Look at the chart of the categories of teaching resources. Match the given below resources to each category:
Subject: Methodic of the English language
Groups: 206 Time: 90 min
Theme: Resources for Foreign Language teaching
1. Theory:
| Resources | Functions and usage | |||||
Course books (teacher’s book, Pupil’s book, Workbook) | 1. Framework. Teacher and learners know where they are going and what is coming next, so that there is a sense of structure and progress. 2. Syllabus. In many places the course book serves as a syllabus. 3. Ready-made texts and tasks. 4. Economy. A book is the cheapest way of providing learning material for each learner. 5. Convenience. It is light and small enough to carry. It does not depend on hardware and electricity. 6. Guidance. For teachers who are inexperienced the course book can provide useful guidance and support. 7. Autonomy. The learner can use the course book to learn new material, review and monitor progress with some degree of autonomy. A learner without a course book is more teacher-dependent. | |||||
Computers
| A computer is an important teaching aid. It helps to hold individual work; it can be attractive and motivating. However, it takes time to train both teachers and students in their use; to set up programs, etc. For teachers computers can be source for preparing materials such as worksheets or tests. | |||||
 Books
| They are still the most convenient teaching aid especially as a resource of texts for reading. | |||||
 Overhead projectors
| These are useful for presenting visual or written material to classes: they are more vivid and attention-catching than the black- or whiteboards. They also save lesson time, since you can prepare the displays in advance. However, this means added work in preparation! Like any other electrical equipment, OHP’s are vulnerable to breakdowns: electricity failure. | |||||
 Video equipment
| Video is an excellent source of authentic spoken language material; it is also attractive and motivating. It is flexible: you can start and stop it, run forward back, 'freeze' frames in order to talk about them. And there are many good programmes on the market. A disadvantage is occasional breakdowns or technical problems. | |||||
Audio equipment
| CD-players/cassette players and CDs/cassettes are relatively cheap, and easy to use; and they are the main source (other than the teacher) of spoken language texts in most classrooms. But they are lack of the visual content. Again there may be problems with electric on the other hand, most portable cassette recorders - unlike video and most computers - also work on batteries. When buying cassette recorders, make sure that there is a counter, and then use it to identify the desired entry-point. | |||||
Posters, pictures, games, charts, puppets, masks, toys, realia
| Materials of this kind are invaluable especially for younger learners. However, if you have time, this type of material can be largely home-made. Realia – real objects (for vocabulary), puppets – models of people or animals that you can move by putting your hand inside them. | |||||
 Dictionaries
| A dictionary is very useful for students and teachers. It is used to give definition/meaning to words in order to clarify and make a person understand the word he/she searches for in the proper context. There are some kinds of dictionaries: bilingual, monolingual, electronic. | |||||
Black/ White board
| It is necessary for teachers to write up planned vocabulary, grammar examples and explanations. | |||||
 Teacher
| Hand gestures, facial expressions and mime |
Home task:
1. Learn the theoretical material
Look at the chart of the categories of teaching resources. Match the given below resources to each category:
| Categories | ||||
| Printed materials | Visual aids | Audio-visual | Computer- based | People |
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