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96 views4 pages

Comparative Chart

Uploaded by

api-326851804
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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UNIVERSITY OF CALDAS

LANGUAGE LEARNING RESOURCES


ENGLISH DIDACTICS MASTER`S PROGRAM
MATERIALS AND RESOURCES FOR ELT
FERNANDO TRUJILLO, JULIO TORRECILLAS AND CARLOS SALVADORES

MANAGING RESOURCES: EQUIPMENT AND TEACHING AIDS


ROGER GOWER, DIANE PHILLIPS AND STEVE WALTERS
RESOURCE

WHAT?
-A white, black or green board.

A. WRITE PERMANENT OR
REFERENCE MATERIAL:
-Dates
-Reminders: What does it
mean?
-Useful expressions
-New vocabulary items
-Model sentences.

HOW?

WHY?

-Start with a clean board.


-Write legibly, neatly, necessary
things: No capital letters.

-Facilitate learners understanding.

-Locating in a special part of the


board.

-Encourage students good study


habits.
It signifies their importance and
use of the expressions.

RESOURCE

WHAT?
-Ts centered tradition.
- Use different sections.

-Pictures to illustrate a story.


- Expressions to practice.
-Outline of grammar rules.
-Scores for teams.

- Materials that relates to the stage


of the lesson.

-Use BLOCK LETTERS

C. IMPROMPTU WORK

-Drawings.
-Written words.

- Illustrate the answer to an


unpredicted question.
-Back up alternative explanations

-Spelling.
Highlight information: Boxes,
labels.
-Stick things.
-Read aloud while writing.
-Complement writing with
printed handouts.

1. THE BOARD

- Daily class notices,


announcements.
- Expressions: Ask me later

- A plan of the board in the lesson


(stages) by drawing lines.

- Teachers arent fobbing off


students. They are reminders for
next lesson.
-it reduces confusion.

a. DEVELOPMENT AREA:
Central part (largest)
b. PERMANENT AREA:
Predictable, easy to plan for.
- Avoid students
misunderstandings.

E. THE BEST USE OF THE


BOARD:
-USE COLOR

-Fixed sections: Data,


lessons.
-Be relevant.
-Order.

WHY?
-Ts can support their
lectures.
-Learner centered approach.
-Its readable for every
corner.

1.THE BLACK BOARD

B. MATERIAL FOR THE


DEVELOPMENTOF THE
LESSON

D. NOTES AND REMINDERS

HOW?

-E.g. Use different colors for


phonemic symbols.

- Content will look attractive.

ACTIVITIES

-Anagrams
-Categories
-Doodles

-Rational and creative use.

UNIVERSITY OF CALDAS
LANGUAGE LEARNING RESOURCES
ENGLISH DIDACTICS MASTER`S PROGRAM
-TEMPORARY DISPLAY AREA
- Attach pictures, diagrams

-They can be moved quickly and


save time.

-By eliciting what you are going to


put up (spelling).

-To keep up Ss level, attention


and concentration.

HOW?
- Illustration of colors,
prepositions.
- Show word stress.
- A considerable size.
- Visible for all Ss.
- Permanent wall display
connected to expressions.

WHY?
-They cut down unnecessary
Ts talking time.
-They attract Ss attention.
-They add variety to a lesson.
-they make a classroom an
attractive and stimulating
place.
-They illustrate new language.
-They can be used for different
purposes.
They are reminders to Ss of
previous work.

- INVOLVE SS IN THE
WRITING PROCESS

RESOURCE

WHAT?
A. REAL OBJECTS
(REALIA) PICTURES,
PHOTOGRAPHS, AND
CUISINAIRE RODS.

2. VISUALS

RESOURCE

WHAT?
A. REALIA( Real items):
-Real tickets
-Brochures
-Sweets

3. VIDEO

-VCR with similar use as an


audio cassette recorder.
-Ts should become familiar
with equipment to avoid
constraints.
-Use video making equipment.

- Add variety and focus in


lessons.
-Ss can see and hear at the
same time.
-Easier to understand:
Additional information.
-attractive and command
attention.
-Methods that provide

WHY?
-They help Ss to connect
language to reality.

B. READY-MADE
MATERIALS: Collection of
printed materials available
to the Ts.
2. VISUAL AIDS

C. FLASHCARDS

A. VIDEO CASSETTES

HOW?
-Follow instructions:
Guess and classify the
objects

3. THE VIDEO PLAYER


AND THE VIDEO
CAMERA: THE IMAGE
AND THE SOUND

A. VIDEOS

-The speakers, gestures,


settings,

-Classroom task
activities: Cutting pictures
from a magazine,
copying, pasting.
-Show flashcards,
substitution, dialogues,
chains.
-To combine both sound
and image in a context.
-The use of technical
features.

-To present communicative


situations in a complete way.
-It allow teachers to pause, to
go forward, and backward or
to play the videos.
-Ss can make their own video
performances.

UNIVERSITY OF CALDAS
LANGUAGE LEARNING RESOURCES
ENGLISH DIDACTICS MASTER`S PROGRAM
feedback on Ss performance.
-Develop Ss speaking skill.

-VIDEO RECORDINGS

-Videos produce language


within a natural context.
-They motivate Ss.
-They demand interaction and
focus on learner-centred
activities.
-They allow Ts to use image
or sound separately.
-They can be integrated
with textbooks.

-They provide Ts with aims


and activities.
-There are materials adapted
to any level.

- They can be played or


paused when needed.

-They are reusable and


accessible.

-They are easy to use.

-Ss can the video and take


notes.

VIDEO CAMERA

-Ss can create their


materials.

-Interaction and motivation


involve acting, interviewing
and reporting.

-STATIC IMAGES

-They anticipate and


predict information.

-They are a way of warming


up.
-They involve Ss in tasks.

-SOUND WITH NO
IMAGES
-VIDEOS

-Transferring information
with characters.

-DRAMA ACTIVITIES

-Ss can role play scenes


from the video.

-They help to carry out tasks


before, during or after it is
played.

UNIVERSITY OF CALDAS
LANGUAGE LEARNING RESOURCES
ENGLISH DIDACTICS MASTER`S PROGRAM

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