PART
3
A WORLD OF RESOURCES
11 SELECTING MATERIALS
Aims and
objectives
·
The
basic aim is to prepare children to benefit fully from the more formal language
teaching they will get at secondary school. (öğrencileri orta okula
hazırlamak)
·
Psychologically,
they will become aware that what they say and write in their L1 can be said and
written in other languages. (öğrenciler L1 de söyleyip yazdıklarının
başka dillerde de yazılıp söylenebileceğinin farkına varırlar.)
·
Linguistically
and culturally, they will learn new phenomena and ways of living though
different aspects of everyday life.
·
It
is important that the teaching materials used should take the child forward ass
directly as possible towards your aims and objectives.
Methodology
· The general methodology associated with primary teaching must contribute to the general aim of all subjects taught at that level and it is also and important criterion for the selection of materials. (her derse ve seviyeye uygun materyallerin dersin amacına uygun bir şekilde verilmesi gerekir.)
· English in a systematic and comprehensive way so that new language items can be assimilated by the pupil. (öğretilenler öğrencinin kavrayacağı şekilde öğretilirse unutulmaz)
·
The
things pupils do in class should be interesting and enjoyable, but they also be
carefully examined in terms of their language teaching and learning potential
and how they relate to what has previously been learned and what is to be
learned. (yapılan aktiviteler eğlenceli, ilginç, dersle ve önceki
öğretilen konularla alakalı olmalı.)
Why use a
coursebook?
· It can identify what should be taught/learned, the order in which to do it. (neyi nasıl öğreteceğini belirliyor, öğretmene rehberlik ediyor)
·
It
can indicate what methodology should be used. (hangi metodun
kullanılacağını içerir)
·
It
can provide, attractively and economically, all or most of the materials
needed. ( gerekli materyallerin hepsini yada çoğunu içerir ek masraf ve
çaba çıkmasını önler.)
·
It
reduces the teacher’s workload. (öğretmenin yükünü azaltır.)
·
It
can provide a link between school and home.
· Some teachers may have to use one coursebook only, taking their pupils through it from beginning to end and completing tests. Others may be able to use materials from several different books, adapting them where necessary and supplementing them with original material they have produced themselves. (bazı öğretmenler sadece bir kitaba bağlı kalırken bazıları değişik kitaplardan ve kendi hazırladıkları materyallerden yararlanabilir )
· No teacher should allow the coursebook to set the objectives, let alone allow “teaching the coursebook” to be the objective. (hiçbir zaman kitap hedef olmamalı ve sadece kitaba bağlı kalınmamalı. Kitap sadece öğretmenin seçtiği bir materyaldir.)
Selecting a coursebook
·
Different
courses have different aims and claim to reach different objectives.
·
The
starting point for selecting a book for many teachers will probably be
publishers’ catalogues or the information on the back of the book. This
information does not always enough. It is also useful to look at the contents
charts which set out very clearly the various elements and also give insight
into the methodology used.
·
In
order to make the most appropriate choice for your context, coursebook’s need
to be examined carefully and compared against each other.
Selecting
supplementary materials
·
Although
coursebooks may the majority of materials for most teachers, many like to use
other materials from time to time in order to provide variety.
·
When
selecting supplementary materials, ask yourself how they relate to the language
presented in your coursebook, the type of supplementary language and practice
they will provide and your pupils’ motivation in order to select materials that
will reinforce, consolidate and extend structures and vocabulary.
·
When
selecting a supplementary material you can also look at authentic materials.
Producing
your own materials
·
Producing
your own materials can be time-consuming, so how often you do it will depend on
the amount of time you have, the resources you have available and your
particular needs.
·
You
may do this, because your coursebook doesn’t provide enough practice,
exercises, activities, or visual aids. Also the materials in your coursebook
may not be interesting or may be in appropriate for your class.
Making worksheets
·
Worksheets
can be exercises and activities which are drawn, written or word processed and
photocopied.
·
Self-produced
worksheets can be a great help to the teacher for organizing oral activities in
pairs and small groups, and also for simple reading and writing activities.
· Worksheet’ler açık ve net olmalı.
·
When
designing worksheets, teachers must think carefully about how they want their
students to use them. ( grup halinde mi yoksa bireysel mi)
·
Group
worksheets = listening & speaking, individual worksheets = reading &
writing
·
Picture
dictation; the worksheet consist of a simple line drawing
·
True
or False; a page from a diary can be used for a true or false activity,
involving pupils in listening, reading and speaking.
Worksheets features
·
The
main features of these worksheets are:
o
They
are clear, simple and attractive
o
The
instructions are clear or in the pupils’ own language
o
Each
worksheet provides an activities which lasts a designated period of time
o
There
are opportunities for the worksheets to be personalized, for example, colored, labeled,
and so on.
o
Each worksheet practices one particular
language point.
Making flashcards
·
Flashcards
can be made by you or your pupils and can be used to introduce, practise or
review structures and vocabulary.
·
For
young learners, they are very often made by using pictures, but words can also
be used.
·
When
using flashcards, ask yourself; are they large enough for the whole class to
see? Does the pictures convey the meaning clearly.
www.iolpgalerisi.com by Mustafa Baran