Millenials and Fillennials (Ethical Challenge and Responses).pptx
Teaching materials and resources
1. ‘I structure my classes
around the coursebook,
but there may be whole
lessons where we don't
even open it.’
2. ‘Nowadays learners expect schools to
have state-of-the-art resources and
they also expect that teachers will
use them. Not to do so might be
considered unprofessional.’
3. ‘I coul te ach
d
anywhe re , so
l
ong as I had a
bl ackb oard .’
4. 'A lot of the boring stuff associated
with language learning can now be
done by the learners working on their
own, using computers, for example.
This frees up the classroom for the
really interesting stuff.'
6. • Resources are tools every ESL, EFL or
TESOL teacher uses daily in order to enhance
the language learning environment, motivate
students or assist in student comprehension.
(HINES, 2010)
• They are tools to help teachers in whatever
approaches and techniques they have chosen
to use and offer students an amazing variety
of routes for learning and discovery.
(HARMER, 2007)
7. • What teaching resources and
materials have you / your teachers
used?
8. Where do you look for resources?
• They are available at the place where I work.
• I adapt and expand on the available resources.
• I borrow resources from a professional resource
centre.
• I buy my own resources.
• I create my own resources.
• I find resources on the internet.
• I bring authentic materials to the classroom.
• I involve students in the preparation of
resources.
• Other _______________________________
9. dictionary
coursebook The board
EXAMPLES
CD/cassete/DVD The overhead
player projector
Pictures,
handouts/
flashcards
worksheets
and word cards
10. maps/charts
Authentic
The photocopier
printed materials
EXAMPLES
The learning
computer
environment
Video/songs realia
11. • TASK
• Imagine you are going off to teach English to adults
in a remote part of the world. There are absolutely
no teaching resources available and no electricity.
Weight restrictions limit what you can take with you.
• Choose three items from this list that you would
take.
• six copies of a student's reference grammar plus exercises
• a year's subscription to an English language weekly
newspaper
• a set of Cuisenaire rods
• the collected works of William Shakespeare
• a dozen copies of a current coursebook
• a teacher's resource book of classroom games and warmers
• a selection of graded readers at different levels
• a battery-operated digital audio recorder, plus speakers
• four copies of an advanced learner's dictionary
• a phonemic chart
• an encyclopedia
• a set of 100 magazine pictures mounted on card
• a guitar
12. • TASK
• Imagine that you are to be given a grant of enough
money to buy a package of supplementary
materials for your institution out of the list below.
The question is: in what order will you buy them,
and how will you decide? Work out an order of
priority together with a colleague.
• PACKAGES OF SUPPLEMENTARY MATERIALS
• Package 1: A set of computers for learners use, with
accompaning language learning programs on a DVD.
• Package 2: A set of reference books for the teachers
including grammars, dictionaries, various specialized
textbooks, handbooks of activities and a subscription of
a teachers journal of your choice.
13. • Package 3: A number of overhead projectors and slide
projectors with all necessary film, slides and markers.
• Package 4: Video equipment with assorted cassettes
including language-learning material and films in the
target language.
• Package 5: Computers and printers for teachers use;
each computer has a hard disk with the latest word
processor and various programs that enable you to
compose your own computer tasks for learners.
• Package 6: Several cassette recorders with
accompaning ear phones (so that several learners can
listen quietly to one machine) a selection of
accompanying cassettes for language learning.
• Package 7: A wide variety of posters and sets of
coloured pictures plus board and card games for
language learning,
• Package 8: A library of simplified readers in the target
language ranging from very simple to advanced. There
would be enough books in this library to enable all
students to borrow freely.
14. The board
• The most versatile piece of classroom teaching
equipment is the board – whether the more
traditional chalkboard, a greenboard or a
whiteboard or an interactive whiteboard. They
provide a motivating focal point during whole-class
grouping.
20. • DO • DON’T
• maintain eye contact with the • write with your back to the
classroom; class in silence. They can
• stand sideways without take this as a chance to
hiding what you are writing; chatter;
• write as legibly, neatly and • spend a long time at the
clearly as you can; board because it can cause
boredom and disruption;
• while writing, keep the
students’ attention by • hide what your are writing
reading key words and with your body;
phrases aloud; • write in capital letters as
• whenever possible, find learners need to know when
opportunities to write things they are necessary or not;
up on the board while • start writing with no
students are working on instruction to the class or
something else; they will try to copy and not
• get learners to write up listen to you;
answers and ideas, draw • forget to erase it at the end of
pictures and timelines etc. the class.
21. OHP (overhead projector)
• An OHP is used to display information to a class.
•
• Reasons
• The whole class can see the projected image.
• No need to darken the room.
• You can prepare OHTs (Overhead Transparencies)
in advance and use them again and again.
• It saves time in the classroom.
• Using an OHP you can face the class.
• What you write in front of you is projected behind you.
22. OHP (over head projector)
• Reasons (cont.)
• You can use it for drawings and illustrations that
might be difficult as well as time-consuming to do
freehand on the board.
• Text and pictures can be modified in front of the
class:
– adding a transparency or taking one away.
