Material Design and Evaluation

Introduction

Cutting Edge Advance was published by Pearson Longman in 2006 and is part of a series from
beginner to advanced level. Sheldon (1988) states that ELT materials success or failure can
only be meaningfully determined during and after its period of classroom use (Sheldon,
1988, p. 245). However, I believe that we can also learn and predict the outcome by analysing
the materials without using them in the classroom.

For the purpose of this assignment, a task analysis checklist was used to evaluate Cutting
Edge Advance adapted mainly from Littlejohn in Tomlinson (2010) by a TESOL lecturer
(Appendix 2). What sets it apart from other checklists is that it has a framework to collect data
to support the evaluation of the material.

This teaching material has adopted a task-based approach. Nunan (2004) definition this
approach to be a educational task which is a piece of classroom work that involves learners
in comprehending, manipulating, producing or interacting in the target language (Nunan,
2004, p.4). He also mentions that tasks are different from grammatical exercises because
learners have the freedom to use a variety of language structures to reach task outcomes
(Nunan, 2004, p.4).

The learners

Tomlinson (2011) suggests students would want materials that they could enjoy and which
they could identify with and learn from (Tomlinson, 2011. p. 147). I belive this material would
suit students from a western culture who can relate to the culture portrayed by this material.
However, it would also suit those who have an interest or aspire to travel, work and study
within this enviroment. Because of the selected topics such as dream jobs, flat mates
nightmares, including the advance level of tasks, I believe it is designed to suit adults
(Appendix 1).

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Topic or theme

I think this task: decide what to say in a difficult situation has the potential to appeal to
students who wish to develop their speaking skills, in terms of dealing with difficult situations,
which will impact on their everyday lives. One of the cultural factors of this teaching material
is that it focuses on the western culture. Sheldon (1998) states that publishers sometimes
neglect matters of cultural appropriacy; they fail to recognize the likely restrictions operative
in most teaching situations (Sheldon, 1998, p. 239).

The layout of the reading sections is highlighted blue, for better reading with good-sized
pictures. In addition, this material is not multi-modal and does not offer any web links, audios
or videos to support the tasks.

Brinton (2014) states that teachers need to think in advance about potential problems that
might arise, such as students lack of interest in the topic (Brinton, 2014, p. 370). This is very
important for task-based learning because if it is not interesting, then this can affect the whole
lesson in relation to motivation.

Language Focus

The preparation task 1 looks at meaning, form relationship, function and lexis while task 2
focuses on meaning and skills in reading, in terms of reading for gist and summarising. The
next task 1, 2 and 3 emphasises skills such as speaking and the final task optional writing,
the language aim is also on skills, but in writing and speaking. Drawing from the data, the
overall language focus of this unit is on meaning, form relationship integrated lexis and skills
in reading for gist and specific information, some writing and developing fluency in speaking.
However, there is less emphasis put on the language system (rules or form), grammar and
functions.

Cognitive skills

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At the start Preparation for task, students imagine that they are in a difficult situation where
they then choose the most likely answer using their cognitive ability to critically think of their
own response. Furthermore, students are also required to summarise three different stories
about difficult situations, which again requires their cognitive ability to complete the task. The
second stage, the task, students are expected to choose one problem to discuss. Learners
also get the opportunity to use their own thoughts in creating a list on how to best handle the
problem. This requires understanding the gist of the story and critical thinking to solve these
issues in groups. The final last task, optional writing, asks learners to create a play script for
a scene in which they discuss the problem with the actual individual involved. This requires
students to use and develop their creatvivity to create a script in which they would finally act
out in front of the class (Appendix 1).

This teaching material provokes the learners intellectual and emotional involvement
(Tomlinson, 2010, p. 83). Developing these skills are important for advanced learners in
learning and progressing on to Further Education College in the UK. I think this material
teaches language and skills learners can use outside the classroom (Richards, 2001).

Interaction

Hayo and White (2010) cite Chapelle (2005) who mentions interaction to be any two way
exchange and can be said to be between two people or between a person and a computer,
as well as within the persons mind (Hayo and White, 2010, p. 64). The material starts the
interaction in a traditional fashion from student to teacher on the first task and then moves
on to individual work. Finally more collaborative or group work is introduced, indicating signs
of the task based approach because interaction learning is a key principle of task-based
learning (Nunan, 2004). I also think this material allows the practice learning in an interesting
or novel way by using role play and group discussions (Richards, 2001). However, it can be
challenging for the learners to put together what they have learnt during the lesson and at
this stage, learners could need support from the teacher to act as a scaffolder and provide
a supporting framework (Nunan, 2004, p.69).

