Selection and adaptation of materials and activities

Prepared by: Hironisa Binti Abdul Karim

Norlizza Binti Ismail

PRINCIPLES OF MATERIALS SELECTION AND ADAPTATION

• Learners have different preferences and requirements for learning.

• This diversity commonly requires a supply of learning material that fits to the learners’ needs.

• No book will suit all the students in terms of their learning styles, motivations, interests and levels of English that is why teachers need to adapt materials for the lessons.

• Therefore, the textbook should be regarded as a resource for creativity and inspiration.

 

Principles of materials adaptation 1) Make dialogues communicative

2) Make learning activities relevant and purposeful

3) Meet the learners’ needs, both external and psychological

4) Use models of real, authentic language

Factors to bear in mind when adaptating materials

1. Teachers should not adapt materials too casually, e.g. based on his or her own preferences or tastes

2. Materials deleted or added should not go beyond a reasonable proportion, otherwise consider alternative materials.

3. Teachers should not adapt materials only to cater for the needs of exams or

tests.

Specific adaptation• Omission: the teacher leaves out

things inappropriate for the particular group.

• Addition: where there seems to be inadequate coverage, teachers may decide to add to textbooks, either in the form of texts or exercise material.

• Reduction: where the teacher shortens an activity to give it less weight or emphasis.

• Extension: where an activity is lengthened in order to give it an additional dimension.

• Rewriting/modification: teacher may occasionally decide to rewrite material, especially exercise material, to make it more appropriate, more “communicative to their students.

• Replacement: text or exercise material which is considered inadequate, for whatever reason, may be replaced by more suitable material.

• Re-ordering: teachers may decide that the order in which the textbooks are presented is not suitable for their students. They can then decide to plot a different course through the textbooks from the one the writer has laid down.

• Branching: teachers may decide to add options to the existing activity or to suggest alternative pathways through the activities

CRITERIA FOR MATERIALS EVALUATION

Working with textbook• The textbook provide the teacher with:

-a well thought out programme-meet the needs of the intended users-textbooks are not written for any particular class- a source of practical teaching ideas-a range of material for effective preparation

• Textbooks offer the learners:- a focus- a sense of security

Course materials• Core components

– Pupil’s Book – Activity Book– Teacher’s Guide – Class Cassettes

• Supplementary components – Flashcards– Posters – Student’s Cassettes – Test Book – Picture Dictionary – Video Cassette

Learner factors

• Age• Cultural background• Cognitive maturity• Interests• Needs

Initial criteria• Pupils’ profile

– Age– Class size– Learning context

• Course length • Learning focus

– Balance of language syllabus– Learning skills– Cross-curricular content

Detailed criteria• Unit organisation

– Lay-out, sequencing, revision/reference pages

• Language load per unit– New language load / recycling of language

• Skills– Equal emphasis on skills

• Range of activity types– Pupil interaction / independent work

Criteria for material selection

• The material must match the goals and objectives of the syllabus or language programme.

• The material should be consistent with the teaching-learning situation / approach.

• The authenticity of the material.• the material must suit the target

audience –level /ability, needs, interest, time

• The material should be reasonably priced if cost is involved

• The material should make learning easier• the material should create joy and

interest in the learners.• The material should be attractive,

colourful, and durable where applicable.

REFERENCE1. Alan Cunningsworth (1995) Choosing Your

Coursebook, Oxford, Heinemann2. Brewster J, Ellis G, Girard D (2002) The Primary

English Teacher ‘s Guide. Harlow: Penguin English Guides

3. Cameron L (2001) Teaching languages to young learners. Cambridge: CUP

4. Halliwell S (1992) Teaching English in the Primary Classroom. Harlow: Longman. Chapter 4

5. House, S.(1997) An Introduction to Teaching English to Young Learners. London: Richmond Publishing. Chapter 2

6. Pinter, A. (2006) Teaching Young Learners Oxford: OUP. Chapter 9

7. Vale D. & Feunteun A (1995) Teaching Children English Cambridge: CUP