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moluch 112 ch10

1021
“Young Scientist”  

 # 8 (112)  

 April 2016
Education
pass one of the objects to the student on your left, saying 
the name of the object (for example: «tomato» or «sock») 
and then have the student pass on the object to the next one, 
speaking the word as well. Have students keep passing on 
the object, repeating its name, until it comes full circle back 
to teacher. Teacher may use photos of the objects instead of 
the actual objects themselves.
3)  use an object, such as a ball, to teach prepositions 
of place like «on, under, above.» Place the ball on the table, 
and ask where it is. Elicit the reply «It»s on the table,» and 
so on.
4)  write or print out recipes for work on the imperative. 
Read out the step by step recipe instructions and have the 
students mime them as you read them out.
5)  this is suggested by television program hosts, who 
control conversations by the use of the microphone. Put 
students in groups, and give one student the microphone 
(imaginary, or a real microphone, disconnected, or some-
thing to represent a microphone). Say a group of six stu-
dents are talking about «holidays», the person with the mi-
crophone can move around the group giving different people 
the chance to speak, ensuring everyone gets an equal chance 
to contribute.  [6]
From the explanation above, we analyzed that the im-
plementation of Realia is useful for students; it makes them 
enjoy to learn. Realia is one of authentic material that can be 
used to teach students in any topic of lesson, from some ex-
amples above, it can use to teach vocabulary, grammar like 
preposition and imperative sentence and Realia also can be 
used to teach all four abilities. It is appropriate with this final 
project, because we concern on realia to improve students» 
speaking, listening, writing, reading ability in the procedure 
of the lesson. The steps of implementation of Realia in im-
proving ESP classes are: first, teacher prepares some mate-
rial that needed to reach the goal. Second, the teacher shows 
the material to the students, and then asks them to mention 
the name of the material. Third, teacher explains the defini-
tion of procedure text, after that the teacher gives an example 
about a certain procedure text, then the teacher gives an ex-
ample by demonstrating every steps using Realia.
By presenting information through authentic materials, 
realia helps to make English language input as compre-
hensible as possible and to build «an associative bridge be-
tween the classroom and the world».  [7] Realia can be used 
to teach specific grammar points, drills and speaking. There 
are several uses of real objects, as follows:


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