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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

Annexes

Creation of a visual aids pack for

Basic levels of English at

Universidad Francisco Gavidia

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

6

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

7

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

8

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:

10

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.

11

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.

12

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

13

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/

14

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.

15

Classroom with visual aids

Classroom without visual aids

How to present a chart correctly

Body language

Facial Expressions

Different visual aids

Poster

Examples:

Examples:

Examples:

Examples:

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