Student’s Handbook
Didactics and EFL
Hermilo Gómez Hernández
Cd. Del Carmen, Campeche
July 2007
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Table of Contents
General Introduction ………………………………………………………………………..
3
General Course Objective …………………………………………………………………
4
1. Introduction to the Course ……………………………………………………………
5
2. Didactics and the Teaching of English as a Foreign Language ………….
2.1 Objective ………………………………………………………………………………….
2.2 Introduction ………………………………………………………………………………
2.3 Didactics in the EFL Classroom ……………………………………………………
2.3.1 Study Questions ……………………………………………………………………..
2.3.2 Defining Didactics ……………………………………………………………………
2.3.3 Didactics in the Class Planning and Management ……………………….
2.4 The Teacher and the Learner in the EFL Classroom ………………………
2.4.1 Study Questions ……………………………………………………………………..
2.4.2 The Teacher’s Role in the EFL Class ………………………………………….
2.4.3 The Learner ……………………………………………………………………………
2.5 The Class ………………………………………………………………………………….
2.5.1 Study Questions ……………………………………………………………………..
2.5.2 Class Planning ……………………………………………………………………….
2.6 Conclusion ………………………………………………………………………………..
2.7 Exercises …………………………………………………………………………………..
2.8 References ………………………………………………………………………………..
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10
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3. The Selection and Use of Supplementary Materials and Teaching Aids
3.1 Objective ………………………………………………………………………………….
3.2 Introduction ………………………………………………………………………………
3.2. Study Questions ……………………………………………………………………….
3.4 Supplementary Materials …………………………………………………………….
3.5 The Selection and Use of Teaching Aids ……………………………………….
3.6 Conclusion …………………………………………………………………………………
3.7 Exercises ……………………………………………………………………………………
3.8 References ………………………………………………………………………………..
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General Introduction
Language teachers are always looking for opportunities to better their teaching
practice, to be updated in their field of study and work, and to learn from others
by sharing experiences gathered through practice. Then, participation in continuing
education workshops, courses or programmes are an exceptional option to match
theirs needs and interests.
Welcome to this course! The way this course was design has the purpose of
creating a community in which sharing experience, talking to each other,
discussing and communicating favour the participant learning process. These
experiences are thought to have a positive impact on the participant personal
interest and wish for learning.
The goal of this course is that the participants reflect about the English as a
Foreign Language teaching and learning process by analysing the methodological
and theoretical principles established by the foreign language didactics. This
course will provide you with the insights enough to explain what is going in your
classroom. So you will be able to make proper decision about your teaching
practice. These decisions will be the product of a reflection process supported by a
theoretical background.
This course addresses mainly two themes. The first one is related to didactics and
the elements implicated in the teaching and learning process: the teacher, the
learner, and the class planning. The second section has to do with the selection
and use of materials and teaching aids. These two topics will provide you with an
ample panorama about the practice of the profession.
The knowledge will be constructed by means of reading, discussing, sharing
experience and reflecting about our own life. That is why active participation is a
crucial element in the development of this course. Respect for other opinions is
also vital because it is expected to construct an environment of confidence, and
effective communication.
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General Course Objective:
Learners will reflect about the English as a Foreign Language teaching
and learning process by analysing the methodological and theoretical
principles established by the foreign language didactics with 70% of
accuracy.
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Section 1
Introduction
To the
Course
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1. Introduction to the course
Learning Objectives
a) General objectives:
Learners will reflect about the English as a Foreign Language teaching and
learning process by analysing the methodological and theoretical principles
established by the foreign language didactics
b) Specific objectives:
a. Learners will analyse the principles that describes the interaction
among the different elements that intervene in the process of
teaching and learning.
b. Learners will identify and reflect about the characteristics that define
a foreign language learner and teacher, and their impact in the class
planning.
c. Learners will plan a class that covers with the elements that respond
to their teaching context and needs.
d. Learners will evaluate the relevance of the selection and use of
supplementary materials and teaching aids in the EFL Classroom.
Introduction to the course
Continuing education is one of the alternatives for professionals interested in their
professional development. Continuing education programmes offer a set of
workshops, seminars or courses to cover with the demands of the target
communities. In this sense, the course of EFL and Didactics tries to fulfil one of
those blanks in the EFL teachers training programmes.
