1 " UNIVERSIDAD PEDAGÓGICA NACIONAL FRANCISCO MORAZÁN " "TEACHING AIDS PORTFOLIO" Section: "B" Teacher: Miss. Isis Pamela Student's Name: Kexsia Yendanely Martinez Lopez TEGUCIGALPA MD, DECEMBER 4th, 2017
2 INDEX Introduction to teaching aids……………………………………………………………………………………………………………………………………………3 Guidelines for designing English language materials ( Articles).........................................................................................................4-37 Reflective essay………………………………………………………………………………………………………………………………………………………………...38-41 Our body as a teaching aids (Lesson plans ) …………………………………………………………………………………………………………………….42-53 Use of pictures ( Flashcards and Posters)………………………………………………………………………………………………………………………...54-60 Use of songs……………………………………………………………………………………………………………………………………………………………………….61-62 Use of games……………………………………………………………………......................................................................................................................63 Use of readings………………………………………………………………………………………………………………………………………………………………….64-69 Worksheets………………………………………………………………………………………………………………………………………………………………………..70-76 Rubrics……………………………………………………………………………………………………………………………………………………………………………….77-81 Request for permission to do the microteaching……………………………………………………………………………………………………………...82-83 Concepts: realia and authentic materials………………………………………………………………………………………………………………………...84-85 Conclusion………………………………………………………………………………………………………………………………………………………………………….86
3 INTRODUCTION The following portfolio was elaborated for the purpose of gathering most of the information regarding the teaching aids in Tesol classes, which greatly helped me to increase my learning. You can also find some articles that were very supportive for me in addition to class plans for three different levels such as pre-school, high school, and young adult students, used by the teacher for the evaluation of our demonstration classes. apart from this all the visual and audio aids that I used for the teaching of different topics e.g. Farm animals, Recycling and Wh-questions.
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5 1. NONVERBAL TRICKS FOR TEACHER.
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15 2. MATERIALS DEVELOPMENT IN LANGUAGE TEACHING.
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20 3. PRINCIPLES AND PROCEDURES OF MATERIALS DEVELOPMENT FOR LANGUAGE LARNING PART 2.
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23 4. DEALING WITH A TEXT.
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27 5. GUIDELINES FOR DESIGNING EFFECTIVE ENGLISH LANGUAGE TEACHING MATERIALS.
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31 6. HOW MANY WORDS IS A PICTURE WORTH ? INTEGRATING VISUAL LITERACY IN LANGUAGE LEARNING WITH PHOTOGRAPHS.
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37 7. LANGUAGE LEARNING GAMES.
38 REFLECTIVE ESSAY ROLE OF TEACHING AIDS IN TESOL CLASSES "The key to giving our students an effective and quality teaching is that which is already known". (Edwards, 2009) As English language instructors are necessary to be clear about the concept of teaching; is an important part of the process of education, its special function is to impart knowledge to the students in order to they develop their understanding and the four skills appropriately. (Listening, speaking reading and writing). But to do this process more dynamic and effective for the learners is extremely necessary integrated that use of teaching aids in their learning- teaching environment. What is teaching aids? ; To me, teaching aids means the use of different kind of didactic resources to complement classroom instruction activities to increase the motivation and interest of the learner during his learning process.
39 what is more in this third academic period I’m taking the class selection and design of didactic material, and I had the opportunity to teach my classmates and general English course making use of teaching aids resources e.g. audio and visual aids. But to carry out that first, the teacher who teaches the class (Miss. Isis) gives us the instructions on how to do the materials that we would later use to teach such as the size of the poster and flashcards and some suggestions of the topics on which one can base to realize these materials. Afterwards, problems arose because it was agreed that we would like to make lesson plans, in which a specific topic was proposed, from which activities based on the same subject had to be done and including teaching material. Later those lesson plans were checked by the teacher then in couple, we performed the demonstration class including the teaching aids resources e.g. songs, handout, posters, flashcards games, and readings. On top of that, we read some articles related to the use of teaching aids in the classroom the one I liked the most was about some guidelines to follow for teaching songs to students. The purpose of reading and discussing these kinds of documents was to make us know more about how to implement it in a correct form.
