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Category Archives: MODULE 2

UNit 26: Selection and use of teaching aids.

Hullo outside!

It’s amazing when you have the chance to notice how each aid at school is made for! There are plenty of purposes and ways to use one aid, however sometimes we forget these amazing tools and we used to do the same in the same boring teaching way.

Let’s see some of these aids and their purposes…

YOU WILL FIND THE NEXT VOCABULARY ON THE FOLLOW EXERCISE:

Wordsearch Grid Graph Flipchart
Dice Crossword Puzzle Brochure / Leaflet Board game
Self-access centre Finger correction Charts Puppets
Cue / Prompt cards Mind map , Word map Flashcards Language Laboratory
Information-gap activities Overhead Projectors (OPH) Classroom equipment Language laboratory
CD player Computer OPHs DVD player
Board Aids

TEACHING AIDS

 
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Posted by on 07/06/2012 in UNIT 26

 

Unit 25: Selecting and use of supplementary materials and activities.

Howdy everyone!

Do teachers have to use supplementary materials? As we saw in the previous unit, sometimes coursebooks are not according at all with the syllabus or there is not enough and good material for learners to practice or for teachers to teach. Thus, teachers have to find those activities that could help them to improve and to extend the information, in order to help students with further practice.

There are some important reasons why we might use supplementary materials:

  • to replace unsuitable material in the coursebook
  • to provide material missing from the coursebook
  • to provide suitable material for learners’ particular needs and interests
  • to give learners extra language or skills practice
  • to add variety to our teaching

Even though, there are some advantages and disadvantages while using supplementary materials, let’s find them out on the next exercise…

YOU WILL FIND THE NEXT VOCABULARY ON THE FOLLOW EXERCISE:

Differentiation Mixed ability / Mixed levels Scheme of work Syllabus Authentic Material
Communicative activities Games Electronic material Language practice books DVDs
Websites Teacher’s resource books Skills practice books Class library of readers

SUPPLEMENTARY MATERIALS

 
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Posted by on 07/06/2012 in UNIT 25

 

Unit 24: Selection and use of coursebook materials.

Hello Folks!

Here I noticed that a coursebook package it’s formed for at least three things:

  1. Teacher’s book
  2. Student’s book
  3. Audio / video recordings

Nevertheless, there is always a problem with the books: the material. Sometimes the books don’t have the necessary teaching materials or they dont’ get along with the students, so what do we have to do if the material doesn’t suit with my learners’ needs? Most of the teachers used to adapt the material in other ways.Let’s practice them in the next exercise.

ADAPTING THE COURSEBOOK MATERIALS.

 
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Posted by on 07/06/2012 in UNIT 24

 

Unit 23: Consulting reference resources to help in lesson preparation.

Hello friends!

there is another exercise for this unit. During this unit we learned that there are “sources of information about language and about teaching that we can refer to help in lesson preparation.” 

Moreover, we saw that these resources could be:

  • materials
  • dictionaries
  • grammar books
  • articles
  • teachers’ magazines
  • supplementary materials
  • websites

Besides, we found interesting that there are many reasons for using reference resources:

  1. Checking the form and use of grammatical structures
  2. Checking the spelling, pronunciation and use of lexical items
  3. Developing your own understanding of language
  4. Anticipating learners’ difficulties
  5. Looking for new approaches to teaching lessons and new classroom activities
  6. Finding out how to use the material in your coursebook
  7. Getting advice about particular lessons materials.

YOU WILL FIND THE NEXT VOCABULARY ON THE FOLLOW EXERCISE:

Reference resources Reference Materials Supplementary materials
Grammar books Grader reader Teacher’s books
Worksheets or Handout Progress tests Language Awareness
Cross Reference Headword Thesaurus

REFERENCE RESOURCES

 
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Posted by on 07/06/2012 in UNIT 23

 

Unit 22:Choosing assessment activities

How you would prefer to be assess as a student?

In my case I hate to be tested with a formal assessment because it is too objective, unfortunately most of the schools test in this way. By the way, teachers have to assess students in a formal or informal assessment.

  • Formal assessment: through test and examinations
  • Informal assessment: During a lesson by monitoring and observing learners while they are doing ordinary classroom activities.

