Training Presentation

Materials Development for EFL Learners

Shelia A. Peace

IntroductionI. Materials for EFL Learners

Enhance input Allow authentic language production

II. What Teacher Trainees will learn When additional materials are needed How to select and prepare materials

III. Shared Trainee Backgrounds ACADEMIC Teaching English as a Foreign Language PRACTICAL Assisting Instructors of English as a Foreign Language PRACTICAL Assisting Instructors of English for Academic

Purposes LANGUAGE Arabic L1 speakers + English L2 students/instructors/

instructors’ supporters

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Agenda Types of materials

Flashcards Handouts PowerPoints Scripts Forms (information, applications, reservations) PowerPoints Videos

Purpose Allow/Develop authentic language production

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Overview Bloom’s Taxonomy

1. Remembering2. Understanding3. Applying4. Analyzing5. Evaluating6. Creating

Materials facilitate learning appropriate for1. Learner levels2. Learning styles3. ILO: Bloom’s

“Synthesis”

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Vocabulary Glossary of terms Define the terms as used in this training

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L2: Expert Abilities

1. Knowledge-based goals

- facts- concepts

2. Skills-based goals

- student learns “how to do something.”

3. Affective Goals

- change in values, attitudes, interests

University of North Carolina - Division of Academic Affairs of the Center for Teaching and Learning

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Use of Knowledge:

Language Applications:

MaterialsSupplements for Reading

Explorer 1 Story Strips

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MaterialsSupplements for Reading

Explorer 1“Themed” Slideshows

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MaterialsSupplements for Textbook

Vocabulary Grammar

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MaterialsSupplements for Q: Skills Listening &

Speaking Idioms

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MaterialsSupplements for Q: Skills – Listening and Speaking Idioms

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Materials: Resources Bogglesworld.com

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Materials: Assessments

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Criteria Points

1 2 3 4 1st Marker 2nd Marker

Organization and Grammar

Audience cannot understand presentation

beause there is no sequence of information.

There are more than 4 grammatical errors.

Audience has difficulty following presentation because student jumps around. There are 3-4

grammatical errors.

Student presents information in logical

sequence which audience can follow. There are 1-2

grammatical errors.

Student presents information in logical, interesting sequence which audience can follow. There are no grammatical errors.

_______ _______

Content KnowledgeStudent does not have grasp of information;

student cannot answer questions about subject.

Student is uncomfortable with information and is

able to answer only rudimentary questions.

Student is at ease with content, but fails to

elaborate.

Student demonstrates full knowledge (more than required) with

explanations and elaboration.

_______ _______

Visuals (Visual Aid or

Demonstration)

Student used no visuals. Student occasionally used visuals that rarely support

presentation.

Visuals related to presentation.

Student used visuals to reinforce presentation. _______ _______

Physical Performance (body language,

gestures, and eye contact)

No movement or descriptive gestures. No

eye contact with audience.

Very little movement or descriptive gestures.

Displayed minimal eye contact with audience.

Made movements or gestures that enhanced articulation. Consistent use of direct eye contact

with audience.

Movements seemed fluid and helped the audience visualize. Holds attention

of entire audience with the use of direct eye

contact.

_______ _______

Delivery and TimeStudent mumbles,

incorrectly pronounces terms, and speaks too

quietly for students in the back of class to hear. Very

short, incomplete presentation.

Student incorrectly pronounces terms.

Audience members have difficulty hearing

presentation. Too short, somewhat covered topic.

Student’s voice is clear. Student pronounces most

words correctly. A little too short, mostly covered

topic.

Student used a clear voice and correct, precise pronunciation of terms. Correct amount of time

used, completely covered topic.

