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TSL3111 MyNotes

1. Types of Material and Resources

a. Textbook.

Textbooks are especially helpful for beginning teachers. The material to be covered and the design of each

lesson are carefully spelled out in detail.

Textbooks provide organized units of work. A textbook gives you all the plans and lessons you need to cover a

topic in some detail.

A textbook series provides you with a balanced, chronological presentation of information.

Textbooks are a detailed sequence of teaching procedures that tell you what to do and when to do it. There

are no surpriseseverything is carefully spelled out.

Textbooks provide administrators and teachers with a complete program. The series is typically based on the

latest research and teaching strategies.

Good textbooks are excellent teaching aids. They're a resource for both teachers and students.

1. Resource centre

2. Language games

3. Language lab

4. NITE (Newspaper in Teaching English)

5. Blackboard Sketches

6. Use of Radios, T.V. for teaching English

7. Internet for Teaching English

8. Use of ICT for Teaching English

2. Purpose of the Teaching and Learning Materials

Resources are sources of input for language learning

Resources may also be used as ways of promoting output, either spoken or written.

Resources can also be used to provide scaffolding for learning.

Resources can be used to stimulate reflection.

3. The advantages and disadvantages of using Teaching and Learning Materials for ELT classroom

Advantages Disadvantages

Relevance

Reputation

Flexibility

Cost

Quality

Training

4. Risks for users of online services. These include:

exposure to inappropriate material of a sexual or violent nature.

encountering e-mail or bulletin board messages that are harassing or demeaning.

while online, providing information or arranging an encounter that could risk the persons safety. In a few

cases, paedophiles have used online services and bulletin boards to gain a childs confidence and then arrange

a face-to-face meeting.

5. Strengths and Weaknesses of Teaching Materials

Weakness Student Difficulty Ways of overcoming

Problem

The textbook is designed as

a the sole source of

information.

Students only see one

perspective on a concept or

issue.

Provide students with lots of

information sources such as

trade books, CD-ROMS,

websites, encyclopedias, etc.

Textbook is old or outdated. Information shared with

students is not current or

relevant.

Use textbook sparingly or

supplement with other

materials.

Textbook questions tend to

be low level or fact-based.

Read more on

Students assume that

learning is simply a collection

of facts and figures.

Ask higher-level questions

and provide creative thinking

and problem-solving activities.

Textbook doesn't take

students' background

knowledge into account.

Teacher does not tailor

lessons to the specific

attributes and interests of

students.

Discover what students know

about a topic prior to

teaching. Design the lesson

based on that knowledge.

Reading level of the textbook

is too difficult. Read more on

Students cannot read or

understand important

concepts.

Use lots of supplemental

materials such as library

books, Internet, CD-ROMs,

etc.

The textbook has all the

answer to all the questions.

Students tend to see learning

as an accumulation of correct

answers.

Involve students in problem-

solving activities, higher-level

thinking questions, and

extending activitis.

6. Factors in selection and Evaluation

Level

Content

Clarity

Accessibility

Practicality

Versatility

Sample Guidelines in Selecting and Evaluating

Cost effectiveness

Durability

Impact

Authenticity

7. General Criteria in Choosing Textbooks

Brown (1995, p. 161) lists five major categories to consider in choosing a textbook:

authors and publishers reputation;

fit to the curriculum (meeting needs, goals, etc.);

physical characteristics (layout, organisation, etc.);

logistical factors (price, auxiliary aids, workbooks); and

teachability (especially the usefulness of a teachers edition)

8. Textbook Evaluation

Goals of the course (Will the textbook help to accomplish the course goals?)

Background of the students (Does the book fit the students background?)

Approach (Does the theoretical approach reflected in the book reflect a philosophy that you and your institution

and your students can easily identify with?

Language skills (Does the book integrate the four skills? Is there a balanced approach toward the skills? Does

the textbook emphasize skills which the curriculum also emphasizes?)

General content (Does the book refelct what is now known about language and language learning?)

Quality of practice materials (in terms of variety tasks, clarity of directions, active participation of students,

grammatical and other linguistic explanation and review materials.)

Sequencing (How is the book sequenced?)

Vocabulary (Does the book pay sufficient attention to wards and word study?)

General sociolinguistic factors (in terms of variety of English and cultural content)

Format (Is the book attractive, usable, and usable?)

Accompanying materials (Are there useful supplementary materials?)

Teachers guide (Is it useful?)

9. Forms of Adaptation

Adding material to address an examination requirement

Extending to provide additional practice

Localizing

Modifying content

Reorganizing content

Modifying tasks

10. Factors Involved in Adaptation of Materials

Contextual factors

Age

Interests

Level of proficiency in English

Aptitude

Mother tongue

Academic and educational level

Attitudes to learning

Motivation

Reasons for learning

Preferred learning styles

Personality

11. Other Factors in Selection and Adaptation

The role of English in the country

The role of English in the school, and its place in the curriculum.

The teachers

Management and administration

Resources available

The number of pupils to be taught and the size of classes.