The goal for this course is to make the learner reflect about the English as a
Foreign Language teaching and learning process by analysing the methodological
and theoretical principles established by the foreign language didactics. Learners
will be benefited with this course because they will have the opportunity to analyse
their own teaching practice. They are going to construct their knowledge by
sharing experiences and communicating with other colleagues. This will make the
revision of the content of this course be meaningful for the participants.
As you can see, this course starts by discussing the importance of the Didactics
and TEFL. This section shows how elements such as the teacher, the learner and
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the class planning works in the EFL classroom, and how each of them may affect
the language teaching and learning.
The second part of this course is dedicated to the Selection and Use of
Suplementary Materials and Teaching Aids. In this section, a refelection is arisen
about the relevance of these resources in the EFL classroom.
Therefore, active participation is key in the development of this course.
Participation will be a useful tool to generate discussion and share knowledge and
teaching experiencies that will lead us understand the concepts revised in the
literature. Respect for peers’ opinion is a must. One way for building effective
communication is to know how to listen and respond withoun being rude. If all we
observe this policy, we are going to make the most from this course.
Session development
This is the beginning of a new experience; for this reason, the first sesion will be
dedicate to introduce students to the course. In this session diferent activities will
be carried out so that both teachers and students create an atmosphere of
conficende and comfort.
The first activity to be perform has to do with the presentation of the
participants. In this activity, students will say their names and nicknames. This is
significant because it leads us to know each other. During the development of the
course we are going to be demanded to work in groups, either for presentation or
project development.
The second activity is concerned with the course expectations. At this point of
the class both the instructor and the students will have a chance to learn more
about each other and express what they expect from the course and themselves.
The following activity is related to the content presentation. In this point of this
session, students are presented the topics they are going to revise and talk about.
Another essential part in the course develeopment is the evaluation
mechanisms. The instructor will explain the participants all the ins and outs they
have to cover so that they obtain the course passing grade.
In the last minutes of the sesion, participants will be handed out a diagnostic
quiz. The purpose of the quiz is to provide the teacher with an idea about the
participant familiarity with the course content.
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Conclusion
This session is especially designed to introduce the participants to the course.
This session is also a good opportunity to explain what the course is about and
how it will work. This is also a good moment for discussing, negotiating and
agreeing some basic rules for the course management.
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Section 2
Didactics and
the Teaching
of English as a
Foreign
Language
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2. Didactics and Teaching English as a Foreign
Language
2.1 Objective
Learners analyse the principles which describe the interaction of the different
elements in the teaching and learning process in a foreign language classroom
with 70% of accuracy.
2.2 Introduction
Language teachers are always concerned with their practices in the classroom.
This is why practitioners are looking for opportunities to talk, discuss and share
experiences about their beliefs.
The goal for this section is to make participant analyse the principles that describes
the roles of teachers, the characteristics of learners, and the class planning. A
reflection about how the teacher and the learner behave in the classroom will lead
practitioners to make better decisions about the class planning and management.
Therefore, the actions performed in class should help students be successful in the
learning process.
In order to reach the section goal, it will be firstly talked about the didactics and its
impact in the classroom interaction. Then, the teacher’s role in the class room will
be discussed. Later, the student’s characteristics will be described. Finally, class
planning is the last element addressed.
In the development of this section, it is expected your active participation when
performing the activities proposed. Your participation is important because sharing
experience will make this course very enriching.
2.3 Didactics in the EFL Classroom
2.3.1 Study Questions
What is didactics? How is didactics linked to the teaching and learning process?
How is didactics linked to the class planning and management?
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2.3.2 Defining Didactics
Teaching and learning are processes which have happened from ancient times.
One of the disciplines in charged of the description of these processes, and the
relation of them to different elements in the classroom is didactics.
According to Gutiérrez (2001), didactics is a discipline which studies the
relationship between teaching and learning. Pansza (1986) also comments that
didactics approaches differently to the classroom work. In the following chart, it is
possible to look at it clearly.
Beliefs
about
Learning
Theoretical
Foundations
Interpersonal
Relationships
Discipline
Content &
Methodology
TeachingLearning
Process
Then, it can be said that didactics may be defined in two ways, as the art of
teaching or as the discipline about teaching. In the first sense, the art, it is
being expected that didactics explains the process as the “practical cognitive
quality, the inner skill to produce specific tasks” (Gutiérrez, 2001:14). This is, the
ability teachers show to communicate knowledge to others, to make easier for
students to understand the content they are learning.
