English Language Teaching Materials

General Reflection Part2: How I have applied what I have learnt from this module for the teaching practice (TEFLi course)

General Reflection Part2 In my previous post, I have shared my context in details and theoretical implication of materials in my context (Okinawa). In this post, I would like to reflect how this module has helped me and how I have been applying some ELT materials for my teaching practice in TEFLi course. In this…

General Reflection Part1: How I would apply what I have learnt for my future teaching in Japan

General Reflection Part1 As TE714 module: English Language Teaching Materials has ended, I would like to reflect generally what I have learnt from this module. In my blog, I have shared what we have discussed in the seminars and my thoughts about ELT materials including principles, evaluation, frameworks, adaptation, designing and creating my own materials….

Materials for Vocabulary and Grammar

“How have you learnt vocabulary and grammar of a foreign language?” “Do you have any particular strategies to learn or ‘remember’ the vocabulary and the forms of grammar?” For me, ‘just-cramming’ is the key. Through my learning of English experience as a student in Japan, I had crammed all the vocabulary on the lists that…

Digital Technologies and Creating Digital Materials

In this post, I will share my thoughts about exploiting digital technologies in a class and creating digital materials, as we discussed in 8 week’s seminar. Exploiting digital technologies in education might be a common understanding in many contexts, whether or not there are some restrictions or issues: budges, Internet connection and a lack of…

Task design: Task-based language teaching

The week8’s seminar was a good opportunity to rethink designing tasks/activities/exercises on my worksheet that I have created. In this post, I would like to share with you about the definition of a task and theoretical implication of Task-based language teaching (TBLT) in the teaching of English in Japan. The Definition of a Task According…

Feedback| Designing My Worksheet

This post is about what kind of feedback I got from my peers for my worksheet. In the previous post, I shared the process of creating my worksheet, and in the week7’s seminar, we gave each other’s feedback. I have received several positive feedbacks in terms of the design, layout and context of my worksheet….

Designing My Worksheet

In this post, I would like to share the process of designing my worksheet which is my portfolio for the week 7’s class. In the beginning, I took a look at 5 principles (Please see, 16 Principles for ELT Material Design post) that I personally value the most in material design. Materials should help learners…

Video: Making an English Class More Fun

Why Do We Use Videos in an English Classroom? I vividly remember that my students were excited and enjoyed watching videos on YouTube for an introduction of a chapter in the coursebook. The week 6’s seminar was about video in ELT. In the seminar, we discussed in a group the reason we, as the language…

Visuals and Texts

When I made my teacher-made handouts for an English class, I put some pictures or illustrations on them, which were for either only decoration, relating to a task to some extent or a task itself. The main reason I used the pictures and illustrations on my handouts was to attract students to them by entertaining…

Materials Adaptation | the reasons I adapted the coursebook

“Clearly, what actually happens in classrooms using published materials is that there is a complex trade-off between the three major elements in the equation: the materials, the teacher and the learners.” (Maley, 2011: 379) In this post, I would like to share with you the reasons I adapted the coursebook in Japan. Like Maley (2011)…