Teaching English as a

Foreign or Second
Language
 TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
Chapter 6
EFL / ESL Material Media and Technology
Q/ Who creates the Materials Available to EFL / ESL Teachers ?

‫ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ ؟‬/ ‫ ﻣن اﻟذي ﯾﻧﺷﺊ اﻟﻣواد اﻟﻣﺗﺎﺣﺔ ﻟﻣﻌﻠﻣﻲ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ‬/ ‫س‬

Private Language school Public School Certain Universities

ESL K-12 program. Centralized education Well-established private
Commercial materials system. language schools.
(EFL/ESL text, audiotapes, a Teaching with materials Some ESL K-12 schools.
dick with accompanying produced by a government Corporations with language
work, books, videotapes education agency or programs.
with worksheet for committee. Teaching with locally
students, computer Some countries establish designed texts and
program). special committees solicit materials.
TOEFL preparation proposals from teachers to The writers of the materials
Publishing companies are produce texts, after being
producing full series of text approved by central they design the curriculum
for beginner. committee the used in the for language program.
schools.

‫ﻣدرﺳﺔ ﻟﻐﺎت ﺧﺎﺻﺔ‬ ‫اﻟﻣدرﺳﺔ اﻟﻌﺎﻣﺔ‬ ‫ﺑﻌض اﻟﺟﺎﻣﻌﺎت‬

.‫ ﻛﻠﻐﺔ اﻧﻛﻠﯾزﯾﺔ ﺛﺎﻧﯾﺔ‬١٢-‫ﺑرﻧﺎﻣﺞ ﻛﻲ‬ .‫ﻧظﺎم اﻟﺗﻌﻠﯾم اﻟﻣرﻛزي‬ ‫ ﺗﺄﺳﯾس ﻣدارس اﻟﻠﻐﺔ‬- ‫ﻛﻣﺎ ﯾﺟب‬
‫اﻟﻣواد اﻟﺗﺟﺎرﯾﺔ‬ ‫اﻟﺗدرﯾس ﻣﻊ اﻟﻣواد‬ .‫اﻟﺧﺎﺻﺔ‬
/ ‫)ﻧص اﻟﻠﻐﺔ اﻻﻧﻛﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ‬ ‫اﻟﺗﻲ ﺗﻧﺗﺟﮭﺎ اﻟﺣﻛوﻣﺔ‬ ‫ اﻷﻧﻛﻠﯾزﯾﺔ‬١٢-‫ﺑﻌض اﻟﻣدارس ﻛﻲ‬
‫ أﺷرطﺔ‬، ‫اﻟﻠﻐﺔ اﻻﻧﻛﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ‬ .‫وﻛﺎﻟﺔ اﻟﺗﻌﻠﯾم أو اﻟﻠﺟﻧﺔ‬ ‫ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ‬
‫ﺻوﺗﯾﺔ آﻟﮫ ﻣﻊ اﻟﻣﺻﺎﺣب‬ ‫إﻧﺷﺎء ﺑﻌض اﻟﺑﻠدان‬ ‫اﻟﺷرﻛﺎت ﻣﻊ اﻟﻠﻐﺔ‬
‫اﻟﻌﻣل واﻟﻛﺗب وأﺷرطﺔ اﻟﻔﯾدﯾو‬ ‫ﻟﺟﺎن ﺧﺎﺻﺔ‬ .‫اﻟﺑراﻣﺞ‬
‫ اﻟﻛﻣﺑﯾوﺗر‬، ‫ﻣﻊ ورﻗﺔ اﻟﻌﻣل ﻟﻠطﻼب‬ ‫ﻣﻘﺗرﺣﺎت ﻣن اﻟﻣﻌﻠﻣﯾن ل‬ ‫اﻟﺗدرﯾس ﻣﻊ ﻣﺣﻠﯾﺎ‬
.(‫ﺑرﻧﺎﻣﺞ‬ ‫ ﺑﻌد أن ﻛﺎن‬، ‫إﻧﺗﺎج اﻟﻧﺻوص‬ .‫ﻧﺻوص ﻣﺻﻣﻣﺔ و اﻟﻣواد‬
‫ﺗﺣﺿﯾر اﻟﺗوﻓل‬ ‫ﻣﻌﺗﻣدة ﻣن ﻗﺑل اﻟﻣرﻛزﯾﺔ‬ ‫ﻛﺗﺎب اﻟﻣواد‬
‫ﺷرﻛﺎت اﻟﻧﺷر ھﻲ‬ .‫ﻟﺟﻧﺔ اﻟﻣﺳﺗﺧدﻣﺔ ﻓﻲ اﻟﻣدارس‬ ‫اﻧﮭم ﺗﺻﻣﯾم اﻟﻣﻧﺎھﺞ اﻟدراﺳﯾﺔ‬
‫إﻧﺗﺎج ﺳﻠﺳﻠﺔ ﻛﺎﻣﻠﺔ ﻣن اﻟﻧص‬ .‫ﻟﺑرﻧﺎﻣﺞ اﻟﻠﻐﺔ‬
.‫ﻟﻠﻣﺑﺗدﺋﯾن‬

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 TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE
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As a result “ classroom teachers are sometimes given a day-by-day lesson plan, which
includes goals of each lesson steps in implementing it, and the materials needed to teach
it”.

‫ واﻟﺗﻲ ﺗﺗﺿﻣن أھداف‬، ‫ ﯾﺗم ﻓﻲ ﺑﻌض اﻷﺣﯾﺎن ﻣﻧﺢ ﻣﻌﻠﻣﻲ اﻟﻔﺻول اﻟدراﺳﯾﺔ ﯾوﻣًﺎ ﺑﻌد ﯾوم ﺧطﺔ اﻟدرس‬، ‫وﻧﺗﯾﺟﺔ ﻟذﻟك‬
." ‫ واﻟﻣواد اﻟﻼزﻣﺔ ﻟﺗدرﯾﺳﮫ‬، ‫ﻛل ﺧطوات اﻟدرس ﻓﻲ ﺗﻧﻔﯾذه‬

Commercial materials: are the material that used by teachers or learners that is meant to
be created for the teaching learning activities. For examples are EFL/ESL textbook,
grammar book, writing book, listening audio tape, and other things that are made for
pedagogical purpose.

‫ ھﻲ اﻟﻣواد اﻟﺗﻲ ﯾﺳﺗﺧدﻣﮭﺎ اﻟﻣﻌﻠﻣون أو اﻟﻣﺗﻌﻠﻣﯾن اﻟﺗﻲ ﻣن اﻟﻣﻔﺗرض أن ﯾﺗم إﻧﺷﺎؤھﺎ‬: ‫اﻟﻣواد اﻟﺗﺟﺎرﯾﺔ‬
‫ ﻗواﻋد‬، ‫ اﻷﻧﻛﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ‬/ ‫ ﻛﺗﺎب اﻟﻠﻐﺔ اﻻﻧﻛﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ‬، ‫ ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل‬.‫ﻟﻠﺗدرﯾس ﻧﺷﺎطﺎت اﻟﺗﻌﻠم‬
.‫ وأﺷﯾﺎء أﺧرى ﺻﻧﻊ ﻟﻐرض ﺗرﺑوي‬، ‫ ﺳﻣﺎع ﺷرﯾط ﺻوﺗﻲ‬، ‫ ﻛﺗﺎب ﻛﺗﺎب‬، ‫اﻟﻠﻐﺔ ﻛﺗﺎب‬

Q/ Who Creates the Materials Available to EFL / ESL Teachers ?