In the second sense, didactics as the science refers to “clear, ordered and
supported concept in theory” (Gutiérrez, 2001:15). It is also believed that to know
about the methodology is not enough to acquire the art of teaching. But, it is a
required step to reach that art, if a teacher is not a born-gifted. From this
perspective, it can be stated that this discipline has two objects of study
(Gutiérrez, 2001:15):
1. The teaching – learning process
2. The teaching – learning techniques and methods
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Therefore, according to Gutiérrez (2001:15), didactics is the “science which studies
the teaching – learning phenomena as prescriptive aspects of an efficient
methodology.” That is to say, this discipline deals with the formal aspects of
teaching, methodology and all elements that interact within the classroom.
2.3.3 Didactics in the Class Planning and Management
Since didactics describes the procedures to be followed in class to cause learning
in students, some areas of reflection arise as well. Didactics concerns about
objectives, teaching, motivation, discipline in class, communication, evaluation
and, methods and techniques.
Objective
s
Communication
Teaching
Motivation
LEARNING
Discipline
Evaluation
Methods and Techniques
Objectives play a key role in the learning process because they lead the actions
and activities to be performed so that learning happens. That is why, questions
such as the followings are formulated: What is learning? Is there anything else to
learn?
Teaching is defined as the way a topic is clearly explained. It is worried about the
way students may understand the topic and how they internalise knowledge.
Didactics tries to research if teaching is reduced to explanations, or if it goes
beyond, the role of teacher in the class, as well as the content to be addressed.
Motivation is also an affective factor that usually concerns teachers. Teachers
wonder why, if they give clear explanations, the class shows no interest. That is
what this discipline wants to explain.
Discipline in class is also an element which exerts some influence in variables like
behaviour, attention, effort, punctuality among others. These are some elements
which should be considered when planning the class and organising the group
work.
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Interpersonal communication is basic in this learning process since human
beings are the main actors in this course of action. This implies an active
interaction between them – teachers and students. Besides, human interaction is
also vital to be aware about how different elements interact with each other and
how they affect the communicative process.
Evaluation is an important part in this process because it let us know how much
the course objective was fulfilled. It describes the output students reached.
Evaluation is also used as an instrument that provides information not only about
students, but also about the course organization itself.
The last elements concerned with didactics are the teaching – learning
methods and techniques designed. What is intended is to explain which
methods, techniques or approaches are better if students’ characteristics are taken
into account.
In conclusion, it does not matter if didactics is an art or a science, but it tries to
explain the relationships hold among the different elements in class, it does not
prescribe, it rather describes procedures to approach and understand the
education phenomenon. It also sets a series of questions with the purpose of
making people grasp why these or those results are obtained in classroom.
2.4 The Teacher and the Learner in the EFL Classroom
2.4.1 Study Questions
What role do teachers play in the classroom? What characteristics should a
language learner have? How do learning styles and strategies influence the
learner’s performance in class?
2.4.2 The teacher’s Role in the EFL Class
Teaching and learning is a dynamic process in which many elements interact to
make this act possible and successful. One of these factors is the role teachers
play in class. As teachers of EFL, it is vital to be aware of attitudes shown towards
the students’ performance in different moments of the class.
A role, then, can be defined as the “actor’s part; one’s function, what person or
thing is appointed or expected to do” (Concise Oxford Dictionary, 1982 in Wright,
1987:3). This is, teachers play different roles depending on the class plan and the
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activities to carry out. Teachers sometimes lead the class, organize students, and
monitor students’ work among others.
As it can be observed, roles are defined according to the following characteristics
(Wright, 1987:3):
a) Doing – it describes what a person does, for example, being a
pilot (occupation).
b) Talking – it describes the decisions made when interacting
with others, for example, when the teacher becomes an
organiser, a manager, or an assessor.
c) More than one role – different ‘roles’ depending on the
course of actions they have to perform.
d) Expectations – it describes how the others look at you.
