ELT3

Language Learning Materials

Development
(Workbook)
Subject Code: ELT3
Subject Description: Language Learning Materials Development

Course Objectives:
The main objectives of the course are:
1. to provide future English language teachers with current methodologies
for the teaching of the four language skills (reading, writing, speaking,
and listening) plus culture,
2. to develop knowledge of the theoretical and practical approaches to
materials evaluation and development,
3. to develop strategies around communicative competences,
4. to develop knowledge of materials development as a means for
diversification and innovation in language learning and one’s own
teacher development, and
5. to develop understanding of appropriateness of materials for specific
target groups.

Learning Outcomes
After completion of the course students are expected to be able to:
1. be able to demonstrate a working awareness of the methodological
processes involved in the teaching of the four language skills,
2. understand what is involved in the communicative teaching of listening,
speaking, reading and writing,
3. develop, implement and evaluate original lessons integrating the teaching
of listening, speaking, reading, writing and culture based on relevant
theories,
4. adapt and evaluate existing course materials based on their learners’
proficiency levels and needs; produce learning materials in terms of the
educational goals, organizational frameworks and experiences they
provide,
5. engage in critical thinking and demonstrate skills in practicing reflective
teaching.

This Workbook in Language Learning Materials Development is a

compilation of readings and exercises to study while you are at home and
schools are on lockdown.

Using this material, you will enrich yourself as you work on challenging
activities by doing the exercises.

We encourage you to learn at your own pace. Ask your parent or guardian
anytime to help you use this workbook and have them check your learning
progress.
 Stay safe and enjoy learning at home!
Learnin
g Log
This must be accomplished in every lesson

Name: _____________________________________________________________________
Subject Description: _________________________________________________________
Lesson No./Topic: _________________________________________________________
Date Accomplished: _________________________________________________________

My journey through this lesson

enabled me to learn…
Key Terms to
Remember…

Part of the lesson I considered What did you do to overcome

most difficult… these difficulties?
 Study
Time Intended Learning
Guide
Content Suggested Teaching Suggested
Allotment Outcomes (ILOs) Learning Activities Assessment
At the end of these 1. Introduction to ▪ Group Discussion ▪ Online
Weeks weeks, the preservice Materials Students discuss the Engagement/
1-3 teacher (PST) should Development answers to the following Participation Note
be able to: questions: and present the
1. Defining materials group’s ideas on
a. discuss what and materials What is Materials the following
“materials development Development? discussion points.
development” and 2. Current trends and
“materials” are; issues in materials What are ‘materials’? ▪ Learning Log
development
b. cite examples of 3. Who should What do others say about ▪ Students write
language learning develop the materials the current (positive and their takeaways
materials used in the 4. Principles of second negative) trends of based on the
classroom; language acquisition materials development? discussion of their
(SLA) relevant to the (research findings and groupmates and
c. point out the development of related literature) the teacher.
negative and positive materials
trends of materials 5. Principles and What should drive
development; Procedures of materials development?
Materials
d. relate the principles Development What are the principles and
and theories of theories of language
language learning to teaching and learning
the development of relevant to materials
appropriate language development?
learning materials;
and ▪ Brainstorming Students
discuss on the following
e. provide example points:
materials that  Every teacher is a
corresponds to each materials
principle of SLA. developer’
(English language
Centre, 1997) who
needs to be able to
evaluate, adapt and
produce materials
so as to ensure a
 match between
their learners and
the materials they
use.
 The most effective
ways of ‘helping
teachers to
understand and
apply theories of
language learning
– and to achieve
personal and
professional
development – is
to provide
monitored
experience of the
process of
developing
materials’
(Tomlinson, 2001).
 ‘Materials’
‘include anything
which can be used
to facilitate the
learning of a
language.
(Tomlinson, 2001).
At the end of the 2. Materials ▪ Pass the Pointer - The Online
Week 4 week, the preservice Evaluation teacher projects images of Engagement/
teacher (PST) should various instructional Participation
be able to:  Definition materials on the screen and Students identify
and asks for volunteers to key
a. evaluate language principles in temporarily borrow the laser features/qualities
learning materials materials pointer to identify key of an effective
used in a basic evaluation features/qualities of an material
education classroom  Qualities effective material.
using the principles in each unit of ▪ Students provide
materials evaluation; material ▪ Brainstorm a list of a list of the
should reflect universal criteria- Students universal criteria
b. examine the K to  Types of may brainstorm the when evaluating
12 English curriculum materials universal criteria which language learning
and cite materials evaluation would apply to any materials.
used to facilitate language learning materials
mastery of a specific anywhere for any learners. ▪ They compare
competency; and and take note of
▪ The teacher presents the these criteria to
c. list down specific assessment points/criteria that presented by
competencies from when evaluating language their teacher.
the K to 12 English learning materials and
curriculum and students check if the *media-specific
identify possible features/qualities they have criteria
language learning mentioned in the previous *content-specific
materials to be used activity are listed. criteria
for these *age-specific
 competencies. criteria
*local criteria
Weeks At the end of these 3. Adapting ▪ Vodcasting/Vlogging- The • Students’
5-6 weeks, the preservice Materials teacher may ask students to vodcast or vlog is
teacher (PST) should create a vodcast/vlog on graded using a
be able to:  Teacher- teacher-centered and rubric.
centered and learner-centered approaches • Group
a. outline the process learner- to materials adaptation. Presentation on
of materials centered They may interview the chosen
adaptation from approach to language teachers on how technology-
different points of adaptation they select materials in their based/digital
view;  Key features classroom. language learning
in materials • Let’s Explore- The teacher materials
b. examine range of adaptation may ask students to explore • Student
technology-based  Materials and technology-based/digital Portfolio on the
materials and tools Digital language learning materials different materials
available to classroom Technology and tools and have these they have
language teachers; presented in the classroom. explored and
and  Designing designed
materials using
c. apply the criteria in online tools • Classroom
selecting and  Creating audio and Demonstration on
evaluating language video materials how these
learning materials. (podcasts, materials will be
vodcasts, vlogs) used. A rubric
 Interactive web will be used to
pages evaluate students’
 Language corpora performance and
and concordance output.
 Creating stories for
language learning
using ICT (vlogs,
blogs, etc.)
 Teaching writing
with technology
(grammar man,
eyercize etc.)
 Computer-
mediated
communication
and language
learning mobile-
assisted language
learning (MALL)

• Tutorial Selected- Students

may be asked to tutor the
class on how to use the
materials and tools they
have presented.
Weeks At the end of these 4. Developing • Group Project- Students • Group
7-18 weeks, the preservice Specific Types of may be grouped according Output/Portfolio
teacher (PST) should Materials to the type of materials they
be able to: will be designing. These • Students
1. Materials for the materials will be based on compile/package
a. select appropriate Teaching of the identified the different
materials for the Grammar - Criteria competencies/topics from language learning
specific the K to 12 English materials they
competencies/macro 2. Materials for curricula. have designed for
skills; Teaching Vocabulary the identified
- designing input and • Class Exhibit- For competencies.
b. design and/or output activities to everyone to be able to see
improve (existing) encourage/help and explore these different • Rubric on the
contextualized and vocabulary learning language learning materials, classroom
localized materials for and fluency the teacher my ask students exhibits will be
the identified K to 12 development to organize a classroom used.
English competencies; exhibit showcasing the
and 3. Materials for different contextualized and
Developing Reading localized materials
c. produce language Skills - alternative (traditional and technology-
learning materials approach to materials based) which they have
specific for the for teaching reading created/designed
teaching of grammar, specifically for each
vocabulary, reading, 4. Materials for competency/topic/macro
writing, speaking, Developing Writing skill.
listening, viewing, Skills - the role of
and cultural writing materials -
awareness vis-a vis selecting writing
the K to 12 learning materials (textbook
competencies and internet creative
writing materials)

5. Developing
Materials for
Speaking Skills -
speaking skill and the
need for relevant
materials - trends in
materials for speaking
skills - utilizing verbal
sources from real life

6. Developing
Materials for
Listening Skills -
intake rich activities
and multidimensional
listening skills lessons

7. Materials for
Developing Viewing
Skill - activities and
materials to strengthen
viewing skills

8. Materials for
Cultural Awareness -
the culture of
language and the
language of culture
 UNIT I

Preparation and
Evaluation of
Materials
How to Teach So That Students Will Learn?

Effective teaching is a complex process that starts with an end in mind.

Before teaching a class, a teacher should determine what specific outcomes
he/she wants, i.e., what skills and knowledge he/she wants the students to
master. These skills vary depending on the district's scope and sequence,
curriculum guide, or Common Core standards specific to subject and grade
level.

The next decision to make will be to determine what his/her students'

skill level is: how much the students already know and if you need to build
some background knowledge before starting to teach to the unit or lesson
goals. Have the students successfully completed all of their benchmark tests?
Are there skills they are struggling with? Diagnostic tests may help the teacher
identify whether the students have the necessary foundation upon which to
build the new skills.

