4.1.

1 Using Course Books

A wide range of EFL course books is available for teachers which are
designed for multiple purposes, levels of proficiency, and ages. This is great
news because teachers can choose a series that most closely matches
classroom language goals, content requirements, and demographics. In this
section, we will discuss different course book options, the general levels and
language patterns of standardized coursebooks, and how to select an
appropriate course book. We will also be discussing how to add, adapt, and
replace parts of a course book to better suit program goals and student
needs. Finally we’ll list the advantages and disadvantages of using
coursebooks as well as explore specific-purpose texts.

Different Course Book Options

Some larger, branded English language training schools write their own
textbooks, have a contract with a publisher for specific series, or may carry a
few different series of books for classroom use. In these situations, teachers
use the provided books to create lesson plans. Teachers may have to create
their own teaching schedule to follow, or it may be provided by an academic
director.

In other situations teachers might be able to choose their own coursebooks for
the program. This includes classes in small training schools, corporate
classes, specific-purpose English classes, oral English classes at public
schools, and one-to-one classes and tutoring.
When choosing their own coursebook, a teacher needs to be very discerning.
Factors like student demographics, type of classes and availability all come
into play. While the availability of coursebooks are infinitely better today than
they were twenty years ago, there are still many rural places with a very
limited selection of EFL coursebooks and while a teacher might try their best
to get their hands on something better, it's not always possible and sometimes
they must simply make do with what's around.

Types of Classes

The first criterion to consider when selecting a text is what type of class it will
be used for:

Standardized test/exam classes – Such classes require specific-purpose

coursebooks that are designed and structured solely to help students achieve
high scores on exams like the TOEFL and IELTS. They provide many practice
tests and test-taking strategies on top of regular learning material.

Business English classes – The types of texts used in these classes place an
emphasis on English used in business communications, processes and
settings. Besides general English coursebooks, they are the most popular and
published types of texts available.

Focus on specific skills (speaking classes, writing workshops etc) – These

types of classes would use specific-purpose coursebooks, such as writing
structure workbooks, grammar workbooks, and speaking prompt/activity
books.

General English classes – General coursebooks teach and practice all four
language skills. Grammar workbooks, writing workbooks, reading textbooks,
listening/speaking activity books, phonics books, story books/novels, and
other subject books can be used to supplement general coursebooks.
Travel/tourism classes – These classes tend to focus on functional speaking
and listening skills. Travel-specific situational dialogue books would be great if
the students are planning on traveling themselves. For those working in the
tourism industry, there are hospitality-specific coursebooks with a stronger
focus on oral skills.

Student Age

The next thing to consider is student age. Books written for adult students use
more condensed text, less visual stimuli, and more mature themes. Even if the
English level is rudimentary, using these books with a group of 10-year-olds
would be difficult. They would get bored quickly and disengage from the class.

Coursebooks for children should include:

 Functional dialogues
 Alphabet and phonics work
 Colorful pictures that tell stories
 An emphasis on exposure to the language over theory
 A broad spectrum of content that is interesting and relevant to children
 Basic structures and vocabulary reinforced by imagery
 Communicative games
 Structures taught through children's songs, poems, and chants

Books made for young children tend to utilize cartoonish visuals, with a high
image-to-text ratio. The text is much larger, more colorful, and eye-catching.
The activities, songs, and games provided in the text are specifically
developed for a youthful audience. These books are not suitable for adults.
Imagine the look on the group of middle-aged investment bankers’ faces when
you clap your hands, smile, and start singing "Mary Had a Little Lamb!"
Coursebooks for adults should include:

 Readings with more mature themes

 Functional language skills and communication strategies used in the
workplace, travel, and other specific purposes
 A more theoretical & analytical approach
 Simple visuals that are clear, relevant, and informative
 Culturally appropriate material
 Content that is relevant to their lives

Accent and Regional Variations

Course series are generally published using American English or British

English. There are differences between the two in spelling, choice of
vocabulary, phrasal verbs, and idiomatic expressions. More importantly, the
audio recordings and multimedia provided will utilize the target accent.

Some students might be more enamored with the charm and grace of the
British accent, while others prefer the practicality of a neutral American
accent. Generally, choosing either one will make little difference. When
researching course book options, teachers will find that most publishers
specify the type of English used in each individual series.
Popular Course Book Options

There is no shortage of options when it comes to coursebooks. Some

teachers prefer to visit their local bookstore and browse the language section,
while others research options on the Internet. Below are a few quality series
that have proven their merit over the years.