40 Apart of this One of the best experiences I had was when I made it with my company, it was the demonstration class outside the classroom I felt good because I had the opportunity to apply the knowledge acquired previously and the students answered as I expected. However I had some limitations at the time of teaching the class because it is difficult for me to speak for a long time due to my pregnancy but despite this, the teacher in charge of the general English class understood me and realized that I showed security and that the students were very understanding well the topic which was Wh –questions. To conclude now I consider that I have a new perspective and philosophy of teaching material in TESOL Classes, for the reason that in teaching aids class I acquired high knowledge in terms of the development and use of each of these, apart from this I understood that the implementation of flashcards, games, poster, handout, song etc. within the educational context is extremely essential to obtain meaningful learning, a better understanding from our students and also to develop their skills in order to facilitate our students the acquisition of a foreign language, in this case, English during their learning process,
41 as Albert Einstein says.. “I never teach my pupils. I only attempt to provide the conditions in which they can learn.” To me that’s mean as teacher have to provide the conditions through which my students in a funny way with dynamism, and this can be achieved through the implementation of English language materials in class. (Einstein, 2011) REFERENCES Edwards, K. (2009). My Favorites. Teaching and Learning Quotes, 1-2. Obtenido de Teaching and Learning Quotes. Einstein, A. (2011). 50 Quotes about Teaching. Learn Streaming, 4-5.
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43 LESSON PLAN FOR PRE -SCHOOL STUDENTS LIN-3508: Teaching Aids English Program- UPNFM- Miss Isis Pamela Rodriguez. Third Academic Period, 2017 LESSON PLAN FOR MICROTEACHING I Teacher: Cesia Lilibeth Campbell Alastero Kexsia Yendanely Martinez Lopez Target Audience: 3 th grade Target Topic: Farm Animal sounds Target Vocabulary: Cow, horse, pig, rooster, duck, cat, sheep, goat, and wolf. Date: Thursday 16 th, 2017 Competences: Students will be able to understand and associate sounds with pictures by making the sounds that the animals make. They will be able to distinguish these associated sounds with some real animals in their daily lives.
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47 LESSON PLAN FOR HIGH SCHOOL STUDENTS LIN-3508: Teaching Aids English Program- UPNFM- Miss Isis Pamela Rodriguez. Third Academic Period, 2017 LESSON PLAN FOR MICROTEACHING I I Teacher: Cesia Lilibeth Campbell Alastero Kexsia Yendanely Martinez Lopez Target Audience: 8 th grade Target Topic: Recycling (3R’S) Target Vocabulary: Reduce, Reuse, And Recycle. Date: Friday 3 rd, 2017 Competences: Students will be able to explain the importance of recycling and they will determine how to reduce waste and discuss ways that we can help in our school, home and our community.
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50 LESSON PLAN FOR YOUNG ADULTS LIN-3508: Teaching Aids English Program- UPNFM- Miss Isis Pamela Rodriguez. Third Academic Period, 2017 LESSON PLAN FOR MICROTEACHING III Teacher: Cesia Lilibeth Campbell Alastero Kexsia Yendanely Martinez Lopez Target Audience: General English Target Topic: Wh-questions Target Vocabulary: What, Where, Why, When, Who, Which and How Date: Wednesday November 22 nd, 2017 Competence: Students understand and use of Wh- question words: what, where, when, whose, who, why, how. Specific objective: They will be able to identify the question words through the song
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54 FLASHCARDS
55 FLASHCARDS ABOUT PROFESSIONS AND OCCUPATIONS.
56 FLASHCARDS ABOUT MEANS OF TRANSPORTATIONS.
57 FLASHCARDS ABOUT ANIMALS.
58 FLASHCARDS ABOUT WH- QUESTIONS.
59 POSTERS.
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61 SONG FOR PRESCHOOL STUDENTS Taken from : https://www.youtube.com/watch?v=z26DWJKwBHU OLD MACDONALD HAD A FARM BY UNKNOWN SINGER Old McDonald had a farm E-I-E-I-OI And on his farm he had a duck E-I-E-I-O With a quack quack here and a quack quack there Here a quack there a quack everywhere a quack quack Old MacDonald had a farm E-I-E-I-O ETC.
