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W3 tutorial (TSLB3063) - Coggle Diagram
W3 tutorial (TSLB3063)
Guidelines for Designing Effective English Language Teaching Materials
Teacher design their own material because...
individual needs
personalisation
contextualisation
Modification/adaptation/supplement
Add activities to those already suggested.
Leave out activities that do not meet your learners’ needs.
Replace or adapt activities or materials with: - supplementary materials from other commercial texts - authentic materials (newspapers, radio reports, films etc) - teacher-created supplementary materials.
Change the organisational structure of the activities, for example, pairs, small groups or whole class.
Factors to consider when designing materials
1) Learner - individual needs
2) Curriculum and context - goals and objectives of the overarching curriculum kept close at hand
3) Resources and facilities - realistic about what can be achieved
4) personal confidence and competence
teacher's willingness
level of experience
expert
5) copyright compliance
6) Time - management
Guidelines
Guideline 1: English language teaching materials should be contextualised
to the curriculum they are intended to
address
to the experiences, realities and first
languages of the learners.
to topics and themes that provide
meaningful, purposeful uses for the target language.
Guideline 2: Materials should stimulate interaction and be generative in terms of language
Guideline 3: English language teaching materials should encourage learners to develop
learning skills and strategies
to develop active, independent language learners
Guideline 4: English language teaching materials should allow for a focus on form as well as function
Guideline 5: English language teaching materials should offer opportunities for integrated language use
Guideline 6: English language teaching materials should be authentic
In terms of the texts
in terms of the tasks
Guideline 7: English language teaching materials should link to each other to develop a
progression of skills, understandings and language items
Guideline 8: English language teaching materials should be attractive
Physical apperance
User-friendliness
Durability
Ability to be reproduced
Guideline 9: English language teaching materials should have appropriate instructions
Guideline 10: English language teaching materials should be flexible
Materials Selection and Adaptation
Principles
Personalize
2) individualized
3) Localized
Reason for Adapting
1) Not enough grammar coverage in general
2) Not enough practice of grammar points of particular difficulty to learners
3) The communicative focus means that grammar is presented unsystematically
4) Reading passages contain too much unknown vocabulary
5) Comprehension questions are too easy
the answers can be lifted directly from the text with no real understanding.
6) Listening passages are inauthentic, because they sound too much like written material being read out
7) Not enough guidance on pronunciation
Techniques
1) Adding
a. extending - supply for of the same item due to insufficient practice for certain grammar item. eg. adding more ways to form plural nouns
b. expending - adding to the methodology by moving outside it and developing it in new direction eg. contextualize the use of a grammar item taught by providing a scenario
2) Deleting
a. subtracting - some of the language functions provided in a selected communicative coursebook are seldom used in the students’ target language environment. Eg. tourist spot ‘giving direction’ and ‘greetings’ may be useful not ‘ordering things’ or ‘expressing condolences’.
b. Abridging - omitting discussion section at the end of each unit because the students lack fluency. They learnt the structure but more time needed to focus on the written part due to examination. ESP – learning English for travel purposes, lengthy explanation on grammar is not needed.
3) Modifying
a. rewriting - to make the material more communicative. Eg. Doing comprehension questions where the answers can just be lifted from the passage. Need to rewrite questions to get the students interpret the text.
b. restructuring - eg. Fill in the blanks grammar exercise can be made more meaningful if it is turned into an interactive exercise where all students participate eg. snake and ladder boardgame.
4) Simplifying
simplify is necessary when the learners are very weak but need to be careful not to distort the usage of natural language or to strip the interactive value of an activity
when simplifying text, these are the aspects considered(sentence structure/ lexical content/ grammatical structures
5) Reordering
possibility of putting the parts of a coursebook in a different order
adjusting sequence of presentation within a unit. Eg. Language Arts first then the other three modules L, S & W. Products in LA use as teaching aids for the three subsequent modules.
f too many things to cover within short period of teaching time, the
learners language needs will determine the sequence