Kid’s Box- Young Children

Kid's Box, published by Cambridge University Press, is a six-level course that

is designed for young children. American English is used to present new
language through:

 Stories
 Songs
 Communicative activities
 Play-oriented learning

Basic, fundamental language is continuously revised and recycled, helping

build children's confidence. These course books also include an extensive
range of supplementary materials with all the extra activities teachers need,
including:

 Test-maker CD-ROM
 Posters
 Printable board games
 Software for computers, projectors, or interactive whiteboards
 Flash cards
 Interactive DVDs
 Online activity books for levels 5 & 6

New English Parade – Children

New English Parade is an American English series published by Pearson

Longman. It uses a variety of colourful activities, songs, games, and visuals
that appeal to younger age groups. These course books also include:
  Sticker sets
 Workbook
 Audio cassettes or CDs
 Projects
 Teacher’s guide with tests
 Interactive DVDs
 Nine posters per level

Plaid Phonics - Children

Published by Modern Curriculum Press, Plaid Phonics uses a combination of

images and activities to help children develop an understanding of sounds
and letters. Exercises focus on recognition of beginning, ending, middle
sounds and phonograms. These texts are great for developing speaking
fluency. The books are complemented by:
  Teacher’s guide
 Picture flashcards
 Word flashcards

New Interchange - Teens & adults

The New Interchange series published by Cambridge University Press was

written for teens and adults. It comes with a teacher's book providing
suggested activities and guidelines, especially useful for new teachers. These
books also include:

 Teacher’s guide
 Pronunciation syllabus
 Audio cassettes or CDs
  Workbook
 Video activity book
 Video teacher’s guide
 Classroom DVDs

Market Leader - Business English

Market Leader, published by Pearson, is a functional-language-based

business text. Authentic material on business topics such as advertising,
investments, and human resources is used throughout the texts. The book is
structured into units which focus on particular career skills such as:

 Negotiation
  Presentations
 Raising finance
 Outsourcing

In addition, at the end of every unit, the course book comes with various
supplementary materials, including:

 Printable worksheets
 Interactive DVD-ROM
 Online platform with interactive exercises and grading
 Audio CDs

Focus on Grammar Series

This text approaches language structurally, building content around grammar
concepts rather than topics. Each unit progresses through four steps:
Grammar in Context, Grammar Presentation, Focused Practice, and
Communication Practice, following a PPP-based model. These course books
include the following:

 Online activities for individual, pair, or group work

 Workbooks
 Audio CDs
 Interactive CD-ROM
 Teacher’s manual
 Companion website with web-based exercises
Kaplan - IELTS

Kaplan’s practice test books help students prepare for proficiency exams
through exercises that teach around the IELTS structure and vocabulary
building. These types of books mimic the format of the popular exam, and
place more emphasis on achieving a high score over long-term retention and
usage. This comprehensive guide features:

 Full-length practice tests

 Practice questions with detailed answer explanations
 In-depth review of all parts of the test with strategies and skill-building
methods
 CD with content spoken in British English for realistic listening and
speaking practice
 CD-ROM with important language skills/strategies needed to succeed
on the IELTS test
4.1.3 General Course Book
Levels & Language

Most course book series share common language development patterns and
functions. This includes logical language progression according to modern
development theories and coherent sequencing of grammar structures,
functions, units, and books, along with appropriate topics and vocabulary for
the intended learners.

EFL coursebooks are usually broken down into the following levels:

 Intro level
 Pre-Elementary level
 Elementary level
 Intermediate level
 Intermediate-Advanced level
 Advanced level

It is difficult to find many course book choices above the intermediate level, as
many students at that point feel they have learned enough or can study
independently.

Above the intermediate level, new concepts are less common. Generally,
learned concepts are reviewed and tied together to create more complex
sentence structures.
Intro Level

Intro level coursebooks are very simple, focusing mainly on easy vocabulary
such as colours, numbers, classroom objects and a few sentence patterns
such as "I like" and "It is." They are generally full of songs, arts-and-crafts
activities and colour. Exposure to English is the main goal at the intro level.

Pre-Elementary Level Grammar

At the Pre-Elementary Level, course books tend to present the following

grammar concepts (in sequence):

Most Common Verbs in English – ‘be/do/have’ (present/past simple) –

Subject + ‘verb’ (transformed)

Present Simple – Subject + ‘main verb’

 I walk
 You make
 He/She/It cooks
 We dance
 They ask
Past Simple (regular verbs) – Subject + ‘main verb’ + ‘-ed’

 I played
 You talked
 He/She/It walked
 We jumped
 They called

Past simple (irregular verbs) – Subject + ‘main verb’ (transformed)

 I swam
 You came
 He/She/It drew
 We ate
 They wrote

Present Continuous – Subject + ‘to be’ (present simple) + ‘main verb’ + ‘-ing’

 I am reading right now

 You are playing
 He/She/It is talking
 We are standing right now
 They are singing

Future – Subject + ‘to be’ (present simple) + ‘to go’ + ‘-ing’ + ‘main verb’
(infinitive)

 I am going to see a movie

 You are going to see a movie
  He/She/It is going to see a movie
 We are going to see a movie
 They are going to see a movie