‫ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ ؟‬/ ‫ ﻣن ﯾﺧﻠق اﻟﻣواد اﻟﻣﺗﺎﺣﺔ ﻟﻣﻌﻠﻣﻲ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ‬/ ‫س‬

The materials used in EFL/ESL classroom are created by:

• Publishing companies.

• Government agencies.

• Curriculum development teams at the school level.

• Classroom teachers.

: ‫ ﻣن ﺧﻼل‬EFL / ESL ‫ﯾﺗم إﻧﺷﺎء اﻟﻣواد اﻟﻣﺳﺗﺧدﻣﺔ ﻓﻲ اﻟﻔﺻول اﻟدراﺳﯾﺔ‬

.‫• ﺷرﻛﺎت اﻟﻧﺷر‬

.‫• وﻛﺎﻻت اﻟﺣﻛوﻣﺔ‬

.‫• ﻓرق ﺗطوﯾر اﻟﻣﻧﺎھﺞ ﻋﻠﻰ ﻣﺳﺗوى اﻟﻣدرﺳﺔ‬

.‫• ﻣﻌﻠﻣو اﻟﻔﺻول اﻟدراﺳﯾﺔ‬

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 TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE
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Q/ What Are the Advantages and Disadvantages of Commercial Materials ?

‫ ﻣﺎ ھﻲ ﻣزاﯾﺎ وﻋﯾوب اﻟﻣواد اﻟﺗﺟﺎرﯾﺔ ؟‬/ ‫س‬

The advantages ‫اﻟﻣزاﯾﺎ‬

• Saving time

Well organized that can systematically guide the teacher and students step-by- step
through lessons.

• Accompanying teaching manuals or companion.

•Provide lesson plans with some useful suggestions or techniques.

‫• ﺗوﻓﯾر اﻟوﻗت‬

.‫ﻣﻧظﻣﺔ ﺗﻧظﯾﻣﺎ ﺟﯾدا اﻟﺗﻲ ﯾﻣﻛن أن ﺗوﺟﮫ ﺑﺷﻛل ﻣﻧﮭﺟﻲ اﻟﻣﻌﻠم واﻟطﻼب ﺧطوة ﺑﺧطوة ﻣن ﺧﻼل اﻟدروس‬

.‫• ﻣراﻓﻘﺔ ﻛﺗﯾﺑﺎت اﻟﺗدرﯾس أو اﻟﻣراﻓق‬

.‫ • ﻗدم ﺧطط اﻟدروس ﻣﻊ ﺑﻌض اﻻﻗﺗراﺣﺎت أو اﻟﺗﻘﻧﯾﺎت اﻟﻣﻔﯾدة‬

Disadvantages ‫اﻟﻌﯾوب‬

The teacher can’t select the text to be used.

.‫ﻻ ﯾﻣﻛن ﻟﻠﻣدرس ﺗﺣدﯾد اﻟﻧص اﻟﻣراد اﺳﺗﺧداﻣﮫ‬

First, there is the possible problem of ideological conflict in teaching beliefs. Texts are
usually based on the author's or publisher's ideas about teaching. For example, some text
writers believe students should memorize words and grammar rules before they practice
speaking, writing, or reading, others think lots of practice in meaningful contexts is
significantly more important. Given a prescribed text, teachers feel as if they have to
accept the beliefs of the author/publisher. This conflict can have negative consequences
on what goes on in the classroom.
‫ ﺗﻌﺗﻣد اﻟﻧﺻوص ﻋﺎدةً ﻋﻠﻰ أﻓﻛﺎر اﻟﻣؤﻟف أو‬.‫ ھﻧﺎك ﻣﺷﻛﻠﺔ اﻟﺻراع اﻹﯾدﯾوﻟوﺟﻲ اﻟﻣﺣﺗﻣﻠﺔ ﻓﻲ ﺗدرﯾس اﻟﻣﻌﺗﻘدات‬، ً‫أوﻻ‬
‫ ﯾﻌﺗﻘد ﺑﻌض ﻛﺗﺎب اﻟﻧﺻوص أن ﻋﻠﻰ اﻟطﻼب أن ﯾﺣﻔظوا اﻟﻛﻠﻣﺎت وﻗواﻋد‬، ‫ ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل‬.‫اﻟﻧﺎﺷر ﺣول اﻟﺗدرﯾس‬
‫ ﺑﯾﻧﻣﺎ ﯾﻌﺗﻘد آﺧرون أن اﻟﻛﺛﯾر ﻣن اﻟﻣﻣﺎرﺳﺎت ﻓﻲ ﺳﯾﺎﻗﺎت ذات‬، ‫اﻟﻧﺣو ﻗﺑل أن ﯾﺗدرﺑوا ﻋﻠﻰ اﻟﺗﺣدث أو اﻟﻛﺗﺎﺑﺔ أو اﻟﻘراءة‬
‫ ﯾﻣﻛن أن‬.‫ اﻟﻧﺎﺷر‬/ ‫ ﯾﺷﻌر اﻟﻣﻌﻠﻣون ﺑﺄن ﻋﻠﯾﮭم ﻗﺑول ﻣﻌﺗﻘدات اﻟﻣؤﻟف‬، ‫ ﻋﻧد إﻋطﺎء ﻧص ﻣﺣدد‬.‫ﻣﻌﻧﻰ أﻛﺛر أھﻣﯾﺔ ﺑﻛﺛﯾر‬
.‫ﯾﻛون ﻟﮭذا اﻟﺻراع ﻋواﻗب ﺳﻠﺑﯾﺔ ﻋﻠﻰ ﻣﺎ ﯾدور ﻓﻲ اﻟﻔﺻل اﻟدراﺳﻲ‬

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 TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE
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Second, when teachers blindly follow their assigned texts, they might be trivializing the
experience for the students. And if we teachers accept our role as simply taking students
step by step through a book, the teachers role is marginalized to that of little more than a
technician ……… and the level at which we are engaged in teaching is reduced to a very
superficial one.

‫ وإذا ﻗﺑﻠﻧﺎ ﻧﺣن‬.‫ ﻓﻘد ﯾﻛوﻧون ﯾﺳﺧرون ﻣن ﺗﺟرﺑﺔ اﻟطﻼب‬، ً‫ ﻋﻧدﻣﺎ ﯾﺗﺑﻊ اﻟﻣﻌﻠﻣون ﻧﺻوﺻﮭم اﻟﻣﻛﻔوﻟﺔ ﻋﻣﯾﺎء‬، ً‫ﺛﺎﻧﯾﺎ‬
‫ ﻓﺈن دور اﻟﻣﻌﻠﻣﯾن ﻣﮭﻣش إﻟﻰ ﻣﺎ ھو أﻛﺛر ﻣن ﻣﺟرد‬، ‫اﻟﻣﻌﻠﻣﯾن دورﻧﺎ ﺑﺑﺳﺎطﺔ ﻓﻲ أﺧذ اﻟطﻼب ﺧطوة ﺑﺧطوة ﻋﺑر ﻛﺗﺎب‬
.‫ واﻟﻣﺳﺗوى اﻟذي ﻧﺷﺎرك ﻓﯾﮫ ﻓﻲ اﻟﺗدرﯾس ﯾﻧﺧﻔض إﻟﻰ ﻣﺳﺗوى ﺳطﺣﻲ ﻟﻠﻐﺎﯾﺔ واﺣدة‬....... ‫ﻓﻧﻲ‬