Based on the features described above, it is possible to distinguish three kinds of
teachers (Scrivener, 1994:6):
a) The explainer1 – [He knows] their
subject matter very well, but have
limited
knowledge
of
teaching
methodology. This kind of teacher relies
mainly on ‘explaining’ or ‘lecturing’
as a way of conveying information to
the students. (…) this teacher’s lessons
can be very entertaining, interesting
and informative.
b) The involver - [He] also knows the subject matter that is being dealt
with [-] (…)… essentially the English language and how it works.
However, [he] is also familiar with teaching methodology, (…) the use
of appropriate teaching and organizational procedures and techniques
to help their students learn about the subject matter. This teacher is
trying to involve the students actively and puts a great deal of
effort into finding appropriate and interesting activities that will
do this, while [he] is retaining clear control over the classroom and
what happens in it.
c) The enabler – [He] knows about the subject matter and about
methodology, but also has an awareness of how individuals and
groups are thinking and feeling within her class. [He] actively responds
to this in her planning and working methods and in building
1
The black coloured ad cursive fonts are from the author of this document
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affective working relationships and a good classroom
atmosphere. [His] own personality and attitude are an active
encouragement to learning.
Therefore, it can be explained that teachers may play several roles, depending
on the different phases of the class as well as the activities planned. Besides,
their personality influence in determining the sort of teachers and the roles
played in classroom. In this sense, it is possible to say that teachers may play
the following roles:
Teachers’ Roles2
Role
The teacher
Planner
prepares and thinks through the lesson in
details before teaching it so that it has
variety and there are appropriate activities
for the different learners in the class.
Informer
gives the learners detailed information
about the language or about an activity.
Manager
organises the learning space, makes sure
everything in the classroom is running
smoothly and sets up rules and routines.
Monitor
goes around the class during individual,
pair and group work activities, checking
learning.
Involver
makes sure all the learners are taking part
in the activities.
Parent/Friend
2
comforts learners when they are upset or
unhappy.
Diagnostician
is able to recognise the cause of learners’
difficulties.
Resource
can be used by learners for help and
advice.
Taken from: Spratt, et.al. (2005:145).
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In the following table is possible to have a picture of the teachers’ role during the
class (Spratt, et. al. 2005: 146):
Teachers’ Role & Class Planning3
Stage
Before the lesson
During the lesson
After the lesson
Role
Planner
Diagnostician
Presenter
Informer
Manager
Monitor
Resource
Parent / Friend
Diagnostician
Planner
As it has been discussed, teachers play different roles according to the activities
they perform and the relationships they establish with the students, the contents,
the activities and materials. The roles they play exert some influence in the
classroom communication.
2.4.3 The Learner
In formal context of instruction, there are two subjects who interact in the process
of teaching and learning. The former – the teacher – was described in the section
above. The focus of this section is on the characteristics that shape a language
learner.
Language learners are not equal. So, the learning
process becomes individual, and this way to approach
to this process makes the learner be successful or not
when
learning
a
foreign
language.
These
characteristics “are differences between learners which
3
This chart was design by Hermilo Gómez Hernández
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influence their attitudes to learning a language and how they learn it. These
differences influence how they respond to different teaching styles and approaches
in the classroom, and how successful they are at learning a language” (Spratt,
et.al, 2005:52). These characteristics refer to learners’ learning styles and learning
strategies. This is to say, the routes learners take to reach their academic goals.
The learning styles can be defined as “the ways in which a learner naturally
prefers to take in, process and remember information and skill. Our learning styles
influences how we like to learn and how we learn best” (Spratt, et.al., 2005: 52).
Then, it is important that students identify their styles because if they are aware
about their learning preferences, success will be almost for sure.
According to Spratt, et.al. (2005: 52), [learning styles] are related to the physical
sense we prefer to use to learn, our ways of interacting with other people and our
style of thinking.” Based on this, learning styles can be classified as follow:
Learning Styles
Styles
Description
Visual
It involves seeing.
Auditory
It involves hearing.
Kinaesthetic
It involves the use of the
body.
Group
It involves working with
others.
Individual
It involves working alone.
Reflective
It involves considering
choices.
Impulsive
It involves an immediate
respond.
Learning styles are dynamic. This means that students may use more than one
learning style, and these may change or adequate through time. Besides, students
have an opportunity to work on those styles identified as weak, and improve them
(Spratt, 2005: 52).
