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ENGLISH ESSAY

“USING PICTURES TO USE LESS SPANISH AND KEEP STUDENT´S

MOTIVATION DURING A LESSON PLAN”

NAMES AND SURNAMES: JOSUE DÁVILA CORONEL AND

VANESSA Z. GUEVARA FERNANDEZ.

JOB CENTER: FE Y ALEGRIA 38 HIGH SCHOOL – BAGUA GRANDE

COUNTRY: PERÚ

REGION: AMAZONAS

E- MAIL: josue9711@gmail.com

BAGUA GRANDE – AMAZONAS - PERÚ


USING PICTURES TO USE LESS SPANISH AND KEEP STUDENT´S MOTIVATION

DURING A LESSON PLAN

Nowadays we are living around different changes in society knowledge and

information, the globalization of the economy and culture, and just the speed

change in science and technology. All this events encourage people to face up to

new challenges and due to they can develop as a people, to get a global citizenship,

to follow studying, to work in global contexts and to have up to date information

in a real time. Taking as a reference the last description and as English teachers

our demand is support students and achieve that they be able in English language;

well the knowledge of this language permits to improve the life quality since we

can say that English is the language in the modern world.

We have worked as teachers and professors several years ago in different high

schools and universities in Bagua Grande Amazonas. We always used to work using

pictures during our lessons plan, but just by 2013, We understood that pictures is

one of the most important resources that we can use in classroom because of

these reasons: “According to mind tools, 65% of the human population are visual

learners. That is two out of every three people you will communicate with today.”

We can evidence this quote in our daily teaching work, most students look at the

picture and know the meaning with out to say the word in Spanish, and

furthermore they keep it and remember what that is when they listen the word or

look at the picture again.


“3M reports that visual aids in the classroom improve learning by 400%”. Students

like to see a picture, no just hear or read a word they enjoy looking at the picture

and guessing what is the meaning of this. Students remember pictures long after

words have left them. They retain the stories in speeches more than the words in

addition they improve their vocabulary and keep motivated during the entire

lesson.

The last reason is that “pictures can accelerate understanding, as I have said, when

an instructor uses an image to represent a timeless principle, comprehension

deepens and accelerates”. Students keep concentration and there is a significant

impact on the learner when a visual aid is connected to a verbal explanation;

furthermore there is no necessity to translate into Spanish to say the meaning of

the word or phrase. “It actually speeds up the learning process. According to the

3M Corporation, the brain processes visual information 60,000 times faster than

text. People comprehend (in their head) faster when they form a picture in their

heart. The entire brain is engaged. This means images can accelerate both learning

important concepts and applying them to life.”

We have used pictures in the most lessons plan development in the different high

schools and at university; we have worked with this material just during the entire

lesson; we can use this visual material at the beginning of the lesson to activate

student´s previous knowledge through a brainstorm. Students can identify and

know what will be the topic for that day and they get the vocabulary or key words
to use for that class. When students activate their previous knowledge, they can

relate the information that they have with the new one, which this process permit

them to get a significant learning. In the other hand through use of pictures

students, get more and new vocabulary practicing the pronunciation and relating

this picture with the word or phrase in their mother tongue (Spanish).

In some cases to keep the motivation in the students is a problem but is possible

to improve it using pictures, we can keep student´s motivation with this material.

Example number one: when we are working describing famous people (personal

information) we can brought or print the picture of a famous character, singer,

actor, actress, dancer, writer or soccer player and students feel motivated because

they visualize the picture as in a real situation. So is easiest for them to write or

speak something about this characters furthermore they improve their skills using

these pictures.

Through visual aid, we can get a good comprehension in students, which they can

imagine what will be the description or the events of a story presented in the class.

Example number two: When we want to teach past events, (past simple) we can

show students a story or a real history through pictures, thus they are going to be

able to imagine identify and describe the situations just looking at the pictures

only. Moreover, not only with this theme. It is possible to use pictures to work

with different tenses, according to the class porpoise.


During the class, development is possible to use pictures too. Example number

three. Working in groups assigning a writing activity through pictures, so we give

each group a picture or more than one picture to be analyzed and as a final

product they have to get a short text about this (sentences about daily routines).

With the activity students improve their speaking too, they can make short role-

plays using questions and answers which going to permit them to have a better

self-assurance.

We can develop many other activities throughout the use of pictures. For example,

the students can bring their own photographs to make a picture collect related

with their life project and after they have to describe their photos explaining the

events or the reason why they took those photos, furthermore they can say how

important each picture in their lives is. Well we have describe the possible

activities that we can develop whit our students just using these visual materials

(pictures) and there are many well-known research which support these ideas;

here we have some of them.

“Using pictures will make a number of benefits in teaching a second language.

Firstly, pictures can promote learners’ interest in learning foreign language.

Secondly, Byrne (1990) maintains that pictures can stimulate students’ discussion

and interpretation of the topic. Thirdly, students’ imaginativeness can be inspired

thanks to pictures and other visual aids. Moore (1982) assumed. “Visual aids,

especially pictures and colorful posters can add much to the attractiveness and
atmosphere of a classroom”. Furthermore, Wright (1989) states that pictures can

motivate students to take part in speaking activities.”

