2. Prepare Instructional Materials
• Check list of material needed
• Gather media and materials
• Check equipment
• Cue media and put up materials

3. Prepare Learning Environment
• Provide comfortable seating
• Provide adequate ventilation
• Control temperature
• Provide suitable lighting
• Arrange seating so all can see and hear

4. Prepare Learners
• Arouse interest and movie
• State purpose
• Present overview of content
• Relate content to previous and future topics
• Explain unfamiliar vocabulary

5. Proceed with the Lesson
• Give dear instructions
• Set a learning tone
• Maintain attention
• Question
• Provide feedback
• Make smooth transition

6. Using Methods :
Cooperative Learning
Utilization Guidelines :
Cooperative Learning
 Cooperative learning
refers to a small group of  Help students realize the
students working to a advantages of working as a
common goal or task. team.
Allow student learn  Teach group process to the
from several source, not just students.
from teacher worked in group  Learn to facilitate, not
and works as a team to solve dominate and guide instead
the problem. of director.

7. Using Methods : Discovery
Utilization Guidelines :
Discovery
 Students have to discovery  Be prepared for all type of
method from actual “discoveries”.
situation.  Encourage students to share
 They can learn through their discoveries thought the
personal experience and experience of discovery.
students have to develop and  Constantly encourage and
use observation and reward to students.
comparison skill.
 Students have to learn to
follow to record and explain.

8. Using Method : Problems solving
Utilization Guidelines :
Problem Solving
 Students have to analyze  Clarify the problem when
problems, collect and interest necessary.
data.  Use additional resources and
 In the Rainforest researchers materials when necessary.
scenario, student have to  Keep group small.
work together as a team.  Help students understand the
need for generalization.

9. Using Media Multimedia,
including computer software
Utilization Guidelines : Multimedia,
including computer software
 The lesson’s center in the  Use the display technology that
computer software on the is appropriate for number of
students.
CD-ROM
 Install and test all software in
 Students used the software to advance of presentation.
manage almost everything.  Run the software from the hard
 The CD-ROM and computer drive rather than from floppy
disk.
system allow them to work
 Encourage students
both collaboratively and participation through
indepently. questioning and having students
decide next steps.

10. Using media video
 Teacher must prepare students for active
viewing of video.
 Some of teachers use a videotape to
“set the stage”
 Check lighting, seating and volume controls
before the showing.
 Prepare students by reviewing and asking new
question.
 Stop the videotape at important point
 Highlight major point by writing.

11. Presentation
Utilization Presentation
 Video and audio tape  Inform students of purpose of
presentations can be used, it presentation.
is the main way of presenting  Highlight the critical points
new material for covering a of presentation.
specific topic in more detail.  Make the presentation
relevant.
 Use variety to maintain
attention.

12. Demonstration
Utilization Demonstration
 A demonstration an  Planning, presentation, and
individual performs a practice are important if you
procedure in order to use equipment that you do
highlight a videotape not use regularly.
or CD-ROM  Ensure that all can see and
hear.
 Present in sequential steps.
 Allow the audience to
practice.

13. Discussion
Utilization Discussion
 The benefit of discussion  Provide inspiration or
method is interaction occurs motivation before beginning
and learning that results a discussion.
from that interaction.  Encourage active
participation from each group
member.
 Questions are needed to
stimulate discussion, and
prepared beforehand.
 Summarize and/or synthesize
the different viewpoints.

14. Graphics
Utilization Graphics
 A variety of pictures,  Use simple materials that
drawings, charts, and visuals. every can see.
 Graphics are available in  Provide important aspects of
textbooks and other printed visuals.
materials, in computer  Use one visual at a time.
software and multimedia  Hold visuals steady.
programs, and as separate
paper-based visuals.

15. Slides
Utilization Slide
 Slides can show anything  Make sure slides are incorrect
from microscopic views of order.
cells to representations of  Darken the room.
outer space.  Stand facing your class and
use a remote control.
 Break up long presentation.

16. Overhead Transparencies
Utilization Overhead
Transparencies
 The overhead projector is one  Focus the image so it fills the
of the easiest devices to use. screen.
 Notes key words on the frame
of transparency.
 Direct viewers’ attention to
the important parts.
 Shift viewers’ attention back
your presentation by
switching off the projector.

17. Display Boards
Utilization Display Boards
 Chalkboard  Multipurpose  Check the visibility of the
boards. board from several positions
around the room.
 Plan to use the broads.
 Print using upper and
lowercase.
 Do not talk to the broad.

18. SCENARIO: SPANISH NUMBER
TRANSLATIONS
 Teacher: Lance Thomas
 Class: First-year Spanish class
 Method of teaching: games, simulations, drill and
practice, tutorial method audio, text and real objects
and models.

19.  A tutorial booklet.
1. Teaches students by using a tutorial booklet.
2. Provides practice for visual recognition of the number.
3. Students do a short quize.
 Media audio
1. Listen to an audiotape on which the speaker pronounces numbers in
Spanish.
2. Repeat the numbers.
3. The speakers say the number in random and asks students to answer in
English.