Present Perfect – Subject + ‘has/have’ + ‘main verb’ (past participle)

 I have eaten this before

 Have you eaten this before?
 He/She/It has eaten this before
 We have eaten this before
 They have eaten this before

Elementary-Level Grammar

At the elementary level, course books tend to present the following grammar
concepts in sequence:

Present Continuous for the Future – Subject + ‘to be’ (present

simple) + ‘main verb’ + ‘-ing’

 I am meeting them tomorrow

 You are meeting me next week
 He/She/It is meeting us in 2 hours
 We are meeting you later
 They are meeting him on Friday

Past Continuous – Subject + ‘to be’ (past simple) + ‘main verb’ + ‘-ing’

 I was calling you earlier

 You were talking before
  He/She/It was playing at the beginning
 We were crying during the movie
 They were driving at the time

Past Perfect – Subject + ‘had’ + ‘main verb’ (past participle)

 I had studied English before I went there

 You had never been to a zoo before today
 He/She/It had travelled to Asia as a child
 We had eaten there twice before
 They had visited Japan in 2003

Present Perfect Continuous – Subject + ‘has/have’ + ‘been’ + ‘main verb’

(present participle)

 I have been waiting here all day

 You have been sleeping for ten hours
 He/She/It has been hanging there since 1pm
 We have been sitting around all week
 They have been feeling really sick

Present Simple Passive Voice – Subject + ‘to be’ (present simp.) + ‘main
verb’ (past participle)

 I am employed
 You are exposed
 He/She/It is paid
 We are finished
 They are cooked
Present Unreal Conditional – ‘would’

- ‘If’ + Subject + ‘verb’ (past simple), Subject + ‘would’ + ‘main verb’...

- Subject + ‘would’ + ‘main verb’...‘if’ + Subject +‘verb’ (past simple)

 If I played baseball, I would hit homeruns

 You would laugh if you heard the joke
 If she wanted to leave, she would tell somebody
 We would tell you if we knew
 If they read, they would understand

Intermediate-Level Grammar

At the Intermediate Level, the grammar concepts taught in the pre-

intermediate and elementary levels are revisited and reviewed. Additional
forms of passive voice and conditionals are also introduced, as well as other,
more complex grammar structures, including the following:

 Passive Voice – Present/Past/Future/Conditional –

Continuous/Perfect/Perfect-Continuous
 Zero Conditionals – ‘If/when’ + condition (present simple) + result
(present simple)


o “If you heat ice, it melts.” > “When you heat ice, it melts.”
o “Ice melts if you heat it.” > “Ice melts when you heat it.”
o “If you heat ice, does it melt?” > “When you heat ice, does it
melt?”

 First Conditionals – ‘If’ + condition (present simple), + Subj

+ ‘WILL’ + ‘verb’…


o “If it rains, I will bring my umbrella.”
o “I will bring my umbrella if it rains.”
o “If it rains, will you bring your umbrella?”

 Second Conditional –‘If’ + condition (past simple), + Subj

+ ‘WOULD’ + ‘verb’…


o “If we won the game, we would celebrate.”
o “We would celebrate if we won the game.”
o “Would we celebrate if we won the game?”

 Third Conditional – ‘If’ + condition(past perfect), + Subj + ‘WOULD

HAVE’ + past participle..


o “If I had gone to school, I would have heard the lecture.”
o “I would have heard the lecture if I had gone to school.”
o “Would you have heard the lecture if you had gone to school?”
 Question Tags – auxiliary verb repeats from: positive > negative,
negative > positive


o I did it, didn’t I?
o You can, can't you?
o He has been, hasn't he?
o We aren’t going, are we?
o They don’t know, do they?

 Indirect Questions – ‘Can you tell me...?’ / ‘Do you know...?’ / ‘I

wonder if...?’


o Direct question : “What are they doing?”
Indirect question : “Do you know what they are doing?”
o Direct question : “Where was he?”
Indirect question : “Do you know where he was?”
o Direct question : “When do you want to eat?”
Indirect question : “Can you tell me when you want to eat?”

 Relative Pronouns/Clauses – ‘who’ (for people) / ’which’ (for things /

places) / ‘that’ (for people / things / places)


o “The people that live in this house were very secretive.”
o “The boy who has the red shirt on is my cousin.”
o “I live in New York, which is where I was born.”

 Reported Speech (Indirect Speech) – reporting what someone else

said

o Direct Speech : “I can drive a car.”
Reported Speech : “He said he can drive a car.”

o Direct Speech : “Drive your own car."

Reported Speech : “He told me to drive my own car.”

o Direct Speech : “Can you drive a car?”