In some times is possible to use pictures for ending a lesson plan; this activity could

be considered as a metacognition, we can show students just the pictures and they

have to describe it in a speaking or writing manner. Due to, we are evaluating if

the students understood the lesson and reflecting on the student’s learning too,

besides at the same time we are supporting in the building of a significant learning.

We have made a summary of the main material used day after day to develop

significant learning in our students in our daily classroom activities as teachers.

We declare that using visual aids (pictures) has a high effectiveness in the building

of significant learning in the most of our students. However is necessary to

remember that, there are other kind of materials, which permit us to get

achievements in our students too. Therefore, we can use different materials to

change the activities and don´t get that students feel bored using one resource

only in all the classroom activities. Furthermore, it is necessary to know that the

use of visual aids (pictures) help us to keep students motivated during the entire

lesson it means while we use more materials in our lesson plans we can get a

better concentration and comprehension in our students sparking off significant

learnings for all their lives.

After making an analysis of the description of this experience as a group we have

reached to the following conclusions:


The use of visual aids such us pictures, photographs, images, or drawing pictures

captured in flash cards used by teachers during the teaching learning process of a

second language (English) are very important to activate the students previous

knowledge’s. In addition the use of this material contribute to keep our students

motivate during the entire lesson plan development.

Pictures colors help the visual perception of the students therefore it contribute

to an effective language communication, and keep the students concentration and

comprehension.

Using visual aids (pictures) improve the vocabulary in students without the use of

their mother tongue (Spanish), thus this process contribute significantly to the

enrichment of the students English vocabulary.

Students can get a better learning when they look at a visual aid (pictures) because

this process denotes a higher level of attention and concentration; furthermore,

the students motivate to know the new meaning of the word according with the

showed picture.

Teachers can make a review class just using pictures only and as result students

remember and pick up the learned vocabulary easily and quickly as they can.

The visual aids could be used during the entire lesson plan (starting – process –

ending). Permitting that students be concentrate and motivated to know about

the new theme.


We can use pictures with all the themes according with the purpose of the lesson

plan and considering the students necessities. However, we can use more than

one material per class; it permit us to do an active class and keep the

concentration and motivation in all our students getting a significant learning.

If we prepare our materials (any material), we will have an active class and we will

not have any problem with disruptive behaviors of the students, rather we will

have all our students concentrate and motivated in their assigned activities.

As teachers, we know that works or experiences are not a finish work or just a

static rule to follow; we can improve and innovate more ideas with the purpose of

be every day better. So here, we have considered some suggestions.

 It is recommended that teachers include in their classes flash cards made with

drawings and images that capture the attention and interest of students.

 It is recommended to the teachers in the elaboration of the flashcards the use

of ranges, contrasts, harmonies in order to obtain the attention of the

students, achieving learning significant visual.

 Teachers are advised to prepare flash cards in A4 format so that they are

manipulable, practical, eye-catching, providing meaningful visual learning

(size is very important)

 Teachers are encouraged to lecture through the joint use of sounds and flash

card, to obtain from the students greater familiarity with the word, Greater

ability to perceive it, regardless of the distractors of the context as the volume
of the emission, the intonation, the foreign accent, the sounds of the

environment, etc.

 It is recommended that both teachers and students correctly pronounce

words in Which are embedded the vowels for the presentation of the

flashcards, in order to that the students assimilate and differentiate them, so

achieving a correct development of the Lexicon of English.

 It is recommended that teachers develop flash cards taking into account

differences and Similarities of consonant sound since incorrect use can the

pronunciation as in the writing, that is not understood or is understood in a

way different from what is intended.

 Teachers are recommended to use flash cards because among several of its

advantages they are: They are easy to elaborate, they save time, space, and

they are manipulable, in an effective educational tool when developing the

lexicon of English.

 Students are encouraged to include the use of flash cards for review; either

Individual or group of previously treated subjects in class since this method is

the most effective to learn vocabulary and therefore develop the lexicon of

English.

 It is recommended that teachers provide and / or direct the preparation of

the flashcard, as a Method of understanding and strengthening to memorize

in an indispensable and defined vocabulary to develop the lexicon of English.


 Teachers are encouraged to provide flash cards with noun illustrations

Common (animals and things) common (all that can be seen and touched);

Accountants (All that can be counted) and non-accounting duly recognized as

such, So that they serve the students, to form sentences and dialogues the

same as will contribute to the development of the lexicon of English.

 Teachers are encouraged to use flash cards with verbs according to their

needs and students' requirements; these will contribute to the development

of the lexicon of English.

 It is recommended that teachers illustrate in flashcards adjectives being used

in the formulation of sentences or dialogues that allow an efficient

development of the lexicon of the English as they are identified and

recognized.

 It is recommended to the teachers try to use pictures according the level of

the students can understand and recognize immediately, so they can learn

with easily.

REFERENCES:

1. Byrne, D. (1980). English teaching perspectives. London: Longman.

2. Sakar, S. (1999). The Use of Pictures in Teaching English as a Second Language:

London: Longman.

3. Wright, A. (1989). Pictures for Language Learning: Cambridge University Press.

4. https://growingleaders.com/blog/why-is-teaching-with-images-so-effective/

5. https://www.mindtools.com/mnemlsty.html