Finally, commercially made textbooks are prepared for a wide audience that is culturally
diverse and geographically dissimilar. As such, the "qualities which give teacher-made
and audience specific materials their authenticity and relevance are usually
removed.Teachers should read the introduction of the textbooks and deter mine who the
books were written for. Many ESL textbooks shouldn't be used in EFL settings, and the
reverse is also true.
، ‫ ﻋﻠﻰ ھذا اﻟﻧﺣو‬.‫ ﯾﺗم إﻋداد اﻟﻛﺗب اﻟﻣدرﺳﯾﺔ اﻟﻣﻘدﻣﺔ ﺗﺟﺎرﯾًﺎ ﻟﺟﻣﮭور واﺳﻊ وﻣﺗﻧوع ﺛﻘﺎﻓﯾًﺎ وﻣﺧﺗﻠﻔًﺎ ﺟﻐراﻓﯾًﺎ‬، ‫أﺧﯾرًا‬
‫ ﯾﺟب ﻋﻠﻰ‬.‫"ﻋﺎدةً ﻣﺎ ﺗﺗم إزاﻟﺔ" اﻟﺻﻔﺎت اﻟﺗﻲ ﺗﻌطﻲ اﻟﻣواد اﻟﺗﻲ ﯾﻘدﻣﮭﺎ اﻟﻣﻌﻠم واﻟﺟﻣﮭور ﺧﺎﺻﺔ أﺻﺎﻟﺗﮭﺎ وأھﻣﯾﺗﮭﺎ‬
‫ ﻻ ﯾﻧﺑﻐﻲ اﺳﺗﺧدام اﻟﻌدﯾد ﻣن ﻛﺗب اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ‬.‫اﻟﻣدرﺳﯾن ﻗراءة ﻣﻘدﻣﺔ اﻟﻛﺗب اﻟﻣدرﺳﯾﺔ وردع ﻟﻲ ﻣن ﻛﺗب اﻟﻛﺗب‬
.‫ واﻟﻌﻛس ﺻﺣﯾﺢ أﯾﺿًﺎ‬، ‫ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ ﻓﻲ إﻋدادات اﻟﻠﻐﺔ اﻷﻧﺣﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ‬

Q/ What are authentic materials ? What types are available ?

‫ ﻣﺎ ھﻲ اﻟﻣواد اﻷﺻﯾﻠﺔ ؟ ﻣﺎ ھﻲ اﻷﻧواع اﻟﻣﺗﺎﺣﺔ ؟‬/ ‫س‬

Authentic Materials : Basically, authentic materials include anything that is used to

communicate. To give you an idea of the scope of what I mean, here is a partial list of
some authentic materials EFL/ESL teachers have used.
‫ ﻹﻋطﺎﺋك ﻓﻛرة ﻋن ﻧطﺎق‬.‫ ﺗﺷﺗﻣل اﻟﻣواد اﻷﺻﻠﯾﺔ ﺑﺷﻛل أﺳﺎﺳﻲ ﻋﻠﻰ أي ﺷﻲء ﯾﺗم اﺳﺗﺧداﻣﮫ ﻟﻠﺗواﺻل‬: ‫اﻟﻣواد اﻷﺻﻠﯾﺔ‬
‫ اﻟﻠﻐﺔ‬/ ‫ إﻟﯾك ﻗﺎﺋﻣﺔ ﺟزﺋﯾﺔ ﺑﺑﻌض اﻟﻣواد اﻷﺻﻠﯾﺔ اﻟﺗﻲ اﺳﺗﺧدﻣﮭﺎ ﻣدرﺳو اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ‬، ‫ﻣﺎ أﻗﺻده‬
‫اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ‬

1.Authentic Listening / Viewing Materials

silent films TV, commercials, quiz shows, cartoon news comedy shows, dramas, movies
and soap operas ; radio news dramas and ads, professionally short stories and novels ;
pop. rock, country, film, and children's songs, home videos ; professionally videotaped
travel logs, documentaries, and sales pitches.

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 ‫‪TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

‫‪.١‬ﺣﻘﯾﻘﯾﺔ اﻻﺳﺗﻣﺎع ‪ /‬ﻋرض اﻟﻣواد‬

‫اﻷﻓﻼم اﻟﺻﺎﻣﺗﺔ ‪ :‬اﻟﺗﻠﻔزﯾون ‪ ،‬اﻹﻋﻼﻧﺎت اﻟﺗﺟﺎرﯾﺔ ‪ ،‬ﻋروض اﻟﻣﺳﺎﺑﻘﺎت ‪ ،‬ﺑراﻣﺞ ﻛوﻣﯾدﯾﺎ إﺧﺑﺎرﯾﺔ ‪ ،‬ﻣﺳرﺣﯾﺎت ‪ ،‬أﻓﻼم‬
‫وأوﺑرا اﻟﺻﺎﺑون ؛ اﻟدراﻣﺎ اﻹﺧﺑﺎرﯾﺔ واﻹﻋﻼﻧﺎت اﻹﺧﺑﺎرﯾﺔ ‪ ،‬واﻟﻘﺻص اﻟﻘﺻﯾرة واﻟرواﯾﺎت اﻟﻣﮭﻧﯾﺔ ؛ اﻟﺑوب‪ .‬أﻏﺎﻧﻲ‬
‫ﻣوﺳﯾﻘﻰ اﻟروك ‪ ،‬واﻟﺑﻠد ‪ ،‬واﻷﻓﻼم ‪ ،‬واﻷطﻔﺎل ‪ ،‬وﻣﻘﺎطﻊ اﻟﻔﯾدﯾو اﻟﻣﻧزﻟﯾﺔ ؛ ﺳﺟﻼت اﻟﺳﻔر اﻟﻣﺳﺟﻠﺔ ﻋﻠﻰ ﺷرﯾط ﻓﯾدﯾو‬
‫اﺣﺗراﻓﻲ واﻷﻓﻼم اﻟوﺛﺎﺋﻘﯾﺔ وﺳﺎﺣﺎت اﻟﻣﺑﯾﻌﺎت‪.‬‬
‫‪2.Authentic Visual Materials‬‬
‫;‪slides; photographs; paintings ; sketches ; drawings by children; stick-figure drawings‬‬
‫‪wordless street signs; silhouettes ; calendar pictures ; pictures from travel, news, and‬‬
‫‪popular magazines; ink blots ; postcard pictures, wordless picture books ; stamps ; X -‬‬
‫‪ravs.‬‬
‫‪.٢‬ﻣواد ﺑﺻرﯾﺔ ﺣﻘﯾﻘﯾﺔ‬
‫اﻟﺷراﺋﺢ‪ .‬ﺻور ﻓوﺗوﻏراﻓﯾﺔ‪ ،‬ﻟوﺣﺎت ؛ اﺳﻛﺗﺷﺎت رﺳوﻣﺎت اﻷطﻔﺎل ؛ رﺳوﻣﺎت ﻋﻠﻰ ﺷﻛل ﻋﺻﺎ ﻋﻼﻣﺎت اﻟﺷوارع‬
‫اﻟﺻﺎﻣﺗﺔ‪ .‬اﻟﺻور اﻟظﻠﯾﺔ ﺻور اﻟﺗﻘوﯾم‪ .‬ﺻور ﻣن اﻟﺳﻔر واﻷﺧﺑﺎر واﻟﻣﺟﻼت اﻟﺷﻌﺑﯾﺔ ؛ ﺑﻘﻊ اﻟﺣﺑر‪ .‬ﺻور اﻟﺑطﺎﻗﺎت‬
‫اﻟﺑرﯾدﯾﺔ واﻟﻛﺗب اﻟﻣﺻورة طواﺑﻊ ﺑرﯾدﯾﺔ ؛ اﻛس ‪ -‬راﻓس‪.‬‬
‫‪3.Authentic Printed Materials‬‬
‫‪newspaper articles, cartoons, advertisements, movie adver tisements, astrology columns,‬‬
‫‪sports reports, obituary columns, and advice columns; travel magazines, science math,‬‬
‫‪and history books; short stories ; novels ; books of photographs; lyrics to popular, rock.‬‬
‫‪folk, and children's songs; restaurant menus, street signs ; postcards ; currency; cereal‬‬
‫‪boxes, candy wrappers ; tourist information brochures and tourist guidebooks; university‬‬
‫;‪catalogs ; department store catalogs, telephone books ; world, city, and relief maps‬‬
‫‪calendars, TV guides: driver's licenses; comic books. greeting cards; business cards, bank‬‬
‫‪checks and deposit forms, gro- cery coupons; hotel registration forms; pins with messages‬‬
‫‪bus, plane, train, taxi, and jitney schedules; teletext subtitles for the hearing impaired.‬‬
‫‪.٣‬اﻟﻣواد اﻟﻣطﺑوﻋﺔ اﻷﺻﯾﻠﺔ‬