Reported Speech : “He asked me if I can drive a car.”
4.1.5 Selecting Appropriate
Coursebooks

Taking into consideration the grammar information from the previous

subsection, teachers must carefully gauge which level of course book will be
most appropriate for the class. The results of an assessment (as outlined in
the unit on curriculum development) can be used in the following manner:

 If students are proficient using the present simple tense and past
simple tense, but are still unable to use future and present
perfect correctly, then teachers choose a pre-elementary level course
book for the class.

 If students demonstrate proficiency with the present & past

simple forms, future, and present perfect, and are able to identify the
present & past continuous and past perfect, yet unable to use them,
then the teacher should choose a course book at the elementary level.

 Students might be able to proficiently use most grammar structures

found in pre-elementary and elementary-level course books and apply
a good number of them to their writing and speaking (with only minor
errors). However, they still have difficulty with more complex forms
of passive voice and the various conditionals. In this case, the teacher
should choose to use an intermediate-level course book for their class.

The class type, ages, regional preferences, and language proficiency of

students are the primary variables to be considered when selecting a course
book. Further variables to consider include:
  Relevance of topics
 Attractiveness of book/content
 Quality of activities
 Clarity of instructions
 Methodology
 Price & availability
 Supplementary items:
 Workbooks
 Assessment/test books
 Teaching guide
 Answer keys
 Audio media
 Video media
 Online support
 Flashcards
 Activity book with ideas for extra classroom activities and games

Coursebook Selection Checklist

The following is checklist of questions teachers should ask themselves when

selecting a course book:

 Does it have a sufficient variety of engaging topics/content?

 Do the activities effectively target the skills and structures relevant to
the class?
 Are the instructions clearly thought out and presented?
 Do the chapters and units connect to form a logical pattern of learning?
 Are the materials in the course book demographically appropriate for
the students?
  Is the level of vocabulary suitable for the level of our students?
 How much does it cost?
 Are there course books at other levels available by the same
author/publisher?
 What extra materials are included with the course book? Do they offer a
"complete package" of workbooks, teachers' manuals, activities,
audio/video CDs, etc.?

One final selection tip: solicit the opinion of seasoned teachers and
colleagues. It’s very likely they have experience with a variety of coursebooks
and can offer advice on which ones were most effective. What looks good on
paper doesn’t necessarily translate into a good experience in real life! This
holds true with EFL coursebooks.
4.1.7 Adding, Replacing
Omitting

Teachers have the ultimate control over what material they do or don't want to
use to teach their students. It is fairly common for teachers to pick and
choose, keeping more suitable topics and throwing out less attractive ones,
replacing lackluster activities with more effective ones, and supplementing
coursebooks with external materials. It is appropriate for teachers to omit,
replace, and/or add when:

 Students already have a strong grasp of a specific language point

 The course book contains too many exercises on a single subject or
skill area
 There is a particular section of the course book that is not a priority in
the lesson goals
 There is a particular section or activity that is not designed well and
could disengage students from the lesson
 A topic might not be appropriate for the age level or culture of students
 A passage is too long or too short
 There isn’t enough variety in activities
The following chart offers some examples on modifying content in certain
situations:
Modifying course book content is a skill that comes very naturally as teachers
gain experience. It is done quite often. How you do it will depend on
classroom goals, student demographics, and your own personal style that you
develop as you gain teaching experience.
4.1.9 Pros & Cons of
Course Book Use

Advantages

Some of the advantages of using course books include:

For Administrators:

 Course books provide administrators and teachers with a complete

framework and learning ladder based on proven research and teaching
strategies.

 They provide a complete syllabus, ensuring a logical flow and regular

progression of lesson difficulty.

 They can be reasonably inexpensive and offer supplementary materials

such as audio/video, activity books, teaching guides, and more.
For Teachers:

 Course books offer a nearly complete, all-in-one solution that covers

grammar, syntax, phonology, functions, language skills, vocabulary, etc.

 They integrate activities with language items to meet goals and learning
outcomes

 Course book series provide teachers with balanced, chronological

learning progressions

 They often offer supplements, including workbooks, activity books,

testing material, audio/visuals, and more

 Course books can be inexpensive

For Students:

 Course books provide a professional structure which has been

researched and carefully developed

 They provide a guide so students know what they can expect to learn in
the future

 They can be used in conjunction with old texts to review material

 Course books can be inexpensive

Disadvantages

An EFL textbook is a tool that is as effective as the teacher using it. Although
it is a very important tool in the classroom, some teachers over-rely on
textbooks and fail to consider other beneficial materials to use in the
classroom. Here are some of the disadvantages that accompany textbooks:
 Coursebook content may become outdated within a few years

 Many students hold the stigma that textbooks feel "dry" and boring

 Some can be expensive, especially when purchasing supplements

 Textbooks are physically heavy, and when combined with a workbook

and other materials, they can be a drag to carry around!

