Module 7 part 2.pptx

PART 2. LESSON 4.THE PRINCIPLES OF
TEACHING AND LEARNING ONLINE
2

 Online learning has become an increasingly
common alternative to classroom-based, face-to-
face classes, either as an option that the learner
may find more convenient or, in many cases, as a
necessity in response to the shift of learning
patterns over recent years.
3

WHY LEARN ONLINE?
 It’s extremely accessible and flexible - if they choose
online classes, learners can have class when they want,
from the comfort of their own home.
 It can be more affordable.
 It provides learners with access to teachers and other
classmates from around the world.
 It can be a solution in times of emergencies.
 Learners can easily access a greater range of services
such as languages that aren't taught near their location
or different teaching methods. 4

WHY TEACH ONLINE?
 For teachers too, it can offer flexibility in terms of
working hours and access to learners.
 Teachers can work for various employers from
home.
 Teachers can have access to a wide range of
teaching experiences and contexts e.g. one-to-one
classes, younger learners, groups, business
English, etc.
 Teachers can work independently more easily. 5

PRINCIPLE 1
Create as many opportunities for interaction between
yourselves and the learners, and the learners and other
learners as possible.
This can be applied both within the lessons themselves
and outside of lessons in the form of an online
community or social media group from which learners
can communicate together and gain support like they
would in a physical school.
Learning online can feel quite isolating so forming a
'community' can really help learners to learn more
effectively. 6

PRINCIPLE 2
 Involve learners in the lesson as much as
possible.
 It's important that learners speak, interact with each
other, write, mark on the board and participate as
much as they can exactly as you would in a
traditional classroom.
 As the teacher, it's your job to involve learners as
much as possible and get them actively
participating in the lesson. 7

PRINCIPLE 3
The teacher needs to be present. This means
physically present, as in clearly visible on screen
with a good quality camera and microphone, as well
as emotionally present in the class. If the teacher is
slouching and is looking away disinterested, why
would the learners feel motivated to participate in
the class?
8

PRINCIPLE 4
 Think carefully about the materials you use. Being
online offers a huge amount of opportunities to teach
more effectively if done right.
 Learners will not appreciate the teacher just mindlessly
working through a coursebook so supplement it with
information, realia, authentic materials and original
activities.
 It's so easy to quickly bring up a YouTube video or get
online and show a BBC article (for example).
 Fully utilise all tech to your advantage to make your
lessons as interesting, interactive and 'real' as possible.
9

PRINCIPLE 5
 Be prepared for technical issues and always have a
plan on how to deal with them!
 Things happen - internet connections slow down or drop
out, hardware such as headphones break, there might
be unavoidable background noise and so on.
 The best thing you can do as a teacher is to prepare
yourself! Get backups of all tech (including a second
computer), have a contact nearby who can share their
internet with you in emergencies and make sure to
always stay cool. 10

HOW TO SEARCH FOR LANGUAGE RESOURCES?
It is very simple - know the good sites and stick to
using them.
When you type EFL Resources into a search engine,
thousands of pages will appear.
It is time-consuming to go through all of them and the
quality of the resources will differ massively.
The more specific you are in your search, the better the
results will be.
Use these 20 Google search tips to find exactly what you
are looking for. 11

20 GOOGLE SEARCH TIPS
 Use a well-known site that has been recommended to you, if a colleague recommends a site to you, that usually
means it has good resources.
 Make a note of any good sites you come across for future use, or bookmark them in a saved file on your browser.
 You could also make a hyperlinked document that you can save on your desktop and just add any good sites as
you come across them.
 Look at the reviews, if there are any. Many people can now rate a resource online and let you know if the ratings
are good as it may be worth a visit. If not, then it might be best to leave it.
 Use top publishers' sites - they are well known, have a good reputation, and are experts in their field. They also
usually have a range of materials for different levels, areas of English, and even more specialised topics. Some
also update their resources with a weekly topical lesson.
 Watch out - many sites are not regulated or reviewed and can be full of grammatical inaccuracies, you don’t want
to pass these on to your learners. With experience, you will be able to judge the content better. There are often
options for editing and updating online material if they don't fit exactly to your needs.
 There are many American sites and many British sites, there are differences in lexical items and spellings, so
be aware of this when looking at American sites. You can still use those materials and it can be useful just to
highlight the differences in vocabulary and spelling. The best sites to use for EFL Resources - based on 20 years'
experience
12