20.  Game
Name of game: Ay Caramba or Oh, my goodness
1. Students stand beside their dask.
2. Teacher picks a student begin with “uno” it means one
3. Students go in order pronouncing the Spanish number in sequence.
4. To make the game interesting, which a number has a “3” in it, student
must say
“ Ay Caramba”. A student who makes a mistake must sit down.
 Media videotape & real objects and models.
1. A teacher lets students watch a videotape about Spanish market.
2. Teacher brings boxes, packages and other food containers
labeled in Spanish.

21.  Simulation
*** The teacher have to make the supplemented with plastic food
item (meat, vegetable, etc.)
1. Students works in pairs and role play a clerk
and a customer.
2. The customer read a grocery list the number of things that they want to buy to the store
clerk in Spanish.
3. The clerk gives the number of thing to the customer.
4. The customer accepts the thing when the clerk give the correct number of thing.

22. Using Methods: Game
Games have 3 key attributes
 on role-play
1. A clearly defined set of rules that outline how the
game will be play.
2. Element of competition or challenge wherein players
complete against themselves, against other
individuals or against a standard of some type.
 Example
Mr.Thomas use “Ay Caramba” (Oh, my goodness) to let
his students practice their numbers in Spanish.

23. Utilization Guidelines: Games
1. Students must have a clear of instructional gold of the
game.
2. Students must understand the procedures and rules of
the game.
3. The game is so structured so active involvement at the
highest possible level for all participants.
4. Include a debriefing or discussion following the game’s
conclusion.
5. Make sure the students understand the purpose of game.

24. Using Methods: Simulations
Give learners the opportunity to interact with these simulations.
 Utilization Guidelines: Simulations
1. Explain the purpose, procedures, and/or rules for the
simulation.
2. Give guidance or direction for students such as questions or
activities.
3. Let them play out the rules.
4. Teacher provides feedback following the simulation.
 Example
1. Mr. Thomas use a simulated market to allow students to practice
reading and talking in Spanish.
2. This activity is realistic because he uses the models of things (fruit,
vegetable, etc.).

25. Utilization Guidelines:
Drill and Practice
Drill and Practice is the technique for helping individual learners
learn basic skill or knowledge.
1. Introduce content before doing the exercise.
2. Use many short drill and practice instead of a
few longer ones. They are both individual and group activity.
3. Students are practicing the correct information or procedures.
 Example
Game about counting numbers in Spanish and role play.

26. Using Methods: Tutorial
Tutorials introduce content to the learner and assess the
learner’s progress.
 Utilization Guidelines: Tutorial
1. Present overview.
2. Present content or skills one step at a time.
3. Ask the questions of the student.
4. Plan for varying rates of the completion.
 Example
 The booklet that is about Spanish numbers from one to twenty.
Students can do the exercise for mastering all of numbers.

27. Using Media: Audio
Audio will motivate students to learn.
 Utilization Guidelines: Audio
1. Cue the audio material.
2. Make sure all students can neat.
3. Use hand out
4. Use activity
 Example
Audio that the speaker pronounces numbers in spanish and
students have to repeat.

28. Using Media: Text
Textbooks and other text-base materials such as
found on the Internet.
 Utilization Guidelines: Text
1. Students read with objectives or question.
2. Emphasize the use of visual.
3. Check the teacher’s guide
4. Supplement text.
 Example
1. The tutorial booklet that teacher gives to students to learn about
Spanish numbers.
2. The boxes and packages of food.

29. Using Media: Real objects and
Models
The student will learn effectively with the real
objectives and models.
 Utilization Guidelines: Real objects and Models
1. Familiarize with the object or model.
2. The object should be enough large.
3. Indicate actual size shape or color of object.
4. Avoid passing a single object.
 Example
The actual packages and boxes that containrd food
product and plastic models of meats, fruits, vegetable.

30. It is important to realize that implementing
any one instructional method does not exclude
other methods.
Choosing one method doesn’t mean that
another method may not be equally effective.

31. Example of combining instructional
method and media
Method Example of method
Presentation - Audiotape
- Tape video
Demonstration - Video
- Slides
- Use of a

32. The relationship among practice, confidence,
and motivation. If the learning experience is well design and
practiced, students’ learning can be measurable and reliable.
The important things that they need to experience are
the direct and indirect results of preparation. Opportunities to
prepare within the classroom, to use new hardware
technologies, to practice for presentation, allow learners to also
experience the confidence that comes with presentation.

33. Summary
• Preparation yourself, your material, the environment and the students
can all affect the effectiveness of your instruction.
General principles for the correct utilization of all media do exist.
1. Becoming familiar and comfortable with the media format.
2. Making sure all in the audience can see and hear.
3. Emphasizing the relevant of the media
4. Highlighting what students should expert to gain from their experience

34. 1. Piyaporn Phunngam 533050510-6
2. Sirilak Khamudom 533050511-4
3. Kanteera Khadee 543050448-6
4. Chayanee Thaisatuen 543050453-3
5. Darunpon Pimpatchim 543050456-7
6. Wiwantanee Sahathammikachat 543050471-1
TESOL # 2