Next comes the decision about resource materials (literature, textbooks,

films, school trips, YouTube segments, etc.) to use as vehicles to teach the age
and level-appropriate skills; and instructional modality (whole-class
instruction, small-group, presentations, research, etc.) The teacher is a
facilitator who introduces the lesson by providing a rationale and
contextualizing the content to be taught.

An important step is an assessment of whether the students are learning

the material or not. How does a teacher know their students understand what
is being taught? Classroom discussions, individual feedback (exit slips), and
checks for understanding should provide the teacher with this information.

Assessment is the last step and involves determining the degree to which
the students have grasped the material taught to them.

Here is a list of questions for a teacher to keep in mind:

1. What skills do I want my students to have?
2. How much do my students know?
3. What are the best instructional materials to use?
4. Am I checking for understanding?
5. What enrichment or supplemental activities can I provide for advanced or
struggling learners?
6. How will I assess my students have developed the skills I taught them?
Lesson 1: INSTRUCTIONAL MATERIALS (IMs for Teaching Language)

 Instructional materials may be operationally defined as especially

designed classroom tools which contain instructions to learners and
teachers, and which specify each increment of learning: the content to be
learned; the techniques of presentation; practice and use of that content;
and the modes of teaching associated with those techniques (Johnson,
RELC Journal)
 Instructional materials generally serve as the basis for much of the
language input learners receive and the language practice that occurs in
the classroom (Richards)
 IMs are an important element within the curriculum and are often the
most tangible and visible aspect of it (Nunan, 1991)
 They can provide a detailed specification of content, even in the absence
of the syllabus (Richards and Rodgers, 1986).
 They can define the goals of the syllabus, and the roles of the teachers
and the learner within the instructional process (Wright, 1987)

Role of Instructional Materials

Cunningsworth (1995) summarizes the role of materials (particularly course

books) in language teaching as a:

 resource for presentation materials

 source of activities for learner practice and communicative interaction
 reference source for learners on grammar, vocabulary, pronunciation,
etc.
 source of stimulation and ideas for classroom activities
 syllabus (where they reflect learning objectives which have already been
determined)
 support for less experienced teachers who have yet to gain in confidence
in the language classroom.

Dudley-Evans and St John (1998) suggest that for teachers of ESP courses,
materials serve the following functions:
 As a source of language
 As a learning support
 For motivation and stimulation
 For reference
Lesson 2: BASIC PRINCIPLES in MATERIALS DEVELOPMENT (Tomlinson,
1998)

 Materials should achieve impact.

 Materials should help learners to feel at ease.
 Materials should help learners to develop confidence.
 What is being taught should be perceived by learners as relevant and
useful.
 Materials should require and facilitate learner self-investment.
 Learners must be ready to acquire the points being taught.
 Materials should expose the learners to language in authentic use.
 The learners’ attention should be drawn to linguistic features of the
input.
 Materials should provide the learners with opportunities to use the target
language to achieve communicative competence.
 Materials should consider that the positive effects of instruction are
usually delayed.
 Materials should consider that learners differ in learning styles.
 Materials should consider that learners differ in affective attitudes.
 Materials should permit a silent period at the beginning of instruction.
 Materials should maximize learning potential by encouraging intellectual,
aesthetic and emotional involvement which stimulates both right and
left-brain activities.
 Materials should not rely too much on controlled practice.
 Materials should provide opportunities for outcome feedback.

BENEFITS OF INSTRUCTIONAL MATERIALS

Teachers
 Provide materials for presentation of new items for reinforcement,
consolidation, and practice
 Provide materials for teaching skills, areas of languages, and other
special difficulties
 Guide the teacher on the methods and techniques in introducing the
lessons and the series of exercises for teaching the concepts
 Give them more opportunity to make the best use of their time and skills
to do more real teaching
 Students
 Concretize the syllabus
 Opportunity for individual work in or outside the classroom
 Follow a course of study with little help from teachers

Lesson 3: TYPES OF INSTRUCTIONAL MATERIALS

1. Textbook
 Main reference for the entire course
 Usually chosen by the school
 Reflects the minimum learning competencies for specific levels
 Arranged in units or chapters which can be labeled according to
themes, topics, skills, grammar structures or functions depending
on the syllabus type followed.
 Contains readings, teaching points, drills, activities, and tasks for
everyday lessons
2. Workbook / Skill book
 Usually accompanies the textbook
 Provides exercises and drills on specific skills in listening,
speaking, reading and writing
 Presents reinforcement and remedial activities to support lessons
in the textbooks
3. Teacher’s Book/ Teacher’s Manual / Teacher’s Guide
 Contains a detailed rationale for textbook
 Explain the scope and the sequence for the lessons
 Includes introductory notes on how to use the textbooks, specific
objectives for each lessons and suggested strategies for teaching
the lessons
 Provides guidance in planning the lessons from materials to
suggested activities
4. Work Text
 Combines the features of the textbooks and workbooks
 Provides teaching points like those in the textbook
 Reinforces the teaching points with many drills and exercises just
like those that contain an A-Z or practical suggestions for teaching
5. Module and Self-Learning kit (SLK)
 More interactive than the other types of written IMs that appear in
the workbook
 Develops independent study through self-paced instruction
 Contains post-test, pre-test, lesson inputs, exercises, and drills –
provisions for self-paced learning
6. Reference Book
 Provides general information on various topics
  Includes encyclopedia, dictionary, atlas, manuals, etc.
7. Multimedia Instructional materials
 Audio and Visual materials accessible through various media like
radio, television, and the computer
 Also includes interactive courseware on various topics.

Lesson 4: FACTORS AFFECTING MATERIALS PREPARATION

1. The curriculum, syllabus, and learning competencies

2. Learners’ learning styles, aptitudes, proficiency
3. Pedagogical principles held by the teachers
4. Societal demands

FRAMEWORKS OF MATERIALS AND METHODS

LEARNERS

CONTEXT IMPLEMENTATION OF GOALS

EDUCATIONAL
SETTING

SYLLABUS CONSTRUCTION

McDonough and Shaw (2000) present the following

framework for materials and methods. The framework
reveals that materials and methods cannot be seen in
isolation but are embedded within a broader
professional context. MATERIALS, CLASSROOM
METHODS (lessons, tests…)

Contextual Factors

Learner factors- age, interests, level of proficiency in English, aptitude,

mother tongue, academic and educational level, attitudes in learning,
motivation, reasons for learning, preferred learning styles, and personality

Setting- role of English in the country; role of English in the school;

management and administration; resources available; support personnel;
the number of pupils; time available for the program; physical
 environment; the socio-cultural environment; types of tests to be used;
and procedures for monitoring and evaluating.

A syllabus is an expression of opinion on the nature of language and learning;

it acts as a guide for both teacher and learner by providing some goals to be
attained. Hutchinson and Waters (1987:80) define syllabus as ‘at its simplest
level a syllabus can be described as a statement of what is to be learnt. It
reflects language and linguistic performance.’

This is a rather traditional interpretation of syllabus focusing as it does on

outcomes rather than on process.

However, a syllabus can also be a "summary of the content to which learners

will be exposed" (Yalden.1987: 87). It is seen as an approximation of what will
be taught and that it cannot accurately predict what will be learnt.

Syllabus is the overall organizing principle for what is to be taught and

learned. It is the way in which content is organized and broken down into a set
of teachable and learnable units, and will include considerations on pacing,
sequencing and grading items’ methods of presentation and practice, etc.

Syllabus inventory is a list of the content to be covered in the language

program much like a content outline.
Richards and Rodgers (1986) presents a useful framework for the comparison
of the language teaching methods which illustrates the place of syllabus in the
program planning. The Model has three levels: approach, design and
procedure.
 Approach refers to the views and beliefs or theories of language and
language learning on which planning is based.
 Design converts the principles in the first level (approach) into more
practical aspects of syllabus and instructional materials.
 Procedure refers to the techniques and management of the classroom
itself.

Types of Syllabus (Reilley)

Although six different types of language teaching syllabi are treated here as
though each occurred “purely,” in practice, these types rarely occur
independently of each other. Almost all actual language-teaching syllabi are
combination of two or more of the types. The characteristics, differences,
strengths, and weaknesses of individual syllabi are defined as follows:

1. Structural (formal) Syllabus

 The content of language teaching is a collection of the forms and
structures, usually grammatical, of the language being taught.
  Examples include nouns, verbs, adjectives, statements, questions,
subordinate clauses, and so on.

Issue/Criticism: One problem facing the syllabus designer pursuing a

grammatical order to sequencing input is that the ties connecting the
structural items maybe rather feeble. A more fundamental criticism is that the
grammatical syllabus focuses on only one aspect of language: the grammar;
however, in truth there exist many more aspects to be considered in language.
Recent corpus-based research suggests there is a divergence between the
grammar of the spoken and of the written language, raising implications for the
grading of content in grammar - based syllabuses.

