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Dear Teacher
The text in language classrooms is very important dear teacher because it permit to
you teach and it is vehicle for develop the communicative approach. In this module
you will see Texts in language classrooms: A brief trip through time Different times,
different texts how TALO: Text as a linguistic object, TAVI: Text as a vehicle for
information. ASP: Text as a springboard for production so you can find some
information about planning a typical text lesson in the 21st century.
Now you read this information and apply in your class with your pupil.
EXPECTATIVA DE LOGRO:
PRONAFCAP 2009
ÍNDICE
ENTIDAD CAPACITADORA
Pág.
INSTITUTO SUPERIOR PEDAGÓGICO INTRODUCCIÓN………………………………………………… 02
I.--Text in language classrooms: TALO, TAVIi and TASP ………….……..03
PÚBLICO
II.-Texts in language classrooms: a brief trip through time ………………..04
COORDINADOR ACADÉMICO:
One of the enormous benefits of the Internet has been the accessibility of
loads and loads of English texts for teachers to use with their learners. But
the gap between a teacher finding a text and successfully using it in class
can be quite large. How should teachers use texts? How have they used
them in the past? This article looks at different approaches to text in the
language classroom.
Texts in language classrooms: A brief trip through time
Different times, different texts
TALO: Text as a linguistic object
TAVI: Text as a vehicle for information
TASP: Text as a springboard for production
Planning a typical text lesson in the 21st century
Texts have been used in language classrooms for a long time. Their
exploitation, however, has changed over the years.
A hundred years ago, a teacher would bring a text, usually literary, into class
and would translate it word for word and sentence for sentence with the
students, drawing attention to similarities and differences between English and
the students' L1. This was part of the grammar translation approach.
Fifty years ago, teachers were also using texts. These texts would be
considerably different from the literary texts mentioned above. For a start, they were most often
presented in dialogue form of the following variety:
"Is this a pen?"
" Yes this is a pen."
" Is that a pen?"
" No, that is a pencil."
The text had been written specifically to highlight a language point (in this case,
the verb 'to be' and the difference between this and that - deixis). Students would read the text
silently, then repeat parts of the dialogue after the teacher before practising it together in pairs.
If you saw a teacher using a text like this fifty years ago, there's a good chance that it was in a
classroom using the Audiolingual method.
Fifteen years ago, if you saw a teacher using a text in the language classroom, it would
probably be much more interesting than its counterpart thirty-five years earlier. The
Communicative Approach to language teaching also used texts, but authentic texts were
preferred. In this approach, the teacher would be focusing much more on the meaning of the
text as a whole. Students would be urged "not to try and understand every word" but to read a
text to get at the content and the overall meaning, rather than just the language.
FUENTES DE INFORMACIÓN