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This document discusses various visual and technological resources that can be used in language classrooms, including traditional blackboards/whiteboards, realia, flashcards, charts and posters. It also mentions using creativity to promote education and some common electrical/electronic appliances in classrooms like overhead projectors, audio players, video players and cameras. Video players allow teachers to pause, rewind or replay recordings, while email provides asynchronous communication of information and files.
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• Practice math daily: Measure items around the house or yard. Track daily temperatures. Add and subtract at the grocery store. Learn fractions while cooking.
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Mdelt online and offline ict tools to learn english
Mdelt online and offline ict tools to learn english
Similar to Traditional didactis
work english resourse
This document provides an overview of traditional and technological materials and resources that can be used for language teaching. It discusses traditional materials like blackboards, textbooks, and handmade materials. It also covers audiovisual technologies like overhead projectors, audio players, and video cameras/players. Finally, it examines information and communication technologies and how the internet can be integrated into language teaching. The document aims to show teachers the variety of options available and how materials and resources can be selected and used to best support learning.
Multimedia
A basic presentation on the importance of multimedia and the necessity of using websites and tools that help incorporate it.
Technologies and englishes
this presentation highlights TWO standard dialects of English.
it also describes the role of technology in teaching language.
Teaching Aids: Meaning and Importance
This document discusses teaching aids and their importance in the teaching and learning process. It states that teaching aids make the process more effective by engaging both sight and sound, allowing students to retain more information. Teaching aids help students learn by motivating them and allowing them to see, hear, taste and smell concepts. They provide concrete examples and experiences to supplement learning. Both audio aids like tapes and visual aids like pictures are discussed. Proper use of teaching aids can help students permanently retain more concepts and cater to different learning styles.
Language learning resources (short version 2015)
This document discusses language learning resources and materials that can be used in teaching English as a foreign language. It defines didactics as the study of teaching techniques, procedures, strategies, and methods. A variety of traditional resources are described, such as the blackboard, visual aids, textbooks, and audio/visual equipment. The document also discusses how computers, the internet, and digital tools can be leveraged as ICT (information and communication technology) resources. Different views are presented on the role of materials in the classroom, ranging from them being a helpful scaffold to a debilitating crutch. A table provides examples of how specific resources like the learner, board, visuals, and worksheets can be used and their purpose
Authentic materials2
The document discusses the use of authentic materials in world language curriculum. It defines authentic materials as materials designed for native speakers rather than language learners. The document outlines the advantages of using authentic materials, such as exposing students to real language and culture. It also discusses challenges, such as finding and integrating appropriate authentic materials. Throughout, it provides many examples of authentic materials and strategies for how to incorporate them into lessons at different proficiency levels.
Case studies - competencies
This document discusses various technologies that can be used to support oral language skills for English language learners. It describes how the internet, audio recorders, and video cameras can provide opportunities for pronunciation practice and vocabulary reinforcement. Examples of synchronous tools like videoconferencing and asynchronous tools like email and blogs are given. Three case studies are summarized that used computer-mediated communication between students in different countries to collaborate on art projects and create digital books and animations to develop reading, writing, and storytelling skills.
universityofcaldas-languagelearningresources-131106095614-phpapp02.pptx
The document discusses various perspectives on language learning resources and approaches. It covers John Amos Comenius's opposition to memorization-focused teaching and support for matching instruction to student development. It also summarizes communicative language teaching's focus on using language communicatively rather than just for accuracy, and the shift toward viewing competence as appropriate language use in context rather than just linguistic mastery. Finally, it discusses debates around the role of materials in the classroom and whether they can help teachers or reduce their role.
AlphaEU_English
This document outlines a 10-hour blended training module on the AlphaEU pedagogical materials project. The training consists of one 3-hour face-to-face session, one 4-hour online session, and one final 3-hour face-to-face session. The training will cover getting acquainted with the AlphaEU digital alphabet books and activities, participating in an EU multilingual early education project, and implementing the AlphaEU materials in preschools. The training also provides information on the theoretical framework and benefits of early foreign language learning through digital resources.
Online assignment
This document discusses ways that information and communication technologies (ICT) can be integrated into teaching English language skills like prose, poetry, vocabulary, and grammar. It provides examples of how tools like PowerPoint, videos, audio recordings, online dictionaries, websites and games can be used to engage students and make lessons more interactive. For teaching prose, films and podcasts can connect words to pictures. For poetry, recordings and images can help recreate the musicality. Vocabulary and grammar can be taught through multimedia contexts and games to make learning more fun. Overall, ICT can motivate students and support collaborative learning when integrated effectively into language instruction.
Tsl 3113 Developing Resources PPG Modul
This document discusses factors to consider when selecting and evaluating learning materials for an English language classroom. It outlines several ways to classify materials, such as by the medium (audio, visual, interactive), traditional vs. modern technologies, and materials that are personal, environmental, published, or customized. When deciding which materials to use, teachers should consider the level, content, clarity, accessibility, practicality, versatility, cost-effectiveness, durability, and authenticity of the materials. Contextual factors like learner characteristics, educational setting, teachers, and management also influence material selection. Overall, the document provides guidance on analyzing materials' strengths and weaknesses based on their content and suitability for a given teaching situation.