2. A notional/ functional syllabus

 The content of the language teaching is a collection of the functions that
are performed when language is used, or of the notions that a language
is used to express
 Examples of the functions includes informing, agreeing, apologizing,
requesting; examples of notions include age, size, color, comparison,
time, and so on.

Issue/Criticism: In order to establish objectives, the needs of the learners will

have to be analyzed by the various types of communication in which the
learner has to confront. Consequently, needs analysis has an association with
notional-functional syllabuses. Although needs analysis implies a focus on the
learner, critics of this approach suggest that a new list has replaced the old
one. Where once structural/situational items were used, a new list consisting
of notions and functions has become the focus in a syllabus. "Language
functions do not usually occur in isolation" and there are also difficulties in
selecting and grading function and form. Clearly, the task of deciding whether
a given function (i.e. persuading), is easier or more difficult than another (i.e.
approving), makes the task harder to approach.

3. Situational syllabus
 The content of the language teaching is a collection of real or imaginary
situations in which language occurs or is used. A situation usually
involves several participants who are engaged in some activity in a
specific meeting.
 The language occurring in the situation involves several functions,
combined into a plausible segment of discourse.
 The primary purpose of a situational language-teaching syllabus is to
teach the language that occurs in the specific situations.
 Examples of the situations include seeing the dentist, complaining to the
landlord, buying a book, meeting a new student, and so on.

4. A skill-based syllabus
  The content of the language teaching is a collection of specific abilities
that may play a part using language.
 Skills are things that people must be able to do to be competent in a
language, relatively independent of the situation or setting in which the
language use can occur. While the situational syllabi group functions
together into specific settings of the language use, skill-based syllabi
group linguistic competencies (pronunciation, vocabulary, grammar, and
discourse) together into generalized types of behavior, such as listening
to spoken language for main idea, writing well-formed paragraphs, giving
effective oral presentations, and so on.
 The primary purpose of the skill-based instruction is to learn specific
language skills.
 A possible secondary purpose is to develop more general competence in
the language, learning only incidentally any information that may be
available while applying the language skills.

5. A task-based syllabus
 The content of the teaching is a series of complex and purposeful tasks that the
student wants or need to perform with the language they are learning.
 The tasks are defined as activities with a purpose other than language learning,
but, as in the content-based syllabus, the performance of the tasks is
approached in a way intended to develop second language ability.
 Tasks integrate language (and other) skills in specific settings of the language.
 Task-based teaching differs from situation-based teaching in that while
situational teaching has the goal of teaching the specific language content that
occurs in the situation (pre-defined products), task-based teaching has the goal
of teaching students to draw on resources to complete some piece of work (a
process). The students draw on a variety of language forms, functions, and
skills often in an individual and unpredictable way, in completing the tasks.
 Tasks can be used for language learning are, generally, tasks that the learners
actually have to perform in real life. Examples include: Applying for a job,
talking with a social worker, getting housing information over the telephone,
and so on.

6. A content-based syllabus
 The primary purpose of the instruction is to teach some content or
information using the language that the students are also learning.
 The students are simultaneously language students and students of
whatever content is being taught.
 The subject matter is primary, and the language learning occurs
incidentally to the content learning. The content teaching is not
organized around the language teaching, but vice-versa.
 Content-based language teaching is concerned with information, while
task-based language teaching is concerned with communicative and
cognitive processes.
  An example of content-based language teaching is a science class taught
in the language the students need or want to learn, possibly with
linguistic adjustment to make science more comprehensible.

Syllabus Designs
 Multi-syllabus
 Lexical
 Process

Many would have a primary and secondary organizing principle like:

At the bank: question forms
At a garage: imperatives
At a hotel: present perfect

Lesson 5: FACTORS TO CONSIDER IN WRITING IMs (ORNSTEIN)

1. Understanding requires matching the materials to the learners’ abilities

and prior knowledge. If students do not understand the materials,
frustration sets in, making learning more difficult. The teacher/writer
must know whether the materials are suited to the level of the students
and whether they will understand those. Thus, the teacher/writer must
provide for background lessons and check-up activities and exercises to
assess students’ understanding. This is especially important for younger
and slower students and when introducing new concepts.

2. Structuring /Clarifying involves organizing the material so that it is

clear to the students. It is especially important when new subject matter
is introduced, and when it is being linked to the previous lessons.
 Directions, objectives, and main ideas are stated clearly. Internal and
final summaries cover the content.
 Transition between main ideas is smooth and well-integrated.
 Writing is not vague.
 Sufficient examples are provided.
 New terms are defined
 Adequate practice and review assignments reinforce new learning.

3. Sequencing refers to the arrangement of the materials to provide for

continuous and cumulative learning where complex concepts are taken
only after prerequisite skills and concepts have been mastered. There are
four basic ways of sequencing a material:
 Simple to complex
 Parts to whole
 Whole to parts
 Chronological arrangements
4. Balancing materials require establishing vertical and horizontal balance
or relationships. Vertical relationships refer to a building of content
and experiences in the lesson, unit and course level. Fourth grade
language concepts build on third grade concepts; the second unit plan
builds on the first, etc. Horizontal relationships establish a
multidisciplinary and unified view of different subjects; for example, the
content of the social studies course is related to English and science.

5. Explaining refers to the way headings, terms, illustrations, and

summary exercises are integrated with the content. Does the example
illustrate major concepts? Are the major ideas identified in the chapter
objectives and overview? Do the headings outline a logical development of
content? Do the materials show relationships among topics, events, facts
to present an in-depth view of major concepts? The students should be
able to discover important concepts and information and relate new
knowledge on their own through the materials.

6. Pacing refers to how much and how quickly the lessons in the textbooks
are presented. The volume or length of the materials should not
overwhelm students, but there must be enough to have an effect. As
students get older, the amount of materials can increase, the
presentation can be longer and more complex, and the breadth and
depth can be expanded.

7. Reviewing refers to the extent to which the material allows students to

link new ideas to old concepts in the form of a review. High-achieving
and older students can tolerate more rapid pacing than low-achieving
and younger students, thus less proficient learners would need more
review or linking than the more proficient ones.

8. Elaborating ensures that students learn better through a variety of

ways. The idea is to provide in the textbook opportunities for students to
transform information to one form to another, and to apply new
information to new knowledge – by using various techniques such as
comparing and contrasting, drawing inferences, paraphrasing,
summarizing and predicting. A series of elaboration strategies help
students learn new materials. The author must provide students with a
broad list of questions (of comparing and contrasting, drawing, analogies,
etc.)

9. Transfer of Learning may be done in a number of ways. Transfer of

learning maybe concept-related, inquiry-related, learner or utilization-
related. The first two organizers seem to work best with intrinsically
motivated students and the second two best with student who needs to
be extrinsically motivated. Since most students need some extrinsic
 motivation, learner-related and utilization-related materials will be more
effective with majority of students.
 Concept-related, drawing heavily on structure of knowledge, the
concepts, principles, or the theories of the subject.
 Inquiry-related, derived from critical thinking skills and procedures
employed by learning theorists or scholars in the field.
 Learner-related, related to the needs, interest or experiences of the
students.
 Utilization-related -show how people can use or proceed with them in
real life situations.

Lesson 6: PRINCIPLES IN MATERIALS DESIGN (NUNAN, 1988)

Materials should be clearly linked to the curriculum they serve. The

curriculum cycle below illustrates the three phases of the curriculum
development
PHASE 1 PHASE 2
Curriculum Planning Curriculum Implementation
Identify learner needs Instruct learners
Set goals and objectives Monitor and adapt instruction
Write Materials Write supplementary materials
Write tests

PHASE 3
Curriculum Evaluation
Test learners
Evaluate curriculum
Plan changes in the curriculum

Authentic versus created materials

 Authentic materials refer to the use in teaching of texts, e.g.

photographs, video selections and other teaching resources, that were
not specially prepared for pedagogic purposes.
 Created materials refer to textbooks and other specially developed
instructional resources.
Advantages claimed for authentic materials are (Phillips and
Shettlesworth, 1978; Clarke, 1989; Peacock, 1997):

 They have a positive effect on learner motivation because they are

intrinsically more interesting and motivating than created materials.
There is a huge source of authentic materials for language learning in
the media and on the web, and these relate closely to the interests of
many language learners.
 They provide authentic cultural information about the target
culture. Materials can be selected to illustrate many aspects of target
culture, including culturally based practices and beliefs and both
linguistic and non-linguistic behavior.
 They provide exposure to real language rather than the artificial texts
found in created materials, that have been specially written to illustrate
particular grammatical rules or discourse types.
 They relate more closely to learners’ needs and hence provide a link
between the classroom and students’ needs in the real world.
 They support a more creative approach to teaching. Teachers can
develop their full potentials as teachers, developing activities and tasks
that better match their teaching styles and the learning styles of
students.

