts read been use in sacred scriptures classrooms for many years. There be many reasons for teachers using texts. Firstly, they use texts as a linguistic objects. Secondly, they use texts as vehicle for information. And for the last reason, they use texts as a springboard for production. So texts in delivery teaching fork over played the central role in language learning and teaching.The more or less effective texts in learning turn atomic recite 18 authentic materials. Leaning English through authentic materials will make the learners feel like the ar in the a real language situations. The atmosphere of the classrooms are alive. Research studies on the use of authentic materials reveal that it can promote the students motivation, positive attitude, involvement and interest on the subject.There are several kinds of authentic materials which are audio, visual, printed materials and multimedia materials. The multimedia materials are involved audio, video and graphic presentations. All of these materials are applied for communicating specific dispatches in real situations.Authentic audio materials 1. Music, news and other audio materials acquirable on the internet2. TV programming including movies, commercials, quiz shows, cartoons, news and weather3. receiving set including ads, music and sales pitches4. Taped or eavesdropped conversations, such as one-sided phone conversations5. Meetings, talks6. Announcements in airports and stores7. Professionally audio-taped short stories and novelsAuthentic visual materials Images and graphs available on the internetphotographspainting and drawings, childrens artworkwordless street signspictures from magazines, postcards, wordless picture intensitysstampsx-rayscoins and currencyclocksphonesHalloween masks and other holiday decorationsAuthentic printed materials web ground printed materials available on the internetnewspapers including articles, movies reviews and advertisements, astrology columns, sports reports, o importuary columns, advice columns, classified adsreports, obituary columns, advice columns, classified adslyrics to songrestaurant menusstreet signsfood product labels such as cereal boxes, candy wrapperstourist information brochuresuniversity catalogstelephone booksmapsmagazines including TV guides, comic books, catalogsgreeting cards, lettersgrocery coupons and flyerpins or t-shirt with messagesbus schedules position including bills , missing children flyers and junk mailflyers, posters, billboardsschool nonicesforms including leases, tax forms, applications, medical history formsAuthentic multimedia materials TV, Video programmes of various kindspodcasting on the internetwe based programes involving multimedia useThere are criteria for teachers to consider for choosing the authentic materials for classroom use. Firstly, the interest of the students, the teacher has to ensure that the chosen materials suit the age, interest and background of the students. Secondly, the purpose of language learning, teachers must consider the information in the chosen materials are of value to the learners. Thirdly, the cultural appropriateness, some materials are produced on the basis of the native speakers, the learners might not familiar with the culture of the contexts. Thus, the teachers should carefully select the appropriate second language contexts. Fourthly, the language level, the group of students are different levels like beginner, intermediate or right students .because the authentic materials are not made to accord the learning purposes so the teachers must choose the kind of comprehensible input which is slightly difficult in order to sustain their motivation. Lastly, the quality of the materials may be concerned. The chosen texts must have the quality of the text organization and the appropriate picture use. In the equivalent time, the teachers must attentively check for errors and s pelling mistakes of the texts.614 exploitation authentic materials have great benefits or advantages, specially for the second language learners of English. A large number of evidences of research studies have revealed a wide range of advantages. Firstly, the learners will expose to a wide range of natural language. Next, the reality and the meaningful interactive are brought into classroom. Then, at that place is a connection between the classroom and the outside world. The teaching and assessment focus on the 4 skills which the facts of language are not included. Moreover, the important objective is not a memorization for the examination but for the communicative proposes. For the next reason, the authentic texts can help the teachers accessing the ready, available, attractive and inexpensive resources of the texts as well up as bring the variety to the classroom activities. So, the students have opportunities to practice the skills learnt in the classroom in the outside world w hen they meet them in the real situations.771Using the authentic materials also have some problems. near kinds of materials may include difficult language and unusual vocabulary items which are not being used in the daily life basis. These kinds of problems cause a burden to the teachers. So to solve the problems, the teachers should carefully pick the authentic materials by using the above mentioned criteria. For instance, the notices, bottled labels and backlog forms are used for the lower level learners. Whereas, the advanced levels need more complex materials.854Thornbury claimed that language always happens as text and not as dislocated words and sentences Therefore, the basis of foreign language teaching is handling texts for both written and oral. There are three acronyms that have been used to describe textsTALO Text as a linguistic object A TALO text is used for language work, specifically grammar or vocabulary.TALO texts are written especially with a pedagogic purpo se in mindcould be authentic texts the teacher has chosen because they contain lots of examples of a particular feature of language,could be authentic texts vary to contain or highlight certain features of language.TAVI Text as a vehicle for informationA TAVI text has a different focus. Information in spite of appearance the text is seen as more important than the language. Students should understand the overall meaning of a text instead of ( or at least before ) the fine points