REVIEW OF MATERIALS DEVELOPMENT

Curriculum and Material Development 2 10 & 17 June 2013

Quiz
Explain reference sources, supplementary materials and their examples! What are the issues of material development? What sort of ways to modify learning materials? How can you teach Pronunciation and English Culture?

Issues in Materials Development

1. 2. 3. 4. 5. Reflexivity What do we know about the topic from our own experience as teachers? Textbook content Is the textbook content adequate? How can we evaluate it? Textbook discourse What is the underlying discourse in the text? What are the hidden messages? Adapting materials What do we need to consider? Content development What are the critical issues to consider?
(Baldauf, 2008)

Selection and use of resources and materials

Reference resources : the sources of information about language and teaching that we can refer to for help in lesson preparation. Reference materials: grammar books, dictionaries, books, articles, teachers book accompanying a course book, and internet resources. (Spratt et al, 2005)

Reasons for using reference resources

Checking the form and use of grammatical structures Checking the spelling, pronunciation and use of lexical items Developing your own understanding of language Anticipating learners difficulties Looking for new approaches to teaching lessons and new classroom activities Finding out how to use the material in your course book Getting advice about particular lessons or teaching materials. (Spratt et al, 2005)

How to select and use coursebook materials

Course book materials are for presenting and practising language, and for developing learners language skills. Basis for selection: needs analysis A study of learners level, language needs and interests, using questionnaires, interviews or diagnostic tests. To build up a class profile and shows what they have in common and how they differ to one another. (Spratt et al, 2005)

Supplementary materials
Books and other materials used in addition to the course book. Skills development materials, grammar, vocabulary, and phonology practice materials, collection of communicative activities and teachers resource materials. Authentic sources: newspaper/magazine articles, video, etc. (Spratt et al, 2005)

Reasons for using supplementary materials

To replace unsuitable material in the course book To fill gaps in the course book To provide suitable materials for learners particular needs and interests To give learners extra language or skills practice To add variety to our teaching (Spratt et al, 2005)

Questions asked when selecting teaching materials

Is the material visually attractive? Is it visually clear? Is it well organised? Is it culturally appropriate? Will the context (s) be familiar to learners? Is it suitable for your learners age, and their needs and interests? Will the topics be motivating your learners? Is it at the right level? Does it give learners enough opportunities to use the language? (Spratt et al, 2005)

Questions asked when selecting teaching materials (continued)

If you answer No to any of those questions, then you have two choices: To replace the course book materials To adapt the course book materials (Spratt et al, 2005)

Materials Development
The process of adapting learning materials also require teachers to analyse the content of a book by using evaluation criteria. However, self-creating or self-developing learning materials are also good. Think of your learners level of language proficiency, age, interest, and learning needs.

Tips for Teaching Vocabulary (Wharton & Rice, 2000 as cited in Baldauf, 2009)

Distinguish receptive and productive vocabulary needs. Consider teaching new vocabulary in related sets (easier to learn in sets, as opposites, etc.). Vary your explanation techniques (visuals, mime, definitions, examples, etc.). Teach the grammar of vocabulary items (how are words used?). Encourage awareness of collocations (how words combine).

Tips for Teaching Vocabulary (Wharton & Rice, 2000 as cited in Baldauf, 2009)

Spend some time on connotative meaning (associations of words). Help learners to be aware of register (written, spoken; formal, informal, literary, technical, slang). Look at word formation (e.g. prefixes and suffixes). Use direct translation carefully (equivalence and non-equivalences). Teach conscious vocabulary learning strategies (e.g. vocabulary notebook).

Materials for Teaching Vocabulary

Lexical syllabus (Baldauf, 2009) What teachers need to consider about vocabulary learning: (1) most frequent 2,000 to 5,000 vocabulary items are necessary to be taught, and (2) students have to be self-sufficient learners since teachers can not cover all the vocabulary items (McCarten, 2007) www.spellingcity.com Video Songs Integrated teaching with grammar/ speaking/ listening/ reading/ writing

Grammar (Lee & Agustina, 2009)

Definition of grammar: The system of rules governing the conventional arrangement and relationship of words in a sentence Sentence-level rules only, not discourse rules. (Brown, 2001) Contrastive Analysis (Baldauf, 2009)

Three methodologies (Lee & Agustina, 2009)

Traditional grammar-focused instruction
Characteristics:

Meaning-focused instruction
Characteristics:

Consciousness-raising of form
Form-focused instruction within the communicative framework

Material Development for Teaching Grammar

Integrated teaching with others, such listening, speaking, reading, and writing. Watcyn-Jones, P. (2002). Vocabulary 2 : games and activities. Harlow: Penguin English. Watcyn-Jones, P., & Howard-Williams, D. (2001). Grammar games and activities 1. London: Penguin Books.