As learning styles become an individual matter, class planning is affected if the
teaching goal is to make students learn. In other words, when planning the
course; teachers should identify and take into account their students’ learning
styles to help them grasp the concepts taught.
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Besides learning styles, learning strategies may be another variable that affect the
students’ language acquisition. As learning styles, learning strategies are more to
the actions students’ perform “to learn, process a new language and work with
other people” (Spratt, et.al., 2005:52). If students identify their learning strategies,
which match with their learning styles; they may become successful language
learners. Learning strategies are also individual ways to intake and process
information, and these are going to be different from student to student. Learning
strategies are not static as well. Variation or
changes in the strategies may happen due to
the circumstances in which learning is taking
place. In the same way as learning styles,
learning strategies may be improved; there
are no best or worst strategies. The use of
different strategies may help students
become “more independent and autonomous
learners” (Spratt, et. al., 2005: 53).
2.5 The Class
2.5.1 Study Questions
Why is it important planning? How can a class be planned? How many ways can a
class be prepared in?
2.5.2 Class planning
Planning is a key element in every day life. Without planning, life would simply be
chaotic. The teaching of English as a foreign language would not be the exception.
In the EFL class, planning becomes important because it guides teachers about
their performance in their professional practice to reach their course goals.
According to Hammer (1998), planning helps teachers lead their work in class. It
serves as a remainder about the course activities and tasks designed to reach the
intended objectives. Planning helps teachers not to lose their teaching and learning
focus during the course development.
However, it does not mean that planning should
be taken as a rule, something inflexible. As well
commented by Scrivener (1994: 44), planning
“prepare[s] thoroughly. But in class, teach the
learner – not the plan.” What this means is that
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plans are just a guide that may be modified. It should fit with the learner’s needs
and respond to contexts. Therefore, changes during the performance of the plan
are possible to happen.
When planning a class, the following elements should be taken into account:
-
The
The
The
The
The
The
learner
aims
teaching point
teaching procedures
materials
classroom management
(Scrivener, 1994:44)
Harmer (1998: 123-124) proposes teachers think about the following questions
when planning:
-
Who exactly are the students for this activity?
Why do you want to do it?
What will it achieve?
How long might go wrong?
What will be needed?
How will it fit in with what comes before and after it?
When planning a class, two moments should be considered:
a) Before the lesson – This is the familiarisation with the material and
activities.
b) In the lesson – Those aspects related to the lead-in, running and closing
of the activity.
(Scrivener, 1994: 30)
Besides these moments in the lesson planning, Scriveners (1994: 32 – 36)
identifies four types of lesson plans:
Lesson Plan Type
type
Description
Logical Line
This sort of plan organizes a set of sequenced activities
around a clear objective. Since the class is organized in
steps, evaluation of the plan is easy to make.
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Topic
Umbrella
These plans consist of series of activities around a topic.
Any of the activities may be the class starter. There is no
sequence of the class performance.
Jungle Path
Teachers plan the class with any resource available in the
classroom. Teachers have to find activities and materials
that may respond to student’s interests and needs. There is
no pre-planning.
Rag Bag
A variety of separated activities are used in this sort of
lesson plans. Activities do not clearly set language
objectives.
Lesson plans can be constructed by following two designs: a formal lesson plan, or
an informal lesson plan. In the table below, both plans are compared.
Lesson Plan Design
Formal Lesson Plan
Informal Lesson Plan
1. Outline of procedures
1. A list of activities
2. Description and order of the 2. Notes of language prints
activities
3. A list of materials
3. Time
4. No time consuming when planning
4. Background information
a) Aims
b) Target language
c) Materials
d) Predicted problems
Both ways of planning are valid. However, its effectiveness may depend on the
teacher’s expertise. If a new practitioner is starting to teach, a detailed formal
lesson plan would help a lot to keep focused. Experienced teachers, on the other
hand, most of the time prefer and informal way of putting his plan down.
2.6 Conclusion
As it has been revised through this section, there are some elements that may
have an impact in the teaching and learning process. These elements are mainly
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concerned with teachers, learners and class planning. As studied in this section,
teachers play an important role because they are the ones in charged of orienting
and helping students’ learning goals. Learners, on the other hand, are responsible
about their own learning process. However, raising awareness about the students’
learning styles and strategies is also useful. If learners are aware about their
learning preferences and how they do it, learning will be successfully. Finally, as
discussed in the last section, planning exert some influence in the class
development, consequently, in the teaching and learning process as well.