 Most well-developed textbooks are general purpose, which often do not

match up with specialized program goals

 EFL coursebooks often repeat the same style of activities throughout

the series, leading to boredom and disengagement

 May contain sections which are inappropriate for the level of students
they are designed for

 Reading selections in some course books are often short and do not
offer the opportunity for in-depth study of one particular topic
4.1.11 Specific Purpose
Texts
English for Specific Purposes (ESP) trains students to use English in
narrower contexts such as the airline industry, the banking industry, creative
writing, proficiency exams (IELTS), the nursing industry, etc. Students in these
types of classes require material that is customized for their needs. If the
program is intensive (many hours of class time), it is best to balance standard
course books with specific-purpose texts. If the students already have a
general English-learning background, then the program may only call
for specific purpose texts.

While EFL courses focus on all four language skills (listening, reading,
speaking, and writing), ESP course syllabi are designed according to the
language skills that are most urgently required by the students. For example,
students who are preparing for an MBA might place more priority on reading
skills than on the other three language skills.

As the name suggests, specific-purpose texts are written with specific focuses
in mind. Graded readers, grammar guides, vocabulary builders, practice
language tests, and texts for specific topics all fall under the umbrella of ESP
materials. The following are some examples of ESP texts.

Graded Readers
Graded readers use simplified language in order to accommodate EFL
students. They are available in a variety of proficiency levels and genres.

Graded readers are an effective way to encourage extensive reading,

minimizing disengagement that may occur due to unknown vocabulary or
complicated sentence structures. These are especially useful for beginner-
intermediate learners who would otherwise have a hard time finding authentic
materials at their level.
How to Write Effective Business English

This book is appropriate for classes of students aspiring to become

international businesspeople, join an international MBA program, or who are
working in a company that uses English for international communications. It
would be a good main text for a short course that focuses on written business
communications, formats, and etiquette.

Cambridge English for Nursing

This ESP course book is designed to improve the language knowledge and
communication skills of healthcare professionals. The content places an
emphasis on listening and speaking in English, with authentic tasks and
activities which are based on everyday medical scenarios, making the course
practical, relevant, and focused.
Cambridge Grammar for IELTS

This book provides students with information and practice for the grammar
portion of the IELTS test, and develops listening skills at the same time. It
includes a wide range of IELTS tasks from the Academic and General
Training Reading, Writing, and Listening modules, and contains helpful
grammar explanations and a grammar glossary.

The following chart outlines the advantages and disadvantages of ESP texts:
4.2.1 Multimedia &
Resources
In this section we are going to discuss the different ways to incorporate video,
audio, and the Internet into our lesson plans, as well as the classroom
equipment that can be used to make classes more effective.

Introduction to Teaching Resources

Take a look at the following list of media and resources that can be used in
the classroom to add variety to our lessons:

 Interactive electronic whiteboards

 Overhead projectors
 TV/DVD player
 Various Internet media
 Realia
 Board games
 Flashcards
 Dictionaries
 Audio recordings
 Laptops
 Smart phones
 Video cameras
 Pictures/photographs
 Flip charts
 Encyclopedias
 Maps
 Globes
 Thesaurus
  Puppets
 Tablets
 Songs
 Search engines
 Authentic texts
 Laser pointers
 Emails
 PowerPoint

In the following sections, we will discuss how to effectively exploit resources

in the lesson and classroom to enhance teaching and learning experiences.

Low-Tech Teaching Aids

While technological innovations offer a variety of resources to choose from,

"low-tech" aids and props are effective staples in teaching language. They
tend to cost less, are more durable, and as such can be found in many
classrooms around the world.

Whiteboard

The whiteboard has replaced the dusty blackboard in many EFL classrooms
around the world and remains the most useful, centralized, and important aid
for teachers in the classroom. There are a vast number of tasks,
presentations, and activities that can be performed using the whiteboard.
Whiteboards can be used for:

 Assigning homework
 Instructions
 Examples
 Demonstrations
 Presenting new language
 Visualizing rhythm, intonation and stress
 Breaking down sentence structures and grammatical points
 Drawing
 Sticking up pictures, maps, charts, etc.
 Reward and motivation system (stars and behavior tracking)
 Listing new vocabulary

When using the whiteboard:

 Ensure all students can see the board clearly

 Use mostly dark-colored markers that are easy to read
 Make sure penmanship is legible
 Use block letters rather than cursive
  Use different-colored markers to highlight information (especially useful
when pointing out syllable counts, stress, grammar structures)
 Divide the board into sections, designating one each for new
vocabulary, the main lesson, new structures, and a rewards system
 Keep the board tidy and clean; an organized board automatically draws
and engages students' attention
 Avoid turning your back to the class
 Pre-write information on the board before class starts; do not have
students sitting with nothing to do while you write
 It is acceptable to write for short periods of time during presentation, but
stand to one side of the board, allowing the class to see what you're
writing as you write it
 Teachers can change board content while students are busy working on
activities

Realia

Realia are actual objects used to illustrate words. A spoon is an example of

realia, as is a penny or an apple. Realia are extremely helpful for presenting
vocabulary, enhancing role-play, and aiding in different types of games.

