Teach English in Jinqiao Jingji Jishu KAifAqu [Jinqiao Economic and Technological Development Zone] - Shanghai Shi

Course MaterialsA course without materials is like a house without a frame, which would invariably leave said house in a precarious position as the accoutrements that make a house appear as a house are still very much in place but in danger of immediate collapse. Now, this scenario though technically impossible, serves to show the absurdity of having a course without course materials, which even the greenest of teachers would assume must form at the very least a portion of their teaching regimen. There are three primary types of course materials, which are often used in combination with each other: these include a course book and any extraneous materials the publisher has offered, resources from online or physical sources (i.e. books, magazines, journals &c.) and self-constructed resources. The coursebook often forms the majority of a course. It may or may not be selected by the teacher. If the coursebook is selected by the teacher it allows the teacher an opportunity to select a superior textbook that offers a variety of pertinent extraneous materials that would spare the teacher from spending countless hours preparing an entire course?s materials. If the teacher has the ability to choose his or her coursebook, their search for the correct textbook should ?involve assessing (or reassessing) the unique situation in which the materials will be used? (Shave) which would also include considering the age of the students, their purpose for studying, and their english speaking level. Mr. Shave, quoting McGrath, reminds teachers in his article that ?all teaching/learning situations are unique? (Ibid.). More often than not it is coursebook from the curriculum series that a school has chosen, or which they are required to use due to franchise obligations. If this is the case the teacher, must assess the strengths and weaknesses of the coursebook against that which he or she knows about the students. Once the teacher has evaluated the coursebook, he or she may then determine what extra-curricular materials that he or she may need to flesh out the weak areas in the coursebook. Regardless of whether or not the teacher has been able to choose his or her coursebook, Dr. Chou of Wenzao Ursuline College of Languages in Kaohsiung, Taiwan suggests that ?if an ESL course book is to be used, outside reading materials will need to be added to the curriculum? (Chou). Thus, a teacher should find some outside resources to supplement the course. In most cases, as they are now quite easy to find online, I would recommend authentic materials that would be pertinent to the students? ages, interests and english language level. In addition to reading materials, teachers have had at their disposal books full of teaching tips and activity suggestions, but now, with the advent of the World Wide Web they have a planet?s worth of material to sift through and utilize. As with authentic reading materials, all other materials, including handouts, worksheets, writing exercises &c. should take into account the students? abilities and even cultural sensitivities. Finally, a teacher could, if no other resources are available or if the resources found are not suitable for their students? particular needs create his or her own resources. These resources have the benefit of being catered specifically for a set group of students who will benefit from it immensely. The teacher should be careful when creating these resources, as they may tend towards simplicity and language structures that do not mimic authentic native speech which is ultimately counterproductive to the learning process and may hinder the students? progress in language acquisition. Overall, the teacher, whether or not he or she has chosen the textbook should consider supplementing the course with relevant materials that will aid the student in their learning goals. In combination, these three types of course materials?course book, online materials, and self-constructed materials?will assist the student, who is, or should be, of the highest concern to the teacher. Works Cited Chou, Peter Tze-Ming. "Advantages and Disadvantages of ESL Course Books." Internet TESL Journal Vol. XVI, No. 11, November 2010: n. pag. Web. 10 Mar 2011. . Shave, Jon. "A Teacher Friendly Process for Evaluating and Selecting ESL/EFL Coursebooks."Internet TESL Journal Vol. XVI, No. 11, November 2010: n. pag. Web. 10 Mar 2011. .