62 SONG FOR YOUNG ADULTS Takenfrom: https://www.youtube.com/watch?v=CH_RfP46xUw https://www.youtube.com/watch?v=CH_RfP46xUw Taken from: https://www.youtube.com/watch?v=CH_RfP46xUw https://www.youtube.com/watch?v=CH_RfP46xUw Taken from: https://www.youtube.com/watch?v=CH_RfP46xUw https://www.youtube.com/watch?v=CH_RfP46xUw "QUESTION WORD SONG " By unknown singer Who?, Why?, Where?, How?, What?, When? Who is that man? Why is he here? Where do you live? How can I help? What do you like? When are you free? Who?, Why?, Where? How?, What?, When? Who is that man? Why is he here? Where do you live? How can I help? What do you like? When are you free? Who?, Why?, Where?, How?, What?, When?
63 GAME.
64 READINGS
65 READING FOR PRE-SCHOOL STUDENTS STORY ABOUT FARM ANIMALS The chicken and the duck were friends. They lived on a farm. They walked around together. They swam in the pond together. They talked about many things. They talked about the cat. They thought the cat was tricky. They thought the cat was dangerous. The cat looked at them a lot. They didn’t trust the cat. “We must always keep our eyes open when the cat is around,” they both agreed. They talked about the dog. The dog was very friendly.
66 The dog wanted to play. The dog had lots of energy. It barked a lot. It ran around a lot. They both liked the dog. They talked about the farmer. The farmer brought them food. The farmer took care of them. The farmer took care of all the animals. He fed the cow. He fed the pig. He fed the goat. He fed the sheep. He fed the rabbit. They liked the farmer. He took good care of everyone. He was a nice man. “Farmers are good,” said the chicken. “We need farmers,” said the duck.
67 READING FOR HIGH SCHOOL STUDENTS Recycling Recycling is taking used materials and waste and then turning it into new, useful products. Recycling waste into new products reduces the amount of materials that would have been needed if the product had to be made all over again. For example, most paper is made from trees, but if old paper is recycled, less trees would be needed. Recycling uses less energy, and helps with pollution control. There are three important steps for recycling to be successful: First, the items to be recycled must be collected. Many communities require residents to recycle and collect the materials using large bins or cans. The recyclables are picked up regularly, just like the other trash and waste products. Second, the recyclables must be sorted into the different materials. The most common materials include paper, plastic, glass, and aluminum, which must be separated from each other. Third, the recycled items must be processed at a recycling plant. Since there are different materials that need to be recycled, each has its own method of turning the old into the renewed.
68 Paper, including newspapers, magazines, cardboard, books, and envelopes can all be recycled into reusable products. At a paper recycling plant, the old paper is chopped into tiny pieces. Next, water is added, and the material is turned into pulp. The pulp is then cleaned to remove the old ink. Finally, chemicals are added and the old paper is bleached white. It is now ready to be turned into new paper and other paper products. Plastic is also a common recyclable product, including water, soda, and other drink bottles; plastic bags, wrappers, and many more items. To recycle old plastic, it is first divided by type, and then ground into flakes or chips. The flakes and chips are cleaned thoroughly, melted down and formed into pellets. The pellets are then used in a variety of ways by many different manufacturers. Glass recycling also includes soda and other drink bottles, as well as jars, broken pieces of glass, and many other glass products. Before the glass is recycled, though, the different plastic lids must first be separated from the bottles. All of the glass is then cleaned thoroughly, and then crushed into tiny pieces. Next, it is melted and sent to manufacturers who add other substances depending on their use. The glass is then heated again and made into liquid glass. Finally, aluminum is another material recycled quite often, which also includes soda and juice cans, tomato cans, and all other products made from aluminum.