Time available for the programme

Physical environment

The socio-cultural environment

The types of tests used, and ways in which students are evaluated

Procedures

12. The following principles underlie the selection of materials.

Materials selected:

are appropriate to pupils' interests, experiences and knowledge

provide opportunities for meaningful communication

enrich pupils' general knowledge

expand pupils' world knowledge by exposing them to relevant and current events

are compatible with pupils' level of proficiency

serve as resources for projects

stimulate pupils to seek further information

are presented in a variety of text types and media and are used for different purposes

provide opportunities for contextual language use and practice

13. Principles Underlying the Choice of Content

The following principles underlie the selection of the content of materials. The content of materials:

is unbiased, unprejudiced, inoffensive and non-stereotypical

caters to the variety of backgrounds - religious, cultural and ethnic - and varying interests of Israeli pupils

stimulates pupils' interest in extensive reading, in the pleasures of literature and in out-of-class usefulness of

English

14. Principles of material design identified by Nunan (1988):

Materials should be clearly linked to the curriculum they serve;

Materials should be authentic in terms of text and task;

Materials should stimulate interaction;

Materials should encourage learners to focus on formal aspects of the language;

Materials should encourage learners to develop skills, and skills in learning;

Materials should encourage learners to apply their developing skills to the world beyond the classroom

15. The Overall Evaluation

The usability factor.

The generalizability factors.

The adaptability factor.

The flexibility factor.

16. A thesis statement / central idea:

tells the reader how you will interpret the significance of the subject matter under discussion.

is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.

directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the

subject itself. The subject, or topic, of an essay might be Learning English is Fun; a thesis must then offer a

way to understand English easily.

makes a claim that others might dispute.

is usually a single sentence somewhere in your first paragraph that presents your argument to the reader. The

rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the

logic of your interpretation.

17. What is the difference between a Topic Sentence and a Central Idea?

A central idea is the main idea of the whole essay. Meanwhile, a topic sentence is the main idea of a paragraph.

18. Example

The Astronomers use three basic types of telescope to explore the vastness of space. The refractor telescope uses

two lenses one to collect light from a distant object and bring it into focus, and another in the eyepiece to magnify

the image. Second, there is the reflector telescope which makes use a concave mirror instead of a lens to reflect

light rays to the upper end of the telescope. Last, and perhaps most important in terms of studying phenomena

outside the earths atmosphere, is the radio telescope, which gathers waves with a wire antenna serving as a

parabolic reflecting surface. The discovery of mysterious quasars and pulsars was made possible by this kind of

telescope.

Central Idea:

The discovery of mysterious quasars and pulsars was made possible by this kind of telescope

Topic Sentence :

Astronomers use three basic types of telescopes to explore the vastness of space.

Supporting Sentences:

The refractor telescope uses two lenses.

Second, there is the reflector telescope which makes use of a concave mirror.

The radio telescope gathers waves with a wire antenna serving as a parabolic reflecting surface.

19. The Process of Essay Writing

20. Developing Resources

General:

Sts as resources write, talk, act, mime, etc.

Objects as resources pictures, realia, cards

Pictures - drills (e.g. flash cards), communication games, presenting & understanding meaning, appealing to

sts, generate prediction, discussion, etc.

Cards matching, ordering, games

Board manage classroom, teaching tool, record sts input, group writing, etc.

21. Listening and Speaking

skill is often neglected or given minimal emphasis during English language lessons

provide their pupils with various opportunities to listen and to talk about a range of subjects which may include

topics on personal interests, school work and even current affairs.

Suggestions

Prepare the learners before they listen to anything. (pictures, vocab, etc.)

Use actions/gestures/body language encourage sts to participate build confidence and give sts clues to

meaning.

Sts should predict, imagine, what they are going to hear

When sts are listening they should always have something to do. They need a reason for listening.

Develop speaking with role plays, discussions, puppets, drama, jazz chants, games, etc.

22. Reading

apply knowledge of sounds of letters to recognise words in order to begin reading

using a range of strategies to construct meaning from the text read

Suggestions

Prepare learners with vocab, skills needed for the reading activity

Predict the plot of the story

Practise sequencing of events

Practise scanning of relevant information

Provide a reason to read e.g. matching activity, games, etc.

Select texts that would interest sts

23. Vocabulary

not a specific lesson but very important.

Lack of sufficient vocabulary knowledge can really slow students down in all areas they cant read or listen to

a story if there are too many words they dont know, they cant talk or write about something if they dont

know the necessary words.

Suggestions

Visual aides and the like provide students with a better grasp of the concept.

Thus, the use of visual aides, realia, maps, pictures, multimedia would be beneficial for the sts.

These strategic examples can be used as an introduction to vocabulary terms, concepts, teaching places

(names/locations), teaching specific behaviours (cultural), parts of speech, colours, etc.

Multimedia can also be used to show language in practical use, dialogue, or visual or audio to materials read. Audio

samples can also be used in teaching sounds of letters or words.

24. Writing

communicating ideas and developing them into comprehensible statements and paragraphs.

begins at the word and phrase levels and progresses to the sentence and paragraphs levels.

process writing - planning, drafting, revising and editing.

Suggestions

Introduce students to thesis statement, topic sentence and supporting statements.

Guide in writing 1:3:1 design- Introduction, body & conclusion

Expose sts to process writing

Expose sts to diff. types of writing: narration, process, cause and effect, comparison, etc.

25. Grammar

is not a boring system for labelling parts of a sentence, but rather that it can give you an insight into how we

present ourselves and our view of the world to other people.

the way a language operates and unites words in order to form longer units of meaning.

a learner who knows grammar is one who has acquired the rules and can apply these rules to express him or

herself in an acceptable language forms.

Suggestions

Expose sts to the use of grammar items in written and oral form

Expose sts to the use of grammar in context

Allow sts to explore the use of grammar in interacting and communicating meanings.