Coursebooks and materials - Cassettes/CDs/DVDs/Video


We now consider what we might call the technology that we could use within the classroom then that could include things such as cassettes, the use of CDs, the use of DVD and video. Some general issues surrounding the use of these types of material, make sure whenever you're using any of this type of technology though you know how it actually works when using it for a listening activity, for example. How long does it take for the whole tape to play through? How long does it take to rewind and so on. Other issues that you might need to think about is if you're using a cassette player or CD or something that you set the volume level before you actually start the lesson so that when you switch on you don't shock everyone with a very loud sound or that they can't actually hear it. Also make sure before the lesson takes place that the whole extract of whatever it is you're playing is actually useful and that it works. There's nothing worse than getting to the end of an extract or listening activity and the final bits of information that they need can't be heard because of the quality of the tape or whatever. The ideas around using CDs and so on, they have a variety of uses that are good for different types of activity and they can certainly act as a prompt and create interest in a particular topic. Also because they're not used all that often they can be very motivational but it is important that they are used in the right way and we should make sure that whenever we use this type of material that it has some educational purpose and it's not just seen as something special that takes place during the lesson.


Unit 13 is about teaching pronunciation. I found this unit really complete and thorugh and the techniques really useful. I agree that many times pronunciation is a neglected aspect of EFL/ESL classes, and as a teacher of pronunciation, I have found students are very interested in improving their pronunciation at both segmental and suprasegmental levels.The rules for English words seem alien even to me. By examining the different types of words it has made me call into question my own understanding of the subject matter. The prospect of teaching this to non-english speakers seems daunting. I must undertake further, repeated review of the content before I attempt to communicate it effectively to others.

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