2.7 Exercises
Exercise 14
Look at these descriptions of three learners. How might their learning
characteristics influence how they like to learn and how successful they are at
learning English.
Information
Name:
Nationality:
Age:
Personality:
Subject A
Pablo
Mexican
8
Quiet, thinker.
Subject B
Pelin
Turkish
11
Sociable,
risktaking.
Learning styles:
Reflective
Usual
Motivation
for Loves
English Not interested in
learning English:
cartoons, wants English,
likes
to travel to USA.
history
and
biology.
Past experience Non
4 years primary
of
learning
school, listening
English
to stories and
playing games.
Subject C
Chen
Chinese
19
Confident, social.
Individual
Wants and needs
English for his
future
teaching
job.
14
years
at
school, learnt lots
of grammar.
Exercise 25
The purpose of the task is to identify the roles teachers play in class. In the
links below, you will have access two microteaching sessions. Use the
observation sheet to gather information about the teachers’ role at the different
stages of a lesson in the videos provided.
4 Taken from: Spratt, et.al. (2005).
5 Taken from: Spratt, et.al. (2005).
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Links:
Class 1 http://www.youtube.com/watch?v=v8W1nvy6yMw
Class 2 http://www.youtube.com/watch?v=WUEhVeXNS9c
Observation Sheet
Course: (Name of the course)
Class number: (1, 2,3,….)
Teacher: (Name of the professor in charge of the class)
Time: (Class schedule)
Number of students:
Date:
Observer’s name: (Write your name here)
LESSON STAGE
TEACHER’S ROLE
COMMENTS
WARM UP
PRESENTATION
PRACTICE
PRODUCTION
Exercise 3
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Look at the teacher’s edition of the coursebook you are using. Does it describe the
aims of units and /or lessons? If so, do you think they are appropriate for your
learners? Write your reflection in no more than one single-spaced, 12-arial- fonted
page.
2.8 References
Gutiérrez Sáenz, Raúl (2001) Introducción a la didáctica México: Editorial
Esfinge.
Harmer, Jeremy (1994) How to teach English Madrid: Longman
Pansza, Margarita y otros (1986) Fudamentos de la didáctica Volumen I
México: Gernika
Scrivener, Jim (1994) Learning teaching Oxford: OUP
Spratt, Mary; Pulverness, Alan William, Melany (2005) The TKT Course
Cambridge: CUP
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Section 3
The Selection
and Use of
Supplementary
Materials and
Teaching Aids
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3. The Selection and Use of Supplementary
Materials and Teaching Aids
3.1 Objectives
Learners will evaluate supplementary materials and aids within the teaching and
learning process in an EFL classroom with 70% of accuracy.
3.2 Introduction
Two areas concerned with language teaching have to do with the selection and
use of supplementary materials, and the selection and use of aids. These areas are
important to be considered because both of them may affect the effectiveness of
the teaching and learning process. As language teachers, these two areas arose
some interest so that decisions should be made properly.
In this section, it is expected that participants be able to evaluate the use of
supplementary materials and teaching aids within the teaching and learning
process in an EFL class. At the end of this section, the participants of this course
will have a wider scope about the use of supplementary and teaching aids in class.
So they would make better decisions when improving their teaching practice.
In this section of the course, two topics will be discussed. The first one is related
to supplementary materials, what they are and how they impact the teaching and
learning process. The second one has to do with the selection and use of the
teaching aids. It is expected to provide the participants with a panorama about the
implications of these resources in the EFL classroom.
For the development of this section, it is expected your active participation during
the performance of the activities. Your participation is important because sharing
experience will make this course very enriching.
3.3 Study Questions
How can supplementary resources be classified? Why should supplementary
materials be considered in the teaching and learning process? What criteria should
be followed to select aids? How should aids be potentially be used to benefit
learners?
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3.4 Supplementary Materials
Teachers do not make their work by themselves. Most of the times, teachers follow
some methodological approaches to create effective learning environments, or
they may follow coursebooks designed by publishing houses to cover with their
teaching needs. However, those coursebooks do not always fulfill their syllabi
thoroughly. So, teachers start looking for other sources to accomplish their tasks.