RECOMMENDED SITES FOR EFL RESOURCES
 The British Council is a good English language school in the UK will be accredited by the British Council. There
are British Council schools across the world and they have excellent online resources, articles, tips, and
suggestions.
 Oxford University Press is one of the main EFL publishers. They have a whole host of resources for a range of
books, levels, and exams. There are teacher sites and student sites, so you can advise your students to have a
look and do some extra practice!!
 BBC Learning English covers all the skills and also have a news section, business section and quizzes. There
are sections for teachers and for children and there is also a link to their app.
 Onestopenglish is one of the biggest EFL subscription sites. There is an annual subscription, but ask your school
if they have a membership to it and if so ask for the access code. There is a lot of material on this site, it is useful
for newly qualified TEFL teachers as there are complete lesson plans with handouts.
 Developing Teachers is a useful site, you can type in a language point and it will show a range of lessons
focusing on that particular area.
 Macmillan English is an ELT publisher that specialises in ESP (English for Specific Purposes) and there is a lot of
Business English material. This is fantastic if you have no experience in Business and suddenly find you have to
teach a Business class. Onestopenglish is part of the Macmillan group.
 Pearson English has a wide variety of classroom resources and also podcasts and webinars for teacher training.
They also have two online platforms for online learning.
 Cambridge English is a publisher and they also manage the Cambridge exams, so this is the first place to look for
exams papers, listening exercises, and books dedicated to passing the A2 - C2 Cambridge exams. They also
have activities that you can direct your students too and a new app called Lift for A2 and B1 practice. 13

RESOURCES FOR LESSON PLANS
 https://www.onestopenglish.com/
 Strengths: The site has thousands of ready to go
lesson plans and ideas covering a range of topics. It is
very easy to navigate as you can search for resources
based on age, topic, level etc. It can significantly reduce
the teacher’s planning time as the lesson plans are
detailed and of good quality.
 Weaknesses: Although there are some free resources,
the site does have a yearly subscription fee to access all
of the lesson plans. 14

TEACHINGENGLISH | BRITISH COUNCIL | BBC
 Strengths: This British Council site has a lot of free lesson plans
which cover a wide range of topics and levels. There are also
different skills-based lesson plans. The resources are
downloadable so you can download the worksheets separately if
you wish to just focus on one part of the plan. This site is also
great from a teacher development perspective, there are a lot of
articles and resources on how to learn more and develop as a
teacher- great for new teachers!
 Weaknesses: There is a lot of content to navigate through and if
you are searching for something in particular, the search tool isn’t
very efficient. It can take time to find exactly what you are looking
for.
15

TIM’S FREE ENGLISH PLANS
 https://freeenglishlessonplans.com/category/conversation-
classes/
 Strengths: Tim’s free English plans cover a range of levels and
topics and are very communicative which is great for speaking
practice. As the creator is a teacher himself, there is a more
personal and more practical approach to the lessons. The site is
updated regularly providing fresh content for teachers to use.
 Weaknesses: As the site takes a more personal approach,
sometimes the lesson plans are catered to the creator’s own
classes and students. You might find that there are a lot of
references to Barcelona which are not as relevant to your
learners.
16

TED TALKS
 https://www.ted.com/talks
 Strengths: TED Talks are hugely popular right now with
native English speakers so this resource is great for
higher-level students who want to listen to some
authentic audio. The content is updated regularly and
the videos contain a lot of interesting topics.
 Weaknesses: TED Talks might not be suitable for
lower-level learners as they may struggle to understand.
Also, the topics covered are quite complex and often
controversial, meaning the vocabulary can be more
difficult for these learners. 17

FILM ENGLISH
 Film English – by Kieran Donaghy (film-
english.com)
 Strengths: This resource provides lesson plans based
on films and series. It is great to engage the students
and expose them to the film culture of the English
speaking world.
 Weaknesses: There is a subscription for full access to
this resource. Individual lesson plans can be bought but
this can get expensive if used on a regular basis. 18

BREAKING NEWS
 Breaking News English Lessons: Easy English World News
Materials - ESL
 Strengths: Breaking News English provides reading and
listening practice of news stories followed by exercises (matching
synonyms, true or false questions etc). It is great for students to
get extra practice at home. There are also different levels for
each story so any level student can use it and complete the
exercises confidently.
 Weaknesses: The layout is a bit messy on this site and some of
the exercises are not useful. There are also no answers to a lot
of the exercises so a student might need to check the work with
the teacher which can be time-consuming.
19

TEACH THIS
 https://www.teach-this.com/
 Strengths: Teach This is a great resource for grammar
games and activities in particular, although there is also
vocabulary and functional language practice. It provides the
teacher with communicative activities for different levels which
can accompany a more traditional coursebook. There are
many free options and even interactive, online versions to use
in the online classroom.
 Weaknesses: Although the site does have a lot of free
resources, a paid subscription is needed to access all of the
resources.
20