‫ﻣﻘﺎﻻت ﻓﻲ اﻟﺻﺣف ‪ ،‬ﻛﺎرﯾﻛﺎﺗﯾر ‪ ،‬إﻋﻼﻧﺎت ‪ ،‬إﻋﻼﻧﺎت ﻋن إﻋﻼﻧﺎت اﻷﻓﻼم ‪ ،‬أﻋﻣدة اﻟﺗﻧﺟﯾم ‪ ،‬ﺗﻘﺎرﯾر رﯾﺎﺿﯾﺔ ‪ ،‬أﻋﻣدة‬
‫ﻧﻌﻲ ‪ ،‬وأﻋﻣدة ﻧﺻﯾﺣﺔ ؛ ﻣﺟﻼت اﻟﺳﻔر ‪ ،‬ﻋﻠوم اﻟرﯾﺎﺿﯾﺎت ‪ ،‬وﻛﺗب اﻟﺗﺎرﯾﺦ ؛ ﻗﺻص ﻗﺻﯾرة اﻟرواﯾﺎت‪ .‬ﻛﺗب اﻟﺻور‬
‫ﻛﻠﻣﺎت ﻟﺷﻌﺑﯾﺔ ‪ ،‬روك‪ .‬اﻷﻏﺎﻧﻲ اﻟﺷﻌﺑﯾﺔ ‪ ،‬وأﻏﺎﻧﻲ اﻷطﻔﺎل ؛ ﻗواﺋم اﻟﻣطﻌم ‪ ،‬ﻋﻼﻣﺎت اﻟﺷوارع ؛ ﺑطﺎﻗﺎت ﺑرﯾدﯾﺔ‪ .‬دﻗﺔ؛‬
‫ﺻﻧﺎدﯾق اﻟﺣﺑوب ‪ ،‬ﻣﻐﻠﻔﺔ اﻟﺣﻠوى‪ .‬ﻛﺗﯾﺑﺎت اﻟﻣﻌﻠوﻣﺎت اﻟﺳﯾﺎﺣﯾﺔ واﻟﻛﺗﯾﺑﺎت اﻟﺳﯾﺎﺣﯾﺔ‪ .‬ﻛﺗﺎﻟوﺟﺎت اﻟﺟﺎﻣﻌﺔ ﻛﺗﺎﻟوﺟﺎت ﻣﺗﺟر‬
‫‪ ،‬دﻓﺗر اﻟﮭﺎﺗف‪ .‬ﺧراﺋط اﻟﻌﺎﻟم واﻟﻣدﯾﻧﺔ وﺧراﺋط اﻹﻏﺎﺛﺔ اﻟﺗﻘﺎوﯾم ‪ ،‬أدﻟﺔ اﻟﺗﻠﻔزﯾون ‪ :‬رﺧص اﻟﻘﯾﺎدة ؛ ﻛﺗب ھزﻟﯾﺔ‪ .‬ﺑطﺎﻗﺎت‬
‫ﺗرﺣﯾﺑﯾﺔ؛ ﺑطﺎﻗﺎت اﻟﻌﻣل واﻟﺷﯾﻛﺎت اﻟﺑﻧﻛﯾﺔ وﻧﻣﺎذج اﻹﯾداع وﻛوﺑوﻧﺎت اﻟطﻌﺎم‪ .‬اﺳﺗﻣﺎرات ﺗﺳﺟﯾل اﻟﻔﻧﺎدق ؛ دﺑﺎﺑﯾس ﻣﻊ‬
‫رﺳﺎﺋل اﻟﺣﺎﻓﻠﺔ ‪ ،‬اﻟطﺎﺋرة ‪ ،‬اﻟﻘطﺎر ‪ ،‬ﺳﯾﺎرات اﻷﺟرة ‪ ،‬وﺟﯾﺗﻧﻲ اﻟﺟداول ؛ ﺗرﺟﻣﺎت اﻟﻧص اﻟﻣﺗرﺟم ﻟﺿﻌﺎف اﻟﺳﻣﻊ‪.‬‬

‫‪5‬‬
 TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

4.Realia Used in EFL/ESL Classrooms

dolls, puppets, currency, key rings, scissors, folded paper, toothpaste, toothbrushes,
combs, stuffed and toy animals wall clocks, balloons, walkie-talkies, candles, fly swatters
string, thread, chewing gum, glue, rulers, tacks, paper clips rubber bands, trains, aprons,
plastic forks and spoons dishes, glasses, bowls, umbrellas, wallets, purses, balls phones,
fishing reels, furniture, people, cars, bus collections, play money, stones, plants, sand,
clay, ink, sticks jars, coffee cans, chalk, credit cards, hats Halloween masks, mannequins.
‫ ﻟﻐﺔ أﻧﻛﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ ﻓﻲ اﻟﻔﺻول اﻟدراﺳﯾﺔ‬/ ‫رﯾﺎﻟﯾﺎ أﺳﺗﺧدام ﻟﻐﺔ أﻧﻛﻠﯾزﯾﺔ‬.٤