However, critics of the use of authentic materials point out that:

 created materials can also be motivating for learners. Published

materials are often designed to look like teenage magazines and other
kinds of real-world materials and may be just as interesting and
motivating for learners.
 authentic materials often contain difficult language and unneeded
vocabulary items. Since they have not been simplified or written based
on any lexical or linguistic guidelines, they often contain language that
may be beyond the learners’ abilities.
 created materials may be superior to authentic materials because
they are generally built around a graded syllabus, and hence provide a
systematic coverage of teaching items.
 using authentic materials is a burden for teachers. In order to develop
learning resources around authentic materials, teachers have to be
prepared to spend a considerable amount of time locating suitable
sources for materials and developing activities and exercises to
accompany the materials.

DESIGN, DEVELOPMENT AND DISSEMINATION OF MATERIALS

1. Design Phase
 a. Accumulated experience – the writer reviews or surveys existing
materials which can give useful information about the demands
and the needs in the field.
b. Rationale for the design – identifies the shortcomings of existing
materials to ensure that such short comings are not repeated in
the present material.
c. Conceptual Framework – combines major and minor concepts
regarding language learning, language teaching theories, and
materials design principles upon which the material is anchored.

Major concepts refer to the overall principles of second/foreign

language learning and teaching will affect every aspect of the
design of the instructional materials.

Minor concepts refer to the following:

 Organization of languages skills to be taught:
 Selection, gradation and arrangement of content:
 Methodology associated with the acquisition of these skills:
 Organization for the development and dissemination of the
materials.

2. Detailed writing of the specification for the new materials – the

specification includes:
 Goals of the materials
 Subject matter, language content to be covered, and the skills to
be acquired through the content:
 Techniques and modes of presentation, practice, use and
management associated with the learning of the content
 Format of the materials including how learning units are divided
 Technical details for the writing of the materials

3. Developmental Phase
a) Writing the experimental materials
b) Internal evaluation of materials
c) Controlled tryout
4. Dissemination Phase
a) Extensive use of the new IM
b) Field evaluation of the IM
Lesson 7: GUIDELINES FOR DEVELOPING MATERIALS

The following guidelines were based on the final report of the 5 th sub-
regional workshop on the development of basic literacy learning materials for
‘un-reached’ population in South Asia (1998)

1. Needs Assessment – Surveys and identifies the concerns of the target

learners because the objectives of the materials should be carefully
drafted based on the interests, problems, and need of the target learners.

2. Development of curriculum grid – Helps materials developers and

teachers to know learners’ needs and to decide on the content and the
level of materials to be produced.

a. Goals of national literacy program

b. Core content based on national concerns
c. Locally relevant content based on the identified needs of the
learners
d. Prescribed levels in the three Rs
e. Levels of literacy skills of learners

3. Selection of themes
4. Setting up objectives
5. Deciding on the format
 a. Considerations
 Age group
 Location in which the IM is to be used
 Literacy level of target clientele
 Cost of development and use of the material
 Ability of the teachers to utilize the material
 Type of role that the material plays (i.e., motivational,
instructional, awareness building, informative, etc.)
b. Various formats
1. Written (e.g., booklet, flashcards, flip chart, posters, comics,
games, wall papers)
2. Electronic media (e.g., audio tapes like songs, dramas,
talks, speeches, announcements, broadcasts: video
presentation: radio and television program, etc.)
3. Interactive formats (e.g., CD course ware, web-based
courses, on-line hyperlinks)

6. Selection and arrangement of content

7. Titles and captions
8. Scriptwriting
a. Script expressions, inclusive language
b. Short sentences
c. Illustration
d. Local language flavor
e. Reading flow
f. Attractive layout

9. Illustrations (balanced and inclusive)

10. Editing

Lesson 8: MATERIALS EVALUATION

1. External Evaluation aims to examine the organization of the

material as stated explicitly by the author of the publisher. This type of
evaluation analyzes what the “book tells about itself” by looking at the ad blurb,
the introduction, and table of contents. Through external evaluation, information
on the following may be called:
 Intended audience
 Proficiency level
 Context in which the materials are to be used
 Organization into teachable units
 Date of publication
 Author’s view on language learning and teaching
 Publisher
 2. Internal Evaluation covers an in- depth investigation of the value
of the material in relation to its objectives, principles, lesson design, and
assessment procedures. At this stage, the evaluator analyzes the extent to which
claims in the introduction and blurbs actually match up with the internal
consistency and organization of the materials. In order to perform effective
internal evaluation of the material, at least two units of a book or a set of
materials need to be inspected. The following information may be analyzed:
 Presentation of the skills in the material
 Grading and sequencing of skills
 Authentic or artificial recordings
 Authentic or artificial dialogues for speaking
 Relationships of tests and exercises to learner needs and course content
 Provisions for different learning styles and self-study.
 Motivation for the learners

3. Overall Evaluation analyzes the value of the material in relation

to its usability, generalizability, adaptability and flexibility.
 Usability – How far could the material be integrated into a particular
syllabus as ‘core’ or as supplementary material?
 Generalizability – How much of the material could be used by the
individual or by a group of people?
 Adaptability – Can parts be added/extracted/ used in another context or
modified for local circumstances?
 Flexibility – How rigid are the sequencing and grading? Can the material
be used in different ways? Can they be entered in different parts?

Lesson 9: ADAPTING MATERIALS

Reasons for Adapting Materials

Instructional materials should generally be authentic and communicative, and
even if they are already nearly perfect, adaptation of materials nevertheless
happens. Here are some reasons for materials adaptation.
 Not enough grammar coverage in general
 Not enough practice of grammar points of particular difficulty to learners
 The communicative focus means that grammar is presented
unsystematically
 Reading passages contain too much unknown vocabulary
 Comprehension questions are too easy because they sound too much like
written material being read out
 Not enough guidance on pronunciation
 Subject matter inappropriate for learners for a particular age and
intellectual level
 Photographs and other illustrative materials not culturally acceptable
 Amount of materials too great or too little to cover in the time allocated
 No guidance for teachers on handling group work and role play activities
with a large class
  Dialogues are too formal, and not really representative of everyday
speech
 Audio material difficult to use because of problems with room size and
technical equipment
 Too much or too little variety in the activities
 Vocabulary list and a key to the exercise would be helpful
 Accompanying tests needed

Principles and Procedures for Adapting Materials

 Personalizing materials refers to increasing the relevance of content in
relation to learners’ interest and their academic, educational or
professional needs.
 Individualizing addresses the learning styles of both the individuals and
of the members of a class working together.
 Localizing considers the international geography of English language
teaching and recognizes that what may work well in one region may work
in another.

Points to remember in adapting materials:

1. Adaptation can be seen as a kind of matching process or ‘congruence’
where techniques are selected according to the aspect of the material
that needs alteration.
2. Content can be adapted using a range of techniques; or conversely, a
single content technique can be applied to different content areas.
3. Adaptation can have both quantitative and qualitative effects.
4. Techniques can be used individually or in combination with others.

ADAPTING TEXTBOOKS
Most teachers are not creators of teaching materials but providers of good
materials. Dudley-Evans and St. John (1988) suggest that 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. supplement by providing extra activities (and extra input)

Commercial textbooks can seldom be used without some form of adaptation

to make them more suitable for the particular context in which they will be
used. This adaptation may take a variety of forms.
 Modifying content. Content may need to be changed because it does not
suit the target learners, perhaps because of factors related to the learners’
age, gender, social class, occupation, religion, or cultural background.
 Modifying (including re-writing and re-structuring) refers to the internal
change in the approach or focus of an exercise.
 Re-writing is done when some linguistic content needs
modification. It is currently the most frequently done because
there is a need for the materials to be ‘more communicative’.
 Re-structuring applies to classroom management. For many
teachers who are required to strictly follow a coursebook, changes
in the structuring of the class are sometimes the only kind of
adaptation that is realistically possible.

Modifying tasks. Exercises and activities may need to be changed to give them
additional focus. A listening activity may focus only on listening for
information, so that students listen a second or third time for a different
purpose. An activity may be extended to provide opportunities for more
personalized practice.
 Adding or deleting content. The book may contain too much or too little
for the program. Whole units may have to be dropped, or perhaps sections
of units throughout the book omitted because a course may focus primarily
on listening and speaking skills, and hence writing activities in the book will
be omitted.
 Reorganizing content. A teacher may decide to reorganize the syllabus of
the book and arrange the units in what she considers a more suitable order.
 Addressing omissions. The text may omit items that the teacher feels are
important. For example, a teacher may add vocabulary activities or
grammar activities to a unit.
 Extending tasks. Exercises may contain insufficient practice, and
additional practice tasks may need to be added.
 Expanding brings about a quantitative change. That is, expanding adds to
the methodology by moving outside it and developing it in new directions,
for instance by putting in a different language skill or a new component.
Deleting (subtracting and abridging)
 Subtracting means reducing the amount of the material
 Abridging happens when the materials is not only subtracted but
is replaced with something else that does not alter the balance of
the lesson or the material.
Example: The material contains a discussion section at the end of
each unit. However, the learners are not really proficient enough to
tackle this adequately since they have learned the language structures
but not fluency in their use. The syllabus and its subsequent
examination do not leave room for this kind of training.

