Authentic materials

 ..are not created to teach the language. 

A simple definition, isn't it?

Task 1:  List all possible types of authentic materials!

Task 2

video

Create questions which can be added to the video to train comprehension.

Task 3

NASA

NG

Why do such sites exist?

Textbook evaluation

Make groups of 4 and proceed to the following tasks. Work independently, ask for the tutor's support yourself whenever necessary!

TASK 1 (10') 

Below you can see a  list of criteria suggested to evaluate any ELT material.

Use PEN AND PAPER. Organise the criteria into three categories: 

1. General view
2. Teacher's view
3. Student's view

Consider. Any aspects missing? Add your own ideas.

TASK 2 (20')

Browse the pile of texbooks available in the class.  In the group, agree on one of them (use the whole SET if available!). Evaluate the textbook according to the listed criteria.

TASK 3 (10' or 2' each group)

Present your evaluation to the class. Focus on the main positives nad neagtives of the chosen material.

___________________________________

ELT material evaluation criteria

• approach + methodology (gram.translational vs. communicative; covert vs. overt)
• attractivity:  topics, heroes, comic strips…
• book organisation (linear vs. cyclical) + structure
• corresponding with the age
• cultural setting
• enables individual work
• L1 role (instructions in Czech or English?)
• language skills balance
• practical issues: materials included in the set available (recordings, workbook, posters, flashcards, videos, tests, interactive materials, online support...)
• price, availability, date of publishing
• publisher (CZ-EN-Other)
• readability (dyslexics)
• structure – easy to navigate
• supporting Ss’ creativity and independence (Projects)
• T’s book and instructions for Ss’
• the amount of grammar explanation
• the balance between presentation and practice (1:10)
• visual impression (decorative vs. useful)
• vocabulary range

zalozka

What do you think of these tips? 

Have a Sense of Humor

Never Raise Your Voice

Use The Silent Stare

Learn Your Students' Names

Send the First Disrupter to the Hall and the Second to the Office

Let Your Administrators Know About Your Class

Tell the Disruptive Student You Do Not Need His or Her Help

Treat Students With Respect

Never Let Your Class Know They Are Getting Under Your Skin

Have Administrators Visit Your Classroom

Organisation and discipline

TASK  1 (10')

 Is teaching English somehow specific in the field of classroom discipline? If so, how?

Write your answers into the comments to this blog entry.

TASK 2 (15')

Work in pairs. Take the worksheet "BOX 18.5.  EPISODES: DISCIPLINE PROBLEMS"

Read the text. Choose two situations and discuss the T's possibilities. 

Lesson Planning

TASK 1 - brainstorming in groups of 4 (5')

• What decisions does the teacher make when planning a lesson?
• Which aspects he/she can/cannot influence?

_________________________________

TASK 2 - individual (20')

Read the text on lesson planning and note down the 6 main points presented and explained there

(1. Identify the objective, 2....)

"Rename" all six of them - use plain language to explain the terminology used. 

_________________________________

TASK 3 - in pairs (20')

Take the materials prepared on the desk.

sheet A - 2 samples of suggested lesson plan templates

sheet B - a filled-in template

Study them, compare, discuss. 

Design your own lesson plan template. 

Motivation

 

TASK 1

Make a list of factors that motivated you to study English. How did they change  over time?

Compare your lists in groups of three.

TASK 2

Imaginary situation: You teach in 7th grade. Take 2 different materials from the set available on the table. Consider,  and present ways of motivating the kids to do the task. 

TASK 3

In pairs, discuss the effects of rewards and penalties to long-term motivation. 

The Human Brain

 

https://study.com/academy/lesson/the-physiology-of-human-language-speech-the-brain-nervous-system.html