Learner role

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In the first part, preparation for task learners are expected to use their creativitiy to answer
the question while the second task only requires them to read and summarise. The second
part task gives asks learners to choose between three difficult situations and work together
in groups, where they compare answers, brainstorm and present their conclusions to the
class. In the final part, Optional writing learners can create their own play script in which
they are required to act out in front of the class (Appendix 1).

learners are given plenty of opportunity to respond, make choices and decisions through each
task, but there are no opportunities for students to discover and initiate during the tasks. The
material starts as teacher centred and then moves towards agency.

Input to learners

The language input starts with individual phrases leading to discussions between leaners. This
artefact allows students to give a personal response which creates written and spoken
authentic discourse, as shown on the task analysis sheet (Appendix 2). For example, the
section optional writing allows students to create material, such as a play script, where they
can act out in front of the class. However, the teachers job here is to facilitate the task, making
it a more student centred approach and would not suit other cultures that traditionally use a
teacher centred method.

The reading text resembles a magazine but can not be said to be authentic because McGrath
(2002) states that authentic materials are usually defined as those which have been
produced other than to teach language (McGrath, 2002, p. 104). However, this material has
task authenticity which reflects the communication in the world outside the classroom,
such as giving advice in difficult sitiations (Nunan, 2004, p.212).

Output from learners

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The first section, preparation for task allows learners to produce individual words and
phrases, while the second section task is more written and spoken output from the learners
and seen across the data and through to the last section Optional writing which has some
discourse.

The language output from learners develops from individual words and phrases to
discussions. Learners also produce written and spoken language output within these tasks.
The language output includes some explanations, personal information or giving advice and
general knowledge. Finally, it allows students to develop autonomous learning through pair
work and group discussions (Farr, 2015, p. 15)(Appendix 1).

Sequence/integration of activities

Preparing for task 1 prepares students for thinking about difficult personal situations before
leading onto the second part of reading about peoples difficult situations. After that, the
learners are required to work in groups by selecting one of the stories to discuss. This
demonstrates task dependency which is one of the seven principles of task-based learning
in which a task must grow out of and build upon, the ones that have gone before (Nunan,
2004, p.35).

Underlying principles/approach (i.e. TBL)

This is shown through focus on meaning, problem solving, collaborative learning, reduced
focus on accuracy and integration of tasks in the material. However, it seems to use a present,
practice and produce (PPP) structure, for example; there are subheadings indicating this, such
as Preparation of task, which can be used as a warm up and prepares students for the next
stage. The Task allow students to practise in pairs and groups before moving on to the
production stage. Finally, Optional writing is the production phase where students produce
a role-play and act out to the class (Appendix 1).

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So far, there has been evidence of some principles used within this material which include
task dependency and integration. However, this material does not give learners an
opportunity for self-reflection (Nunan, 2004).

Conclusion

Finally, for the learners, it provides a good language focus as well as developing their cognitive
skills. Interaction is central and will provide a chance to develop fluency in speaking. There is
also interesting input of text for learners, which can benefit them outside the class, while the
output of learners gives an opportunity to practise and develop autonomous learning. Overall
it is well sequenced, and tasks are integrated and build upon each other, making it easy to
follow and understand.

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Appendices

Appendix 1
Cutting Edge Advance

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 Appendix 2
Task analysis sheet

A. Topic or theme
Potential interest/impact/appeal No in interest but yes in terms of impact of learning to communicate in difficult
situations
Cultural factors Yes, the cultural factor for this unit focuses on the western culture
Organisation and layout The overall organisation and layout is good; however, I believe a bit more colour and
simplicity could help improve it further.
Visual/multi-modal factors This material has visual image, but it is not multi-modal
Preparation for tasks Task Optional writing
A. Language Focus Task 1 Task 2 Task 1 Task 2 Task 3 Task 1 Task 2
Language system (rules or form)
Meaning
Meaning/system/form relationship
Skills
Lexis
Grammar
Functions
Preparation for tasks Task Optional writing
B. Cognitive skills (What is the learner expected to do?) Task 1 Task 2 Task 1 Task 2 Task 3 Task 1 Task 2
Remembering
Understanding
Applying
Analysing
Evaluating
Creating