– writing on the transparency or wiping lines off.
– obscuring or revealing parts of the transparency.
• OHTs can be made by photocopying or printing.
• Ss can write on OHTs and the results can be shown
to the class.
• Using erasable or washable pens makes it possible
to re-use the OHT.
23. Visuals
Pictures and Images
• Flashcards – smallish cards which we
can hold up for our students to see.
• Wall pictures – big enough for everyone
to see details.
• Cue cards – small cards which students
use in pair or groupwork.
• Photographs or illustrations – typically
in a textbook.
26. Visuals
Pictures and Images
• Take pictures from magazines;
• Draw them;
• Buy them;
– Stick them on card
– Transparent covering
– Make sure they are big enough, appropriate to
the Ss’ age, level and culture;
– Copyright
– Storing
33. Realia
• Which of the following definition best
describes “realia”?
( ) real objects
( ) examples of the world outside brought into
the classroom
( ) things made out of natural materials
( ) everyday objects that most of us recognize
( ) all of the above
34. • Reasons why adding real life materials
makes class even better!
• Kinesthetics ... it's always better to have
something to hold, touch, smell or feel.
• It makes the learning experience more
enjoyable.
• Real-life connection.
• It generates excitement.
• Breaking out of the worksheet monotony is
always beneficial.
• There is no limit to the things you can create.
35. • Ideas
• A lesson on food?
– snacks, fruits, or canned goods.
• Teaching about shopping/prices?
– fliers or coupons.
• Teaching about nutrition?
– real food labels.
• Teaching about finding a job?
– real job applications.
• Practicing making an appointment or leaving a
message?
– real telephones
• Teaching about cultures?
– have a cultural day where the students must bring
an item from a specific culture.
36. TV, DVD and Video
• What have the TV, DVD and Video got that the
classroom / board / textbook / CD player /
other visuals haven’t got?
– Sound
– Moving pictures
– A ‘reward’ button
– A ‘pause’ button
– A volume control
– Subtitles
– Background context, eye contact, facial
expressions, gestures, physical relationship
37. • Below is a list of 6 video techniques. What are the
possible pedagogical implications and objectives of
each technique?
• Videos can generally be presented in 6 forms:
• 1. With sound only (sound on / vision off: only
listening with the screen covered with a cloth, a
newspaper or turned away from the Ss’ vision).
• 2. Without sound (sound off / vision on: silent
viewing).
• 3. Right through from beginning to end (complete
viewing: sound and vision on).
• 4. In parts (jumbling sequences).
• 5. Freeze-frame (motionless pictures: pause
control).
• 6. Split viewing (jigsaw-viewing: some of the class
listen without watching while the others watch
without listening).
38. • Viewing should not be introduced for its own
sake;
• It should be an active viewing;
• tasks and activities - help learners
understand, and guide their viewing and
comprehension.
• To foster active viewing:
– three types of activities
• pre-viewing activities;
• (while) viewing activities;
• post-viewing activities.
• ELT materials vs. Non-ELT materials
41. Pre-Viewing Viewing Post-Viewing
activities activities activities
discussion of the video title information gathering setting the scene
discussion/debate film summary reading matching exercises
film interruptions a list of characters prediction/guessing
film summary writing note-taking alternative endings
setting a task for viewing true/false jigsaw viewing/listening
blank-filling dictionary/vocabulary work pre-viewing questions
directed listening/viewing using notes for writing practice
brain-storming activities role-plays/simulation games
freeze-frame paragraph organisation
completing cloze dialogues comprehension check
putting the scenes in chronological order comparison with native culture
42. • Teaching without technology
• Imagine you are teaching in a place where
resources are limited. How could you manage
without coursebooks, audio or video equipment,
or photocopying facilities? Suggest ways to do
the following:
– grammar presentation
– grammar practice
– listening activities
– reading activities
– testing
43. • TASK 1: Discuss
• a) some reasons of heavy reliance on the
textbook.
• b) the effect of heavy reliance on the
textbook.
• TASK 2:
• Read the following statements and decide
which ones you agree with.
• The textbook:
– 1. Indicates to teachers and students
where they are going, where they are and
where they have been.
44. • 2. Provides both teachers and students with
a sense of security and self-confidence.
• 3. Predicts the content to be learned.
• 4. Saves teachers money and frees them
from the time consuming task of preparing
teaching materials.
• 5. Saves learners from our deficiencies as
teachers.
• 6. Specifies teachers and students needs.
• 7. Standardizes the teaching practices
regardless of the teachers various training
backgrounds.
• 8. Specifies in advance what is to be taught
and what is to be learned.
45.
46. References
• HARMER, J. The practice of English language teaching. London:
Longman, 2008.
• HINES, M. Evaluating ESL, TEFL, TESOL Resources For Use in
the Classroom
Available at <http://EzineArticles.com/81446> Access on May,
2010.
• GOWER, R. et al. Teaching Practice Handbook. Heinemann.
1995.
• SCRIVENER, J. Learning Teaching: a guidebook for English language
teachers, 2nd Edition, Oxford: Macmillan, 2005.
