Technology helpsbut doesn’t do a teacher’s job

Aktiv nastavnika engleskog jezika KS, Sarajevo,16.01.2014.

Presenter: Amir Džafo

Arguments in favor of technology in the classroom include:

• Exposing children to technology at an early age prepares them for college and the workforce where knowledge of technology is essential for success. 

• Technology fosters connections between people and information, no matter where they are in the world, giving students access to resources around the globe.

• Because children frequently absorb information through technology in their day-to-day lives, they may be more motivated and interested in lessons when technology is used as a teaching tool.

Arguments against technology in the classroom include:

• Online instructional videos and programs don't compare to classroom discussions where students have the opportunity to ask questions and hear the opinions of their peers and teachers.

• There is a level of interaction through an active classroom discussion that you simply can't replicate on a computer screen.

• It's imperative that students learn how to socialize without technology. It's often through engagement with teachers that children learn valuable life lessons such as respect, manners and self-esteem.

• Teachers are one of the most important factors in a student's development and ability to succeed.

Gateway B2, Unit 3, page 32Various stimuli to vocabulary

acquisition:- Video- Listening- QuizWe usually do not have sufficent

equipment to do this!- CD (or TB)- Quiz- Dictionary definitions- Invisible ink

Voca

bula

ry a

cquis

itio

n

Gateway B2, Unit 3, page 43or

- Word association- Lip reading- Define it!Gateway A2, Unit 6, page 81

or- Draw the word- Make the grid- Change a letter

Voca

bula

ry r

evis

ion

T a x i

M o t o R b i k e

C A r

V a n

P l a n E

L o r r y

B i c y c L e

S h I p

T r a i N

U n d e r G r o u n d

CAT CAR CAN CAP TAP TIP TOP

POP POT HOT

RAT RAW

SAW SAD PAD

PAW PAT

PIT HIT HOT

Gateway B1, Unit 6, page 75or

- Give some true/false facts then ask students to read to find out the answers.

- (put some facts on the list so that answers can not be found in the text to provoke discussion)

- Ask students to write their own questions about the topic of the text before they actually read. They then read to see if they can find the answers.

Readin

g

-Phonemic chart(www.teachingenglish.org.uk)- PhoTransEdit Software- Gateway Interactive Wordlist

or- Make your own tongue twister

Pro

nunci

ati

on

/ð/ /θ/

This, that, these, those, the, they, them, there, weather, mother...

Theory, therapy, thick, thorn, thesis, third, thought, thousand, worth, bath, ...

They threw three free throws through the hoop.Is this the thing? Yes! That is the thing. But

not these things here, those things there!I’m thinking of 3333 things.

Gateway A2, Unit 3, page 46or

- 20 words chart to make as many sentences as possible

Gateway A2, Unit 3, page 47or

- Pose (mime) a picture

Gra

mm

ar

do cake play take

am cook are she

he make read out

kitchen

rubbish eat draw

is iron they not

- They are eating cakes.- Is he ironing?- She is not taking rubbish out.- They are playing. ...

- Using a picture to provoke discussion, with or without technology

Gateway A2, Unit 6, page 86or

- Give students the list of the verbsgo – stay – do – see – eat – buyand question words: who– where–how-

whatStudents make questions and tell their

own holiday story- Role play- Ask me a question- Quick fire- Opinion dictationS

peaki

ng

Gateway B1+, Unit 9, page 119or

- Word by word story- A dictation with difference- Dictogloss

Wri

ting

Thank you for watching