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Creative, dynamic elt materials for teaching english
The document discusses the creation of dynamic and engaging English Language Teaching (ELT) materials for diverse groups of learners, emphasizing the importance of addressing varied learning styles and needs. It highlights the significance of applying different teaching strategies, such as the theory of dual psychology and multiple intelligences, to enhance motivation and language acquisition. The document also provides practical techniques and activity types that can accommodate a wide range of learners in the ELT context.
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Creative, dynamic elt materials for teaching english
- 1. Creative, Dynamic ELTMaterials for Teaching English to Diverse Groups of Learners “How to prepare multi-modal EFL class materials to motivate and meet the needs, interests, and intelligences in diverse groups of EFL learners” Presented by: Prof. Larry M. Lynch Santiago de Cali University http://bettereflteacher.blogspot.com/ lynchlarrym@gmail.com
- 2. A Language Teacheris: A person who teaches language. Person (personality) Teach (methodology, knowledge & skill) Language (knowledge & Use) • Balanced control and flexibility • Neat / organized • Well-groomed • Authoritative • In-depth knowledge • Uses a variety of techniques • Knowledge of materials • Implication of theory • Grammar knowledge • Language history • Idioms & expressions • Ability to discern levels & needs … Costas Gabrielatos, 2002
- 3. COUNTRIES / LOCATIONSwith SPANISH as the Official L1 Colombia Panama Ecuador Venezuela Peru Puerto Rico Mexico El Salvador Guatemala Chile Honduras Argentina Dominican Republic Uruguay Spain Paraguay Nicaragua Bolivia Costa Rica Cuba Equatorial New Guinea
- 4. COUNTRIES / LOCATIONSwith ENGLISH as the Official L1 United States Trinidad & Tobago Belize Barbados Canada U.S. Virgin Islands Guyana British Virgin Islands Australia Falkland Islands England Grenada, St. Nevis / St. Kitts Jamaica India Bermuda South Africa Bahamas New Zealand Cayman Islands St. Vincent Grenadines Samoa St. Lucia Seychelles Sierra Leone Singapore Liberia Ghana Ireland Hong Kong Zimbabwe
- 5. Varieties of theEnglish Language Tools / Languages / Define Language / Australia Ireland Jamaica Canada Malaysia Caribbean United States United Kingdom Belize Singapore Hong Kong South Africa India Trinidad & Tobago Indonesia Zimbabwe New Zealand Philippines
- 6. English Language Teacherscan often be overburdened by: • Large class sizes • Limited time • Insufficient resources • Mixed ability students • Behavioral problems • Administrative demands • Personal restrictions
- 7. Key Aspects ofGOOD ELT Materials • Underscore or Focus on a SPECIFIC language theme in a variety of ways • Vary in Length and Difficulty • Intrinsically Motivating for learners • Elicit language competency reinforcement
- 8. • Multi-modal andDiversified • Cost-effective to produce and Utilize • Accessible in multiple learning environments • Provide for Allocation of Learner Resources
- 9. Let’s Meet theLanguage Learners: • 10 Americans • 3 Brits • 5 Latinos • 9 Blacks • 9 Women • 16 Men • 7 Elderly • 1 Muslim (Arabic) • 6 violent or criminals • 26 Total • Chile • Spain • Germany (German) • USA • Brazil (Portuguese) • UK • Jamaica • France (French) • Italy (Italian) • Cuba
- 11. How could youSuccessfully teach English to this widely diverse group? • Theory of Dual Psychology (P. MacClean) • Provide an Enriched Learning Environment (M. Diamond) • Apply Multiple Intelligences Theory (H. Gardner) • Use Hermann’s Brain Dominance Model (N. Hermann) • Identify & Use Learner-Preferred Activities (D. Lazear)
- 12. The Theory ofDual-Psychology
- 13. Does an enrichedenvironment increase the dimensions of the brain, while an impoverished environment decreases the dimensions of the brain? “The answer, very clearly, is YES.”
- 14. The MULTIPLE INTELLIGENCES Canyou identify them?
