Post on 21-Nov-2014
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THE ROLE and DESIGN of INSTRUCTIONAL
MATERIALS
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•Printed materials (books,workbooks, etc.)
•Non-print materials (audio and video cassettes, computer-based materials)
•Materials that comprise both print and non-print sources (self-access materials and materials on the internet)
Instructional materials can be
in the form of
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A resource for presentation materials (spoken and written)A source of activities for learner practice and communicative interactionA reference source for learners on grammar, vocabulary and pronunciationA source of stimulation and ideas for classroom activitiesA syllabusA support for less experienced
teachers
The role of materials in FLT: (Cunningsworth)
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According to Dudley-Evans & St. John for the teachers of ESP courses,
materials serve the following functions:
as a source of language
as a learning support
for motivation and stimulation
for reference
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Advantages of authentic materials are:
They have positive effect on learner motivation.
They provide authentic cultural information about the target culture.
They provide exposure to real language.
They relate more closely to learners’ needs.
They support a more creative approach to teaching
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Critics of authentic materials
Created materials can also be motivating for learners.
Authentic materials often contain difficult language.
Created materials may be superior to authentic materials since they are generally built around a graded syllabus.
Using authentic materials might be a burden for teachers.
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SYLLABUS DESIGN CRITERIA
LEARNABILITY (students are able to learn it) FREQUENCY (the set up of time) COVERAGE (scope) USEFULNESS (the useful of the syllabus)
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DIFFERENT TYPES OF SYLLABUSES
1. The grammar syllabus
2. The lexical syllabus
3. The functional syllabus
4. The situational syllabus
5. The topic-based syllabus
6. The task based syllabus
HW: Make a summary of what are they…..
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THE MULTI-SYLLABUS IS:
the combination of items from grammar, lexis, language functions, situations, topics, tasks, different language skill tasks or pronunciation issues.
However, this might cause a compromise between the competing claims of different organizing elements in practice.
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• •
SELECTING AREAS FOR ASSESSMENT
Price Availability Layout and design Instructions Methodology Syllabus type, selection and grading
Language study activities
Language skill activities
Topics Cultural
acceptability Usability Teacher’s guide
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THE PAGE SHOULD LOOK CLEAN AND UNCLUTTERED
THE LESSON SEQUENCE SHOULD BE EASY TO FOLLOW
THE ILLUSTRATIONS SHOULD BE ATTRACTIVE AND APPROPRIATE
THE INSTRUCTIONS SHOULD BE EASY TO READ
STATING BELIEFS
Which one do you choose?
USING STATEMENTS FOR ASSESSMENT
Area Assessment Statements
Coursebook 1 Coursebook 2 Coursebook 3
Layoutand design
The page is uncluttered
The lesson sequence is easy to follow
The illustrations are attractive and appropriate for the age group
The instructions are easy to read
OK
OK
OK
OK
OK
OK
OK
OK
X
X
X
X
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Teacher RecordUnit / Lesson
General comments
(timing, effectiveness, ease, etc.)
Comment on the advantages/disadvantages of:
Exercise 1:
Exercise 2:
Exercise 3:
Exercise 4:
How did the students react to the lesson?
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Student Response What was your favorite lesson in the book during the last semester? Why?
What was your least favorite lesson from the book during last semester? Why?
What was your favorite activity during the last semester?
What was your least favorite activity during the last semester? Why?
Discuss with your friends…..
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INTERESTS of the AUTHORconcerned to produce a text that teachers will find innovative, creative, relevant to their learners’ needs and that they will enjoy teaching from.
INTERESTS of the PUBLISHERThe publisher is primarily motivated by financial success.
vs.
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A GOOD PROVIDER OF MATERIALS WILL BE ABLE
TO:
1. select appropriately from what is available
2. be creative with what is available
3. modify activities to suit learners’ needs
4. ssupplement by providing extra activities
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ADVANTAGES OF PREPARING MATERIALS FOR A PROGRAM
1. Relevance
2. Develop expertise
3. Reputation
4. Flexibility
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1. Cost
2. Quality
3. Training
DISADVANTAGES OF PREPARING MATERIALS FOR A
PROGRAM
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CHARACTERISTICS OF GOOD MATERIALS (According to Rowntree)
arouse the learners’ interest
remind them of earlier learning
tell them what they will be learning next
explain new learning content to them
relate these ideas to learners’ previous learning
get learners to think about new content
help them get feedback on their learning
encourage them to practice
make sure they know what they are supposed to
be doing
enable them to check their progress
help them to do better
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Factors to consider before making a
plan
Language level of our students
Their educational and cultural background
Their likely levels of motivation
Their different learning styles
The content and the organization of the syllabus
Requirements of any exams students are working towards
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Four main planning elements
Activities: what kind of activity is best for our students?
Skills: making the decision about which language skills we wish our students to develop
Language: deciding to what extent we are going to introduce language and have our students learn it
Content: Finding contents that will fascinate the students is the hardest part
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Teacher’s knowledge of the students
PRE-PLANNING AND THE PLAN
Teacher’s knowledge of the syllabus
Activities Language type Subject & contentLanguage skills
Practical realities
THE PLAN
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jungle path
0% 100%
vague (corridor) plan formal plan
follow the coursebook exactly planning notes
TYPES OF TEACHERS IN TERMS OF LESSON PLANNING
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PRE-PLANNING BACKGROUND
1. Class at intermediate level, 31 students, ages 18-31
2. They participate well when not tired
3. They like creative activities
4. Light classroom, whiteboard, OHP
5. Topic: forms of transport
6. Next item on Gr. Syllabus: should have + done
7. The students have not had any reading skills work recently
8. The students need more oral fluency work
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PRE-PLANNING DECISIONS
1. The lesson should include an oral fluency activity.
2. The lesson should include the introduction of should have + done
3. It would be nice to have some reading in the lesson.
4. The lesson should continue with the transport theme - but make it significantly different in some way.
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THE PLAN
Topic: A text about a space station
The Sequence:
1. Oral fluency activity
2. Reading for prediction and gist
3. Ending the story
4. New language introduction
5. Language practice
6. Role-play
(Additional tasks might be necessary)
These lesson plans can also be used as records and research tools.
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THE FORMAL PLAN
Class description and timetable fit: who the students are, and what can be expected of them. We also need to say where the lesson fits in a sequence of classes.
Lesson aims: Aims should reflect what we hope the students will be able to do, not what the teacher is going to do.
Activities, procedures, and timing: these factors are all in the main body of a formal plan. They are very detailed.
Problems and possibilities: a good plan tries to predict these and suggests ways of dealing with them.
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Before and during
Short and long-term goals
Thematic strands
Language planning
Activity balance
PLANNING A SEQUENCE OF LESSONS
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USING LESSON PLANS
Magic moments
Sensible diversion
Unforeseen problems
Action and ReactionWhy we may need modification?