Presenting Language Through Texts English Language Essay

Presenting Language through and through text editions English Language Essaytexts produce been aimd in row classrooms for many years. There argon many reasons for teachers using textbooks. 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 row statement withdraw played the master(prenominal) role in lyric skill and teaching.The just about effective texts in learning process atomic number 18 genuine materials. Leaning English through authentic materials will key the learners belief kindred the are in the a real language situations. The airwave of the classrooms are alive. Research studies on the use of authentic materials reveal that it gouge promote the students motivation, positive attitude, involvement and quest on the subject.There are several kinds of authentic materials which are auditory sensation, visual, printed mater ials and multimedia system materials. The multimedia materials are twisty audio, video and graphic birthations. All of these materials are applied for communicating ad hoc dispatches in real situations. original audio materials 1. Music, intelligence activity and other(a) audio materials available on the cyberspace2. TV programming including movies, commercials, quiz shows, car similarlyns, peelight-emitting diodes and weather3. Radio including ads, music and sales pitches4. Taped or eavesdropped conversations, such as 1-sided phone conversations5. Meetings, talks6. Announcements in airports and stores7. Professionally audio-taped misfortunate stories and novelsAuthentic visual materials Images and graphs available on the internetphotographspainting and drawings, childrens fine artwordless street signspictures from magazines, postcards, wordless picture booksstampsx-rayscoins and currencyclocksphonesHalloween masks and other holiday decorationsAuthentic printed materials web based printed materials available on the internetnewspapers including articles, movies reviews and advertisements, astrology columns, sports reports, o good turnuary columns, advice columns, classified adsreports, obituary columns, advice columns, classified adslyrics to song eating place menusstreet signsfood product labels such as cereal boxes, sugarcoat wrapperstourist information brochuresuniversity catalogstelephone booksmapsmagazines including TV guides, comic books, catalogsgreeting cards, lettergrocery coupons and flyerpins or t-shirt with messagesbus schedulesmail including bills , absentminded 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. F irstly, the interest of the students, the teacher has to ensure that the elect materials suit the age, interest and background of the students. Secondly, the get of language learning, teachers must consider the information in the chosen materials are of value to the learners. Thirdly, the cultural removeness, nearly materials are produced on the basis of the congenital 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 advanced students .be excite the authentic materials are not make to fit the learning purposes so the teachers must recognise the kind of accessible input which is slightly difficult in order to sustain their motivation. Lastly, the timbre of the materials may be concerned. The chosen texts must have the quality of the text organization and the approp riate picture use. In the same time, the teachers must attentively check for errors and spelling mistakes of the texts.614Using authentic materials have great benefits or advantages, specially for the second language learners of English. A large number of evidences of enquiry 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 consideringful interactive are brought into classroom. Then, there 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 scarcely for the communicatory proposes. For the next reason, the authentic texts can help the teachers accessing the ready, available, attractive and tawdry resources of the texts as hygienic as bring the variety to the classroom activities. So, the students have oppo rtunities to practice the skills learnt in the classroom in the outside world when they accomplish them in the real situations.771Using the authentic materials also have some problems. Some kinds of materials may include difficult language and unusual expression items which are not being utilise in the daily emotional state basis. These kinds of problems cause a burden to the teachers. So to solve the problems, the teachers should carefully gazump the authentic materials by using the above mentioned criteria. For instance, the notices, bottled labels and reservation forms are utilize for the lower level learners. Whereas, the advanced levels need more complex materials.854Thornbury claimed that language always happens as text and not as isolated quarrel and sentences Therefore, the basis of foreign language teaching is handling texts for both write and oral. There are three acronyms that have been use 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 pedagogical purpose 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 adapted to contain or highlight certain features of language.TAVI Text as a vehicle for informationA TAVI text has a different focus. Information within 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 finer 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 ProductionA TASP intend using texts as a springboard for other task normally a reading or typography task. TASP approaches also fit well with communicative approach.TASP type activities could be doing a role play on the text,discussing issues rai sed by the text,having a debate roughly the points of view presented in the texts,writing a similar text about something the students know aboutwriting a response to the text( Verster 2005 ) TALO, TAVI, TASP.From www.vgtu.itTexts based activities presented in the execute 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 angle of dip of the key features of the facility ( device ) 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 good and bad points ), trying to scene 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 ), end the forms to record the main details of the problem depict in the text, working in pairs, studying the diagram to explain how facility works, putting 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, mostly 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 glasshouse rhymes when I would like to present new language to my students for promoting the motivation and strife in learning of my students. Then, I use many pictures to present the new vocabulary in order to promote a better reasonableness 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 volt Little Speckled FrogsFive 5 little dapple captures,Sitting on a mess l og, consume some most delicious bugs,Yum, Yum. bingle 1 catch jumped in the pool,Where it was nice and cool, straight off 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. oneness 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 cardinal 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 s tudents really enjoy it. So they like English language too. And I have another example Hark, Hark, The Dogs Do BarkHark, 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 tip 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 hopperIn a field one summers day a grasshopper was hopping about,chirping and singing to its hearts content. An Ant passed by,bearing along with great wear an ear of corn he was taking to thenest.Why not arrange and chat with me, said the hop-picker,instead of toiling and moiling in that way?I am helping to lay up food for the winter, said the Ant,and advise you to do the same.Why bother 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 prime itself dying of hunger, while it saw the antsdistributing every day corn and metric grain from the stores they hadcollected in the summer. Then the Grasshopper knewIt is best to prepare for the old age 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 sold to a tile-maker. Shortly afterwards, finding that he hadheavier loads to verbalise 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 hadfallen into worsened hands , and noting his masters occupation,said, groaning It would have been better for me to have beeneither starved 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 groundless tan my hide, andmake me useful 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 together fortheir mutual protection, went out into the set to hunt. Theyhad not proceeded far when they met a Lion. The Fox, eyesightimminent danger, approached the Lion and promised to give forhim the capture of the Ass if the Lion would pledge his word notto scathe 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 trus t your opponent