Didactic resources
This document discusses didactic resources that can help facilitate learning. It defines didactic resources as any tools that help students achieve learning goals. The document outlines the importance of using these resources, such as enriching learning experiences and motivating students. It then classifies different types of didactic resources into three main categories: permanent resources, technical resources, and information and communication technologies. Specific examples are provided for each category, along with guidance on effective use.
miLexicon @ Eurocall2010
My EuroCALL2010 presentation about designing miLexicon - mobile software to help manage resource ecologies for self-initiated personal and collaborative language inquiry.
TEFL PPT.ppt
This document discusses supplementary teaching materials and aids that can be used in addition to course books for teaching English as a foreign language. It notes that supplementary materials may include skills development, grammar, vocabulary and listening practice, as well as authentic sources like newspapers. Both traditional teaching aids like blackboards and newer audio-visual aids can be used to engage students and facilitate learning. Examples given include using audio to develop listening skills, visual aids to improve clarity, and videos to demonstrate processes in an interesting way.
Ppt (draft)
Language Teaching Media (LTM) refers to using various media to complement traditional textbook-based language teaching and make it more effective. Media can act as a facilitator in the teaching-learning process. There are two main types of media: nontechnical media like worksheets and posters that have advantages in low-resource settings, and technical media like videos that engage students accustomed to technology. Examples of media used in language teaching include printed materials like textbooks and magazines, visual materials like pictures and maps, and audio-visual materials like songs and films. Media make learning more engaging and help illustrate meanings in a way that enhances understanding.
There is a World out There-Intercultural Understanding in Languages lessons
This document contains suggestions for teaching intercultural understanding through modern foreign languages. It discusses cultural concepts like awareness, competence, and appreciation. It proposes having students understand similarities and differences between cultures, engage with diversity, and compare traditions over time. Several activities are recommended for developing intercultural skills, such as exploring daily life, festivals, history and arts of other cultures through videos, music, exchanges and visits. Cross-curricular opportunities and progression in intercultural understanding are also addressed.
Digital competencies emerging technologies_call
This chapter explores how information and communication technologies (ICT) can support English language learning for young learners. It discusses innovative approaches using technology in primary and middle schools. Case studies of exemplary uses of technology are analyzed. The role of technology in teaching English as a foreign language is discussed. Technologies like the internet can provide authentic materials and opportunities for practice. Technologies that support oral skills include online songs, videos and recordings that help with pronunciation and vocabulary. Both synchronous tools like videoconferencing and asynchronous tools like email and blogs can facilitate language practice. Case studies from different countries illustrate how technologies increase access, participation and language skills.
64e9d35518633b504272a75da941297c73a00c2e-1631970867158.pptx
The document discusses instructional technology and the use of various teaching aids. It defines instructional technology as the systematic design and use of learning materials and resources. It outlines different types of projected aids like slide projectors and overhead projectors. Non-projected aids include photographs, maps, and charts. Audio-video aids incorporate radio, television, and passive or interactive video. Other teaching aids involve activities, dramatizations, field trips, computers and simulations to encourage student participation. The use of various media and aids is important in elementary education to help students learn, stay engaged, and retain information.
Educational technology_(Educ.5B)-Rogelyn Mangulabnan_BEED-IIA
1. A blackboard allows teachers to facilitate the teaching process by allowing students to see what is being taught. Chalk is traditionally used to write on blackboards.
2. Books are mirrors of society that teach rules, culture, and increase skills through sharing past and present conditions.
3. Visual aids, flashcards, television programs, and VCD players can be used as educational tools when tailored for audiences to convey ideas effectively while computers and the internet gather information for all levels of education.
Authentic materials
This document outlines a presentation about using authentic materials in world language curriculum. It defines authentic materials as texts created by native speakers for other native speakers. The presentation discusses the benefits of authentic materials for exposing students to real language and culture. It provides examples of audio and written authentic resources and strategies for selecting and scaffolding materials for different proficiency levels. Recommendations are made for integrating technology and authentic materials into world language instruction.
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universityofcaldas-languagelearningresources-131106095614-phpapp02.pptx
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There is a World out There-Intercultural Understanding in Languages lessons
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64e9d35518633b504272a75da941297c73a00c2e-1631970867158.pptx
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Educational technology_(Educ.5B)-Rogelyn Mangulabnan_BEED-IIA
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Traditional didactis
- 2. the blackboard can be used from both perspectives. Is tradition in the classroom but today day is whiteboard
- 3. Is aa variety of visual resources to complement their writing and their speaking. Realia: is use real ítems flashcards: The latter are provided by a good number of educational publishers in relation to lexical, functional or grammatical items Charts and Posters: comprise a sequence of events related in time or space.
- 4. its guidance help for teachers and that it gives the learner some degree of autonomy. Against using a textbook, she mentions its homogeneity and inadequacy for individual needs and objectives, its irrelevance and lack of interest in many occasions, its limitation of initiative and creativity, its homogeneity and its over-easiness.
- 5. Creativity, as one of the basic competences to be promoted through education,
- 6. electrical and electronic appliances commonly used in the classroom. Overhead Projector, Audio Player, Video Player and Camera
- 7. It is the only audiovisual appliance which was especially designed for teaching foreign languages
- 8. Is one of the most common pieces of equipment when teaching language there is a great deal of recorded materials especially designed for teaching foreign languages: dialogues, songs, stories…etc.
- 9. The speakers, the setting, the gestures, can be seen and heard and, at the same time, technical features of video players allow the teacher to pause, to go forward and backward or to play video recordings.
- 10. Electronic mail as an asynchronous, not real-time, computer-mediated communication is a fast, reliable, in spite of viruses, and economical form of sending and receiving information, records or, even, multimedia files