TEFL: changing sources of resources : TEFL: changing sources of resources Edith Luna Villanueva (MEd)
ICANA Conference, Argentina, February 2009
English Teacher’s Attitudes towards ICTs : English Teacher’s Attitudes towards ICTs
2nd Group EFL Teachers are our concern : 2nd Group EFL Teachers are our concern That is those teachers
Who habitually make use of technology for personal reasons
But make relatively low or scarce transfer of abilities and knowledge to their TP
Some attempts could have been done before : Some attempts could have been done before And probably you found a webpage like this:
http://ww2.college-em.qc.ca/prof/epritchard/trouindx.htm
That demands some time for analysis of contents and applicability
What’s the first thing that came/comes to your mind when considering resources to use?
It has to be Handy,
appealling,
interesting…
But probably the most important thing to consider is… : But probably the most important thing to consider is… whether this material is useful for:
Teaching
Learning
or
Both
Try walking in your student’s shoes : Try walking in your student’s shoes Picture yourselves as teenagers,
There are some with a positive attitude towards learning English
There are others with a not- so –positive attitude
And answer these questions: : And answer these questions: Why do /don´t you like English classes at school?
How do you like the activities the teacher gives you to do in class? What about those for homework?
What would you prefer English classes were like?
Slide 8 : Changing perspectives
is the first step
towards change
Briefly… : Briefly… Consider the typical activities you use in your classes
Think of the purposes of these activities
Teachers select, adapt and create: : Teachers select, adapt and create: Vocabulary Activities
Grammar Activities for exposure, consolidation and revision
Visual resources/ materials: flashcards, pictures, cards, etc
Quizzes, games
Songs, chants, rhymes, poems, stories
Oral and Written texts for Listening and Reading
Topics for discussion
Situations/ opportunities for oral interaction
Situations/ opportunities for composition activities
Tests
Slide 11 : Where do you take these activities from (textbooks, realia, real material, newspapers, magazines, webpages)?
If Ss ask for more appealing, up to date material, what about starting by changing the source where to get resources?
Slide 12 : A number of suggestions…
… in the form of exercises
1.Check on these sets of links and elicit the odd-one-out : 1.Check on these sets of links and elicit the odd-one-out http://www.voanews.com/specialenglish/2009-02-19-voa1.cfm, http://a4esl.org/q/j/vm/fb-facts.html, http://www.esl-lab.com/elem/elemrd1.htm, http://www.elllo.org/english/0901/T950-Aiste-Summer.htm
http://iteslj.org/cw/3/ck-24_words.html, http://a4esl.org/q/h/mc006-ck.html, http://www.verbbusters.com/, http://www.iei.uiuc.edu/GrammarSafari/student_sa_safari_find.html
http://digitalbooktalk.com/?p=210, http://yougotthepoint.online.fr/piercing2.htm, http://www.topics-mag.com/, www.eslfast.com/robot/
Compare the following links and point out similarities and differences : Compare the following links and point out similarities and differences www.123listening.com
http://vozme.com/index.php?lang=en
Which one do you prefer? Why? Which one would your students prefer? Why do you think so? Can they be used interchangeable?
Complete the following chart and use it to organize your webliography : Complete the following chart and use it to organize your webliography
What, When, Where? : What, When, Where? What? Resources (links) like the ones presented
When? Whenever possible, just start!
Where? In school labs, as homework to be done in cybercafés, as extensive practice through mailing lists, through blogs, etc., to start with
Remember we need to adapt to this process of change : Remember we need to adapt to this process of change http://ictforeflteacher.wetpaint.com/?t=anon
Slide 18 : Thank you!