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Universidad Autonoma de Chiapas

This document contains a list of terms related to teaching English for academic purposes and oral communication. It provides 7 examples of classroom activities and asks the reader to choose the appropriate terms to describe each activity from a list of options. The terms relate to focusing on form versus meaning, eliciting language from students, checking concepts, and using aids like pictures or videos.

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Margarito Escalante
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59 views

Universidad Autonoma de Chiapas

This document contains a list of terms related to teaching English for academic purposes and oral communication. It provides 7 examples of classroom activities and asks the reader to choose the appropriate terms to describe each activity from a list of options. The terms relate to focusing on form versus meaning, eliciting language from students, checking concepts, and using aids like pictures or videos.

Uploaded by

Margarito Escalante
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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UNIVERSIDAD AUTONOMA DE CHIAPAS

MARGARITO ESCALANTE CRUZ


INGLES PARA PROPOSITOS ACADEMICOS
COMUNICACIÓN ORAL
ROBERTO Q. ABADÍA GALINDO
PRESENTATION TERMS
MAY 13TH 2021
1.- Read the statements and choose the appropriate terms for each one (there are three
extra terms)

Focus on form contextualization focus on meaning


Guided discovery eliciting concept checking
Using aids modeling noticing text as input

TEXT AS INPUT, CONTEXTUALIZATION, NOTICING AND FOCUS ON FORM


1. The students read a text, then the teacher asks them to find and underline all the
examples it contains of the second conditional.
ELICITING, CONTEXTUALIZATION, FOCUS ON MEANING AND USING AIDS
2. The teacher shows the students a video of some children fighting and asks them to
give her reasons why they might be fighting. She encourages them to say “It
might/could be because…”

CONTEXTUALIZATION, CONCEPT CHECKING, FOCUS ON MEANING AND USING


AIDS

3. The teacher shows the students pictures of people doing lots of boring duties, e.g.,
washing up, washing clothes, shopping, cleaning the house. After she has told the
students which of the activities she must do tonight, she says “Am I talking about
something I want to do or something I have to do?”

CONTEXTUALIZATION, FOCUS ON FORM, FOCUS ON MEANING AND ELICITING

4. The students listen to a recording of a dialogue between a shop assistant and a


customer. The teacher asks the students to tell her what language they heard.

GUIDED DISCOVERY, CONTEXTUALIZATION, FOCUS ON MEANING, FOCUS ON


FORM AND TEXT AS INPUT

5. The students read a short advertisement advertising a new car. The teacher has
underlined all the superlatives in the text. She then asks the students to look at the
underlined words and work out when the -est form is used.

CONTEXTUALIZATION, USING AIDS, NOTICING AND FOCUS ON MEANING


6. The teacher shows the students four drawings of what she did at the weekend and
tells the students what she did. She then asks the students to draw four pictures
showing what they did last weekend. Next, she asks them to talk about their pictures,
helping them to use the correct form of the past tense.

CONTEXTUALIZATION, NOTICING, FOCUS ON MEANING, FOCUS ON FORM AND


MODELLING

7. The teacher shows students a series of pictures showing the development of a


butterfly. As she shows them, she tells the students what is happening to the butterfly
and asks them to repeat the sentences after her.

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