‫ ﺣﯾواﻧﺎت‬، ‫ أﻣﺷﺎط‬، ‫ ﻓرﺷﺎت أﺳﻧﺎن‬، ‫ ﻣﻌﺟون أﺳﻧﺎن‬، ‫ ورق ﻣطوي‬، ‫ ﻣﻘص‬، ‫ ﺳﻼﺳل ﻣﻔﺎﺗﯾﺢ‬، ‫ ﻋﻣﻠﺔ‬، ‫ دﻣﻰ‬، ‫دﻣﻰ‬
‫ ﺻﻣﻎ‬، ‫ ﺧﯾط‬، ‫ ﺳﻠﺳﻠﺔ ﺳواﺗر ﯾطﯾر‬، ‫ ﺷﻣوع‬، ‫ ﺟﮭﺎز اﺗﺻﺎل ﻻﺳﻠﻛﻲ‬، ‫ ﺑﺎﻟوﻧﺎت‬، ‫ﻣﺣﺷوة وﻟﻌب ﺣﺎﺋط ﺳﺎﻋﺎت ﺣﺎﺋط‬
‫ أطﺑﺎق وﺷوك ﺑﻼﺳﺗﯾﻛﯾﺔ‬، ‫ ﻣﺂزر‬، ‫ ﻗطﺎرات‬، ‫ أﺷرطﺔ ﻣطﺎطﯾﺔ‬، ‫ ﻣﺷﺎﺑك اﻟورق‬، ‫ ﻣﺳﺎﻣﯾر‬، ‫ ﻣﺳﺎطر‬، ‫ ﻏراء‬، ‫ﻣﺿﻎ‬
، ‫ أﺷﺧﺎص‬، ‫ أﺛﺎث‬، ‫ ﺑﻛرات ﺻﯾد أﺳﻣﺎك‬، ‫ ﻛرات ھواﺗف‬، ‫ ﻣﺣﺎﻓظ‬، ‫ ﻣﺣﺎﻓظ‬، ‫ ﻣظﻼت‬، ‫ طﺎﺳﺎت‬، ‫ ﻧظﺎرات‬، ‫وﻣﻼﻋق‬
‫ ﻋﻠب‬، ‫ ﻋﺻﻲ اﻟﺟرار‬، ‫ ﺣﺑر‬، ‫ اﻟطﯾن‬، ‫ اﻟرﻣﺎل‬، ‫ اﻟﻧﺑﺎﺗﺎت‬، ‫ اﻟﺣﺟﺎرة‬، ‫ ﻟﻌب اﻟﻧﻘود‬، ‫ ﻣﺟﻣوﻋﺎت اﻟﺣﺎﻓﻼت‬، ‫ﺳﯾﺎرات‬
.‫ اﻟﻌﺎرﺿﺎت‬، ‫ اﻟﻘﺑﻌﺎت أﻗﻧﻌﺔ ھﺎﻟوﯾن‬، ‫ ﺑطﺎﻗﺎت اﻻﺋﺗﻣﺎن‬، ‫ اﻟطﺑﺎﺷﯾر‬، ‫اﻟﻘﮭوة‬

Definition of Realia : objects or activities used to relate classroom teaching to the real life
especially of peoples studied.
‫ اﻷﺷﯾﺎء أو اﻷﻧﺷطﺔ اﻟﻣﺳﺗﺧدﻣﺔ ﻟرﺑط اﻟﺗدرﯾس ﻓﻲ اﻟﻔﺻول اﻟدراﺳﯾﺔ ﺑﺎﻟﺣﯾﺎة اﻟﺣﻘﯾﻘﯾﺔ وﺧﺎﺻﺔ‬: ‫ﺗﻌرﯾف رﯾﺎﻟﯾﺎ‬
.‫ﻟﻸﺷﺧﺎص اﻟذﯾن ﺗﻣت دراﺳﺗﮭم‬

Q/ What are the disadvantages and advantages of using authentic materials and media ?

‫ ﻣﺎ ھﻲ ﻋﯾوب وﻣزاﯾﺎ اﺳﺗﺧدام ﻣواد ووﺳﺎﺋط أﺻﻠﯾﺔ ؟‬/ ‫س‬

Disadvantages ‫اﻟﻌﯾوب‬
• Takes time and effort to locate authentic materials.
• Its difficult to make authentic materials and media comprehensible to the student.
• Some students will not accept authentic materials and media as being a valuable
learning source.
.‫• ﯾﺳﺗﻐرق اﻟوﻗت واﻟﺟﮭد ﻟﺗﺣدﯾد اﻟﻣواد اﻷﺻﻠﯾﺔ‬

.‫• ﻣن اﻟﺻﻌب ﺟﻌل اﻟﻣواد ووﺳﺎﺋل اﻹﻋﻼم اﻷﺻﻠﯾﺔ ﻣﻔﮭوﻣﺔ ﻟﻠطﺎﻟب‬

.‫• ﻟن ﯾﻘﺑل ﺑﻌض اﻟطﻼب اﻟﻣواد واﻟوﺳﺎﺋط اﻷﺻﻠﯾﺔ ﺑﺎﻋﺗﺑﺎرھﺎ ﻣﺻدرًا ﺗﻌﻠﯾﻣﯾًﺎ ذا ﻗﯾﻣﺔ‬

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 TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

Advantages ‫اﻟﻣزاﯾﺎ‬
1.Can reinforce for students the direct relation between the language classroom and the
outside world.
2.They offer a way to contextualizelanguage learning.
3.Offer students a valuable source of language input, since they can be exposed to more
than just the language presented by the teacher and the text.
.‫ﯾﻣﻛن أن ﯾﻌزز ﻟﻠطﻼب اﻟﻌﻼﻗﺔ اﻟﻣﺑﺎﺷرة ﺑﯾن ﻓﺻل اﻟﻠﻐﺔ واﻟﻌﺎﻟم اﻟﺧﺎرﺟﻲ‬.١

.‫أﻧﮭﺎ ﺗوﻓر وﺳﯾﻠﺔ ﻟﺗﻌﻠم اﻟﺳﯾﺎﻗﯾﺔ اﻟﻠﻐوﯾﺔ‬.٢

.‫ ﺣﯾث ﯾﻣﻛن أن ﯾﺗﻌرﺿوا ﻷﻛﺛر ﻣن ﻣﺟرد اﻟﻠﻐﺔ اﻟﺗﻲ ﯾﻘدﻣﮭﺎ اﻟﻣﻌﻠم واﻟﻧص‬، ‫ﻗدم ﻟﻠطﻼب ﻣﺻدرًا ﻗﯾﻣًﺎ ﻹدﺧﺎل اﻟﻠﻐﺔ‬.٣

Q/ Why students will sometimes reject TV comedy or games as a learning source ?

‫ ﻟﻣﺎذا ﯾرﻓض اﻟطﻼب أﺣﯾﺎﻧًﺎ اﻟﻛوﻣﯾدﯾﺎ اﻟﺗﻠﻔزﯾوﻧﯾﺔ أواﻷﻟﻌﺎب ﻛﻣﺻدر ﻟﻠﺗﻌﻠم ؟‬/ ‫س‬

Because they consider them entertainment but view learning as a serious enterprise.

.‫ﻷﻧﮭم ﯾﻌﺗﺑروﻧﮭم اﻟﺗرﻓﯾﮫ وﻟﻛن ﻋرض اﻟﺗﻌﻠم ﻛﻣؤﺳﺳﺔ ﺧطﯾرة‬

Q/ How do EFL / ESL Teachers Use Authentic Materials and Media ?