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 Preparation for tasks Task Optional writing
C. Interaction Task 1 Task 2 Task 1 Task 2 Task 3 Task 1 Task 2
Student - Teacher
Individual
Pair/group work
Preparation for tasks Task Optional writing
D. Learner role Task 1 Task 2 Task 1 Task 2 Task 3 Task 1 Task 2

Initiates
Responds
Choices/decisions
Discoveries
Preparation for tasks Task Optional writing
E. Input to learners Task 1 Task 2 Task 1 Task 2 Task 3 Task 1 Task 2

Language
Written/spoken
Individual words/phrases
Discourse
Source:
Materials
Teacher
Learners
Type of text:
Explanations Functional Fiction Fiction General Explanation
Personal information text knowledge
Fiction /
General knowledge questions
Other

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 Preparation for tasks Task Optional writing
F. Output from learners Task 1 Task 2 Task 1 Task 2 Task 3 Task 1 Task 2
Language
Written/spoken
Individual words/phrases
Discourse
Type of text:
explanations Personal Fiction Explanation General Explanation Fiction
Personal information information Knowledge
Fiction
General knowledge
Other
Preparation for tasks Task Optional writing
Task number Task 1 Task 2 Task 1 Task 2 Task 3 Task 1 Task 2
G. Sequence/integration of activities
H. Underlying principles/approach (i.e. TBL) Task Based Learning (TBL) with Prepare, Practice and Produce (PPP) structure.

A schedule for analysing tasks (adapted mainly from Littlejohn in Tomlinson 2010) and other sources

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References:

Brinton, M. D. (2014) Teaching English as a Second language or Foreign Language, HEINLE CENGAGE
Learning, National Geographic Learning. Boston: Sherrise Roehr.

Cunningham, S., Moor, P. and Carr, J. C. (2005) Cutting Edge Advance with phrase builder, Longman.

Farr, F. (2015) Practice in TESOL, Edinburgh textbooks in TESOL. Edinburgh: Edinburgh University
Press.

Hayo, R. and White, C. (2010) English Language teaching materials, Theory and Practice, Cambridge
Language Education. Cambridge: Cambridge University Press.

McGrath, I. (2002) Materials Evaluation and Design for Language Teaching, Edinburgh Text in
Applied Linguistics. Edinburgh University Press Ltd.

Nunan, D. (2004) Task-Based Learning, A comprehensively revised edition of designing tasks for the
communicative classroom, Language teaching library. Cambridge: Cambridge University Press

Richards, I. A. (2001) Principles of Literary Criticism, London and New York: Routledge Classics.

Sheldon, L. E. (1988) Evaluating ELT textbooks and materials, ELT Journal Volume 42/4, Oxford
University Press. [Online] Available at:
http://textbookuse.pbworks.com/f/Evaluating+ELT+textbooks+%26+materials.pdf

Tomlinson, B. (2008) English Language Learning Materials, A Critical Review. London: Continuum
International Publishing Group.

Tomlinson, B. (2011) Materials development in Language Teaching, Cambridge Language Teaching

Library. Cambridge University Press.

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 Material Design

Introduction

Tomlinson (2003) explains that material development involves two aspects, which include a study of
principles and methods used to design language teaching materials and then producing, evaluating
and adapting these materials to suit a particular classroom. This assignment will introduce designed
materials with an accompanying discussion of the intended context, users and design principles. It will
also explain reason or choice behind the topic, activities and sequencing.

The intended context is an English language academy in Cardiff. The academy currently uses published
materials to teach learners due to time restrictions for the teachers to plan, teach and evaluate the
lesson and students. In addition, the target users for this material design are students who are
currently at level A2 (Elementary) on the Common European Framework of Reference (CEFR) for
languages (British Council, no date). Learners at this level are able to listen and understand sentences
on familiar topics with high frequency words. They can also read or comprehend short and simple
pieces of text. In addition, they can speak or communicate in easy and regular tasks. Finally, in terms
of writing, they can write simple, personal, notes and messages (British Council, no date).

The language academy currently uses Communicative Language Teaching (CLT) as a teaching
methodology. They take pride in focusing on a more communicative approach because
Communicative Language Teaching (CLT) aims to develop the ability of learners to use language in
real communication (Ellis, 2003, p. 27). The centre has also adopted Present-Practice-Produce (PPP)
as a methodological process to teach English as a second language (ESL) and is also traditionally used
in (CLT). Ellis (2003) explains that this process firstly requires the language to be presented to the
students in the form of examples without any explanation. Secondly, the language is then practised
within a controlled approach using exercise. Finally, the learners are given an opportunity to use the
language within a free language production, in which tasks are can be used (Ellis, 2003, p. 29). This
procedure can influence developing materials in terms of sequencing and selecting exercises and tasks
in developing new materials. The role of materials within CLT is described by Nunan (1989) to have a
primary role of promoting communicative language use which can be achieved through authentic
task-based materials (Nunan, 1989, p. 195).