The use of objects to present vocabulary enhances students' ability to

remember because they are 3-dimensional and engage all the senses (vision,
touch, smell, hearing, and taste). Realia are not always practical due to
physical and cost limitations. It would be difficult to bring an African elephant
or a 5-karat uncut diamond into the classroom! However, there are plenty of
items that teachers can bring to the classroom, including clothes, accessories,
food, drinks, figurines, stamps, pet animals, souvenirs, and toys. Realia can
also be used as ice-breakers, points of discussion, adjective training,
comparisons, and even in the explanation of grammatical structures.

For example:

THE teacher places a toy motorcycle in relation to other objects.

 “The motorcycle is next to the book”

  Then move the motorcycle on top of the book…
 “The motorcycle is on top of the book”
 Etc.

Flashcards

Flashcards, whether they are single or double-sided, have pictures and/or

words, are very useful. They can be used during presentation, during drilling,
and incorporated into various games and activities to help teach vocabulary
and grammar.

For example:

Adverb Action Game

Objective: To reinforce adverb vocabulary

1. Teacher writes an activity on the board like, "Open your book"

2. Teacher picks one student to come to the front of the class
3. The Teacher then shows the student a card with an adverb written on it,
such as "angrily"
4. The chosen student then performs the action as modified by the adverb;
i.e., she opens her book angrily
5. The other students have to guess the adverb
6. The one who guesses right gets a point, and it is their turn to perform
the next action
7. Teachers can give students a list of options, if needed

Tenses Race
Objective: To reinforce tense grammar

1. The teacher selects two students to come up to the front of the class
2. Each student is given three tense flashcards; past, present and future
3. The teacher then says a sentence containing a verb in any tense e.g "I
ate a big dinner last night."
4. The two students then have to identify the verb and the tense it was
presented in by holding up the correct corresponding flashcard
5. The first student to display the correct flashcard wins!

An advantage of flashcards is that they can be made by teachers to include as

many details and colorful drawings as desired.
4.2.3 Electronic Teaching
Aids
Electronic teaching aids have evolved exponentially over the past 10 years
with the advent of connectivity, smartphones, tablets, interactive electronic
whiteboards, and more, although their use tends to be limited to schools with
bigger budgets. Other electronic aids are more common and can be found in
the majority of classrooms. Here are some high-tech tools that are used in
EFL settings:

 Interactive whiteboards
 Voice recorders
 Video recorders
 Cameras
 Projectors
 Audio players
 DVD players
 TVs
 Language laboratories
 Photocopiers
 Printers
 Smartphones
 Tablets
 Laser pointers
 Computers
 Wi-Fi (wireless internet)
Computer Programs & the Internet

The days of writing, drawing, and photocopying lesson plans, activities, and
handouts have pretty much come to an end with affordable computing and
user-friendly software. Teachers use modern software and the Internet for
research, to gain ideas for activities, compose plans and handouts, and find
supplementary reading texts.

Gathering Information

Having trouble coming up with some exciting activities relating to relative

pronouns? Google is an invaluable source of ideas, discussions, debates, and
templates. Websites like www.eslhq.com provide a plethora of handouts that
can be downloaded and printed out for classroom use. The Internet is
the single largest source of original, authentic reading materials ever!

Composing Materials
Aside from the Internet, computers can be equipped with word-processing
software, presentation software, encyclopedias, photo-editing software, test-
making software, and activity-creation software.

 Word Processing – You can create lesson plans, handouts, and

homework sheets with a word processing program. Modern software
makes it easy to insert images, tables, charts, and graphs, and provides
functions to highlight, make bold, underline and change fonts

 Presentation Software – Lesson presentations are made with tools

such as PowerPoint for making lesson presentations

 Encyclopedias – Encyclopedias such as Wikipedia are immense

sources of texts for reading and research that support classroom
discussions, writing assignments, debates, student presentations

 Photo-Editing Software – Programs such as Photoshop or Paint are

used to edit - and add text to - pictures. Great for worksheets, coloring
pages, games, and flashcards.

 Test-Making Software – You can create sharp-looking tests that can

be posted online and graded automatically. It can also be used to make
traditional paper tests.

 Activity-Creation Software – This software is used for making

printable worksheets and puzzles: matching exercises, word search, fill-
in-the-blanks, crossword puzzles, bingo cards, etc.
4.2.5 Electronic Aids Cont'd
Photocopy Machines/Printers
Any experienced teacher can spend hours telling you about the battles they've
faced with photocopy machines and printers. From paper jams, to printing
double-sided copies, to inconsistent output, photocopiers and printers can
create a lot of frustration for teachers. They will require your attention,
however, because they are the workhorses of the EFL classroom. Here are a
few tips to keep in mind when using printers:

 Make double-sided copies to reduce paper waste. It's good for the
environment and the school budget (or your own budget if the school
doesn't cover that expense or you don't work at a school).