- 15. THEORIST INNOVATOR S ORGANIZER HUMANISTIC •Lecture • Facts • Details • Critical thinking • Textbooks • Readings • Outlining • Check lists • Exercises • Problem-solving with steps and procedures • Brainstorming • Illustrations • Pictures • Metaphors • Mind-mapping • Synthesis • Holistic approaches • Cooperative learning • Group discussion • Role-playing • Dramatization
- 16. 73 67 58 50 42 42 4242 33 33 33 25 25 17 8 0 10 20 30 40 50 60 70 80 LEARNER PERCENTAGE ListentoMusic TalkingtoPeople FormalStudy VocabularyLists PlayingGames ForeignTravel PronunciationPractice CulturalStudies Reading WatchingTV WatchingMovies/Videos TeachingOthers Writing ListeningtoCassettes Other ACTIVITY TYPE LEARNERS PREFERRED ACTIVITIES
- 17. Which learners inthe group would like: • Drama & dialogues • Songs and music • Independent projects • TPR & physical games • Art, graphics, videos & visuals • Group projects • Puzzles & crosswords or computer learning • Who would be friends? Why? • Who wouldn’t be friends? Why? • Who would YOU be friends with? Why? • Who wouldn’t you let work together? Why?
- 18. What are somedifferences in language learning in these situations?
- 20. Exploiting Learner characteristics: •“EFL learners are not all the same. They do not all learn the same way.” • “We must not limit EFL learners by thinking they can only learn in a particular way.” M. Spratt, 2005
- 21. Adapt: Meet learnerneeds by Using a Variety of Activity Types: • COGNITIVE PAIRS • CLOZE EXERCISE • FILL in the BLANKS • WORD or LETTER UNSCRAMBLE • RE-ORDERING a SEQUENCE • TRUE or FALSE • GIVE a DESCRIPTION • EXPOSITORY WRITING • COMPLETE the PHRASE or SENTENCE • PROBLEM-SOLVING • ERROR CORRECTION • COMPREHENSION QUESTIONS • WRITE the QUESTION • COMPLETE a CHART or GRAPH • MAKE a COMPARISON • SELECT an ITEM FROM a GROUP • RE-WRITE or RE-STATE • GIVE an OPINION • DRAMATIZATION • COMBINE EXERCISE TYPES
- 22. Use a Specificor Focused Grammatical Element to Create: • a Rap, Rhyme, or Poem • a Word Search or Crossword Puzzle • a Short Story • a Visual Jigsaw Puzzle • Find a song that features the grammar focus • A TPR (Total Physical Response) activity • A short Drama or Dialogue
- 23. • Little boyblue came and blew his horn His sheep were in the meadow The cows, they ate the corn Where was the little boy who saw the sheep? He had laid in a haystack where he slept. • Mary, Mary was quite contrary, but how her garden grew. She used snakes, snails and puppy dog tails with pretty maids all strung in a row.
- 24. The STATE BANK Thismorning someone robbed the State Bank. The thief entered the bank and stated that he wanted all their money. The thief smiled but looked very tired. The tellers seemed worried. The thief received the requested money, asked to be excused, then stormed out quickly as the door revolved. He dashed down the street and screeched away in his damaged car.
- 25. The ZOO Last weekwe decided to visit the zoo. We arrived the next morning after we breakfasted, cashed in our passes and entered. We walked toward the first exhibits. I looked up at a giraffe as it stared back at me. I stepped nervously to the next area. Some lions gazed at me as they lazed in the shade while the others napped. One of my friends first knocked and banged on the tempered glass in front of the monkey’s cage. They howled and screamed at us as we hurried to other exhibits.
- 26. Key Techniques andStrategies for Teaching Diverse Learners • Use Right & Left brain activities • Provide an enriched learning environment • Address multiple learning styles • Use a variety of exercise types • Utilize multi-media based strategies & Classroom observation • Use learner-preferred activities • Teach each theme or topic using from 4 to 6 different approaches
- 27. For more FREEinformation on producing creative, dynamic ELT materials, EFL classroom teaching and learning techniques, informative TESOL articles, please go to: “Becoming a Better EFL Teacher” online at: http://bettereflteacher.blogspot.com/ or E-mail Prof. Larry M. Lynch at: proflmlynch@gmail.com THANK YOU Teachers and Attendees!!!
- 28. THANK YOU TEACHERS! For your attendance and attention Prof. Larry M. Lynch Santiago de Cali University lynchlarrym@gmail.com ASOCOPI National Conference Tunja, Boyaca October, 2008
- 29. THANK YOU TEACHERS! Prof. Larry M. Lynch Santiago de Cali University lynchlarrym@gmail.com ASOCOPI National Conference Tunja, Boyaca October, 2008