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Framework

For the purpose of this assignment a framework for writing materials has been adopted from Bolitho
and Jolly (2011), who suggest that material writers use most if not all the following six steps, moving
from the identification of need for materials to exploration, contextual realisation, pedagogical
realisation, physical production and then their eventual use in the classroom (Bolitho and Jolly, 2011,
p. 111). However, due to limited time and access restrictions the sixth step of the framework student
use of materials and evaluation of materials against agreed objectives, will not be included.

1. IDENTIFICATION by teacher or learners of a need to fulfil or a problem to solve by the

creation of materials (Bolitho and Jolly, 2011, p. 111).

During my teaching at the language academy, students struggled to talk about the food that they liked,
disliked during Smalltalk. Students also found it difficult to describe the taste of their favourite food
which can lead problems when ordering food over the telephone or eating out. McGrath (2012)
explains that many language learners have problems expressing themselves not because their
grammar is weak but because they have limited vocabulary (McGrath, 2012, p. 104). Hammer (2002)
also mentions that without grammar little can be achieved but without vocabulary, nothing can be
conveyed (Thornbury, 2002, p. 13). Therefore, I believe this is a problem that needs to be solved
through this material design and development.

Students need to develop their vocabulary to express themselves. They also need to practise and
develop their speaking skills in term of fluency. Learners can enhance and benefit from developing
their cultural awareness by exploring other cultures which will help them understand and work with
others around them. In addition, learners subjective needs include building confidence and
encouraging communication outside the classroom.

Needs analysis

Understand and develop adjectives and food vocabulary

To enable students to talk about likes and dislikes
Develop cultural awareness
Develop fluency in speaking

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 Principals

Tomlinson (2003) suggest many principles for second language acquisition (SLA) which he believes are
important in developing language teaching materials. Therefore, I have selected five principles which
also reflect learners needs.

The materials:

Must have an impact through presentation and interesting content.

Help students to feel at ease using white space to prevent clutter.
Should help the learner develop speaking skills.
Aid students to develop cultural awareness.
Encourage or achieve effective engagement.

Finally, material should use positive trends by getting learner to relate to topics and texts to their
lives, views and feelings (Tomlinson, 2003, p. 7). For example, leaners could share their views on
healthy eating by asking questions such as why is it important?.

Contextual factors

McDonough and Shaw (2003) suggest that learner characteristics can influence decision making when
setting goals. For example, age will affect topics chosen and types of activity, such as suitable games
(McDonough and Shaw, 2003, p. 6). Students are aged between 18 40 and need a good selection of
well-balanced activities, task or games to suit all students. Both authors also mention that personality
can affect the methodological procedure, for example, willingness to except role plays and group
participation or working alone. In addition, some of students have been taught within in a segregated
environment and for religious reasons and can only work or communicate with the same sex.
Therefore, consideration should be taken when giving direct or task instructions to avoid lack of
participation and create a better atmosphere for learning and encourage more engagement with the
designed materials.

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 2. EXPLORATION of the area of need / problem in terms of what language, what meanings,
what functions, what skills, etc. (Bolitho and Jolly, 2011, p. 111).

Nunan (1991) states that topics can reflect the needs of the learners or general interest. Therefore,
the topic of food has been chosen due to students interest in the discussion of food. Another reason
for this choice is that they also have difficulty in describing and expressing themselves when talking
about food (Nunan, 1991, p. 215). The next step he suggests is to create text and tasks around the
topic. This is carried out at the third of Bolitho and Jolly (2011) framework for writing materials.
Moreover, students need to learn and practise using the verbs I like, and I dont like. This will give
students a starting point in expressing themselves using present simple tense about the food that they
may or may not enjoy.

Nunan (2004) mentions that task and functions are connected. He further states that tasks are
supported by at least one function and to also think of it as function + context (Nunan, 2004, p.
29). Therefore, I have followed this method and explored the area of need as shown below.

Theme: Food

Task Macrofunctions Microfunctions Grammar

Find and tell your Socializing Expressing likes and I like / I dont like +
colleagues the type dislikes Noun? + V-ing?
of food you like or
dislike.