OTHER WEBSITES:
21
 Documentary Heaven
 Lyrics Training
 Snopes
 BBC News
 YouTube
 Busy Teacher
 TEFL Tastic
 ESL Flashcards
 https://www.examenglish.com/-
Practice of common English
language exams
 http://www.phonemicchart.com/ A
n online phonemic chart
 https://bogglesworldesl.com/ Ga
mes and activities for Young
Learners
 https://en.islcollective.com/ Work
sheets mostly for lower levels
and young learners
 https://agendaweb.org/ General
grammar practice online- can be
used for homework

RESOURCES FOR PROFESSIONAL DEVELOPMENT
 To continue your development as a teacher and
continue learning about the professional, teaching
practices and get new ideas for the classroom!
 https://resources.trinitycollege.com/teachers/english_lan
guage/webinars
 iatefl.org | Linking, developing and supporting English
Language Teaching professionals worldwide
 Professional Learning & Development | Cambridge
University Press
 Events & Webinars (macmillanenglish.com)
 Webinars | Oxford University Press (oup.com) 22

ASSESSMENT
23
Time: ___ min
Question 3
Demonstrate your knowledge of using the
internet as a resource:
a. Explain the principles of online teaching
and learning.
b. Explain how to determine whether online
resources are reliable and valid.
c. Evaluate the strengths and weaknesses
of various online EFL resources.
Note: Your answer must cover all of the
points mentioned.
There are three parts to this question.
1. Explain the principles of online teaching and learning: Think about
some of the main principles laid out in the materials. What does
online teaching involve? How should you approach it? Are there any
aspects which would be easier to deal with online? Harder to deal
with? Try to give a general overview of the most important
principles of online teaching and learning here - 2 or 3 minimum.
2. Explain how to determine whether online resources are reliable
and valid: For this part you need to explain how we can search for
materials and resources online and be sure that the ones we are
using are of good quality. What tips or advice could we give other
people to help them to search for language resources effectively?
Note: When we say ‘search’, we don’t mean a literal function such as
conducting a Google search - we mean the processes of decision
making when looking for materials!
3. Evaluate the strengths and weaknesses of various online EFL
resources: In this question, you need to choose two online
resources (websites such as TEFL resources, YouTube, ESL
knowledge bases and so on), name them, and provide at least one
strength and one weakness for each. Make sure to organise your
answer so that it’s clear to see which strengths and weaknesses relate
to which resource, and also make sure to explain them separately.

LESSON 5: USING ONLINE RESOURCES
24

USING RESOURCES IN THE CLASSROOM
 Teachers these days have access to a wealth of
information and online resources to support their
classes and add variety to their lesson plans. This
is of course also true for teaching online where the
teacher can use many online resources in their
virtual classrooms. Have a read of the information
below regarding various types of resources that can
be used online and in a physical classroom.
25

VIDEOS & MUSIC
26
Online Lessons:
 Videos and music can still be used quite
easily in the classroom as very often,
the teacher has the option to share their
screen and audio with their learners. For
example, learners can watch a YouTube
clip together and discuss the contents
after. Videos and songs are listening
materials; they might be authentic
materials or made with EFL students in
mind; either way you’ll need to plan pre,
while and post-listening tasks. Files can
also be sent for learners to listen/watch
for homework which, in some ways,
makes it even easier for learners to
have access to the resources the
teacher chooses and learners can be
given an element of choice too.
Offline Lessons:
 In the old days, to play a video a teacher
would have to wheel in a huge television
supported by a frame and caster wheels
with a VCR video player at the bottom.
These days, with access to computers and
overhead projectors, teachers can simply
cast videos or audio material onto a
whiteboard (or even use an interactive
one). This has made adding media to the
EFL classroom a much easier and more
enjoyable experience.

AUTHENTIC MATERIALS ARE ANY SPOKEN OR WRITTEN TEXTS THAT ARE MADE FOR THE
REAL WORLD, NOT WITH LANGUAGE STUDENTS IN MIND. VIDEOS AND SONGS ARE JUST A FEW
EXAMPLES OF AUTHENTIC MATERIALS THAT CAN BE EXPLOITED IN THE FACE-TO-FACE AND ONLINE
CLASSROOMS.
27
 Online Lessons:
 When working online, teachers have
easy access to a huge range of
news articles, social media videos,
websites, blogs and podcasts, all of
which are examples of real-world,
authentic listening and reading
materials that can also serve as
springboards for discussion. With any
authentic materials, teachers need to
choose them wisely and make sure
the task they give students is
achievable and as a result motivating.
 Offline Lessons:
 Working with authentic materials
offline requires a little more
preparation as most often, the
teacher needs to physically collect
and organise the materials. These
can indeed quite often come from
online sources (e.g. websites) or be
viewed electronically via an IWB, but
sometimes in a traditional classroom
teachers simply prefer to use
photocopies (or even real ones like
actual magazines).