‫ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺻﻠﯾﺔ ﻣواد ووﺳﺎﺋط أﺻﻠﯾﺔ ؟‬/ ‫ ﻛﯾف ﯾﺳﺗﺧدم ﻣدرﺳو اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ‬/ ‫س‬
1.Some teachers use authentic materials to get beyond the limitations of a text.
2.Teachers being with an idea in a text and, based on their understanding of students’
needs and interests, locate authentic materials.
3.Create additional activates that make use of them.
4.Teacher’s set of activities illustrates, it is possible to adapt lessons to a text using
authentic martials.
5.Some teachers also see the need to go beyond the text and to create their own lessons
based solely on authentic materials and media.
6.Use authentic materials is to include them on reading boards to promote interaction
between the reader and the text, it can include quick quizzes, problems to solve, quotes.
7.authentic mixed media can be used in a different way.

7
 ‫‪TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE‬‬
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‫‪.١‬ﯾﺳﺗﺧدم ﺑﻌض اﻟﻣﻌﻠﻣﯾن ﻣواد أﺻﻠﯾﺔ ﻟﺗﺟﺎوز ﺣدود اﻟﻧص‪ .‬‬

‫‪.٢‬اﻟﻣﻌﻠﻣﯾن ﯾﺟري ﻣﻊ ﻓﻛرة ﻓﻲ اﻟﻧص ‪ ،‬وﻋﻠﻰ أﺳﺎس ﻓﮭﻣﮭم ﻷﺣﺗﯾﺎﺟﺎت اﻟطﻼب واھﺗﻣﺎﻣﺎﺗﮭم ‪ ،‬وﺗﺣدﯾد اﻟﻣواد اﻷﺻﻠﯾﺔ‪ .‬‬

‫‪.٣‬ﻗم ﺑﺈﻧﺷﺎء أﻧﺷطﺔ إﺿﺎﻓﯾﺔ ﺗﺳﺗﻔﯾد ﻣﻧﮭﺎ‪ .‬‬

‫‪.٤‬ﺗوﺿﺢ ﻣﺟﻣوﻋﺔ أﻧﺷطﺔ اﻟﻣﻌﻠم ‪ ،‬أﻧﮫ ﻣن اﻟﻣﻣﻛن ﺗﻛﯾﯾف اﻟدروس ﻣﻊ ﻧص ﺑﺎﺳﺗﺧدام اﻟﻌرﻓﯾﺔ اﻷﺻﯾﻠﺔ‪ .‬‬

‫‪.٥‬ﯾرى ﺑﻌض اﻟﻣﻌﻠﻣﯾن أﯾﺿًﺎ اﻟﺣﺎﺟﺔ إﻟﻰ ﺗﺟﺎوز اﻟﻧص وإﻧﺷﺎء ﻧص ﺧﺎص ﺑﮭم اﻟدروس اﻟﻣﻌﺗﻣدة ﻓﻘط ﻋﻠﻰ اﻟﻣواد‬
‫ووﺳﺎﺋل اﻹﻋﻼم اﻷﺻﻠﯾﺔ‪ .‬‬

‫‪.٦‬أﺳﺗﺧدام ﻣواد أﺻﻠﯾﺔ ﻹدراﺟﮭﺎ ﻓﻲ ﻟوﺣﺎت اﻟﻘراءة ﻟﻠﺗرﻗﯾﺔ اﻟﺗﻔﺎﻋل ﺑﯾن اﻟﻘﺎرئ واﻟﻧص ‪ ،‬وﯾﻣﻛن أن ﺗﺷﻣل ﻣﺳﺎﺑﻘﺎت‬
‫ﺳرﯾﻌﺔ ‪ ،‬ﻣﺷﺎﻛل ﻟﺣل ‪ ،‬وﻧﻘﻠت‪ .‬‬

‫‪.٧‬ﯾﻣﻛن اﺳﺗﺧدام وﺳﺎﺋط ﻣﺧﺗﻠطﺔ أﺻﯾﻠﺔ ﺑطرﯾﻘﺔ ﻣﺧﺗﻠﻔﺔ‪.‬‬

‫? ‪Q/ What Kind of Technology do EFL / ESL Teachers‬‬

‫س ‪ /‬ﻣﺎ ﻧوع اﻟﺗﻛﻧوﻟوﺟﯾﺎ اﻟﺗﻲ ﯾﻘوم ﺑﮭﺎ ﻣﻌﻠﻣو اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ ‪ /‬اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ ؟‬

‫‪Technology: is scientific and industrial know-how or expertise.‬‬

‫‪• The transportation system.‬‬

‫‪• The communication system (telephone).‬‬

‫‪• The agricultural system.‬‬

‫‪• Other systems that provide people with the means to live.‬‬

‫اﻟﺗﻛﻧوﻟوﺟﯾﺎ‪ :‬ھﻲ اﻟﻣﻌرﻓﺔ اﻟﻌﻠﻣﯾﺔ واﻟﺻﻧﺎﻋﯾﺔ أو اﻟﺧﺑرة‪ .‬‬

‫• ﻧظﺎم اﻟﻧﻘل‪ .‬‬

‫• ﻧظﺎم اﻻﺗﺻﺎﻻت )اﻟﮭﺎﺗف(‪ .‬‬

‫• اﻟﻧظﺎم اﻟزراﻋﻲ‪ .‬‬

‫• اﻟﻧظم اﻷﺧرى اﻟﺗﻲ ﺗوﻓر ﻟﻠﻧﺎس وﺳﺎﺋل ﻟﻠﺣﯾﺎة‪.‬‬

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 ‫‪TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

‫‪1.Some countries have advanced technology, with very efficient trains and buses, digital‬‬
‫‪entertainment.‬‬

‫‪2.Other countries have quite the opposite technology , with slow-moving trains and‬‬
‫‪buses, televisions with antennas, and labor-intense factories.‬‬

‫‪3.There are some countries that are developing , some quite fast, and they have very‬‬
‫‪advanced technology and very old technology within the same country.‬‬

‫‪4.Some countries a percentage of people (with money) have access to satellite‬‬

‫‪technology in their homes and even cars (digital satellite maps), while others are living in‬‬
‫‪homes without access to the internet, are walking on dirt roads, and are riding old buses‬‬
‫‪to their destinations.‬‬

‫‪.١‬ﺑﻌض اﻟﺑﻠدان ﻟدﯾﮭﺎ اﻟﺗﻛﻧوﻟوﺟﯾﺎ اﻟﻣﺗﻘدﻣﺔ ‪ ،‬ﻣﻊ اﻟﻘطﺎرات وﻓﻌﺎﻟﺔ ﻟﻠﻐﺎﯾﺔ اﻟﺣﺎﻓﻼت واﻟﺗرﻓﯾﮫ اﻟرﻗﻣﻲ‪ .‬‬

‫‪.٢‬ﺗﻣﺗﻠك اﻟﺑﻠدان اﻷﺧرى اﻟﺗﻛﻧوﻟوﺟﯾﺎ اﻟﻣﻌﺎﻛﺳﺔ ﺗﻣﺎﻣًﺎ ‪ ،‬ﻣﻊ ﺣرﻛﺔ ﺑطﯾﺋﺔ اﻟﻘطﺎرات واﻟﺣﺎﻓﻼت ‪ ،‬وأﺟﮭزة اﻟﺗﻠﻔزﯾون ﻣﻊ‬
‫اﻟﮭواﺋﯾﺎت ‪ ،‬واﻟﻣﺻﺎﻧﻊ ﻛﺛﯾﻔﺔ اﻟﻌﻣﺎﻟﺔ‪ .‬‬

