MÓDULO Nº 02

DISEÑO CURRICULAR NACIONAL:

ASPECTOS ESPECÍFICOS DE INGLES
 INTRODUCCIÓN

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:

Maneja sustento teóricos práctico de los componentes temáticos del Área de

Idioma Extranjero: Inglés del nivel Secundaría del VI y VII ciclo.
 “Año de la Unión Nacional Frente a la Crisis Externa”

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

III. - Different times, different texts. ………………………………………….05

“AGUSTÍN BOCANEGRA Y PRADA” TALO: Text as a linguistic objects …………………………………………..05
TAVI: Text as a vehicle for information. …………………………………….05
TASP: Text as a springboard for production ………………………………06
JEFE DE PROYECTO: IV.-Planning a typical text lesson in the 21st century. . …………………. 06

Lic. Cirilo E. GODOY HUMANÍ

COORDINADOR ACADÉMICO:

Lic. Isidro Gil CHAMANA CHIPANA

AUTORÍA DEL MÓDULO

LIC. Joshida F. Muñoz Cáceres

 TEXT IN LANGUAGE CLASSROOMS SEGUNDA
SESION

I.-TEXT IN LANGUAGE CLASSROOMS: TALO, TAVI AND TASP

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

II.-TEXTS IN LANGUAGE CLASSROOMS: A BRIEF TRIP THROUGH TIME

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.

III. - DIFFERENT TIMES, DIFFERENT TEXTS.

What purpose do texts serve? What makes a text suitable? As
approaches to teaching have changed over the years, so have
the texts. In language teaching literature TALO, TAVI and TASP
are three acronyms that have been used to describe texts.
TALO: 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
mind could 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.
Some sample TALO activities are:
™ Find all the examples of X in a text (for example, a grammar pattern, function words, a
particular verb form…)
™ Find all the words in the text that are connected to X (words that are topically linked, or
lexical sets)
™ Decide why certain forms were chosen over others (why was a conditional used, for
example)
TAVI: Text as a vehicle for information.
A 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;
9 can be chosen because they are motivating
9 can be ones that the teacher would hope the students would like to read nyway
9 can be authentic texts.
TAVI type activities include;
9 Predicting the content of the text,
9 Discussing questions or statements that relate to the text .
9 Marking things in the text that you knew/didn't know before .
9 Answering comprehension.
9 Questions summarizing the main points of a text putting events in order In the
examples we saw above, the first two (Grammar Translation and
Audiolingualism) .
 9 Use TALO and the third example Communicative approach) uses TAVI.
TASP: Text as a springboard for production.
Another text acronym is TASP. TASP stands for Text as a Stimulus for Production. This means
using a text as a springboard for another task - usually a reading or writing task. TASP
approaches also fit well with the communicative approach.
TASP type activities could be;
9 Doing a role play based on the text
9 Discussing issues raised by the text
9 Having a debate about the points of view presented in the text
9 Writing a similar text about something the students know about
9 Writing a response to the text.

IV.-PLANNING A TYPICAL TEXT LESSON IN THE 21ST CENTURY.

• How can teachers 'get the most' out of a text in the 21st century? One way is to
combine the different approaches. So, a text lesson from start to finish would look like
this.
• Choose a text that you think will be interesting
and motivating for your students (but not too
hard). Do this with the information content in
mind, not just the language in mind (i.e. TAVI).
Design activities that will help students process
this information and understand the text.
• Look for particular grammar or vocabulary that
is worthy of mention in the text and design
activities that can bring that out.
• Think of what kind of task the students could
do once they've finished with the text.
• In class, start with TAVI-type activities, so that the students understand the information
in the text.
• Then look at the language in the text in closer detail, through TALO type activities.
• Finally, close the lesson off with a TASP activity.

FUENTES DE INFORMACIÓN

1. Beaumont M. Reading in a foreign language at elementary level, In Matthews, A. et al.

(eds). At the Chalkface Edward Arnold.(1986).
2. John T., Davies F. Text as a vehicle for information: the classroom use of written texts
in teaching reading in a foreign language, Reading in a Foreign Language, 1 (1), pp. 1-
19. (1983)