 Use different coloured paper for different types of

documents/handouts (i.e., white for notes, blue for announcements,
green for exercises, etc.) to help students organize their binders.

 Avoid printing and photocopying documents at the last minute:

paper jams, malfunctions, and other teachers needing to use the
machines can make you late or unprepared for class.
  Make extra copies in the event that students lose or ruin their copy. A
new student might join the class, requiring their own set of handouts.
Planning ahead and anticipating problems will minimize disruptions in
the future.

Projectors

There are two common forms of projectors used in EFL classrooms today:
overhead projectors and digital projectors.

EFL teachers can use projectors in the classroom for a multitude of exercises,
including:

Digital Projectors:

 Watching a film/video clip or viewing pictures

 Showing a sequence of pictures or a time lapse to demonstrate
progressions
 Displaying websites
 Viewing and solving interactive problems in groups
 Correcting texts, making lists, and giving feedback as a class
 Connecting to Skype to host virtual guest speakers
 Facilitating students' presentations
 Presenting authentic material from the Internet (i.e., blogs, website
articles, etc.)
 Performing comparison activities using split-screen technology
  Conducting PowerPoint presentations with images and text that can be
printed out for students

Overhead Projectors:

 Reviewing tests & assignments with the class as a whole

 Creating drawings, notes, and concept maps without standing in front of
the board
 Highlighting lines of text to discuss grammar and structure
 Making spontaneous notes on top of slides during the presentation
phase

When using projectors, the following should be kept in mind:

Be prepared. Make sure you have enough cord length to position the
projector in a spot of the room that works best and where the cord does not
pose a safety hazard.

Do not allow your visual aid to be a distraction. When using an overhead

projector, cover up the section of the slide which is not being discussed, to
avoid students' trying to read the slide/document and not paying attention to
what is being said.

With PowerPoint, less is more. That means clean, simple slides that use
bullet points rather than heavy text. It is more effective to use many slides with
less information than a few, tightly condensed slides.

Do not read from the slide word-for-word, but use them as a guide, with
occasional pictures and videos that relate to the subject being discussed.
Set up the projector so that the projection is unimpeded and
clear. Teachers should be positioned to the side of the projection.

Use a wireless remote with a digital projector, as it gives the freedom of

movement during presentation.

Use a wooden or laser pointer to direct attention to the relevant information

on slides.

Electronic Whiteboards

Electronic whiteboards (EWBs) combine a traditional digital projector with

the addition of a touch interface. This means teachers and students can
manipulate images, files, and buttons with their fingers on the actual board.
This innovation gives students the opportunity to be more actively
engaged with content rather than be a passive audience (as might be the
case with traditional projectors). Remotes are supplied with the equipment for
teachers to manage the projector from anywhere in the classroom.

In higher-end setups, each student has a wireless drawing tablet for note-
taking, Internet access, and in-class activities which they can complete from
their seats with the touch of a finger. Student input shows up on the main
board. Teachers and students can project content and actions from the tablet
onto the interactive whiteboard, creating great collaborative opportunities.
When used correctly, the technology offers increased student engagement,
while also:

 Providing a visually-engaging presentation tool

 Being able to be used as an electronic flip-chart with unlimited pages,
eliminating the necessity of having to erase a whiteboard
 Allowing teachers to have all written material prepared before class,
eliminating the need to write presentation material during class
 Allowing teachers to combine a wide range of multimedia in order to
conduct multi-dimensional listening, reading, writing, and speaking
activities
 Helping teachers provide graphic visualization of concepts that
otherwise would be difficult to represent
Tablets & Smartphones

Innovative educators are bringing tablets and smartphones into the classroom
and testing out ways to integrate them into lessons. When used properly,
these technologies can increase student engagement at all age levels, offer
additional activity and presentation methods in the classroom, and provide a
convenient platform for listening and recording homework. Here are some
ways EFL teachers can make use of smart-touch devices:

1. Educational Applications

For example:

Learn English Audio and Video – Students can listen to and watch English-
learning podcasts and videos with an audio script and glossary, allowing them
to improve their listening and learn new vocabulary. Teachers can use these
in class or assign them for homework.

Remind 101 – keeps students on top of their work by sending text reminders
when upcoming assignments are due. This is a modern substitute for the
traditional "homework sheet." In addition, parents can download the app to
keep track of their children’s homework.