Tips for Teaching Speaking (Wharton & Rice, 2000 as cited in Baldauf, 2009)
Run the class in English. Use plenty of group and pair work. Make activities as spontaneous as possible. Use guided activities where necessary. Consider role plays. Use task based activities. Try out new tasks with friends or colleagues.

Tips for Teaching Speaking (Wharton & Rice, 2000 as cited in Baldauf, 2009)
Make learners aware of varied speaking needs. Give some practice at long turns. Link speaking to other tasks. Correct spoken language selectively. Create an atmosphere of acceptance.

Tips for Teaching Listening

Provide as much exposure as you can. Do your classroom management in English. Use audio and video recordings. Provide a context for any recording you use. Give learners a reason for listening. Use listening for pleasure too. Show learners they dont have to understand every word.

Tips for Teaching Listening

Let learners experience a variety of accents and dialects. Find out what your learners need to listen to. Teach learners the strategies needed to control the input they get. Consider setting listening tasks for homework. (Wharton & Race, 2000 as cited in Baldauf, 2009)

Material Development for Teaching Listening

Sources of listening materials:
Live: Teacher, other students, guest speakers, teaching assistants Pre-recorded: tapes, CDs, DVDs, Videos, television, radio, computer files, iPod and digital recorders. In most places, sources of listening materials are no longer a problem. But, there are a number of issues to be addressed.

(Baldauf, 2009)

Listening to Songs
Song jumble. Jumble lyrics, students construct song, listen to it to check. Gapped / Close text Listen to a song, then give the students pictures to order based on the text. Normal listening & singing. (Baldauf, 2009)

Video Materials
The use of video material goes beyond listen to media literacy. Provides:
A common experience to discuss Caters for different learning styles Media literacy and critical viewing skills Use for problem solving and investigative activities Dismantle (or create) social stereo types

Selection criteria, length, trailers Picture with/without sound; Sound with/out picture; subtitles, no-subtitles; interruption, non-interruption (Geyser, 2006 as cited in Baldauf 2009)

Tips for Teaching Reading

Supplement the readings in your textbook. Use a good proportion of authentic texts. Build up a context. Give learners a reason for reading. Use questions carefully.

(Wharton & Race, 2000 as cited in Baldauf, 2009)

Tips for Teaching Reading (continued)

Use reading as an input to other tasks. Talk about good reading habits (reading effectively). Talk about text structure. Teach dictionary skills. Encourage reading for pleasure (intensive vs extensive reading). (Wharton & Race, 2000 as cited in Baldauf, 2009)

Materials Development for Reading

Reading activities: Read a tale/story such as Roro Jonggrang, Goldilock and the Three Bears, Cinderella, and Snow White. Brainstorm any ideas that you can come up with these stories, for instance, students can tell the plot of the story, setting, and its characters. Also, students can also do follow-up activities like summarising the story in groups and present it in front of the classroom. (Baldauf, 2009)

Tips for Teaching Writing (Wharton & Rice as cited in Baldauf, 2009)
Ask learners to produce a variety of text types. Analyse particular important text types yourself. Combine writing with other tasks. Dont always leave writing for homework. Encourage multiple drafts and revisions. Give examples of multiple drafts.

Tips for Teaching Writing (Wharton & Rice as cited in Baldauf, 2009)
Accept that there will always be many mistakes in early drafts. Emphasise quality in the final product. Give feedback on content as well as on form. Be selective when correcting mistakes. Agree to a key for correction. Look back during the course (portfolio to see the improvement).

Materials Development for Teaching Writing

Jumbled sentences Jumbled paragraphs Structured writing/ newspaper items Teacher correction, self-correction, peercorrection Evaluation criteria (Baldauf, 2009)

Your essay assignment

This assignment weighs 20% of your overall score You must write an essay of upcoming 2013 curriculum and its possible impacts to English Lesson. Choose one of the sub-topics below: 2013 Curriculum and its possible impacts to English Curriculum 2013 Curriculum and its possible impacts to English Language Teaching and Learning The requirements are:

1. Page setup with 3 cm for top and bottom margin, 4 cm for left and right margin, A4 Paper Size 2. Times New Roman Font 12, 1.5 space. 700 words excludes title and references 3. References used in the essay, which are cited, quoted, adapted and paraphrased MUST be put in this section.

Your essay assignment

4. Do not PLAGIARISE others works or your friends works. Deducted points or zero points will be given if I find any misconduct. 5. Submit your essay by sending it to my email rinaagustina@gmail.com by 10 July 2013. 6 LAST NAME_FIRST NAME_STUDENT NUMBER (Name your file as stated)