69 At a metal recycling plant, a giant magnet is used to separate the steel cans from the aluminum cans. A magnet will not attract aluminum so it is easy to separate the steel from the aluminum cans. The cans are then washed, crushed, and condensed. A hot furnace is used to remove the labeling, melted, made into bars, and finally flattened into sheets. Two more things must take place for recycling to be successful. First, people must choose to recycle the things they use, and second, when buying things, it is helpful that people purchase items made using recycled materials like paper, plastic, glass, or aluminum. In summary, three steps for recycling include collecting, sorting, and processing. Each material also has several more steps that must occur in order for each it to be reused gain as a useful product.
70 WORKSHEETS
71 WORKSHEET FOR PRE -SCHOOL STUDENTS Farm animal picture list Instructions: Write in down with the correct name for each farm animals given.
72 WORKSHEET FOR HIGH SCHOOL STUDENTS Recycling Instructions: Comprehend the text and answer the correct option below each one. 1) Which of the following is taking used materials and waste and then turning it into new, useful Products? A: Processing B: Sorting C: Collecting D: Recycling 2) Which step for recycling involves recyclables being picked up regularly, just like the other trash and waste products? A: Processing B: Sorting C: Collecting D: Reusing
73 1) The second step in the recycling process includes which of the following? 3 ) The second step in the recycling process includes which of the following? A: Processing B: Sorting C: Collecting D: Reusing 4) The final step in recycling occurs at a plant is which of the following? A: Processing B: Sorting C: Collecting D: Reusing 5) Which of the following material is separated from other kinds of material by using a magnet? A: Paper B: Plastic C: Aluminum D: Glass
74 6) Which of the following material has water added to it and is then turned into pulp? A: Paper B: Plastic C: Aluminum D: Glass 6) Which of the following material has water added to it and is then turned into pulp? A: Paper B: Plastic C: Aluminum D: Glass
75 WORKSHEET FOR YOUNG ADULTS "WH-QUESTIONS" Instructions: use the words from the word bank to complete each question.
76 1. __________old are you? 2. __________are you crying? 3. __________do you want to eat for lunch? 4. __________are these glasses? 5. __________ do you live? 6. __________ is that boy? 7. __________ is the party? 8. __________ is your apple?
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78 RUBRIC OF PRE-SCHOOL MICROTEACHING.
79 RUBRICS Teaching Aids Rubric for student-teachers Ms. Rodríguez Student-teacher name: Cesia Campbell, Kexsia Martínez Date: november 8th Class: microteaching Topic: Recycling
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81 RUBRIC OF GENERAL ENGLISH MICROTEACHING.
82 REQUEST FOR PERMISSION TO DO THE MICROTEACHING IN GENERAL ENGLISH COURSE.
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84 REALIA What is realia? Real objects that are used in the classroom as examples or didactic aids for teaching ». (Richards, Platt, and Platt, 1992) Why use realia in class? The main advantage of using real objects into the classroom is to make the learning experience more memorable for the learner. To give a couple of simple examples, if you are going to teach vocabulary of fruit and vegetables it can be much more effective for students if they can touch, smell and see the objects at the same time as hearing the new word. (Budden, 2011).
85 AUTHENTIC MATERIALS What do we mean by authentic materials? Authentic materials are any texts written by native English speakers for native English speakers. What are Authentic Materials? Authentic materials are print, video, and audio materials students encounter in their daily lives, such as change-of address forms, job applications, menus, voice mail messages, radio programs, and videos. Authentic materials are not created specifically to be used in the classroom, but they make excellent learning tools for students precisely because they are authentic. (Ianiro, 2007).
86 CONCLUSION Teaching aids class was very helpfull to me for the reason that I learn differents things such as make a lesson plan with sequencing, flashcards and posters with appropriate measures, games also to teach songs taking into account some guidelines. Finally, I do not have any complaints about this class. I sincerely enjoy the activities carried out by the teacher and classmates. Take into account each of your suggestions so that in the future I can be a competent English language instructor.
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