Ellis (2003) explains that tasks, in general, are more focused in developing speaking skills. He further
mentions that tasks may also include reading and writing, if it involves a planning stage, but the overall
idea is that the task is performed orally (Ellis, 2003, P. 7). McDonough and Shaw (2003) explains that
we want to communicate to achieve specific goal. Students can achieve their objectives by developing
their speaking skill by learning to use the right structure to express themselves.

Furthermore, students can also have an option to learn to develop their learning strategies such as
using a dictionary. The authors suggest Improving memorising strategies by getting students to carry
out peer checking, which will help them become a good language learner (McDonough and Shaw,

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2003, p. 56). This can be achieved by getting students to test each others memory through the use
flash cards. Finally, students can develop their cognitive skills through tasks that involve selecting,
reasoning and transforming information from one form to another, because this requires some
process of thought (Ellis, 2003, P. 7). That can be achieved through exchanging information through
a find someone who game. Students can also develop their vocabulary by learning food related
words that may arise in different or common setting such as restaurants, caf shops and dessert
parlours because research has shown that skilful readers use contextual guidance to pre-select the
appropriate meaning (Tomlinson, 2003, p. 344).

3. CONTEXTUAL REALISATION of the proposed new materials by the finding of suitable ideas,
contexts or texts with which to work (Bolitho and Jolly, 2011, p. 111).

Adjectives Frequency This table is a frequency list of adjectives selected from the
Cold 103 word Frequencies in Written and Spoken English, based on the
Dark 103 British National Corpus and has a minimum frequency of 18
Hot 94 per million words. (Leech, et al., 2001, p. 286).
Light 71
Warm 70 In order to help students describe their favourite food, I have
Fresh 69 searched for simple adjective words. One important piece of

Soft 66 peer feedback I have received was to consider using high

Dry 56 frequency words in contrast to just selecting simple words to

Thin 56 meet the leaners proficiency level. Therefore, I have carefully

Thick 51 searched and selected simple but highly frequent adjectives

Golden 39 for the target learners who have at low proficiency level and

Sweet 36 then ranked these finding according to their frequency use

Plain 29 within the English language (Leech et al., 2001). As shown on

the table the word Cold, hot, fresh and sweet have been
Mild 18
selected for students to use with the food vocabulary or nouns
= Selected text for
on the table below. For example, the adjective word sweet
material design
could be used with the noun Naan creating sweet naan.
= Similarities on menus
(Appendix 6 & 7)

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Furthermore, Reppen (2011) mentions that the available online corpora may not meet specific needs
of certain language classes. Therefore, because all the students for this material are from middle
eastern countries such as Dubai, Kuwait, Bahrain, Iraq, Qatar and Oman, I have used Tripadvisor which
is a booking website used by the international students to look for restaurants and hotels, which they
also use in Arabic. According to Tripadvisor Cardiffs top three or most popular Middle Eastern
restaurants include Sharm nights, Mina and Sarray Restaurant (Tripadvisor, 2017). I then compared
the three menus focusing on the mains section and analysed the most frequent adjectives and food
vocabulary used. The following table represents the adjectives and noun frequency between these
restaurant menus. Each number below represent a restaurant menu. For example, the adjective word
grilled was found on all three restaurant menus whereas boiled and fried were only found on one
menu. However they were selected based on the leaners proficiency level instead of using more
complex adjectives such as marinated and seasoned etc.

Adjectives Frequency Nouns Frequency

Marinated 3 Rice 3
Seasoned 3 Chips 3
Grilled 3 Naan 3
Fresh 3 Chicken 3
Spicy 3 Lamb 3
Minced 2 Steak 2
Tender 1 King prawns 2
Roasted 1 Salmon 1
Boiled 1 Bread 1
Fried 1 Meat balls 1
1 = 1 restaurant menu
2 = 2 restaurant menu
3 = 3 restaurant menu
= Selected text for material design
= Similarities between the 3 menus (Appendix 6&7)
and British National corpus

One of the teaching practices of the language academy is to teach a maximum of 8 new words per
session and only making an exception to introduce extra words that arise from the students interest
or curiosity. Therefore, a total of 16 words have been chosen which include, 4 simple adjectives from
the British National Corpus and 4 from the findings above plus 8 high frequent nouns from all 3
restaurant menus. These words will be used to teach the leaners not only high frequent words but

5
also words that they will come across in developing Smalltalk, eating out or ordering food at home. In
addition, the three menus from these restaurants will also be used as authentic materials to scaffold
learning. McGrath (2012) mentions that authentic materials are usually defined as those which have
been produced for purposes other than to teach language, (McGrath, 2012, p. 104).

