TEXTBOOKS AND PUPPETS<br />
TEXTBOOKS<br />The most obvious and most common form of material support for language instruction comes through textbooks....
If there is no teacher’s edition, then your task becomes one of finding ways to present the content and exercises of the b...
TEXTBOOK EVALUATION CHECKLIST<br />Goals of the course (Will this text help to accomplish your course goals?)<br />Backgro...
Approach (Does the theoretical approach reflected in the book reflect a philosophy that you and your institution and your ...
Language skills (Does the book integrate the “four skills”  Does the textbook emphasizes skills which the curriculum also ...
General content. (Does the textbook reflect what is now known about language and language learning?<br />Validity—does the...
Quality of practice material<br />Exercises—is there a variety from controlled to free?<br />Clarity of directions—are the...
Sequencing (how is the book sequenced?)<br />By grammatical structures<br />By skills<br />By situations<br />By some comb...
Vocabulary (Does the book pay sufficient attention to words and word study?)<br />Relevance<br />Frequency<br />Strategies...
General sociolinguistic factors<br />A variety of English—American, British, etc.<br />Cultural content—is there a cultura...
Format (Is the book attractive, usable, and durable?)<br />Clarity of typesetting<br />Use of special notation (phonetic s...
Accompanying materials (Are there useful supplementary materials?)<br />Workbook<br />Tapes—audio and/or video<br />Poster...
Teachers guide (Is it useful?)<br />Helpful methodological guidance<br />Alternative and supplementary exercises<br />Suit...
PUPPETS<br />Why are puppets useful in the primary EFL classroom?<br />Can be used for:  <br />Songs<br />Stories<br />Cha...
Pedagogical and Linguistical aims behind using puppets<br />For motivation:  it is fun<br />For meaning:  listen with a pu...
KINDS OF PUPPETS<br /><ul><li>Hand puppet
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Textbooks and puppets

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Textbooks and puppets

  1. 1. TEXTBOOKS AND PUPPETS<br />
  2. 2. TEXTBOOKS<br />The most obvious and most common form of material support for language instruction comes through textbooks. Sometimes new teachers, in their zeal for creating wonderful, marvelous written material for their students, neglect the standard textbook prescribed y the school curriculum and fail to see that this resource may actually be quite useful.<br />
  3. 3. If there is no teacher’s edition, then your task becomes one of finding ways to present the content and exercises of the book to your class.<br />
  4. 4. TEXTBOOK EVALUATION CHECKLIST<br />Goals of the course (Will this text help to accomplish your course goals?)<br />Background of the students (Does the textbook fit your student’s background)<br />Age<br />Native language<br />Educational background<br />Motivation or purpose for learning English.<br />
  5. 5. Approach (Does the theoretical approach reflected in the book reflect a philosophy that you and your institution and your students can easily identify with?<br />Theory of learning<br />Theory of language<br />
  6. 6. Language skills (Does the book integrate the “four skills” Does the textbook emphasizes skills which the curriculum also emphasizes?<br />Listening<br />Speaking<br />reading<br />writing<br />
  7. 7. General content. (Does the textbook reflect what is now known about language and language learning?<br />Validity—does the textbook accomplish what it is purposed to?<br />Authenticity of language<br />Approppriateness and currency of topics, situations, and contexts<br />Proficiency level—is it pitched for the right level?<br />
  8. 8. Quality of practice material<br />Exercises—is there a variety from controlled to free?<br />Clarity of directions—are they clear to both students and teacher?<br />Active participation of students—is this encouraged effectively?<br />Grammatical and other linguistic explanation—inductive or deductive<br />Review material—is there sufficient spiraling and review exercises?<br />
  9. 9. Sequencing (how is the book sequenced?)<br />By grammatical structures<br />By skills<br />By situations<br />By some combination of the above<br />
  10. 10. Vocabulary (Does the book pay sufficient attention to words and word study?)<br />Relevance<br />Frequency<br />Strategies for word analysis<br />
  11. 11. General sociolinguistic factors<br />A variety of English—American, British, etc.<br />Cultural content—is there a cultural bias?<br />
  12. 12. Format (Is the book attractive, usable, and durable?)<br />Clarity of typesetting<br />Use of special notation (phonetic symbols, stress/intonation marking, etc.) quality and clarity of illustrations<br />General layout—is it comfortable and not too “busy”?<br />Size of the book and binding<br />Quality of editing<br />Index, table of contents, chapter headings.<br />
  13. 13. Accompanying materials (Are there useful supplementary materials?)<br />Workbook<br />Tapes—audio and/or video<br />Posters, flash cards, etc<br />A set of tests<br />
  14. 14. Teachers guide (Is it useful?)<br />Helpful methodological guidance<br />Alternative and supplementary exercises<br />Suitable for non-native speaking teacher<br />Answer keys<br />
  15. 15. PUPPETS<br />Why are puppets useful in the primary EFL classroom?<br />Can be used for: <br />Songs<br />Stories<br />Chants<br />Roleplay<br />Pairwork<br />
  16. 16. Pedagogical and Linguistical aims behind using puppets<br />For motivation: it is fun<br />For meaning: listen with a purpose<br />For fluency: to communicate, learn new words<br />For cross-curricular activities: they can be used in most topic areas of the curriculum.<br />To teach vocabulary: parts of the face, etc.<br />O teach grammar: verbs, nouns, etc.<br />
  17. 17. KINDS OF PUPPETS<br /><ul><li>Hand puppet
  18. 18. Paper bag puppets
  19. 19. Worm or caterpillar puppets
  20. 20. Toilette roll puppets
  21. 21. Yoghur pot or plastic cup puppet
  22. 22. Fingere puppets
  23. 23. Masks</li>

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