‫‪.٣‬ھﻧﺎك ﺑﻌض اﻟﺑﻠدان اﻟﻧﺎﻣﯾﺔ ‪ ،‬ﺑﻌﺿﮭﺎ ﺳرﯾﻊ ﺟدًا ‪ ،‬وھم ﻛذﻟك ﻟدﯾﻧﺎ اﻟﺗﻛﻧوﻟوﺟﯾﺎ اﻟﻣﺗﻘدﻣﺔ ﺟدا واﻟﺗﻛﻧوﻟوﺟﯾﺎ اﻟﻘدﯾﻣﺔ ﺟدا‬
‫داﺧل ﻧﻔﺳﮫ ﺑﻠد‪ .‬‬

‫‪.٤‬ﺑﻌض اﻟﺑﻠدان ﻟدﯾﮭﺎ ﻧﺳﺑﺔ ﻣﺋوﯾﺔ ﻣن اﻟﻧﺎس )ﺑﺎﻟﻣﺎل( ﯾﻣﻛﻧﮭم اﻟوﺻول إﻟﯾﮭﺎ ﺗﻛﻧوﻟوﺟﯾﺎ اﻷﻗﻣﺎر اﻟﺻﻧﺎﻋﯾﺔ ﻓﻲ ﻣﻧﺎزﻟﮭم‬
‫وﺣﺗﻰ اﻟﺳﯾﺎرات )ﺧراﺋط اﻷﻗﻣﺎر اﻟﺻﻧﺎﻋﯾﺔ اﻟرﻗﻣﯾﺔ( ‪ ،‬ﺑﯾﻧﻣﺎ ﯾﻌﯾش اﻵﺧرون ﻓﻲ اﻟﻣﻧﺎزل دون اﻟوﺻول إﻟﻰ اﻹﻧﺗرﻧت‬
‫‪ ،‬اﻟﻣﺷﻲ ﻋﻠﻰ اﻟطرق اﻟﺗراﺑﯾﺔ ‪ ،‬ورﻛوب اﻟﺣﺎﻓﻼت اﻟﻘدﯾﻣﺔ إﻟﻰ وﺟﮭﺎﺗﮭم‪.‬‬

‫‪“Some teachers have access to high technology, such as computers that can surf internet‬‬
‫‪at lightening speed, while other teachers will only have access to chalk and a blackboard”.‬‬

‫ﺑﻌض اﻟﻣﻌﻠﻣﯾن ﻟدﯾﮭم إﻣﻛﺎﻧﯾﺔ اﻟوﺻول إﻟﻰ اﻟﺗﻛﻧوﻟوﺟﯾﺎ اﻟﻣﺗﻘدﻣﺔ ‪ ،‬ﻣﺛل أﺟﮭزة اﻟﻛﻣﺑﯾوﺗر اﻟﺗﻲ ﯾﻣﻛن أن ﺗﺻﻔﺢ اﻹﻧﺗرﻧت‬
‫ﺑﺳرﻋﺔ اﻟﺑرق ‪ ،‬ﻓﻲ ﺣﯾن أن اﻟﻣﻌﻠﻣﯾن اﻵﺧرﯾن ﺳوف ﯾﻛون ﻓﻘط اﻟوﺻول إﻟﻰ اﻟطﺑﺎﺷﯾر و ﺑﻼك ﺑورد"‪.‬‬

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 TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE
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A Technology Continuum ‫اﺳﺗﻣرار اﻟﺗﻛﻧوﻟوﺟﯾﺎ‬

Sticks Chalk Overhead Digital Video

Earth Blackboard Projector Camera
Air Crayons Slide Projector Computer/Internet
Clouds Paint Filmstrip Cell Phone
Kazoo Projector Digital Audio
Scissors , Audiocassette Recorder
Paper. Recorder Digital Satellite
Radio,
Telephone,
VCR
Video Camera

Low-technology Low-technology High-technology High-technology

Q/ What problems do same EFL / ESL Teachers have with Materials, Media, and
Teaching ?
‫ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ ﻣﻊ اﻟﻣواد‬/ ‫ ﻣﺎ ھﻲ اﻟﻣﺷﺎﻛل اﻟﺗﻲ ﺗواﺟﮫ ﻣﻌﻠﻣﻲ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ‬/ ‫س‬
‫واﻹﻋﻼم واﻟﺗﻌﻠﯾم ؟‬
Problems some EFL/ESL teachers face include the following:
1.The “I am forced to teach from the book” problem.
2.The “Let the textbook do the teaching” problem.
3.The “How do I locate useful websites for my students ?” problem.
:‫ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ اﻟﺗﺎﻟﯾﺔ‬/ ‫ﺗﺷﻣل ﺑﻌض اﻟﻣﺷﻛﻼت اﻟﺗﻲ ﯾواﺟﮭﮭﺎ ﺑﻌض ﻣﻌﻠﻣﻲ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ‬
."‫ﻣﺷﻛﻠﺔ "أﻧﺎ ﻣﺟﺑر ﻋﻠﻰ اﻟﺗدرﯾس ﻣن اﻟﻛﺗﺎب‬.١
."‫ﻣﺷﻛﻠﺔ "دع اﻟﻛﺗﺎب اﻟﻣدرﺳﻲ ﯾﻘوم ﺑﺎﻟﺗدرﯾس‬.٢
"‫ﻣﺷﻛﻠﺔ "ﻛﯾف ﯾﻣﻛﻧﻧﻲ ﺗﺣدﯾد ﻣواﻗﻊ اﻟوﯾب اﻟﻣﻔﯾدة ﻟطﻼﺑﻲ ؟‬.٣

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 TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

The “I am forced to teach from the book” problem.

."‫ﻣﺷﻛﻠﺔ "أﻧﺎ ﻣﺟﺑر ﻋﻠﻰ اﻟﺗدرﯾس ﻣن اﻟﻛﺗﺎب‬

1.EFL/ESL teachers find that the administration’s policy is stringent.

2.Actual lesson plans are provided, and supervisors make sure they are followed.
3.Some teachers give in under the pressure and simply follow the prescribed lessons.
."‫ﻣﺷﻛﻠﺔ "أﻧﺎ ﻣﺟﺑر ﻋﻠﻰ اﻟﺗدرﯾس ﻣن اﻟﻛﺗﺎب‬.١

.‫ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ ﺛﺎﻧﯾﺔ أن ﺳﯾﺎﺳﺔ اﻹدارة ﺻﺎرﻣﺔ‬/ ‫ﯾﺟد ﻣدرﺳﻲ اﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ ﻛﻠﻐﺔ أﺟﻧﺑﯾﺔ‬.٢

.‫ وﯾﺗﺄﻛد اﻟﻣﺷرﻓون ﻣن ﻣﺗﺎﺑﻌﺗﮭﺎ‬، ‫ﯾﺗم ﺗوﻓﯾر ﺧطط اﻟدروس اﻟﻔﻌﻠﯾﺔ‬.٣

However:
1.Other teachers find ways to incorporate additional materials while adapting to the
prescribed lesson.
2.They might bring in photos or pictures that correspond to the required reading to make
it more vivid.
3.They might have friends record a one-minute natural conversation based on language.
4.They might have students spend the last 10 minutes of class using of class using
scrabble letters to spell out words and make up sentences from these words.
5.Some teachers negotiate an “authentic English” day with the students.
: ‫وﻣﻊ ذﻟك‬

