1 / 29

Materials Selection and Use

Materials Selection and Use. Dr. Margo Glew glewmarg@msu.edu Ms. Anne Baker Amb@msu.edu. Materials in the Classroom. What kind of materials or resources have you used in the classroom (as a teacher or as a learner)? What types of materials/resources did you find most useful? Why?

uttara
Download Presentation

Materials Selection and Use

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Materials Selection and Use • Dr. Margo Glew • glewmarg@msu.edu • Ms. Anne Baker • Amb@msu.edu

  2. Materials in the Classroom • What kind of materials or resources have you used in the classroom (as a teacher or as a learner)? • What types of materials/resources did you find most useful? Why? • What are some limitations of different types of resources?

  3. Materials in the Language Classroom Can be used to introduce, reinforce, or review language objectives. Can provide valuable cultural input. Can be a great source for ideas and inspiration for lessons, activities, projects, and units (even materials in other languages). Cannot replace lesson planning – materials support but do not replace good teaching.

  4. Limitations • Many Less Commonly Taught Languages have limited materials to choose from. • Many textbooks do not adequately address all language skill areas, particularly listening/speaking. • Not all textbooks are created equal.

  5. Working with a Language TextbookBenefits: Limitations: • Provides a framework for learning (syllabus). • Cost-effective way of providing learning materials. • Convenient package • Provides useful guidance and support for the teacher. • Learner can use a textbook to learn on their own. • Many textbooks have gaps and inadequately cover everything a given learner needs to learn. • The topics covered may not be of interest or relevant for learners. • Textbooks do not adjust for different levels or abilities of students. • Textbooks can become too easy for teachers to rely on.

  6. Evaluating a Textbook: • What criteria are most important in a language textbook? • Review the list of criteria and indicate the importance of each one. •  = important;  = very important;  = essential; - = not important

  7. Evaluating a Textbook • Examine a textbook together and evaluate it based on the criteria. • For each criterion, give the textbook a score from 0 (does not meet this criterion at all) to 5 (completely meets this criterion). • Choose one criterion that scored poorly. How might you supplement in your class? Come up with a specific plan of materials and classroom activity.

  8. Supplementary Materials

  9. Language Materials Resource Page:http://delicious.com/msuflta

  10. Resource Types • Authentic Materials • Games, activities, projects, lessons (language specific & generic (adapted)) • Create your own using your own resources and/or tech tools

  11. Authentic Materials… • are REAL instances of how people REALLY use the language. • provide a sense of satisfaction (motivation!). • are culturally appropriate. • reflect changes in how language is used.

  12. Examples of Authentic materials • Horoscopes • Letters, greetings cards, and postcards • Magazines • Maps • Movie reviews • Poems / poetry • Photos and images • Schedules: transportation, movies, etc. • Song lyrics / songs • Advertisements – any media! • Brochures and pamphlets • Calendars • Cartoons • Charts, graphs – weather, demographics, etc. • Cookbooks and recipes • Floor plans • Food labels and packing, nutritional information • Forms (customs, post-office, bank, job applications etc.)

  13. Leveraging ResourcesAdapting authentic materials

  14. Authentic Materials Ideas for use Task and not text determines level • Example: Oprah Winfrey’s biography • How can you use this with high-novice or low-intermediate learners (second year) • How can you use this with advanced learners? (fourth year)?

  15. Authentic Materials Ideas for use Work with your table. Choose one material below. How could it be used for beginners? How could it be used intermediate level students? A traditional recipe. A bus schedule A brochure on events in a city A supermarket flyer with prices of foods that are on sale A sports schedule (times, networks) A map

  16. (Insert images of authentic materials)

  17. Leveraging ResourcesCreating Speaking/listenting materials

  18. Using textbook materials creatively • Think of 2 different activities to do with the material “The resume” • One of the 2 needs to involve speaking

  19. Textbook materials • Your turn! • Take a lesson from an ESL book. Work with a partner to decide how you can use this material in a way DIFFERENT from the directions. • Make sure to include a speaking element!

  20. Lesson Planning: Anatomy of a lesson

  21. Microteaching- Demo

  22. Microteaching- Instructions • Use a topic from the list • 5 minutes • delivered in the target language. • Audience: 9 “true” beginners during the first week of class • involve some degree of interaction • Use visuals

  23. Microteaching- Topics • greetings/introductions • numbers • colors • body parts • classroom language and items in the classroom • days of the week or months of the year • food • family

More Related