2. Audio and Video Recording

 Students can record lessons for later viewing or listening

 Teachers can record their lesson to assess their teaching performance
afterwards
 Teachers can video-record a classroom activity to post on a blog for
parents

3. Audio and Video Playback.

 Teachers can play pre-recorded audio texts or songs for listening

exercises and dictations
 Students can record themselves doing a speaking exercise and play it
back
 Students can record themselves speaking their homework and email the
file to the teacher; the teacher can email their feedback to students
4.2.7 Audio & Video Aids
Audio

Classroom audio is one area where technology is slow to change. While

online audio and MP3 is gradually starting to permeate the EFL classroom,
most coursebooks still come with an audio CD.

Some newer coursebooks ditch the CD in favor of access to online portals or

even their own mobile apps but these "futuristic" coursebooks are still the
minority and the CD remains the go-to for supplemental coursebook audio.

This is sometimes a good thing when it comes to teaching EFL. Schools in

poorer, rural areas like Nepal or northern Thailand often have limited budgets
and internet access making online audio impractical. Some of these schools
might even still use cassette players!

Despite this, many schools are now starting to adopt portable audio formats
(such as MP3) in the classroom. These provide much of the recording benefits
of cassettes, are easy to use with a computer interface, and are easy to carry
around in USB drives. Digital audio is also often more reliable than CD audio
as CDs are very easily scratched. Smartphones have made working with
digital audio even easier, as recordings can be made, emailed, or connected
to speakers for playback from the same device.

MP3 and other portable digital audio formats give us the ability to download
recordings online for use in class, including:

 EFL listening texts

 Newscasts
 Audio Books
 Music
Audio players are used in the classroom for students to listen to
recordings in order to complete comprehension questions, gain
information to complete tasks, listen to role-plays for modeling, singing
along with music, and much more.

Teachers may also use audio recorders during their lessons to self-
evaluate their teaching performance and lesson plans, for assessing how
students respond to different teaching approaches, and/or for peer-
evaluation purposes.

Likewise, students might choose to record classes, in order

to review and reinforce learning. Often, students miss certain points or
misunderstand some parts of the class; reviewing a recording ensures they
get the most out of the lesson.

Some EFL schools have language laboratories, which are rooms equipped
with multiple listening stations, including headphones and microphones.
In language laboratories, the following activities can be performed:

 Students can carefully listen to recordings in order to complete listening

homework and assignments on their own time.

 The teacher can feed audio to a single station, multiple stations, or all
stations, allowing for one-on-one practice, group work, or full-class
listening and speaking exercises.

 Students can listen to texts and repeat them back into the microphone
to record their own voices. They play back their recordings to compare
pronunciation, stress, and intonation.

 While students practice repetition and pronunciation, teachers can tune

in to any station and offer feedback to individual students.
  Teachers can perform assessments of students' speaking and listening
skills.

 Teachers and students can save their recordings to track progress and
analyze their language performance over time.

Video

Most EFL classrooms are equipped with a TV and DVD player. More modern
classrooms may use computer systems, projectors, or electronic whiteboards
for more options and versatility.

There are plenty of video resources out there, including course book DVDs,
YouTube, news sites, and EFL resource sites.

The key to successful use of video is to set clear learning goals and objectives
and let students know them beforehand. Do not simply play a video without
defined educational objectives. Here are some tips for effective use of video in
the classroom:

 Be prepared – Familiarize yourself with the video playback setup and

its controls (play, pause, rewind, volume, etcs); fast-forward and pause
the video to the desired position before class begins.

 Do not show long videos – Effective activities can be completed using

video clips of 30 seconds to 5 minutes in length.
  Use subtitles and captions appropriately – The use of English
subtitles improves grammar, vocabulary knowledge, word recognition,
and reading comprehension by letting students:

See how English words are spelled

Better understand the context in which they are used

 Lead-in – Don't play a video without setting the context (unless the
activity requires otherwise).

 Maintain control of video playback options – Have the ability to

easily stop, pause, rewind, and fast-forward during videos using a
remote control. Strategically pause at certain points to ask
comprehension check questions, having students interpret body
language, predict what will happen next, or write down key words they
were listening for (names or places for example). Rewinding allows
teachers to play back difficult sections for students to hear again. Fast-
forwarding allows teachers to skip over irrelevant parts of a video.

 Pre-teach difficult vocabulary – Before watching video clips, introduce

unknown vocabulary.

 Utilize a wide variety of genres – TV commercials, weather reports,

newscasts, game shows, talk shows, cartoons, documentaries, reality
shows, amateur footage, etc., can all be incorporated into lessons.

Inappropriate use of video instruction

When video materials are used in the classroom, there should always be
educational pre- and post-activities that further the learning objectives of the
course.

Keep in mind age and cultural appropriateness when choosing clips. Teachers
may avoid videos that include:

 Vulgar language
 Violence
 Nudity
 Racial slurs
 Other age-inappropriate content