of detail,TAVI texts can be chosen because they are motivating,these texts are mainly authentic and based on communicative approach.TASP Text as a Stimulus for fruitA TASP means using texts as a springboard for another task usually a reading or writing task. TASP approaches also fit well with communicative approach.TASP type activities could be doing a role play on the text,discussing issues raised by the text,having a debate about the points of view presented in the texts,writing a similar text abou t something the students know aboutwriting a response to the text( Verster 2005 ) TALO, TAVI, TASP.From www.vgtu.itTexts based activities presented in the course book Information Technology aremarking the statements as true or false, filling in the gaps in the statements, linking each pair of actions ( donating cause and effect ) by a time clause, matching the terms in table A with the statements in table B, making a list of the key features of the facility ( cunning ) students are reading about, matching the reviews of the facilities to their titles, writing a brief evaluation of the phenomenon you have read about ( at least by listing its favorable and bad points ), trying to guess the meaning of the given abbreviations, trying to paraphrase the statements, linking each set of sentences to make one sentence ( corresponding to the descriptions given in the text ), completing the forms to record the main details of the problem described in the text, working in pairs, studying th e diagram to explain how facility works, displace the described events in sequence, finding words or phrases in the table which mean what is given in the statements below.1091From my experience as a teacher, I have been teaching young learners, well-nighly in the Phatom 1-3 students. And I have used several kinds of authentic materials in my class. For example, I use English songs and nursery rhymes when I would like to present new language to my students for promoting the motivation and engagement in learning of my students. Then, I use many pictures to present the new vocabulary in order to promote a better understanding of the meanings of the words. Sometimes, I have them read their favorable books from the bookshelf, so they can choose what ever they like.The examples of my authentic materials are Five Little Speckled FrogsFive 5 microscopic dapple frogs,Sitting on a hollow log,Eating some most luscious bugs,Yum, Yum.One 1 frog jumped in the pool,Where it was nice and cool, instantaneously there are four 4 speckled frogs,Glub, glub.Four 4 little speckled frogs,Sitting on a hollow log,Eating some most delicious bugs,Yum, Yum.One 1 frog jumped in the pool,Where it was nice and cool,Now there are three 3 speckled frogs,Glub, glub.Three 3 little speckled frogs,Sitting on a hollow log,Eating some most delicious bugs,Yum, Yum.One 1 frog jumped in the pool,Where it was nice and cool,Now there are two 2 speckled frogs,Glub, glub.Two 2 little speckled frogs,Sitting on a hollow log,Eating some most delicious bugs,Yum, Yum.One 1 frog jumped in the pool,Where it was nice and cool,Now there is one 1 speckled frog,Glub, glub.One 1 little speckled frog,Sitting on a hollow log,Eating some most delicious bugs,Yum, Yum.One 1 frog jumped in the pool,Where it was nice and cool,Now there are no 0 speckled frogs,Glub, glub.From www. enchantedlearning.comMy students really enjoy it. So they like English language too. And I have another example Hark, Hark, The Dogs Do BarkHar k, hark, the dogs do barkThe beggars are coming to townSome in rags and some in tags,And some in velvet gowns.From www. enchantedlearning.comOne, Two, Three, Four, FiveOne 1, two 2, three 3, four 4, five 5,Once I caught a fish alive.Six 6, seven 7, eight 8, nine 9, ten 10,But I let it go again.Why did I let it go?Because it bit my finger so.Which finger did it bite?The little one upon the right.From www. enchantedlearning.comAesops Fables The Ant and the ground ballIn a field one summers day a Grasshopper was hopping about,chirping and vocalizing to its hearts content. An Ant passed by,bearing along with great toil an ear of corn he was taking to thenest.Why not come and chat with me, state the Grasshopper,instead of toiling and moiling in that way?I am helping to lay up food for the winter, said the Ant,and recommend you to do the same.Why chew up about winter? said the Grasshopper we have gotplenty of food at present. But the Ant went on its way andcontinued its toil. When the winter came the Grasshopper had nofood and found itself dying of hunger, while it saw the antsdistributing every day corn and grain from the stores they hadcollected in the summer. Then the Grasshopper knewIt is silk hat to prepare for the days of necessity.The Ass and His MastersAN ASS, belonging to an herb-seller who gave him too little foodand too much work made a petition to Jupiter to be released fromhis present service and provided with another master. Jupiter,after warning him that he would repent his request, caused him tobe interchange to a tile-maker. Shortly afterwards, finding that he hadheavier loads to hold back and harder work in the brick-field, hepetitioned for another change of master. Jupiter, telling himthat it would be the last time that he could grant his request,ordained that he be sold to a tanner. The Ass found that he had deriveen into worse hands, and noting his masters occupation,said, groaning It would have been better for me to have beeneither starv ed by the one, or to have been overworked by theother of my former masters, than to have been bought by mypresent owner, who will even after I am dead tan my hide, andmake me utile to him.He that finds discontentment in one placeis not likely to find happiness in anotherThe Ass, the Fox, and the LionTHE ASS and the Fox, having entered into partnership unneurotic fortheir mutual protection, went out into the forest to hunt. Theyhad not proceeded far when they met a Lion. The Fox, seeingimminent danger, approached the Lion and promised to contrive forhim the capture of the Ass if the Lion would pledge his word notto harm the Fox. Then, upon assuring the Ass that he would notbe injured, the Fox led him to a deep pit and arranged that heshould fall into it. The Lion, seeing that the Ass was secured,immediately clutched the Fox, and attacked the Ass at hisleisure.*Never trust your enemy