Professional development program “Shaping the way we

teach English”

Federico Arteaga C.
Centro Colombo Americano Manizales
2009
 Session goals

 To celebrate language.
 To study available resources in our
teaching settings and how to maximize
their applications.
 To consider how our general background
and immediate environment are
authentic teaching aids.
 To use these resources in the design of
final projects.
Language laboratories, videos,
computers, PowerPoint
Reversed
Cassette recorders, OHPs, resource
photocopies pyramid
(Jill & Charles
Whiteboards, books Hadfield, 2003)

Paper and pens

Blackboard

Nothing
 The resources myth
The belief that a classroom where
resources are scarce is in itself limited in
the pursuit of language learning is
comparable to that old unconscious myth
that a student with poor performance in
communicative tasks in the target
language must have little or nothing
interesting to say.
 People
‘Other
Real life way up’
resources
Blackboard
pyramid
Paper and pens (Jill & Charles
Hadfield, 2003)
Whiteboard, books

Cassette recorders, OHPs,

photocopies

Language laboratories, videos,

computers, PowerPoints
 Empty your pockets, please.
Now, tell us about that object, please.
Now, imagine you are the rooster-zebra…

Imagine you are the

grilled-cheese sandwich…
Now what?
Please choose a card…
 What did we just do?

 Realia: Flash ‘show and

tell.’
 Pictures: 1- Impersonating.
2- Describe and draw. 3-
Prediction.
 Cards: Assigning roles.
 Coursebooks

PROS CONS
 Coherent syllabus. • Impose
 Reliable.
learning styles.
 Teacher’s guides.
 Stimulating.
 Students like to see • Many rely on
their progress . PPP.
 Visually attractive.
•Unrelenting and
repetitive
Alternative to
coursebooks
Needs of a DIY approach

 Coursebooks.
 Videos.
 Magazines.
 Literature.
 Encyclopedias.
 Publicity brochures.
 Internet.
POOL IDEAS TOGETHER.
 The resources myth
The belief that a classroom where
resources are scarce is in itself limited in
the pursuit of language learning is
comparable to that old unconscious myth
that a student with poor performance in
communicative tasks in the target
language must have little or nothing
interesting to say.
THANK YOU!
Federico Arteaga C.
asmodeus.cama@gmail.com