Implications of the Communicative Approach

1. ‘Communicative’ implies ‘semantic’, a concern with the meaning potential
of language
 2. There is a complex relationship between language form and language
function
3. Form and Function operate as part of a wider network of factors
4. Appropriacy of language use has to be considered alongside accuracy
5. ‘Communicative’ is relevant to all four language skills
6. The concept of communication is beyond the level of the sentence
7. ‘Communicative’ can refer both to the properties of language and to
behavior

Evaluation of Supplementary Materials for English Language Teaching

Topic: Inclusivity in Materials Preparation and Evaluation
Inclusivity – the concept of appropriating for the ‘marginalized’ sector of the
society
 Handicapped (with physical, emotional and mental/learning disabilities0
 Children (age
 Women (gender)
 Indigenous people (ethnicity)
 People of Color (race)
 The poor, The third world (economics)
Inclusive Curriculum
An inclusive curriculum
 develops an awareness of the issues of marginalization
 voices the concerns of the marginalized sector
 is sensitive to and responsive of the needs of the marginalized – the
subaltern
 enhances critical thinking through issue-based teaching and learning
processes
 generally, employs
o contact learning
o portfolio assessment
o multiple intelligences theory
o cooperative learning strategies
o constructive principles

Why consider Inclusivity in Materials Preparation and Evaluation?

 Language determines thought and behavior patterns of people
 Language reflects values of a society
 Instructional materials have lasting influences in propagating sexism
through linguistic bias, stereotyping, invisibility, trivialization and
fragmentation (Sadker, Sadker and Long in Banks and Banks, 1989)
 Instructional materials have a way of perpetuating stereotypes
 Practices that propagate marginalization
 Absence/Omission – women and other marginalized sectors are
nowhere to be found in books, commercials/advertisements, the mass
media and other instructional materials

Silencing – the marginalized are there represented/drawn/mentioned

but given passive roles (e.g. listener, pained/abused/victimized, helper,
no line at all)

Trivialized – presented but rendered unimportant; given stereotyped

roles like ailing mother, hopeless maidens, forlorn princess, etc.

Fragmentation – viewing the contributions of the marginalized as

phenomenal (e.g. Woman doctor operates Siamese twins, Woman
Astronaut lands on the moon)

 Studies prove that in various instructional materials, the marginalized

have been
o Stereotyped (damsels in distress, loving wives, sacrificing mothers, poor
girls, etc.)
o Omitted (in textbook pictures/graphics, in clip arts)
o Silenced (present but not given a voice)
o Trivialized (present but given passive roles)
o Fragmented (victories rendered as supernatural/phenomenal)
 Human rights code, the Philippine Constitution declare honoring the
human rights of children, women, the handicapped
 Communication symbols evolve to meet human needs; equality issues
influence communication symbols
 Sex-role restrictions – out of date and unfair
 Self-fulfilling prophecy of women’s “inferiority” and “failure”
 Loss of potential contribution of women to society
 Non-sexist communication can be natural, graceful, grammatically
correct

Characteristics of Inclusive Instructional Materials

 Devoid of Stereotypes
 The experiences of women, children, people of color, the handicapped,
the poor, etc. are
o Represented not voiced
o Voiced not silenced
o Rendered important and not trivialized nor fragmented
 Replete with alternative roles
 Use non-sexist language
 Provide insights on multiculturalism and diversity
 Issue-based, content area related, contextualized, authentic
  Extra textual components like cartoons and other graphics are also
inclusive
 Multicultural; free from ethnocentric/regional/racial bias

Lesson 10: PREPARATION OF INSTRUCTIONAL MATERIALS FOR

TEACHING LITERATURE

Why Teach Literature (in a Language Classroom?)

 one of the main reasons why literature is an important part of learning is
that it offers a bountiful and extremely varied body of written material
which is important in learning fundamental human issues.
 its relevance moves with the passing of time.
 literature is “authentic” material.
 literature enriches cultural awareness. In most cases, language learners
get a better understating of the culture in the language they are trying to
learn through literature. A reader may discover the inner thoughts,
feelings, customs of a certain group of people, thus giving him/her a
better understanding of the language.
 literature provides language enrichment.
 Literature helps personal enrichment. Engaging imaginatively with
literature enables learners to shift the focus of their attention beyond the
more mechanical aspects of language learning.
What to Teach
The first step in teaching literature is to choose the materials to teach,
including the literary texts for study. The preparation of instructional materials
will depend on the literary texts chosen for study.
 Suitability of literary texts to students always depend on the different
groups of students, their needs, interests, cultural background and
language level.
 Personal involvement, however, should always be a goal of a literature
classroom.
 Strong, personal, and positive reactions are needed in the literature
classroom.

How to Teach Literature

In teaching literature, the aim is to maintain interest and involvement by using
a variety of student-centered activities.
 In devising activities for integrating language and literature teachers
must remember that learning involves as many of the students’ faculties
as possible.
 Teachers should try to exploit as fully as possible the emotional
dimension that is a very integral part of literature.
 Helping students explore their own response to literature could be
achieved through the different instructional materials prepared for
classroom teaching.
 One of the principles which influences the classroom approach to
literature is that of using the target language with a range of activities
chosen.
 To integrate the teaching of language and literature that aims to foster
language learning the teacher should never forget that literature can
stand on its own by giving it proper time inside the classroom.

Stages of Literature Learning in the Classroom

1. First Encounters
For students about to explore the unknown territory of a new literary text, the
first encounter may be crucial. First impressions can color their feelings about
the whole enterprise they find themselves engaged in. They are likely to be
approaching the experience with mixture of curiosity, excitement and
apprehension. The teacher’s role must be to play up the sense of adventure
while providing a supportive atmosphere that will be reassuring to the
students.

The first imperative is usually to try and draw the learners quickly “into” the
text, so that they find it interesting and want to continue reading it on their
own. Next, students need to be convinced that the task ahead is not an
impossible task.

Suggested activities and instructional materials for first encounters:

a. Talking about the title and cover design
 The teacher sets the scene and whet students’ curiosity by showing
them an intriguing cover design and asking them to speculate
about the book and its story.

b. Using Questionnaires
 Students are given questionnaires to fill in. Questions are focused
on the text studied.

c. Making a Biographical montage

 The teacher collects some photos, objects, or anything which is
relevant to the author’s life. These materials/objects are mounted
on to a larger piece of card. The students then are invited to
speculate the meaning of the items in the montage.

d. Continuing the Story line

 Having read the first section of a text, students are asked to study
a range of possible continuations of a story line. Then they choose
the one they consider the author would have used.

e. Comparing beginnings
 The teacher takes three or four opening paragraphs from novels or
short stories with fairly similar beginnings and asks the students
to respond to the contrasts.

f. Writing Chapter
 Students are asked to write the paragraphs that come immediately
before the first section of the work which they have just
encountered.

2. Maintaining Momentum

The tasks in maintaining momentum can be used at any point in a literary

work and can be applied to the various genres. This part of literary learning
allows the students to understand, enjoy and appreciate the literary work.
It is in this situation that a mixture of class activities and home reading can
be used.

Suggested Activities and instructional materials for maintaining momentum

a. Question worksheet leading to pair work in class
 Half of the class is given one set of questions relating to the
passage set as home reading, the other half, another set.

b. Complete the sentences

 This worksheet could be used as a take home activity. This is a
takeoff from the regular Q and A.

c. True or False
 This worksheet asks the students to answer true or false on
certain concepts.

d. Summaries with gaps

 The most straightforward type of summary exercise is the
gapped summary. This helps readers by providing them with an
almost complete and simply phrased summary. The gaps are
usually key words or expressions, which only a reading of the
appropriate passage can reveal.

e. Summaries with incomplete sentences

 A slightly more challenging variant consists of a summary with
incomplete sentences.

f. Summary comparison
 The teacher writes two summaries of a section to be read at
home. Differences between the summaries can be “fine-tuned”
according to the level of the group. At the simplest level, one of
the summaries omits certain key points; at a more difficult
level, both summaries are fairly accurate, but one may contain
incorrect inference or interpretation.

g. Jumbled events
 The students are given a list of jumbled events. They will simply
re arrange the events.

h. Choosing an interpretation
 The students are given a series of different interpretations of
events in the passage they are reading.

i. Snowball activities
 These are activities which continue and are added to
progressively, as students read through a long work. These
activities help maintain an overview of an entire book, provide a
valuable aid to memory, and reduce a lengthy text to
manageable proportions.
 Examples:
1. Retelling a story
2. Wall charts and other visual displays
3. Summaries
4. Montage
5. Graphic representation
6. Continuing predictions
7. Writing on going diaries

3. Exploiting Highlights

The activities for this part of the literary discussion in the classroom will
help encourage the students to explore and express their own response to
the literary work.

