Yeun calls materials or textbook ‘an inevitable teaching partner’,7 It is a teacher’s assistant in deciding the common items of any teaching program. Sheldon consider it as ‘valid labour-saving tools’, ‘ basis for everyday teaching’, ‘the route map’ and ‘represent for both students and teachers the visible heart of any ELT programme’(Sheldon:1988:237)8 Materials are a kind of cohesive device between teacher and learner. It is materials that teacher takes into the class. It is difficult to visualize any kind of teaching-learning taking place without materials. (McGrath: 2002:8)9 talks of important metaphors used by teacher for a course book. They are-
A course book is…………………….
A recipe A springboard
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Students and teachers constantly consult the prescribed materials in the classroom and very often these materials act as the major source of guidance of language teaching process. These are the materials which “inform learners about the language” (Tomlinson: 2003: 2)49. In other words they act as informative text, about the planning and executing of their language instruction. These materials are informative in nature and help the instructor in providing instructions to the students. These are the teaching materials which teach features of language and language use overtly. They tell the learners about the feature (by, for example, giving them examples of the present simple tense, giving them rules for forming and using the present simple and giving them focused practice of the present simple). Both the teaching and the learning are deliberate, conscious and focused. This is the normal practice in schools and textbooks. Examples of these materials can be books, worksheets, samples of items one is teaching about, pictures of objects, CDs with music from places, audio CDs with samples of a language teaching, charts and graphs which give visual information. The quality of instructional materials has a direct impact on the quality of teaching-learning …show more content…
They are published materials which generally needs approval by the Ministry, government, publisher or institution and designed by group of experts specifically involved in materials production process. With the efforts of the selected panel of experts, these materials are revised, re-revised, re-evaluated and piloted before they get actually launched in the market. They are compiled in a book form before hand, published and sold by a particular renowned publisher, Teachers generally adapt them as required for their classrooms. A Course book is ‘A textbook which provides the core materials for a course. It aims to provide as much as possible in one book and is designed so that it could serve as the only book which the learners necessarily use during a course.’ (Tomlinson, Brian: 1998:ix)2 Generally a course book is seen as an instrument of control, authority and management and support. It allows ease in the changing of a curriculum. O’ Neill comment that ‘no other medium is as easy to use as a book’.(1982:107).57 The present 21st century is a landmark for a new type of books in e-format, called electronic
This grants more creative freedom for the writer, while also instilling the different template methods through practice. In spite of the logical advantages that the templates give the writer, some people are still skeptical of this type of method. Many believe that these templates are a juvenile form that inhabits creativity. One student even proclaims, “I’m in college now, this is third-grade-level stuff.” (10) Regardless of these students claims that templates are too simplistic and less imaginative, Graff and Birkensteins’ idea that one must learn through template forms in order to enhance their skills in the future should be endorsed.
Use information from the maps and the lesson in your response. Use complete sentences. Answer: They gained resources and materials
In the article “Course Requirement: Extortion,” the author, Granof Michael, explains his ideas about, why textbooks are getting expensive nowadays. First of all, he points out two examples which explain why textbook are so expensive and afterward he also gives solution for that problem. The First reason explains used textbook are difficult to resell and make a profit that 's why publisher sells new copies of textbook expensive to make their profit. The second reason behind expensive textbook is because new textbook comes with extra materials like CDs, an online workbook, and because of that most of the time, students choose to buy new textbook instead of use one. The solution that he come up with was an ebook.
• Use concrete language: the teacher always have concrete representation when teaching Ashley because of her inability to comprehend when only using words. Concrete representations help Ashley to understand the concept of what is being taught and it also is an aid for her to show what she understood from lesson. •
In “Why University Students Don’t Read: What Professors Can Do To Increase Compliance” Mary E. Hoeft questions whether why students don’t like to read the assigned textbooks. Hoeft found that it is essential to know that there is a multiple of things we can do to boost the completion of reading assignments, for the professors who consider reading completion to be the main component to schooling (qtd. in Hoft 15). Some of these things could include could giving out quizzes, supplementary assignments, and to give reminders and making it interesting at the same time. While Hoeft suggest that reading completion is a team effort between the students and faculty, the emphasis of her argument is on whether students care about what they are reading.