It is at this point when supplementary materials appear in the teaching and
learning interaction.
Supplementary materials can be defined as “books and
other materials used in addition to the coursebook” (Spratt,
et.al. 2005: 115). This is, supplementary materials are any
resource (no matter the format) that complements the
teachers’ work. According to Spratt, et.al. (2005: 106),
supplementary materials include reference resources.
These resources are those sources which provide
information concerned with the language and teaching
process. Within these resources there is one specific type
called reference materials, whose main objective is to serve
as reference and provide with help about the language, for example, dictionaries,
grammar books, etc; and those which provide with ideas to understand the
process of teaching and learning.
According to Spratt, et.al. (2005: 106-107), reference resources are used for:
-
checking the form and use of grammatical structures.
checking the spelling, pronunciation and use od lexical items.
anticipating learners’ difficulties.
looking for new approaches to teaching lessons and new classroom
activities.
developing your own understanding of language.
finding out how to use the material in your coursebook.
getting advice about particular lessons or teaching materials
Supplementary materials try to cover these lacks that coursebooks cannot.
Besides, publishing houses try to facilitate teachers’ work by creating and selling
this sort of materials in the market. Then, teachers should be careful when buying
this sort of resources; otherwise, those materials may not be convenient.
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3.5 Selection and Use of Teaching Aids
As mentioned in some above, teachers are not alone in the performance of their
work. Teachers make use of a number of materials and teaching aids to create
effective learning environments. In this section, the emphasis will be placed in the
teaching aids.
Teaching aids can be defined as any “resource and equipment available in the
classroom” (Spratt, et.al., 2005:119). Examples of these aids are cassettes
recorders, CD players, video recorders, visual aids, realia, etc. However, the use of
aids is conditioned by the circumstances in which the teaching and learning
process is happening.
Teachers should make decisions about the aids based on a
previous analysis of their teaching situation. Therefore,
according to Spratt et.al. (2005:119), the “main aims and
subsidiary aims of a lesson” will exert some influence in the
teachers’ decisions.
In the table6 below, some of the most common aims are described:
Teaching Aims
Classroom
equipment
Blackboard
/
whiteboard
Overhead projector
Cassette recorder / CD
player
Video recorder
Computer
Language laboratory
Main teaching purpose
writing up planned vocabulary, grammar examples
and explanations.
displaying prepared exercises on transparencies.
listening practice.
listening practice added visual information.
grammar exercises.
grammar drills.
Teaching aids are important but no learning should be relied on them. Teaching
aids are just that, a resource to facilitate teacher their work in class. However,
teachers should find a balance in the use of these resources because if they are
overused, the learning process may be lowered. Besides, its selection and use will
depend on the teachers’ needs and teaching conditions.
6
This table was taken from Spratt, et.al. (2005: 119).
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3.6 Conclusion
Complements to language teaching are useful resources to facilitate teachers work.
As commented previously, both supplementary materials and teaching aids are just
resources, no teaching or learning should only depend on them.
Concerning with the supplementary materials, teachers play a key role in selecting
them. Since coursebooks do not always covers with all the syllabus requirements,
teachers need to look for supplementary material to reach their learning goals.
The use of aids is the other element that may benefit the teaching and learning
process. EFL teachers should consider how the aids and equipments they have
access to may benefit their professional practice. Nonetheless, not all schools are
technologically speaking well equipped, so teachers should be able to make the
most with the resources and equipments which are available.
Finally, it is important to remark that all teaching and learning rely on a balanced
interaction among teachers, learners and resources in class. If all of them are
considered during the planning stage, effective teaching and learning is expected.
3.7 Exercises
Exercise 1
Keep a record of the supplementary materials you use during one week’s teaching.
Make notes on the reasons for using the material, how it worked and what
changes you would make if you used it again. Write your reflection in no more
than one single-spaced, 12-arial- fonted page.
Exercise 27
Keep a record of the aids that you use. Make notes in the grid like the one below
of the aids you use, the lesson aims, comments on how successful that have been
and any changes you might need to make in future.
Aid used
Lesson aim(s)
Comments
Changes for
future lessons
7 Taken from: Spratt, et.al. (2005).
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3.8 Reference
Spratt, Mary; Pulverness, Alan William, Melany (2005) The TKT Course
Cambridge: CUP
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