Suggested activities for maintaining highlights:

a. thought bubbles
 The task for this activity is remarkably simple: students are asked to
write the ‘inner’ dialogue that parallels the original dialogue.

b. poems
 The aim is to crystalline a personal, felt response to a literary
situation.

c. using authentic formats

 These are nonliterary formats which can be imported into the context
of the literary work and used to spur writing about it.
d. newspaper articles
 A newspaper article or feature is to be written about the highlight
scene chosen. Students are shown samples of genuine newspaper
articles, if possible, from more than one type of publication.

e. oral activities
 These are activities highlighting the lines/ dialogues that are good for
oral reading.
Examples:
1. mini reading aloud
2. poetry reading
3. choral reading
4. oral summaries

4. Endings
 This part of classroom literary learning keeps each students’ own sense of the
literary work alive.

Suggested activities for Endings:

a. role plays
 The context provided by works of literature facilitates the creation of
role-play situations. This activity allows the students to work among
themselves.

b. cover designs
 Asking the students to prepare a paperback cover of a book is to see
how they are eliciting and crystallizing their overall response to the
text they are reading.

c. writing a blurb for the back cover

 As preparation for this activity, the teacher reads out the cover blurb
of selected novels. This activity aims to see if the students can come
up with distinct blurb for a particular literary work.

d. short writing tasks

 These activities test the ability of the students to use language in
written activities.
Examples:
1. letters
2. essays
3. newspaper articles
4. journal

ACTIVITY SHEET

Directions: Read and analyze the questions below. Then shade the letter
of your answer. Use black ink pen in answering the activities.

1. Why is material development important?

a. To teach better a language
b. To prepare teachers for the realities of classroom
c. It is way of helping teachers to understand and apply theories
d. Because every teacher is a materials developer

2. What are materials?

a. Ideally materials are developed for learning.
b. Anything which can be used to facilitate the learning process 
c. A teachers' idea to make their job easier
d. The most important undertakings in applied research.

3. What is the importance of materials development for language learning?

a. Materials does not develop your critical thinking skills
b. It helps teachers to make decisions of their activities.
c. Materials development contributes to teacher and student’s growth
d. Materials development is not totally effective on teachers

4. Which of the following principles are best described” glocalization”?

a. The global development and distribution but adjust to accommodate the
user in the local context.
b. The local development and distribution but adjust to accommodate the user
in the global context.
c. The development of the materials in the global level.
d. The structure of the material development to suit the global needs.

5.Which one is not considered in designing the globalized EFL classroom?

a. The expensive EFL materials
b. Global awareness
c. Local integration
d. Digital intensity

6. What is the roles of instructional materials?

a. Medium representing what learners know
b. As the backup plan
c. Medium to enhance your skills
d. Medium to enhance yourself

7.What is the benefits of instructional materials towards the trainer?

a. Engages trainees with content
b. Guide trainer on method for teaching process
c. Improve knowledge & skill of trainees
d. Enhance skill of trainees

8. Examples of non-projected display is

a. Music audio
b. Projector
c. Chalkboard
d. Assignment sheet

9. Examples of computer mediated is included

a. Paper motion animation
b. Flipchart
c. Video conferencing
d. Music audio

10. External evaluation is included of

a. Minority, creativity
b. Flexibility, creativity
c. Usability, individuality
d. Usability, flexibility

11. In practice of Material Development, it is focused on three aspects. What

are they?
a. Evaluation, adaptation of published materials and creation
b. Activities, adaptation of published materials and creation
c. Evaluation, students and syllabus
d. Teamwork, activities, adaptation of published materials

12. Language teaching has five important components. Which components are
not included below?
a. Students
b. Teachers
c. Materials
d. Activities
 
13. “Activities for learners’ practice and communicative interaction” is one of
the part of materials by....
a. Tomlinson
b. Richards
c. Nunan
d. Thomson

14. What are other aspects that make students motivated in learning the target
language?
a. Score and teacher’s experiences
b. Teacher’s experiences and their understanding to students
c. Subject and class condition
d. The teacher and class condition

15. According to whom does the material reflect the writer's view of language &
learning?
a. Thomlinson
b. Crawford
c. Richard
d. Winstead

16. What is the impact should the material have on students?

a. To develop confidence
b. To develop facilities
c. To develop class
d. To develop strategies

17. Language should be ....

a. Authentic and interesting
b. Realistic and simple
c. Authentic and flexible
d. Realistic and authentic

18. Materials need to be ........ enough to cater to individual and contextual

differences.
a. Simple
b. Realistic
c. Flexible
d. Authentic

19. What are the examples of audiovisual material?

a. Textbook, Photographs
b. Video compact, Film
c. Web based learning materials, computer assisted instruction
d. Cassette, Compact disk

20. Materials have a hidden curriculum that includes attitudes toward

knowledge; teaching/learning; role and relationship of the teacher/student,
and values and attitudes related to gender, society, etc. Where was the
statement found?
a. Littlejohn & Windeatt (1989)
b. Yalden (1983)
c. Jhonson (1939)
d. Stern (1983)

21. Related to teaching material, materials can be classified into some

types, except...
a. Printed material
b. Audio material
c. Interactive teaching material
d. Alternative teaching material

22. What is the important role of Teacher-produced materials?

a. Bridge the gap between the teacher and the student
b. Bridge the gap between the student and the world outside
c. Bridge the gap between the classroom and the world outside
d. Bridge the gap between the classroom and the student
23. What is the concept of student produced materials
themselves?
a. The teacher asks students to make a simple map that they know as a basis
for an activity
b. The teacher asks students to create learning concepts according to the
teacher's wishes
c. The teacher asks students to calculate the level of understanding ability of
learning between students
d. The teacher asks students to formulate a learning system that they have
never known before

24. Which one is not true about student as materials?

a. Ask a student to close his / her eyes & describe what someone else is
wearing
b. Describe what someone else is wearing until the rest of us can recognize that
person
c. Divide the class into pairs and ask each pair to do one the above
d. Ask student to make an unusual experiment that he will describe himself

25. The following is the purpose of the term material evaluation stated by
Tomlinson-Masuhara (2004), except...
a. The ability of the material to attract students' interest
b. The potential value of learning material
c. Validity / flexibility of ingredients
d. Level of understanding of students

26. Which one is the correct criteria of evaluating textbook?

a. The exercises balanced in their format, containing both controlled and free
practice
b. The exercises and activities in the textbook doesn’t contribute to student’s
language acquisition
c. The exercises regressive as the students move through the textbook
d. The exercises repeatedly and not challenging

27. Which one is not true about adapting materials?

a. Most teacher are the creators of teaching materials but providers of good
materials
b. Teachers may conduct materials adaptation in order that they can provide
good materials for their students
c. Materials adaptation involves changing existing materials so that they
become more suitable for specific learners, teachers or situations
d. It exist in order to support learning/teaching
 
28. Most effective way of conducting material adaptation is suggested by...
a. Edge
b. Littlejohn & Windeatt
c. Tomlinson and Masuhara
d. Clarke

29. Revisit adapted materials and improve them is one of ....

a. Characteristics of Teaching Materials
b. Most effective way of conducting material adaptation
c. Points to be considered in providing effective materials
d. Basic principles in conducting materials development for the teaching

30. What is the adapting material's purpose?

a. Most teacher are the creators of teaching materials but providers of good
materials
b. Teachers may conduct materials adaptation in order that they can provide
good materials for their students
c. Materials adaptation involves changing existing materials so that they
become more suitable for specific learners, teachers or situations
d. It exist in order to support learning/teaching

UNIT II
 Materials
Development and
Resource Utilization

Lesson 1: Materials Development and Resource Utilization

During the course of a year, in just about any subject, the time comes
when the teacher needs to use something other than his or her own voice and
gestures to present course content To I most people educated in Western
industrialized nations, this statement I may seem all too obvious. In the
context of many developing countries, however, audiovisual aids and materials
are often unavailable, and the teacher is left with two choices:

1. To rely on simple materials which may be produced either by the teacher or

a local facility; or

2. To adapt materials which may have been produced for a different country or
even a different, if related, subject.

For the most part, instructional materials in the classrooms of Third

World countries are limited to blackboard, chalk, paper, pencil and, in the
more fortunate cases, textbooks.
 Even so, there is a great deal that the individual teacher can do in this
context to enhance his/her delivery of instruction. This section discusses the
ways in which teachers, with limited raw materials and supplies, can produce
valuable instructional materials. This section will also address proper
presentation procedures for the introduction of visual aids in the classroom
and considerations about the appropriate use of certain teaching aids.