4. PEDAGOGICAL REALISATION of the materials by the findings of appropriate exercise and

activities and the writing of appropriate instructions for use (Bolitho and Jolly, 2011, p.
111).

McDonough and Shaw (2003) explain that the type of activities to promote speaking skills include
communicative games, problem solving activities and materials that require personal response from
the learner (McDonough and Shaw, 2003, p. 143). Other suggested sorting activities also include
putting the food under the correct supermarket section where students can carry out a word family
vocabulary (McGrath, 2012, p. 264).

To get students to learn more efficiently, McGrath (2012) states that certain speaking materials are
designed to get students closely involved with the materials so that they have more meaningful
things to talk about (McGrath, 2012, p. 147). He further explains that this can be achieved by stepping
outside the materials themselves and to use the learners own backgrounds and personalities in
speaking classesbecause this will give the learners good reason to participate and communicate with
one another. (McGrath, 2012, p. 147). This can be achieved by using pictures of students background
of cultural or traditional foods. and using appropriate instructions for the material design such as
asking students to work in pairs and discuss about their favourite dish. The material will, therefore,
require a personal response from the learner and create a more meaningful, interesting and
communicative outcome.

Other appropriate activities include a matching task in the form of a communication game, where
students work in pairs to match the adjectives to the correct image. McGrath mentions that game-
based activities can involve practice of oral strategies such as describing, through activities such as
such as filling in questionnaires and guessing unknown information (McGrath, 2012, p. 144). Here
the pedagogical realisation would be to get students to carry out an information gap, find someone
who task, where each student would need to find the type of food each learner likes and dislikes using
the vocabulary learnt. Students can also use the gathered information to take part in a competition
where students create their own menus in pairs and then have a class vote for the best menu. In

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addition, a crossword puzzle can be used to get students to work in pairs and problem solve to find
the nouns learnt.

Furthermore, Pulverness (2003) states that course books that teach culture tend to have a strong
representation of British life and is more relevant to students who recognise the cultural environment.
He further suggests that learners time should to spent on learning the language rather than the
structuring of the social world in which the learner is never likely to find himself (Pulverness, 2003,
p. 426). I believe this can be incorporated into the material design by presenting pictures of different
cuisines around the world and using appropriate instructions such as asking students to work in pairs
to find out whether they have tried or recognise each food. This will stimulate discusstion and create
cultural awareness.

5. PHYSICAL PRODUCTION of materials, involving consideration of layout, type size, visuals,

reproduction, etc. (Bolitho and Jolly, 2011, p. 111).

Visuals

Tomlinson (2003) states that 55 per cent of the pictures used in course books are only for decorations
and can result into a great waste of opportunity for the language learner (Tomlinson, 2003, p. 179).
He further explains that teachers do not use these accompanying decorative visuals. However, the
production of my material design will have limited decorations of real images of leaves to frame the
layout and help leaners focus on the tasks themselves (Appendix 1). Other images include authentic
pictures of different foods and drinks to help arouse leaner interest and awareness of the topic.
Tomlinson (2003) mentions that this can be achieved by asking students what they can see in the
pictures. Finally, each picture represents an adjective or nouns to help scaffold learning.

Type size and typeface

According to Dyslexia Action (2017), Sans Serif fonts such as Arial are more suitable for people who
suffer from dyslexia than others. They also suggest font sizes between 12 16 and to highlight key
topics by making them bold including spacings between the lines or paragraphs. In addition, short,
left aligned texts with more spacing should be used and therefore, these principles have been included
as part of this material design (Appendix 1 5).

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 Sequencing

In relation to sequencing the tasks, a task-based learning approach is used which include Pre-task,
Task, Post-task. Ellis (2003) explains that the purpose of the pre-task is to wet students appetite to
perform the task stage. The task stage, in turn, prepares students for the main or post-task which is
also known as the production phase within our practice. Nunan (2004) explains that the minimum
requirement of designing a task include goals, input and procedures, he further adds that they will
be supported by separate roles such as the teacher and leaner role as well as their own setting. The
goals of a tasks are defined as the intentions behind any task, while the input is described to be the
verbal, written and visual information that students use to complete a task. Procedures are what the
students will carry out using the input provided. The teacher and learner roles refer to the social and
interpersonal relationships between the participants (Nunan, 2004, p.64). Finally, the setting is
known as the arrangements of the classroom specified within the task.