_______ _______

TOTAL _______ _______

Higher-Level Learning Critical Thinking Problem solving Effective Communication Collaboration Learning + Applications

Aided by Digital Learning

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VanderArk & SchneiderHow Digital Learning Contributes to Deeper

Learning

http://www.communications004.wordpress.com

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Evaluating Materials

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This year, have you been learning Reading Explorer 1 in a traditional, or untraditional way?O Traditional (11) O Untraditional (7)

Describe what is the traditional way that you have learned English Reading._____________________________________________________________________________________

How has learning vocabulary BEFORE reading textbook stories helped you in Reading Explorer 1?O Not at all 2 O Somewhat 9 O Well 7 O A lot 0

How has “story strips” (putting together the story BEFORE doing textbook work) helped you in Reading Explorer 1?O Not at all 5 O Somewhat 6 O Well 4 O A lot 3

How has “ordering paragraphs” BEFORE answering textbook questions helped you to complete tasks in Reading Explorer 1?

O Not at all 8 O Somewhat 2 O Well 5 O A lot 2 N/A = 1

Which do you prefer for learning how to read in English?O Traditional reading and answering textbook questions. 0 O Learning vocabulary, then reading textbook stories. 12 O Putting together “Story Strips” BEFORE doing textbook work. 1O “Ordering paragraph” (A, B, C, D, etc. ) BEFORE answering textbook questions. 4

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“An idiom is a string of words whose meaning is different from the meaning conveyed by the individual words.” (Larson, 1984).

ARAB IDIOMS

1- El samaa la tohadef katakeet "The sky doesn't throw chicks"

Meaning: God doesn't give us money from nowhere. People must work hard to earn money, it doesn't fall from the sky. 2- Mesl el atrash fel zafa “Like the deaf in the wedding” Meaning: having no idea about what is going on. 3- ha al shakhs Adamey "This Person Like Adam"

Meaning: A person who has a good reputation.

“Avoid the evil in those you have been kind to.”4- Akol bakloo halawa "He ate sweet in his mind" Meaning: To be tempted by someone's persuasiveness.

"A ferryman's Invitation" Meaning: not sincere invitation and if a real invitation then you will have to pay for it "Azoumat Marak'b'ya. “Dig a whole for your brother and you will fall in it.”"Quit this and hear this" Meaning: If you thought it was absurd, then come and hear the new story (or the rest of the story).

Resources

Carnegie Mellon University – Eberly Center. Formative vs Summative Assessment – Teaching Excellence & Education Innovation – Carnegie Mellon University. 7 May 2014. http://www.cmu.edu/teaching/assessment/basics/formative-summative.html

The Center for Teaching and Learning Division of Academic Affairs. University of North Carolina at Charlotte.

Harris, Christopher & Marx, Ronald. Authentic Tasks. 23 Dec. 2009. http://www.education.com/reference/article/authentic-tasks/

Jannuzi, Charles. Key Concepts in EFL Literacy: Phonics vs. Whole Language. University of Fukui, Japan. 30 Sept. 2010 www.eltinjapan.com

Mueller, Jon. Authentic Tasks. Authentic Assessment Toolbox. 2014. (http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm )

Overbaugh, Richard C. & Schultz, Lynn. Bloom’s Taxonomy. Old Dominion University. 24 April 2014 http://ww/2.odu.edu.educ/roverbau/Bloom/blooms_taxonomy.htm

  Tomlinson, Brian. Materials development for language learning and teaching. Leeds

Metropolitan University. Cambridge Journals. 16 May 2012 http://journals.cambridge.org University of North Carolina at Charlotte: The Center for Teaching and Learning

Division of Academic Affairs ) Bloom’s Taxonomy of Educational Objectives. 2013. https://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-objectives/blooms-educational-objectives

VanderArk, Tom & Schneider, Carry. How Digital Learning Contributes to Deeper Learning. Getting Smart. n.d.

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Training Presentation

Materials Development for EFL Learners

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Training Presentation

Materials Development for EFL Learners

Presented to ---------University College Teacher TraineesBy Shelia Ann Peace, Course Director and Language Instructor4 May 2014 – All Rights Reserved

Shelia A. Peace