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Is
it true that additional educational material faciliate learning
?
Supplementary Materials are
a very important aid for the English Language teachers. They
help teachers to illustrate especially grammar items better,
break the boring routine of the grammar books and bring variety
to the classroom.Do all the teachers use supplementary materials
or Can all the teachers use them successfully? Is it true that
many teachers still think it is a burden to carry Supplementary
Material to the classroom? Do some teachers overdo it ? Can
the books written on the issue guide the language instructor
properly? To what extent do the supplementary materials give
the teacher an opportunity to relax or waste of class time?
What is the difference between realia and supplementary material?
Is the preparation of the relevant material directly connected
with the country, culture or the specific are the language is
being taught? Does this practice and implementing of some games
disrupt or spoil the class session? Are the teachers volunteering
to swap material ? Is the best material home-made? Should all
the language teachers be alert round the clock for the possible
adoption of real life objects as a means of better language
teaching? Who is going to give the proper training to the language
teachers on the issue? Should this practice be included in the
curriculum as an obligation? Why do some teachers habitually
skip these built-in activities in some communicative approach
books?
Example
for Modal CAN teaching:
Take class enough scrap paper.
Refrain from using blank paper as the principal may think you
are wasting them.
Remember it is difficult to obtain them in most parts of the
third world.
Write on the board: We are going to make paper boats.
Give each student a piece of square paper. Demonstrate first
how you do it while practising the phrase ' like this '
.. Show them again if necessary.
Then ask them to make a paper boat. Give help to those unable
to do it. Keep on reporting the actual situation like Ceren
can, Tuğçe can't, Erdinç can etc.
Praise them accordingly. As soon as they are finished write
their names of the succesful students on the board. Include
the name of the chief or the boss or any elder or senior people
present in the class even if they failed.