Pre-task

Material 1
Goals This material is designed to develop students cultural awareness through the
topic of food from various parts of the world such as British, African, Indian and
Arabian cuisines. Material must require a personal response from the learner
Input Authentic visuals from online food blogs are used to stimulate learning.
Procedure In part (a) Maleys (2011) fourth and fifth generalizable procedure of matching
and selection / ranking, has been adopted. Here learners match the correct
image with the right answer. finally, in part (b) students negotiate and rank their
favourite foods in pairs.
Teacher role Teacher facilitates the social and interpersonal relations between the
participants (Nunan, 2004, p. 64).
Learner role The learner has an active role in terms of negotiating and contributing as well as
receiving (Nunan, 2004, p. 64).
Setting This material requires learners to work in pairs which also suits the conventional
language centre in terms of classroom layout.

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 Material 2
Goals This material is designed to develop interaction through pair work and learn
adjectives to describe food.
Input Authentic pictures of online food magazines of well-known international brands
such as McDonalds and Thompsons chocolate have been used to scaffold
learning adjectives.
Procedure Again Maleys (2011) fourth generalizable procedure of matching have been
utilized. In part (a) learners match the suitable image to the correct adjective. In
part (b) requires learners to test each other memory by only using the pictures.
Teacher role Teacher guides learners through the process.
Learner role This material also encourages students to collaborate, communicate and receive
feedback from their partner.
Setting Again, pair work is carried out, but the teacher can also swap pairs around.

Task

Material 3
Goals To enable students to develop food vocabulary and build autonomous learning.
Input Again, authentic pictures of raw foods are used to focus on the nouns
themselves without seasoned or cooked images.
Procedure In part (a) students match the correct answer to each flashcard. In part (b)
learners work together to find the same vocabulary within a crossword puzzle.
Teacher role Teacher can aid students in terms of pronunciation and explain how to complete
a crossword and encourage autonomous learning.
Learner role Learners work in pairs and can develop their interaction and speaking skill.
Setting The suitable classroom grouping for students in these tasks is pair work.

Material 4
Goals To enable students to talk about likes and dislikes and build confidence.
Input Students use authentic images of different but common meals representing the
adjectives and vocabulary learnt.
Procedure Students must complete a game, find someone who likes or dislikes food or
drinks using the adjectives and vocabulary learnt.
Teacher role The teacher can monitor, encourage and give feedback where necessary.

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 Learner role Students can develop confidence, speaking and interaction skills.
Setting This task requires students to move around and speak to their class mates and
are not limited to pair work.

Post task

Material 5
Goals To enable students to carry out a project work and develop presentation skills.
Input A blank menu with real online restaurant menus as handouts are used to
complete the task.
Procedure Maleys (2011) twelfth generalizable procedure of project work has been
implemented by using the text with a blank menu as a writing frame.
Teacher role Teacher, explains task and keeps students engaged by eliciting and giving
feedback.
Learner role Leaners develop their presentation skills.
Setting Students are required to show and read out their menu in front of class in pairs.

Peer feedback & Reproduction

At the start, I was hoping to introduce the topic of Food using a visual image of different cuisines from
diverse cultures around the world as a stimulus and a warmer. However, the response from peer
feedback indicated that maybe it could have been adapted to form a more communicative outcome
such as pair work by adding sentence or question by asking: Where do these foods come from? Have
you tried it? Etc. (Appendix 1). Again, the matching exercise was questioned by my peers in terms of
whether it was communicative for my learners. This has led me to adapt my original design, where
students simply matched pictures with words, into a communicative task, which was then transformed
into a food game, where students work in pairs by using flashcards and matching the pictures with the
correct words (Appendix 2). They also suggested that the task, find someone who looked dull and
needed some pictures. This was a great idea because not only will pictures stimulate learners but it
can also be used to scaffold learning (Appendix 3). I have now decided to include diverse cultural foods
to allow this material to develop cultural and intercultural awareness (Appendix 5). Finally, I created
a crossword with simple food vocabulary that I assumed were used every day or a least bought
regularly such bread, butter etc. Two questions were mentioned during peer feedback which included:
are these words highly frequent? and is this a communicative activity? Therefore, after careful

10
consideration, I have adapted the crossword into a matching task which includes a puzzle, where
students work together and number each picture and then promlem solve to complete the puzzle
game (Appendix 4).