AUTHENTIC TASKS IS A TASK THAT STUDENTS WOULD NATURALLY DO
IN THEIR EVERYDAY LIVES.
28
 Online Lessons:
 In the online world, this could be checking
the news, the weather, playing games,
posting on social media, choosing a
restaurant or selecting a new series on
Netflix. One of the real benefits of online
teaching is that teachers and students have
a huge range of tools and materials like the
ones above at their fingertips. Online
teaching can really harness the internet to
meet several core conditions for effective
learning: relevant and meaningful input,
authentic practice and use, and
engagement. Find out what your students
like doing online and incorporate that into
your classes.
 Similarly to authentic materials, it is
absolutely possible to do a range of
successful authentic tasks in the traditional
classroom but they just take a little more
preparation before the class. This can
either be from the teacher preparing
tasks, photocopies and so on, or from the
learners themselves. Teachers could ask
their class to bring in a real-life task they
have to do at work such as filling in a form
or writing minutes in a meeting and as a
class, they could practise these.

USING COLLABORATIVE TOOLS
29
 Online Lessons:
 Any shared document e.g. Google Docs
can also be used collaboratively so
learners can work together in pairs/groups
in online “rooms” or for homework. Google
Jamboard is a very simple collaborative
digital whiteboard that allows students to
work together, write, draw, add images and
links. Padlet is a great shared online
noticeboard where students can post and
comment.
 This is obviously much harder and less
worthwhile in traditional classes where
teachers ‘share’ materials by handing
out activities or worksheets. However,
there is still a useful way of using
collaborative tools in the traditional
classroom in the form of groups or online
spaces in which the teacher can post,
share materials or reading texts,
homework, test results or news/
announcements. This is a very modern way
of making the classroom more interactive
and keeps learners engaged once they’re
gone home. Some schools even have
laptops or iPads freely available for
learners to use in order to bring the ‘online
learning environment’ to the traditional
classroom.

SOCIAL MEDIA
30
 Online Lessons: Social media as a classroom tool thrives in the online
classroom. The teacher can show different forms of media and show ideas as
well as having the students contribute to the networks while in the classroom.
Social media in the online classroom provides a great opportunity for students to
connect further, share and interact. One drawback of online classes is that
students might miss the social side of face-to-face English classes but using
social media can really help here. You and your students can decide which
platform works best for you but often teachers and students set up Facebook or
Whatsapp groups. These can be used outside the classroom for informal chat,
asking questions, working together on projects/homework and sharing
resources or even during class time to facilitate materials sharing and
interaction. Google Chat or similar platforms that allow for students to call each
other and can also be used outside the class and gives a more face-to-face
experience.
 With adult students, you’ll need to decide how much you moderate and
participate in such groups and discussing guidelines with your class or even
introducing a code of conduct (especially in large groups) can be useful. For
adolescents, make sure you are aware of child safeguarding issues and follow
your institute’s guidelines.
 Using social media can also help students see how their English has a real-
world use. Depending on your group, you can tailor this to their needs e.g.
young adults might find it useful to explore successful LinkedIn profiles and write
their own.
 It can also be a great source of current, relevant authentic materials - you can
choose TikTok videos or Tweets on a topical news story to suit the interests of
your class and use them to stimulate discussion. Images from social media are
also a great resource in the online classroom to introduce topics, establish
context, as prompts for speculation, guessing games and of course students can
find their own to share and discuss.
 Of course, it’s possible to
use social media in class
but the options are more
limited unless you let
learners use their devices
or have access to a
computer. This is definitely
more and more common,
however, as social media
is such an important part of
our lives these days.

