Beruflich Dokumente
Kultur Dokumente
Teaching Materials
Digital Resources
web-based texts: online articles, blogs, wikis Teaching Materials CD-ROMs, DVDs
Non-Print
Face-to-face encounters
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EXPLORATION of the area of need/problem in terms of what language, what meanings, what functions, what skills etc?
CONTEXTUAL REALISATION the proposed new of materials by finding of suitable ideas, contexts or texts with which to work
PHYSICAL PRODUCTION of materials involving consideration of layout, type size, visuals, reproduction, tape length etc
REVISION OF MATERIALS
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refers to any proposal contained within the materials for actions to be undertaken by the learners, which has the direct aim of bringing about the learning of a foreign language - Breen (1987)
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What is the learner expected to do? - a process through which learners and teachers are to go
What input is given to the learner? - content and language the learner is expected to focus on What does the task focus on? - form focussed
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With whom does the learner interact? Classroom participation concerning with whom (if anyone) learners are to work with
What is the expected product from the learner? E.g., a letter, problem solving exercise, a pamphlet, a conversation, etc.
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Listing: brainstorming and/or fact finding e.g. things, qualities, people, places, features, things to do, reasons. Ordering and sorting: sequencing, ranking, classifying e.g. sequencing story pictures, ranking items according to cost, popularity, negative or positive.
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Matching e.g. Listen and identify, listen and do (TPR), match phrases/descriptions to pictures, match directions to maps.
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Comparing: finding similarities or Differences -e.g. comparing ways of greetings or local customs, playing Spot the difference, contrasting two different pictures. Problem-solving: logic puzzles, real-life problems, case studies, incomplete texts e.g. logic problems, giving advice, proposing and evaluating solutions, predicting a story ending.
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Projects and creative tasks e.g. doing and reporting a survey, producing a class newspaper, planning a radio show, designing a brochure. Sharing personal experiences: storytelling, anecdotes, reminiscences, opinions, reactions e.g. early schooldays, terrible journeys, embarrassing moments, personality quizzes.
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7.
Task Focus
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Material Evaluation for Listening and Speaking (Primary 3 Pupils Book, Pp. 72-75)
Evaluate and adapt the material based on the following 6 aspects (see the checklist):
A. The
Rubrics
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Rubrics
Purpose
Audience
Text produced
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Rubrics
Why?
Purpose
Who?
Audience
Text produced
What?
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Rubrics
Analyse the Task using PAT Task One Write a book report. Task Two Your friend Hasan has decided to come to your town for his holiday. He is driving to your town. Write him an email giving
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Representation of Culture
Culture
Can
Cross-cultural
It is the teacher's job to equip the student to express her/himself in exactly the ways s/he chooses to do so-rudely, tactfully, or in an elaborately polite manner. What we want to prevent is her/his being unintentionally rude or subservient.
Authentic materials
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Texts which have been produced for purposes other than to teach language (Nunan 1988, Wong, Kwok & Choi 1995)
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Authenticity
An authentic text is a stretch of real language, produced by a real speaker or writer for a real audience and designed to convey a message of some sort (Morrow 1977:13)
Gives learners exposure to language as it is used Models for learners language use especially in listening and speaking Motivates learners
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Relevance Intrinsic interest of topic/ theme Linguistic demands Cognitive demands Logistical considerations- length/ legibility/ audibility Quality- model of use or representative of text type Exploitability
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Widdowson(1984) argues that pedagogic presentation of language... necessarily involves methodological contrivance which isolates features of the language from their natural surroundings.
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An authentic task is a task that simulates real life reading, writing listening or speaking tasks which often involves a focus on meaning.
A pedagogic task is a task the teacher uses to fulfil teaching-learning purposes
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Pedagogic Task
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Authentic task
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Nuclear (or tonic) stress is also essential. This is the stress on the most important word (or syllable) in a group of words. For example, there is a difference in meaning between 'My son uses a computer' which is a neutral statement of fact and 'My SON uses a computer', where there is an added meaning (such as that another person known to the speaker and listener does not use a computer).
