![]() Graphic organisers are useful because they give a structure to complex ideas and lend themselves to different types of language. Learners may then be able to record their response in the form of pictures, diagrams or graphic organisers – see below. For example, a learner could describe a picture then complete a differentiated task rather than reading a text and answering comprehension questions. Visuals in textbooks and classroom resources:Ĭonsider using pictures, diagrams, charts and graphs as a starting point, as an alternative to the written text. Some of the resources on this website do this, for example The Boiling Point of Water shows the steps of a basic science practical, which can be used to show learners what to do, for them to sequence to show what they have done, or to support them in writing an account of the experiment.ģ. There are lots of examples of this type of activity on EAL Nexus, for example Specialised Cells, where EAL learners are given three sets of flashcards to match: an image of a cell, the name of a cell and a description of its function.įor practical work, it is often useful to have a set of images showing, for example, a science practical or the steps of a recipe in food technology. As well as practising the target vocabulary learners can also practise the language of agreeing and disagreeing, opinion giving, negotiating, etc. Visual flashcards can be used by learners working together to sort into groups, sequence or match with text flashcards. They are not only useful for learners who are New to English to build vocabulary, they can support access to a text which may be quite complex and help EAL learners at the Competent or Fluent stages to develop academic language. Visuals can be used with EAL learners at all stages of English language proficiency, at any age and across the curriculum. Key visuals, also known as graphic organisers, such as a diagram of the life cycle of a frog.Visuals that are useful for EAL learners include: Instead of a band-aid to prop up ailing attention, we can use them to inspire learners to new heights and do a solid job of supporting the class aims.Visuals provide context so that EAL learners can make sense of what is being taught in the curriculum. ![]() Supplementary materials are capable of so much more than we use them for. But it could be so much better.Ī pro-active approach means a teacher looks at a lesson’s aims, context, tasks, (and learner preferences) and then decides on (or creates) supplementary materials that are integrated into the whole class. They respond to the requirements of the course rather than plan ahead.Īnd that’s OK. Quickly, get handout/worksheet/video/whatever has the same target language so learners can use it’. What do I mean? I mean, teachers see an activity in the coursebook and think, ‘Ah, I should practice this. What I mostly see now is teachers using materials reactively rather than proactively. From the teacher that staggers into class with a mountain of handouts to the teacher that wanders in with nothing, I’ve seen (and done!) it all. ![]() Most of us suck at using supplementary materials effectively.
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