.‫ﯾﺟد اﻟﻣﻌﻠﻣون اﻵﺧرون طرﻗًﺎ ﻟدﻣﺞ ﻣواد إﺿﺎﻓﯾﺔ ﻣﻊ اﻟﺗﺄﻗﻠم ﻣﻊ اﻟدرس اﻟﻣﺣدد‬.١

.‫ﻗد ﯾﺟﻠﺑون اﻟﺻور أو اﻟﺻور اﻟﺗﻲ ﺗﺗواﻓق ﻣﻊ اﻟﻘراءة اﻟﻣطﻠوﺑﺔ ﻟﺟﻌﻠﮭﺎ أﻛﺛر ﺣﯾوﯾﺔ‬.٢

.‫ﻗد ﯾﻛون ﻟدﯾﮭم أﺻدﻗﺎء ﯾﺳﺟﻠون ﻣﺣﺎدﺛﺔ طﺑﯾﻌﯾﺔ ﻣدﺗﮭﺎ دﻗﯾﻘﺔ واﺣدة ﺑﻧﺎءً ﻋﻠﻰ اﻟﻠﻐﺔ‬.٣

‫ دﻗﺎﺋق ﻓﻲ اﻟﻔﺻل ﺑﺎﺳﺗﺧدام اﻟﻔﺻل ﺑﺎﺳﺗﺧدام اﻟﺧرﺑﺷﺔ‬10 ‫ﻗد ﯾﻛون ﻟدﯾﮭم طﻼب ﯾﻘﺿون آﺧر‬.٤

.‫رﺳﺎﺋل ﻟﺗﮭﺟﺋﺔ اﻟﻛﻠﻣﺎت وﺗﺷﻛﯾل ﺟﻣل ﻣن ھذه اﻟﻛﻠﻣﺎت‬

.‫ﯾﺗﻔﺎوض ﺑﻌض اﻟﻣﻌﻠﻣﯾن ﻓﻲ ﯾوم "أﺻﯾل ﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ" ﻣﻊ اﻟطﻼب‬.٥

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 TEACHING ENGLISH AS A FOREIGN OR SECOND LANGUAGE
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

The “Let the textbook do the teaching” problem.

.‫دع اﻟﻛﺗﺎب اﻟﻣدرﺳﻲ ﯾﻘوم ﺑذﻟك ﻣﺷﻛﻠﺔ اﻟﺗدرﯾس‬

Advantages ‫اﻟﻣزاﯾﺎ‬
1.Saves time.

2.Novice teachers can learn something about teaching from following text.

3.Studying the accompanying teaching manual.

4.Using materials from companion websites.

5.Negotiating meaning with each other and the teacher can trivialize the experience for
the students.

.‫ﯾوﻓر اﻟوﻗت‬.١

.‫ﯾﻣﻛن ﻟﻠﻣﻌﻠﻣﯾن اﻟﻣﺑﺗدﺋﯾن ﺗﻌﻠم ﺷﻲء ﻋن اﻟﺗدرﯾس ﻣن اﻟﻧص اﻟﺗﺎﻟﻲ‬.٢

.‫دراﺳﺔ دﻟﯾل اﻟﺗدرﯾس اﻟﻣﺻﺎﺣب‬.٣

.‫ﺑﺎﺳﺗﺧدام اﻟﻣواد ﻣن اﻟﻣواﻗﻊ اﻟﻣﺻﺎﺣﺑﺔ‬.٤

.‫اﻟﺗﻔﺎوض ﺣول اﻟﻣﻌﻧﻰ ﻣﻊ ﺑﻌﺿﮭم اﻟﺑﻌض وﯾﻣﻛن ﻟﻠﻣﻌﻠم أن ﯾﺗﻧﺎزل ﺗﺟرﺑﺔ اﻟطﻼب‬.٥

‫ اﻟﻌﯾوب‬

1.Adhering to a text without considering the effects on the students.

2.Teachers want to be more than technicians, more than mindlessly following a text.
3.The text not meant to be blindly plodded through.
4.The teaching guides are only other teachers’ ways to teach lessons, which not be
appropriate for their students.
5.They realize that much can be gained from exposing students to authentic language
materials and media.
6.They want to make their own informed decisions about how to teach a particular,
always unique, group of students.

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.‫اﻷﻧﺿﻣﺎم إﻟﻰ اﻟﻧص دون اﻟﻧظر ﻓﻲ اﻵﺛﺎر ﻋﻠﻰ اﻟطﻼب‬.١

.‫ أﻛﺛر ﻣن ﻣﺟرد اﺗﺑﺎع اﻟﻧص‬، ‫ﯾرﻏب اﻟﻣﻌﻠﻣون ﻓﻲ أن ﯾﻛوﻧوا أﻛﺛر ﻣن ﻓﻧﯾﯾن‬.٢

.‫اﻟﻧص ﻻ ﯾﻘﺻد ﺑﮫ أن ﯾﺗﻔﺷﻰ ﻋﻣﯾﺎء‬.٣

.‫ واﻟﺗﻲ ﻟﯾﺳت ﻣﻧﺎﺳﺑﺔ ﻟطﻼﺑﮭم‬، ‫أدﻟﺔ اﻟﺗدرﯾس ﻟﯾﺳت ﺳوى طرق أﺧرى ﻟﻠﻣدرﺳﯾن ﻟﺗدرﯾس اﻟدروس‬.٤

.‫ﯾدرﻛون أﻧﮫ ﯾﻣﻛن ﺗﺣﻘﯾق اﻟﻛﺛﯾر ﻣن ﺗﻌرﯾض اﻟطﻼب ﻟﻣواد ووﺳﺎﺋط ﻟﻐوﯾﺔ أﺻﻠﯾﺔ‬.٥

‫ ﻣن‬، ‫ ﻓرﯾدة ﻣن ﻧوﻋﮭﺎ داﺋﻣًﺎ‬، ‫إﻧﮭم ﯾرﻏﺑون ﻓﻲ اﺗﺧﺎذ ﻗراراﺗﮭم اﻟﻣﺳﺗﻧﯾرة ﺑﺷﺄن ﻛﯾﻔﯾﺔ ﺗدرﯾس ﻣﺟﻣوﻋﺔ ﻣﻌﯾﻧﺔ‬.٦
.‫اﻟطﻼب‬

Q/ How do I locate useful websites for my students ? problem.

.‫ ﻛﯾف ﯾﻣﻛﻧﻧﻲ ﺗﺣدﯾد ﻣواﻗﻊ اﻟوﯾب اﻟﻣﻔﯾدة ﻟطﻼﺑﻲ ؟ ﻣﺷﻛﻠﺔ‬/ ‫س‬

The most useful websites:

:‫اﻟﻣواﻗﻊ اﻷﻛﺛر ﻓﺎﺋدة‬

• www.eslcafe.com (Dave’s ESL Café), includes interactive resources, (ESL Graffiti Wall).

• www.eslpartyland.com (Karin’s ESL PartyLand), can find variety of interactive for

teachers and students.

• www.eslwonderland.com (The ESL WonderLand), find resources for teaching or

learning English.

• www.eslbee.com (Advanced Composition for Non-Native Speakers of English), learn to

write academic paper in American schools.

• encyclopedia.com (Encyclopedia.com), many frequently updated articles.

• www.owcp.net (Online Writing Collaboration Project), promote communication and

writing skills.

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