There is a huge list of different kind of assessment activities, let’s list some of them:

  1. Cloze test
  2. Gap-fill
  3. Jumbled sentences
  4. Sentence transformation
  5. Proofreading
  6. Multiple-choice questions
  7. True/False/Don’t know (T/F/DK) questions
  8. Information transfer
  9. Matching
  10. Sequencing
  11. Dictation
  12. Summary writing
  13. Guided discovery
  14. Interview
  15. Information-gap

Some of these are on the next Hot Potatoes exercise; find out their meaning by practicing them.

Choosing assessment activities

Even though some of these are easy to mark (e.g. numbers: 6, 7; those which test single items), these ones just can provide us information about some specific areas of the learners’ language knowledge. Some advantages are that these are very practical to design and can give us reliable results, and these are useful for assessing receptive skills, where we want to check that learners have understood a text.

On the other hand, those that are difficult to mark (e.g. 14, 12) focus on particular areas or learners’ performance. Activities that require learners to produce whole text, are far less practical to mark and the results may not be very reliable. But these activities help learners to produce language which is very similar to the language they need in the real life.

 
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Posted by on 30/05/2012 in UNIT 22

 

Unit 21:Planing an individual lesson or a sequence of lessons.

Do we have to base on some teaching approach while making our lesson plans? Yes, we do!

While planning our lesson we have to think about the next things, which are going to help us to achieve our goals:

  • Aims:  through the shape of the lesson, and the most appropriate techniques for learners
  • Technical approaches: Which technical approach I’m going to use: a TBL or a PPP?
  • Skills: for receptive skills, we can use activities to do before, while and after a reading or listening; for productive skills, we can use an introductory stage to set the scene, input language, and a feedback stage after the speaking or writing activity.
  • Procedures:  I can use available materials, the length of the lesson and the information we have about our learners.
  • Sequence: related lesson that develop language knowledge/language skills.

There is a thought-provoking tip from the TKT book:

“When planning lesson we may need to think about the needs of individual learners or groups of learners, e.g. those that always finish first, those that can’t concentrate for long, etc. A coursebook can’t provide material and activities for needs that are specific to our groups of learners. This means we may need to plan part of the lesson that adapt the coursebook or work with supplementary materials activities.”

YOU WILL FIND THE NEXT VOCABULARY ON THE FOLLOW EXERCISE:

SPECIFICATION RECYCLE SUPPLEMENTARY MATERIALS
SCHEME OF WORK EXTENSION TASK INPUT
SET THE SCENE PRODUCTIVE RECEPTIVE

FEATURES OF A LESSON PLAN

 
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Posted by on 30/05/2012 in UNIT 21

 

Unit 20:Identifying the different components of a lesson plan

A lesson plan help us to think what we are going to teach and how would do it along the term. But, our lesson plan contain different components that we must follow. Some of them are:

  1. Class profile
  2. Timetable fit
  3. Aims (which we have already seen in the unit 19.)
  4. Assumptions
  5. Anticipated problems
  6. Possible solutions
  7. Aids
  8. Procedures
  9. Timing
  10. Homework

This is a huge list, however some teachers don’t follow these rules and some lesson plans don’t’ have all of these components, which ones do you use?

Besides, I found some interesting tips” on the TKT coursebook, and I want to share them with you:

  • A lesson plan should be clear and easy to read during the lesson. Different colors, boxes, underlining, etc. are useful . It is often helpful to include drawings of the way the board will look at different stages.”
  • “…to keep lesson plans as simple as possible…”
  • “…younger learners need frequent changes of activity…”so as teachers we need to improve the variety of our activities.

I liked most the first one, I don’t know because I’m kind of a visual learner, but think about it and I hope these could help us as teachers now and in future.

YOU WILL FIND THE NEXT VOCABULARY ON THE FOLLOW EXERCISE:

DIFFERENTIATION VARIETY RATIONALE
MONITORS WORKSHEET TRANSCRIPTS
INTERACTION PATTERNS ANTICIPATED PROBLEMS TIMETABLE FIT
CLASS /LEARNER PROFILE

IDENTIFYING THE DIFFERENT COMPONENTS OF A LESSON PLAN

 
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Posted by on 30/05/2012 in UNIT 20