Authentic materials are just as useful in the production stage as they are in the presentation stage of an ESL lesson. Incorporating these materials into your lessons will not only generate interest in the material, but will also facilitate interaction between the textbook and real-life situations. This is important for learning, as it requires students to interact hands-on with the material while utilizing the vocabulary and grammar studied in that day’s class. Following are some examples of how this approach to English learning can be applied in your classroom in the production stage of your lesson, using the Grade 6 Cheonjae English textbook as a guide.
At the end of a lesson, not only is it important to review what’s been learned in the textbook, but it’s also important to check that students understand and can use the language that’s been taught. This year, with my Grade 6s, I looked for ways to encourage them to think on their own and use English in a creative and productive way. This was a difficult task, as my students are low-level and lack confidence when it comes to English. However, one effective method I found of getting them interacting more personally with English was through end-of-lesson projects that focused on translation. I wanted them to practice moving between the two languages independently, rather than relying on a teacher to hand the information to them, while maintaining their creativity. Translation activities can be great for this purpose, but the drawback is that it requires either your own knowledge of the students’ native language or a co-teacher who is willing to put in an equal amount of effort, so be sure to account for this before beginning this type of task.
As a teacher, it can be hard to get your students excited to learn at the beginning of a new lesson. EPIK, the public school program in South Korea, uses a series of textbooks called Cheonjae, which typically fails to get my students engaged at the initial stages of a lesson. Instead, I have found that using authentic material is an effective way of getting them motivated.
I find that my students are especially engaged when the material is tailored to my personal life. This article will outline some different ways you can use personalized authentic material as a motivator in your lessons, specifically for EPIK teachers using the Cheonjae textbooks.
About the author: Karina Dirstein completed the online 250-hour TESOL Diploma online while teaching English with EPIK in South Korea.
In this blog, our 120-hour TESOL certificate graduate explains how to use communicative activities and authentic materials to supplement Unit 2 of the FCE Oxford Textbook.
Verb Patterns are one of the more challenging grammar topics to teach to students as at this point in their learning, it’s just a matter of re-learning and memorization. One of the best ways to help students learn and remember Verb Patterns is to have students see them in context. I created a list of discussion questions to start this section off. Once they have finished the discussion, I have them underline the two verbs and note which verbs have -ing following them and which have the infinitive following them. I then move on to complete #1 and #2 from the textbook.
Food is always a fun topic to teach English, especially if you have a very multicultural class. The best way to engage the students is to continuously bring the discussion back around to the food and restaurant experience in their country. You will be amazed at what you learn about cultural traditions and different students’ perspective on the food they eat. In this article, our star graduate explains how she supplements the FCE Oxford textbook with communicative activities and authentic material.
The FCE Oxford Press textbook acts as a good guide for teaching each topic, but it is not necessarily something to be depended on to engage your students. The activities presented in the textbook are often dry and lack excitement. Many of the topics are often outdated as well so teachers must find more modern and up-to-date material to work with. If we put ourselves in our students’ shoes, who really wants to sit in a chair staring at a textbook for 4-5 hours?! Here are a few ways you can supplement the FCE textbook with fun and engaging activities.
About the author: Clare Esler completed the 120-hour TESOL Certificate Course and a 20-hour Practicum
The reasons for having a textbook can be varied; maybe it was chosen by the Director of Studies or maybe you, as a teacher, insisted on having a textbook for the class. Whatever the reason, it is adamant that teachers are aware that the textbook is not ‘the be all and end all’ of your class. This article explains some of the advantages and disadvantages for using a textbook in the ESL classroom, and shows solutions for using textbooks effectively.
It is quite tempting to rely solely on an ESL textbook under the assumption that it works well for our students because it has been tried by professionals. The reality is that the material in the textbook often looks or sounds forced and unnatural, so it becomes necessary to supplement the textbook with authentic material. In this article I will tell you how to choose authentic material for each level.
-The 250-hour TESOL Diploma will teach you how to improve the curriculum with authentic material-