TSL3111 MyNotes

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23/05/2014 11:15 PM
Suhaimi Shaarani
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24/05/2014 12:41 AM

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.
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8.

Resource centre
Language games
Language lab
NITE (Newspaper in Teaching English)
Blackboard Sketches
Use of Radios, T.V. for teaching English
Internet for Teaching English
Use of ICT for Teaching English

2. Purpose of the Teaching and Learning Materials

Resources
Resources
Resources
Resources

are sources of input for language learning

may also be used as ways of promoting output, either spoken or written.
can also be used to provide scaffolding for learning.
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 problemsolving 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
Materials
Materials
Materials
Materials
Materials

should be clearly linked to the curriculum they serve;

should be authentic in terms of text and task;
should stimulate interaction;
should encourage learners to focus on formal aspects of the language;
should encourage learners to develop skills, and skills in learning;
should encourage learners to apply their developing skills to the world beyond the classroom

15. The Overall Evaluation

The
The
The
The

usability factor.
generalizability factors.
adaptability factor.
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.