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Teaching materials and resources

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  • 1.I structure my classesaround the coursebook,but there may be wholelessons where we dont even open it.

2. Nowadays learners expect schools tohave state-of-the-art resources andthey also expect that teachers will use them. Not to do so might be considered unprofessional. 3. I coul te achd anywhe re , solong as I had abl ackb oard . 4. A lot of the boring stuff associated with language learning can now bedone by the learners working on their own, using computers, for example. This frees up the classroom for thereally interesting stuff. 5. EFL Teaching Materials and Resources Eliane Carolina de Oliveira 6. Resources are tools every ESL, EFL orTESOL teacher uses daily in order to enhancethe language learning environment, motivatestudents or assist in student comprehension.(HINES, 2010) They are tools to help teachers in whateverapproaches and techniques they have chosento use and offer students an amazing varietyof routes for learning and discovery.(HARMER, 2007) 7. What teaching resources andmaterials have you / your teachersused? 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. dictionarycoursebookThe boardEXAMPLESCD/cassete/DVD The overhead playerprojector Pictures, handouts/flashcards worksheetsand word cards 10. maps/chartsAuthentic The photocopierprinted materialsEXAMPLESThe learningcomputerenvironment Video/songs realia 11. TASK Imagine you are going off to teach English to adultsin a remote part of the world. There are absolutelyno teaching resources available and no electricity.Weight restrictions limit what you can take with you. Choose three items from this list that you wouldtake. six copies of a students reference grammar plus exercises a years subscription to an English language weeklynewspaper a set of Cuisenaire rods the collected works of William Shakespeare a dozen copies of a current coursebook a teachers 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 learners 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 enoughmoney to buy a package of supplementarymaterials 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 ofpriority together with a colleague. PACKAGES OF SUPPLEMENTARY MATERIALS Package 1: A set of computers for learners use, withaccompaning language learning programs on a DVD. Package 2: A set of reference books for the teachersincluding grammars, dictionaries, various specializedtextbooks, handbooks of activities and a subscription ofa teachers journal of your choice. 13. Package 3: A number of overhead projectors and slideprojectors with all necessary film, slides and markers. Package 4: Video equipment with assorted cassettesincluding language-learning material and films in thetarget language. Package 5: Computers and printers for teachers use;each computer has a hard disk with the latest wordprocessor and various programs that enable you tocompose your own computer tasks for learners. Package 6: Several cassette recorders withaccompaning ear phones (so that several learners canlisten quietly to one machine) a selection ofaccompanying cassettes for language learning. Package 7: A wide variety of posters and sets ofcoloured pictures plus board and card games forlanguage learning, Package 8: A library of simplified readers in the targetlanguage ranging from very simple to advanced. Therewould be enough books in this library to enable allstudents to borrow freely. 14. The board The most versatile piece of classroom teachingequipment is the board whether the moretraditional chalkboard, a greenboard or awhiteboard or an interactive whiteboard. Theyprovide a motivating focal point during whole-classgrouping. 15. The board 16. DO DONT maintain eye contact with the write with your back to theclassroom;class in silence. They can stand sideways withouttake this as a chance tohiding what you are writing;chatter; write as legibly, neatly and spend a long time at theclearly as you can; board because it can causeboredom and disruption; while writing, keep thestudents attention by hide what your are writingreading key words and with your body;phrases aloud; write in capital letters as whenever possible, find learners need to know whenopportunities to write things they are necessary or not;up on the board while start writing with nostudents are working on instruction to the class orsomething else; they will try to copy and not get learners to write uplisten to you;answers and ideas, draw forget to erase it at the end ofpictures and timelines etc. the class. 17. 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. 18. OHP (over head projector) Reasons (cont.) You can use it for drawings and illustrations thatmight be difficult as well as time-consuming to dofreehand on the board. Text and pictures can be modified in front of theclass: 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 shownto the class. Using erasable or washable pens makes it possibleto re-use the OHT. 19. VisualsPictures and Images Flashcards smallish cards which wecan hold up for our students to see. Wall pictures big enough for everyoneto see details. Cue cards small cards which studentsuse in pair or groupwork. Photographs or illustrations typicallyin a textbook. 20. 21. 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 tothe Ss age, level and culture; Copyright Storing 22. Printed ad 23. Drawing 24. Realia Which of the following definition bestdescribes realia?( ) real objects( ) examples of the world outside brought intothe classroom( ) things made out of natural materials( ) everyday objects that most of us recognize( ) all of the above 25. Reasons why adding real life materialsmakes class even better! Kinesthetics ... its always better to havesomething to hold, touch, smell or feel. It makes the learning experience moreenjoyable. Real-life connection. It generates excitement. Breaking out of the worksheet monotony isalways beneficial. There is no limit to the things you can create. 26. 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 amessage? real telephones Teaching about cultures? have a cultural day where the students must bringan item from a specific culture. 27. TV, DVD and Video What have the TV, DVD and Video got that theclassroom / board / textbook / CD player /other visuals havent got? Sound Moving pictures A reward button A pause button A volume control Subtitles Backgroundcontext, eye contact,facialexpressions, gestures, physical relationship 28. Below is a list of 6 video techniques. What are thepossible pedagogical implications and objectives ofeach technique? Videos can generally be presented in 6 forms: 1. With sound only (sound on / vision off: onlylistening with the screen covered with a cloth, anewspaper or turned away from the Ss vision). 2. Without sound (sound off / vision on: silentviewing). 3. Right through from beginning to end (completeviewing: sound and vision on). 4. In parts (jumbling sequences). 5. Freeze-frame (motionless pictures: pausecontrol). 6. Split viewing (jigsaw-viewing: some of the classlisten without watching while the others watchwithout listening). 29. Viewing should not be introduced for its ownsake; It should be an active viewing; tasks and activities - help learnersunderstand, and guide their viewing andcomprehension. To foster active viewing: three types of activities pre-viewing activities; (while) viewing activities; post-viewing activities. ELT materials vs. Non-ELT materials 30. PRE-VIEWINGanticipate FIRST-VIEWING present EXPLOITATIONpractice /communicateSECOND-VIEWINGreinforceFOLLOW-UP consolidate 31. Pre-ViewingViewing Post-Viewingactivitiesactivitiesactivitiesdiscussion of the video title information gathering setting the scenediscussion/debate film summary readingmatching exercisesfilm interruptions a list of charactersprediction/guessingfilm summary writing note-takingalternative endingssetting a task for viewing true/falsejigsaw viewing/listeningblank-fillingdictionary/vocabulary work pre-viewing questionsdirected listening/viewingusing notes for writing practicebrain-storming activities role-plays/simulation gamesfreeze-frameparagraph organisationcompleting cloze dialoguescomprehension checkputting the scenes in chronological order comparison with native culture 32. Teaching without technology Imagine you are teaching in a place whereresources are limited. How could you managewithout coursebooks, audio or video equipment,or photocopying facilities? Suggest ways to dothe following: grammar presentatio