Lesson 2: Instructional Materials and the Learning Process

Two basic principles should be considered when using instructional

materials:

1. Teachers, whether poorly trained or highly competent, remain the most

influential part of the learning process. (Materials merely assist in the
instructional process; the teacher provides the primary source of direction in
learning.)

2. The amount of information a student retains is related to how that material

is presented. This concept can be presented as a series of steps leading to the
greatest retention of knowledge:

Model 1 WHAT PEOPLE REMEMBER

What People Remember

Materials used in education can be categorized by the type of information

they contain and which of the senses are required to make use of that
information:
Written materials (sight) such as texts or readers provide detailed information
using the written word.
Visual aids (sight) provide graphic and/or written information which usually
supplements an oral presentation (hearing).
Audio tapes and records (hearing) provide information through the spoken
word (and may or may not be used with other types of materials).
Film, slide/tape, and videotapes (sight and hearing) use visual, audible and
written means to present information.
Real Objects and Models (touch/kinesthetic) coordinates visual presentation
with touch to present information.
It is the teacher's responsibility to decide which types of materials are
appropriate for which types of learning activities. The table on the following
page, based on a media selection model by William Allen at the University of
Southern California, should help the teacher with this decision. It provides
information as to how certain instructional media relate to specific learning
objectives.

B. Learning Objectives

Based on this information it is easy to see the advantages of using

instructional materials in the classroom and how each type of material triggers
certain senses and supports certain types of objectives and lessons more than
others. The teacher must examine the content of the course and choose the
appropriate way of presenting the information in order to maximize both
instructional and learning processes (see Child and Adolescent Learning). The
relative success that he/she has in doing this, of course, will depend on how
available certain materials are. Teachers who believe that there are virtually no
materials or supplies available should not despair. This section of the manual
will help them to realize that many useful instructional materials can be
located or, if necessary, produced using low cost materials and supplies in
their immediate environment. The first step towards providing materials for the
instructional setting is in determining what is and - probably most important -
what is not available.

C. Using What is Available

Before deciding on which types of materials are appropriate for a given lesson,
the teacher must locate which materials, if any, are at his/her disposal. Most
often, and for just about all subjects, the only real materials present in the
classroom will be a blackboard and possibly some chalk. In many cases these
too may be unavailable. In each case the needs of the teacher must be weighed
against what is available.

Needs: Reviewing unit and lesson plans will give the teacher some indication of
the types of materials required. Whether based on a chapter, a section out of a
text or a lab exercise, the teacher should review his/her plan and make a list of
what materials are needed so that they can be located before the lesson(s)
begin.
Availability: If the teacher is developing the curriculum, the design should
either require materials which can be easily obtained or allow sufficient time to
acquire the special materials and supplies needed. As acquiring materials from
abroad is both time consuming and often too costly to consider, the teacher
should consider using local materials to replicate instructional materials they
might otherwise try to order.

The level of education being taught may affect the availability resources. The
primary school teacher may have fewer instructional materials to work with
than the secondary school teacher. Materials are often distributed from a
central storehouse to schools or to individuals responsible for local
distribution. The distribution route should be understood so that materials can
be located and reviewed before the instructional process begins. Many cases
exist where teachers have gone through one or two years of teaching with
inadequate or no texts and materials only to find that better material was
available in a government storehouse - only they did not know it.
Developing a list of materials already available in country for a content area
can
provide a good start for the teacher. Making such a list, categorized according
to both type and location of materials, can help the teacher to take stock of
his/her resources.

Several types of instructional materials are traditionally associated with the

classroom. Textbooks, other printed materials, radio programs, audio visual
media, and human resources are all, to a greater or lesser extent, available to
the creative teacher wishing to develop an interesting curriculum, spiced with
variety. Each of these instructional aids has its own set of planning and use
considerations for the teacher.

Textbooks
Some schools, particularly in urban areas, require students to buy texts
from private suppliers who have an agreement with the education department.
Teachers should be aware of which students are able to buy their own material
and which are not. In certain cases, the government provides some financial
support to students in need of buying their own required books and other
materials. Supplies such as pencils and paper, notebooks and erasers are
generally not supplied by the educational system and are purchased
individually by the student in the market, if available. Many countries
supplement their textbook needs, particularly in secondary education, with
donated texts from European or American sources. These texts are usually
donated by a school district, library or even a major publisher for various
reasons (they are outdated, damaged in a warehouse fire or in shipping, or they
do not meet market standards in quality). The teacher should ask library
and/or administrative or ministry personnel about such supply schemes and
contact suppliers directly for texts in their subject areas. For example, book
distributors such as the Ranfurley Library Service in Great Britain collect
withdrawn and discarded library and schoolbooks for shipment to developing
countries in the British Commonwealth.
While many textbooks, originating in countries other than where they are
being used, can be helpful to the teacher who is preparing a lesson or unit,
he/she should be aware that they are often inappropriate or too culture bound
to use as a direct guide. Science and math texts, which can often be used as
direct references, are more universally useful than texts from the humanities
and the liberal arts. Cultural and geographic references found in donated
books from England, France or the United States are often not appropriate in
the teaching context of Africa, Asia or Latin America. If the teacher chooses to
use the lesson format found in these materials, they will need to adapt the
specific content information presented to reflect the local situation.

Instructional Media
Print media include all texts, booklets, charts, maps and newspapers.
Some countries have facilities for producing limited numbers of supplemental
materials. Using these facilities and understanding their limitations and
requirements are important skills for teachers. Some of these skills include:

° Being familiar with what the production facility is capable of doing and what
they cannot do.
° Knowing how long a job might take.
° Establishing a relationship with the production personnel.
° Determining the appropriate channels through which to work.

While locally and specifically designed materials can add a great deal to the
presentation of a topic, production of materials takes a long time, so plan well
in advance of need.
Radio education programs play an important part in many national
education systems. The teacher should become familiar with existing programs
and radio broadcasting facilities in their country. Radio broadcasts can
supplement language courses, and science and math programs as well as other
subject areas. Cooperation with the government ministry in pilot programs
using radio is a good way to become familiar with this media.

Audiovisual media, including television, photography, film (both 8 mm

and 16 mm), slide/tape, filmstrips and more recently, videocassettes, are all
part of the audiovisual media which may be available to some teachers. These
media and materials are more likely to be available in teacher training facilities
than in schools or classrooms. Nevertheless, it is important to know some of
the fundamentals about how to present this type of educational media to its
best advantage. These fundamentals will be covered in a later part of this
section.

Human Resources
In addition to the variety of audio and visual instructional materials that
the teacher can locate or make and use, many other resources in the
community are available to teachers.
People from the community are one resource which are often overlooked by the
teacher. Lessons which stress conversation and dialogue in language classes,
for example, can be made exciting by using native speakers. Many national
curricula value the use of indigenous sources of local history and culture.
Locating elders and community leaders to talk about historical and cultural
events could provide a meaningful and novel experience for students inside a
classroom environment or as part of a research project or field trip.
 Students in the class, representing objects through role playing, can be
used in a variety of ways to demonstrate concepts ranging from interactions
between molecules to the planets revolving around the sun in the solar system.
Students also have experience and knowledge that can be shared or used to
bring home a point. The more students are involved in the presentation of a
lesson, the greater the chance that the information will stay with them.
Subject Specialists may be available to lecture or provide question and answer
sessions on topics from chemistry and biology to vocational practices. Many
government personnel in education and other areas were once teachers,
perhaps highly trained in their own specialty, and may make excellent role
models for students.
 
Lesson 3: Producing Educational Materials
After surveying existing materials and assessing which materials are
required and available for unit and lesson plans, certain instructional aids may
still be needed to adequately present the content of a lesson. For these, and
perhaps for all materials used in the classroom, the teacher must become a
materials developer and producer. Many objects which are useful in the
classroom can be made out of "found" material such as discarded bottles and
cans, cloth, cardboard cartons, sticks and other such items. The next section
will offer some ideas on the best ways to make use of local resources in the
development of instructional aids.
Realia

Using real objects in the class, or realia as they are sometimes referred
to, is a remarkably effective way of aiding visual identification of leaves,
minerals, parts of machinery etc. In using realia, there are several points that
the teacher should consider:

° Use recognizable objects from the environment.

° Prepare the materials well in advance of presentation.
° Keep information simple and clear.

Cross-cultural considerations should be weighed before recommending

and using these types of materials, however, as many objects may be used in
ceremonies and carry special meaning for teachers and students. The use of
bones, either real or replicas to teach biology, for example, can often cause
consternation among class members due to their cultural relevance. In general,
the teacher needs to be careful when using cultural artifacts not to make them
meaningless or insult the students by ignoring their cultural value.

Visual Aids
Teachers may wish to use some form of visual aids which they can make
themselves. As indicated above, these might take a variety of forms including
tables, charts or diagrams which display a process or identify objects. The
Peace Corps Resource Packet P-8 listed at the end of this section contains
numerous "recipes" for the do-it-yourself production of many different types of
audio/visual aids as well as other types of materials. The chart which follows
provides a sampling of the types of instructional materials which can be
produced, their potential for classroom application and the types of materials
you need to produce them.