FACEBOOK
 Create a Facebook group for your class so that you can interact
with your learners, share materials, set homework and give them
information out of school hours. Learners can use the group as a
community for sharing ideas, getting tips and help with their
homework and sharing online resources together.
 During holidays, breaks or simply out of school time, 'go live' in
your group and provide mini-lessons to your students.
 Post pictures and videos related to your classes and topics
you're working on with your learners to keep them engaged and
encourage them to explore other resources for themselves.
31

INSTAGRAM
 Get your students to create a video/ picture blog of their day in
school and out. Set learners a treasure hunt task in English
and get them to post images or videos of the items they find
and write a short message in English explaining what it is and
where they found it.
 Start a class Instagram account and have your students take
turns to take pictures in class, upload them and write posts
about the topics and language they covered that day.
 Ask students to keep a video diary each day of the progress
they are making in their English studies, and difficulties they
may have and any goals they want to achieve.
32

TIKTOK
 Set your students a 'TEFL Challenge' - Students should
memorise a new vocabulary set and recall it in a TikTok
video.
 Set your class a topic to improve their speaking skills.
Split the class into two groups and give them a debate
topic such as 'is it necessary to go to university to get a
good job?' Using TikTok videos, each group must take it
in turns to set out their argument, listen to the other
group's opinion and make formal arguments in favour of
your cause. This can be utilised for debates,
discussions, general conversation topics and even
music! 33

USING EDMODO
 Edmodo is a good way to use social media in the classroom
and avoid the typical social media sites which may be more
complicated to use (student/teacher privacy, lack of control
over content and communication). Edmodo is a social media
platform for teachers and their classes. The teacher can set
homework, check posts and share materials. For example:
 The teacher can give students a treasure hunt to complete
over the weekend and they must post pictures on Edmodo
(find something with the letter C etc.)
 The teacher can create a quiz about a topic and the students
complete it on their phones.
34

REALIA
35
 Online Lessons:
 Realia can still be used in the online
classroom as the teacher can use them on
camera. In fact, many young learner
teaching companies might require the
teacher to use props or have posters in
their background. Using realia can have the
same effect as in the classroom but they
might not have the same effect as the
students cannot physically touch them as
they may do in the classroom. That said,
teachers can really make the most of their
props/puppets by playing with the camera
e.g. moving a puppet very close to the
camera, making them appear from the side
of the screen.
 It’s really easy and beneficial to use realia
in the traditional classroom as it gives
learners a visual representation of the
piece of vocabulary they’re learning.

OPPORTUNITIES
 Teachers and students have a wealth of online
resources available at their fingertips.
 A teacher can share their screen or audio and give their
students instant access to any resource they wish to use
in the lesson.
 Online resources can be shared via email and learning
platforms for students to complete homework.
 Students can also share their own resources they might
wish to discuss - they might have a video they want to
share with the class. They can easily do this in the
online classroom.
36

CHALLENGES
 Many students prefer having physical copies of
worksheets to write on.
 A teacher needs to check if the online resources
are really suitable for the classroom, the group and
the level of the class. Can the video be watched at
home? Does it need to take up 10 minutes of the
class?
 Students cannot touch any of the materials (realia)
which does not favour kinaesthetic students.
37

LESSON IDEAS USING ONLINE RESOURCES
 News Sites
 Videos and TV
 Presentations
 Online Interactive Materials
 Netflix
38

 Can you think of other online resources that can
be adapted to use in the classroom?
 Write your ideas down. Think about TV shows,
films, music, online materials and any other
useful ways to create fun and engaging lesson
ideas.
39

ASSESSMENT
40
Time: ___ min
Question 4
 Demonstrate your knowledge of using
the internet as a resource:
 a. Explain how to use online materials
in the virtual classroom
 b. Provide lesson ideas using online
resources
 c. Describe how resources may be
used differently when teaching online
versus in a physical classroom
 Note: Your answer must cover all of
the points mentioned.
There are three parts to this question. See below:
1. Explain how to use online materials in the virtual classroom: Think about
different materials you can use online, choose a few and describe how they
can be used, literally, in the online classroom. What would you do with
them? How? Why? Don’t forget to discuss these separately!
2. Provide lesson ideas using online resources: Think of two different
activities that you could do in a lesson which use online resources. This
could be, for example, using a video to practise a language point, using a
new website to practise reading skills, and so on. The opportunities are
endless! Make sure to separate the two activities, and make it clear which
online resource they use and how they are used. Top tip: (you don’t have to
be as specific as ‘use the BBC web article on 17th July 2021 about the Mars
missions’, but you could say ‘use tech web article about space travel’ -
Additionally, don’t be too vague and say something like ‘use a video to learn
the past simple’ as this is not specific enough).
3. Describe how resources may be used differently when teaching online
versus in a physical classroom: You should speak generally here about
how resources are used differently online and offline, but use some
examples to highlight your point. There’s no need to give more than 2 or 3
examples as long as they are explained well. Think about how the same
types of resources are used in a different way online and offline.

Module 7 part 2.pptx

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