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Review
Look at the following metaphors for textbooks: A textbook is a pair of glasses (which help me to see what the teacher is talking about). A textbook is like oil in cooking a useful base ingredient. Textbooks are like ladies handbags because we can take what we need from them and ladies tend to take handbags wherever they go. Which metaphor best describes your idea of a textbook? What do you see as benefits of using a textbook?
Practice
Use the criteria in your book to evaluate the lesson Reading section Unit 1 English 11
CONTENTS
1) 2) 3) 4) 5) Glossary Factors deciding ELT materials effectiveness Characteristics of effective materials Supplementary materials Authentic materials
1) Glossary
Supplementary materials: materials designed to be used in addition to the core materials of a course Scaffolding: involves the interactive work participants engage in to accomplish a task collaboratively that they would be incapable of performing independently. It is thought to foster learning Adapted materials: modified materials (usually refers to authentic materials which have been simplified for low level students)
Scaffolding
Teacher and the learners are viewed as engaged in collaborative problemsolving with the teacher providing demonstrations, support, guidance and input and gradually withdrawing these as the learners become increasingly independent
1) Glossary
Authentic materials: actual materials from the real world, such as newspaper articles, pamphlets, radio broadcasts, students writing and so on Authentic text: A text which is not written or spoken for LT purposes but for real life communicative purposes (e.g. newspaper article, a rock song, a novel, a radio interview) Authentic tasks: A task which involves learners in using language in a way that replicates its use in the real world outside the language classroom (e.g. comparing various holiday brochure in order to decide where to go for a holiday, role play in a job interview)
Authenticity of language
Authenticity of the learners own interpretation of such texts Authenticity of the tasks conductive to language learning
Authenticity of task
Authenticity of the actual social Authenticity of situation situation of the language classroom
Authenticity and authentic are often used to describe language samples both oral and written that reflect the naturalness of form, and appropriateness of cultural and situational context (Rogers & Medley, 1988) Materials generated by native speakers and for native speakers are considered authentic (Rogers & Medley, 1988). "those [materials] which have been produced for purposes other than to teach language" (Nunan, 1988, p. 99)
Functional view
Interactional view
A means for establishing Learn to initiate and and maintaining maintain conversations interpersonal relations and with other people for performing social transactions between individuals
Focus on organizational mode (compare and contrast, cause and effect, problem-solution) a functional syllabus Focus on genre (letter, essay, report) a text-based syllabus Focus on cognitive and composing process (planning, drafting, reviewing, editing) a process syllabus
Meaning-focused input: learning through listening and reading where learners attention is on the ideas and messages conveyed by the language Language-focused learning: learning through attention to sounds and spelling of the language, vocab study, grammar exercises and explanation, discourse features, etc.
Meaning-focused output: learning through speaking and writing where learners attention is on conveying ideas and messages to another person Fluency development: learning be developing fluent use of known language items and features over the four skills of listening, reading, speaking and writing, or becoming fluent with what is already known.
Practice
Think how you can apply the theory of four strands in teaching - Listening - Reading - Speaking - Writing
4) SUPPLEMENTARY MATERIALS
Sources of supplementary materials
materials
Printed
Advertisements, letters, leaflets, book excerpts, newspapers, magazines, brochures, menus, maps, poems, stories, diaries, postcards, emails
Postcards, diagrams, realia, charts, photos, posters, road signs
Visual
OHP, board
Audio
Cassette tapes
Cassette tapes
Cassette tapes
Audio-visual Video tapes, DVDs Video tapes, DVDs Web-based Blog, email, websites, Blogs, emails, websites
Use/Materials Teaching grammar Teaching pronunciation Teaching vocabulary Teaching listening Teaching reading Teaching speaking
Printed
Visual
Audio
Visual-Audio
Web-based
Teaching writing
Teaching culture
Motivate students
Students self-study
Types
Teachermade
Advantages
Disadvantages
- Provide variety & enjoyment - Time-consuming - Flexible, relevant & personalized - Costly - Can be graded to students level & needs - Require some skills - Provide variety & enjoyment - Enhance learners autonomy, ownership & responsibility - Time-consuming - May not produce accurate language and clear structure - less predictable and more difficult for T to control - May make beginner students panic - May need adaptation
Learnermade
Authentic
- Provide variety & enjoyment - Expose learners to real discourse -Bridge the gap between language classroom and real world language - Motivating & interesting
Reference - Provide variety & enjoyment - Provide visual and audio effect
Discussion
Many people claim that reference/supplementary books might deskill teachers as they become lazier in planning the lessons and designing materials of their own. Do you agree or disagree? Justify your opinion.
Homework
Task 3, 4, 6 in the course book, session 2 on Supplementary materials