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It is that in writing textual materials for a state-level system in a multilingual and multicultural developing society it becomes necessary to satisfy different sets of criteria which, in some cases, do make contradictory demands. Some of them may arise in the desire to make education a handmaiden to economic progress and social reconstruction. A few important ones stem from the need to provide for the less fortunate, poorer or historically abused sections of society,,e.g. the lower classes or castes, women, farm hands or the rural poor. To answer all of them cannot be an easy task. (Tickoo1995:39 ) in Materials for a State-level System: A
retrospective record in A. Hidalgo et.al Getting started: Materials writers on Material writing. SEAMEO RELC)
MATERIALS ADAPTATION
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Yes
No
Omit or replace
No
Change or replace
Use as it stands
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Personalise Individualise Localise Modernise Add real choice Cater for all sensory learner styles Encourage higher-level thinking skills Make the language input accessible Make the language input more engaging Make the language activity more interesting
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Get learners ready for listening by providing a context to the text, a listening purpose and the necessary language input
TASK DESIGN: Create a worksheet with the names of sea creatures and get students to match them with the pictures
Match the names of the sea creatures with their pictures and identify their colours.
Sea creatures Shark Angel Fish Octopus Turtle Sea Horse Crab Star fish Sea snake
While-Listening Task
Provide the scaffolding of meaning and form by having learners listen to a story of how a baby shark was saved. Students sequence the events in the story as they listen.
As you listen to the story, rearrange the events in the sequence that you listened to
All of a sudden, he felt someone tugging at his fins
He had a great time as he swam in the blue waters with all the other sea creatures in the sea Before he realised it, he found himself trapped in a fishing net One day Sammy the baby shark decided to go for a dip in the ocean. He was a very special shark as he was blue in colour.
Listen to an environmentalist speak on why sharks are endangered species and how we can protect them. Take notes of the main points as you listen
Form: Use of the negative imperative Meaning : Campaigning for saving the shark
1. The four food groups are: carbohydrates, protein, fats and vitamins/minerals.
2. Carbohydrates and fats are energy-giving foods. 3. If we eat too much fats, we will become obese.
Meaning Focussed: Introduce the content of the text and new vocabulary
STATEMENTS 1. The four food groups are: carbohydrates, protein, fats and vitamins/minerals. 2. Carbohydrates and fats are energy-giving foods. 3. If we eat too much fats, we will become obese. 4. If we eat a meal rich in starch, we will get hungry very quickly. 5. Rice, noodle, bread and pasta are all contain sugar. 6. If we eat more calcium food, we will have better eyesight. 7. Carrots and eggs contain Vitamin A. 8. Protein food is necessary for the growth and repair of our muscles. 9. Cakes, biscuits and pastries are rich in protein. 10. Fruits with Vitamin C like oranges and lemons give us healthy teeth and gums. T/F T T T F F F T T F T
While-Reading Activities
Provide the scaffolding of meaning and form by having learners fill in graphic organizer and/or a table as the students read in pairs or individually, aloud or silently.
4 food groups
Carbohydrates
Starch Sugar
Protein
Animal Plant Animal
Fats
Plant
How can we improve these questions to make them more meaning focused ?
If we eat a meal rich in starch, we should not be hungry too quickly. If we eat too much fats, we may become obese.
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What does the task focus on? - form and meaning With whom does the learner interact? - individual and group work What is the expected product from the learner?
- writing of the information text with visuals (a poster)
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Do you think Bertha looked better when she was fat or when she was slim? Write a list of 3 reasons to support your answer.
Scaffolding by Comparison
How Bertha looks now 1. She lost her teeth 2. She has spots on her face 3. She is over-weight What Bertha should not eat and not do 1. 2. Drink fizzy drinks 3. Be a potato couch
Thinking skills is one of the essential skills highlighted in the new National Education System for the 21st century or Sistem Pendidikan Negara Abad Ke-21 (SPN 21). It is to be made explicit in the teaching and learning for all levels of schooling, either at primary or secondary level. Thinking skills and thinking strategies should be integrated in the teaching and learning processes. The Thinking Skills our students need to develop: Blooms Six Taxonomy (know, comprehend, apply, analyze, synthesize, evaluate), Observe (speculate, collect data, organize), Reflect (compare/contrast, identify relationships, draw inferences/assumptions), Resolve (values with new materials, personal assumptions, and preferences), and Evaluate (evidence, premises, statements of policy and value, agendas).
It is recommended that schools give priority to the development of communication skills, creativity and critical thinking skills (3Cs). To enhance
Enjoy writing strings of sentences and show satisfaction on the finished products. Reread their own writing, checking that it makes sense. Use of strategies to revise writing; for example, reading aloud, use of feedback from others.