11
References

Bolitho, R. and Jolly, D. (2011) A framework for materials writing, in B. Tomlinson (ed.) Materials
Development in Language Teaching, Language Teaching Library. Cambridge: Cambridge University Press, pp.
107 135.

British Council (no date) CEF levels. Available at: https://www.teachingenglish.org.uk/cef-levels (Accessed: 28
March 2017).

Cook, V. (2003) Materials for Adult Beginners from an L2 User Perspective, in B. Tomlinson (ed.) Materials
Development in Language Teaching, Language Teaching Library. Cambridge: Cambridge University Press, pp.
275 291.

Dyslexia Action (2017) Text Formatting Best Practice. Available at:

http://www.dyslexiaaction.org.uk/page/text-formatting-best-practice (Accessed: 13 April 2017).

Ellis, R. (2003) Task-based Language Learning and Teaching, Oxford Applied Linguistics. Oxford: Oxford
University Press.

Leech, G., Rayson, P. and Wilson, A. (2001) Word Frequencies in Written and Spoken English, based on the
British National Corpus. Harlow: Person Education Limited.

Maley, A. (2011) Squaring the circles reconciling materials as a constraint with materials as empowerment,
in B. Tomlinson (ed.) Materials Development in Language Teaching, Language Teaching Library. Cambridge:
Cambridge University Press, pp. 379 403.

McDonough, J. and Shaw, C. (2003) Materials and Methods in ELT, A Teachers Guide. Malden: Blackwell
Publishing.

McGrath, I. (2002) Materials Evaluation and Design for Language Teaching, Edinburgh Textbooks in Applied
Linguistics. Edinburgh: Edinburgh University Press Ltd.

Nunan, D. (2004) Task-Based Language Teaching, A comprehensively revised edition of Designing Task for the
Communication Classroom. Cambridge University Press: Cambridge.

Nunan, D. (1991) Language Teaching Methodology, A textbook for teachers. Hertfordshire: Prentice Hall
International (UK) Ltd.

Nunan, D. (1989) Designing Tasks for the Communicative Classroom, Cambridge Language Teaching Library.
Cambridge: Cambridge University Press.

Pulverness, A. (2003) Material for Cultural Awareness, in B. Tomlinson (ed.) Developing Materials for
language teaching. London: Continuum, p. 426 p. 438.

Reppen, R. (2011) Using corpora in the language classroom, in B. Tomlinson (ed.) Materials Development in
Language Teaching, Language Teaching Library. Cambridge: Cambridge University Press, pp. 35 51.

Thornbury, S. (2002) How to teach vocabulary. Essex: Pearson Education Limited.

Tomlinson, B. (2003) Developing Materials for language teaching. London: Continuum.

Tripvisor (2017) Middle Eastern Restaurants in Cardiff. Available at:

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2017).

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Foods Appendix 1

a) Work in pairs and match the picture to the correct answer.

1. British food
2. Ethiopian food
3. Arabian food
4. Indian food

b) In pairs, rank your favorite food in order below

1.
2.
3.
4.

13 Google images
Adjectives Appendix 2

a) In pairs, match the correct words to each flashcard.

1. Cold 2. Sweet 3. Hot 4. Fresh

5. Grilled 6. Spicy 7. Boiled 8. Fired

b) In pairs, without using the words test your partner using the pictures cards.

14 Google images
Nouns Appendix 3

a) in pairs, number each picture with the correct word.

1. Chicken
2. Lamb
3. Steak
4. King prawns
5. Salmon
6. Rice
7. Chips
8. Naan

b) in pairs, using the words above complete the word the word
search below.

Google images
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Find someone who? Likes or dislikes Appendix 4

Spicy food
Fried food
Boiled food
Sweet food
Fresh food
Grilled food
Hot food or drinks
Cold food or dinks

Name I like. I dont like

1.

2.

3.

4.

5.

6.

17 Google images
Menu Appendix 5

a) In pairs, create a menu using the adjectives and vocabulary below.

Hot - Fresh - Sweet - Grilled - Boiled - Fried - Spicy - Cold

Chicken - Chips - Lamb - Steak - King Prawns - Rice - Salmon - Rice

b) b) In pairs, Present to class and vote for your favourite menu. (Color the stars for each vote received: 5 stars rateing wins)

18 Google images
Authentic Menus Appendix 6

19 Google images
Authentic Menus Appendix 6

20 Google images