Choosing and Producing Instructional Materials

TYPE CLASSROOM APPLICATIONS SUPPLIES NEEDED TO PRODUCE

1. Blackboard Most all demonstrations and Plywood and blackboard paint.

diagrams. Erasable. Available from UNESCO. Chalk can
Also be produces from local
resources (see referenced
resource Packet P-8 at end of
section).

2. Charts, Diagrams Permanent display such as a Produce from paper, white

periodic table of the elements. cardboard or cloth. Words can be
imprinted using felt tip Markers,
homemade and ink or paint. Use
different colors and boards and
boards to rule straight lines.

3. Real objects Identification of parts of plants, Plant specimens, used Auto parts,
machinery, etc. objects from the environment.

4. Flannel graphs Displays requiring moveable Flannel cloth or wool. Pieces

 items showing action or change. made from same material or
similar rough cloth that will "stick"
(burlap and flannel is a good
combination). Cloth may be at
market or taken from old clothing.
Attach to a base like stiff
cardboard.

5. Tapes for audio Language dialogue review and Simple audiocassette player and
present action. oral history. recorder. Batteries or power
Outlet if current is available.
Tapes for recording.

6. Television, Film, Presentation of recorded Video Cassette Recorder (VCR)

VCRs programs unit, monitor, current; Film
projector; Television and
broadcast program from TV
studio.

Lesson 4: Using Materials in the Classroom

Whatever subject is being taught, visual aids are most effective when
they are effectively use and reach the greatest number of students.

Visual Aids and Learning Styles

Based on the ideas from previous sections of the manual Child and
Adolescent Learning and Instructional Objectives), one principle which should
be apparent is that certain students benefit more from seeing or touching
something while others need to hear an explanation before they can
understand it. The best way to be sure that every student's preferred learning
style is addressed is to use a variety of materials within any presentation.
Relying too heavily on visual aids and neglecting the importance of the spoken
presentation, or doing it poorly, may mean that the teacher is not reaching
those students who may learn better when they hear someone present the
information orally. The key here is to mix the presentation with different types
of materials if possible. Use real objects to teach classification, visual aids like
charts and diagrams to teach about processes, and technological media, if
available, to teach processes involving action or subjects where dramatization
is appropriate. Combine different sections of the course content and use
various materials to teach these sections alternating between the use of media
and materials and a regular, oral presentation (see Classroom Teaching
Techniques for more detail on presentation techniques).

Presenting an Instructional Aid to a Class

 Certain steps are involved in the presentation of any instructional
materials. These steps can be categorized according to when, in relation to the
presentation, they should occur.

Before the Presentation

° Make sure that the materials relate directly to the objectives stated in your
lesson plan.
° If some form of technological media is used, the teacher is well advised to
check the equipment and make sure everything is in working order before the
class begins.

During the Presentation

The pacing of the presentation is important. The focus of attention should be
shifted clearly towards a visual aid during a presentation. Begin with a phrase
like, "Now, looking at this diagram, we can see that some types of plants..." .
As in speaking to a class, the teacher should move slowly and clearly from one
part of a visual to another, physically pointing out each figure or object in the
visual aid.
In using instructional media, the teacher should a) minimize the distraction
during a presentation and b) maximize the students' attention on the media
being presented. (e.g. Some teachers, before a filmstrip presentation or lecture,
tell the class that there will be a quiz following the presentation).
Lessons using media should always be preceded by an introduction from the
teacher. Films, audio tapes and other media provide much information and
some form of instruction by the teacher should be given to offer some
indication as to what students should look for.
Provide some sort of summary or review of the material to give closure to the
lesson (e.g. Study questions be used after the presentation to help students
review important points).

After the Presentation

Make sure that the instructional aid is safely stored so that it is ready for its
next use.
 
 
Lesson 5: Evaluating Instructional Materials
When materials have been used as part of the instructional process, the
materials themselves should be assessed for their relevancy, practicality and
usefulness in the lesson or unit. If materials are developed by the teacher or
are used for the first time in a classroom, then the teacher is responsible for
determining how effective they are and changing them appropriately before
they are used again. One such model used in the materials development field is
the pretest modification - post teat model. In this model, materials development
falls in a cycle of production:
 ACTIVITY SHEET

Directions: Read and analyze the questions below. Then shade the letter
of your answer. Use black ink pen in answering the activities.

1. One of the instructional materials used to attain instructional objectives.

A. Field trip
B. Guidelines
C. Cover
D. Key points
E. Demonstration

2. Recognizes possible stumbling blocks to learners and highlights them in

some way.
A. Elaborate
B. Promote
C. Good demonstration
D. Key points
E. Pantomime

3. It is the art of conveying a story through bodily movements only.

A. Pantomime
B. Pageants
C. Field trip
D. Guidelines
E. Experience

4. To avoid misconceptions, it is always good to ask when the material was.

A. Promote
B. Produce
C. Pageants
D. Meaningful
E. Experience

5. The chance that the instructional material will be used to the maximum and
to the optimum is.
A. Photograph properly mounted
B. Materials satisfactory
C. Condition of material
D. Increase with teachers guide
E. Something specific that he learned

6. It requires much time, effort and money.

A. Field trip
B. Instructional material
C. Pageants
D. Tableau
E. Guidelines

7. It is not a monopoly of the teacher.

A. Task of demonstration
B. Key points
C. Activity demonstration
D. Good demonstration
E. Good demonstrator

8. Are usually community dramas that are based on local history, presented by
local actors.
A. Pantomime
B. Pageants
C. Tableau
D. Instructional device
E. Puppet

9. It is the other form dramatized experience.

A. Role-playing
B. Puppets
C. Pageants
D. Tableau
E. Key points

10. A lay is alright but with all the ground we have to.
A. Prepare
B. Cover
C. Elaborate
D. Show
E. Use

11. He seems not able to cite something specific that he learned from the field
trip.
A. Einstein
B. Harrington
C. Linus
D. Maxwell
E. Collin

12. They are the ones at which an error is likely to be made.

A. Activity demonstration
B. Good demonstration
C. Key points
D. Task demonstration
E. Good demonstrator

13.They are not our own self-experiences but still experiences in the sense that
we see.
A. indirect experiences
B. Direct experiences
C. Purposeful experiences
D. Good demonstration
E. Activity experiences

14. What is the roles of instructional materials?

A. Medium representing what learners know
B. As the backup plan
C. Medium to enhance your skills
D. Medium to enhance yourself

15. What is the benefits of instructional materials towards the trainer?

A. Engages trainees with content
B. Guide trainer on method for teaching process
C. Improve knowledge & skill of trainees
D. Enhance skill of trainees
16. Examples of non-projected display is
A. Music audio
B. Projector
C. Chalkboard
D. Assignment sheet

17. Examples of computer mediated is included

A. Paper motion animation
B. Flipchart
C. Video conferencing
D. Music audio

18. External evaluation is included of

A. Minority, creativity
B. Flexibility, creativity
C. Usability, individuality
D. Usability, flexibility

19. Which are traditional resources?

A. Literature textbooks
B. Spelling workbooks
C. Writing textbooks
D. Vocabulary workbooks
E. All of the answers are correct.

20. When evaluating traditional resources, which should you pay the most
attention to?
A. That the reading selection or activity relates to the learning standard
B. That the material is not a creative distraction
C. That the material provides choices for students
D. That the assessment consists of different types of questions
E. That the activity provides a visual representation of information

Additional Activities
Directions: Watch any of the lessons presented on the DepEd TV on
DepEd Channel then evaluate the instructional materials being used in
the said TV program through this questionnaire.

1. Are the instructional materials matching the course objectives?

2. Does the material present information in variety of ways?
3. Is the material prepared for primary or college or university students? If so,
how clear is the material, are the students able to understand the
presentations?
4. Are the materials really useful to the students? Are they able to access the
materials in a renowned manner?
5. Is the video instructor voice audible?
6. Does the online training instructor really help with the presentations?
7. Do you have access to the videos after the training is finished?
8. Do you follow others in the market to enhance the presentation skills?
9. What are best video and presentation software used?
10. How creative ideas are used to attract the students towards the
presentations?
11. What other online tools are used to display the presentations?
12. Is the material prepared for elementary schools or colleges?
13. Are you providing training on physical education, geometry, match or
special education?
14. How is the digital multimedia helps in providing interactive audio video
visuals?

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K to 12 English Curriculum Guide Retrieved at www.deped.gov.ph/wp-

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Mozayan, M. (2015). Materials to develop microskills and macroskills: Are there any principles?
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Poetsch, S. (2016). Teaching language: Macro skills. Retrieved at

https://www.indigoz.com.au/language/teachmacro.html
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Stanely, G. (2013) Language Learning with Technology: Ideas for Integrating Technology in the
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