She believes the syllabus provided to students do not include any challenging books, and her belief toward high school teachers becoming too lazy to examine thoroughly if the book the education system provides them with represent any true and significant value is a recurring concern of hers’- therefore ineffective to students. All in all, Prose used ethos, pathos, logos and the usage of specific words to help her argument. She successfully persuades her point of view and makes it clear that if schools want their curriculum to improve, they must change their way of teaching and push their students to view literature in a new
I would argue that My Bloody Life holds my students’ attention better than any other book on my shelves. Upon completion, it generates a buzz of its own. Students talk about it, they recommend it to friends, siblings, they want to know if I have read myself or if I have the second in Sanchez’ trilogy (Molly, 2011).
Emerson states one of his maxim as "Nothing is at last sacred but the integrity of your own mind". The following maxim means that one should not succumb to what society wants you to be but instead, one should follow their own path. A universal theme relating to this maxim can be perceived as human beings should follow their own way, mindset, or their sense of intuitive feeling. This maxim and its concept relates to the book,"The Night Thoreau Spent In Jail," by Emerson, which came from the Transcendentalism Era.
A novel such as How to Read Literature like a Professor brings joy to the reader because it awakens the senses he or she has become numb to in reading. This novel brings fun and irony back into reading literature and makes the reader remember why literature is important. In the eyes of non-professors, books are just a way to keep records and entertain the few. This is true, however, in reality, books serve the eternal purpose to expand communication between humans and bring
We need to appreciate book and their value. We need to go in depth and fully understand what something
The most useful forms of representation of those ideas, the most powerful analogies, illustrations, examples, explanations and demonstrations in a word, the most useful ways of representing and formulating the subject that makes it comprehensible to others. Pedagogical content knowledge also includes an understanding of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that student of different ages and background bring with them to the learning of the most frequently topics and
(Name: Farah Nadira binti Aznoor Hisham) OUTLINE TITLE: eBook vs. Textbook ORGANISATIONAL PATTERN: Monroe’s Motivated Sequence VISUAL AID: Power point slides GENERAL PURPOSE: to persuade my audience SPECIFIC PURPOSE: to persuade my audience that eBook bring more benefits to people than textbook CENTRAL IDEA: Making textbook caused many trees are being cut down which affect our ecosystem so we have to switch from using textbook to eBook in order to save our trees.
Language: the language that teachers use has to be high level, which conveys a sense of professionalism that is honourable, moral and dignified. Professional judgement: the teacher should be able to place the needs of the students at the center of professional judgement. The teacher should be aware of his/her individual values, personal experience, commitment to authenticity, decision-making processes and work towards providing sound judgement. There is a school of thought which says that judgement grows with time and implies knowledge and wisdom, that teachers’ judgment improves with time. However, it is essential to ensure that all teachers possess a significant level of professional judgment.
It provides the most effective learning condition which is the gap between what the learners can and cannot do without help in the ZPD. When planning the scaffold, a teacher should consider the designed-in scaffold, where the teacher has to plan before a teacher and the interactional contingent which is the situation in the classroom context. The teacher can provide the scaffold to learners during listening and speaking class to help the learners to decode and meaning build the sound they heard. A teacher who is not able to provide suitable scaffolding in the classroom is not able to motivate the learners to learn because the lesson may be either too simple or too difficult for the learners to learn. In conclusion, a “good” language teacher should be able to plan, select and sequence the activities to provide the suitable challenge and scaffold for learners to learn
In second language learning, using visual aids is a necessity teaching strategy in both English as Second Language (ESL) classroom and English as Foreign Language (EFL) classroom (Allen, Kate & Marquez, 2011). They believed that using visual aids in the process of teaching a foreign language can strengthen what learners have learned and increase their interest. In their article, they proposed the positive impact of using visuals and they concluded that teachers should become aware of the strategies in which they can use visual aids and use them purposefully in the classroom to enhance students’ learning. Visual aids can be defined as using objects, drawings, charts, photographs, videos, multimedia presentation, etc.