MATERIALS

DEVELOPMENT

IN ENGLISH
 L L O !
HE

HOPE EVERYONE'S
DOING GREAT.
 1

WHAT IS MATERIAL?
 BEFORE WE START,
DEFINING CONCEPTS: WHAT IS MATERIAL?

The term material in language teaching and

learning refers to everything used to help
teaching language learners (Tomlinson, 1998),
and to facilitate teachers and learners in the
language learning (Richards and Schmidt,
2002). It can be in the form of linguistic,
visual, auditory, or kinesthetic.
 2

WHAT IS MATERIAL
DEVELOPMENT?
 WHAT IS MATERIAL DEVELOPMENT?

Material development is basically dealing with. Textbooks .Podcasts,Videos.Recordings, Magazines

selection, adaptation, and creation of teaching. flaschcards, storybooks etc.
materials (Nunan, 1991). In practice, it focused.
on evaluation, adaptation of published materials.
 3

WHY MATERIAL
DEVELOPMENT?
WHY MATERIALS DEVELOPMENT?

Learning materials are important because they

can significantly increase student achievement
by supporting student learning. This process
aids in the learning process by allowing the
student to explore the knowledge independently
as well as providing repetition.
 4

PRINCIPLES OF
MATERIALS
DEVELOPMENT IN ELT
HTTPS://ELTMATERIALSFORTHAIS.WORDPRESS.COM/TAG/PRINCIPLES-OF-MATERIALS-DEVELOPMENT/
WHAT MAKES A GOOD MATERIAL?
 AM - IS - ARE + ING (P.CONT)

EXHIBIT EXHIBIT EXHIBIT

1: 2: 3:
 YOUR TASK
STEP BY STEP

1 -GO TO WWW.CANVA.COM

2-CHOOSE ANY TEMPLATE THAT YOU LIKE FOR YOUR

LESSON MATERIAL (DOESN'T HAVE TO BE PERFECT)

3- CHOOSE YOUR TOPIC FOR YOUR MATERIAL

(CAN/CAN'T, PRESENT CONT. - WHATEVER YOUR WANT!

4- DESIGN YOUR MATERIAL

 THANK YOU!

O D
GO RK
WO
submit your material next week!
Week two
 Tomlinson, Brian (2011). Material
development in Language Teaching (2nd Ed.).
Cambridge: Cambridge University Press.
Material developers might write textbooks, tell stories, bring advertisements into
the classroom, express an opinion, provide samples of language use or read a
poem aloud. Whatever they do to provide input, they do so ideally in principled
ways related to what they know about how languages can be effectively learnt.
We should focus on three vital questions:
• What should be provided for the learners
• How it should be provided and
• What can be done with it to promote language learning.
Principles of second language acquisition relevant to the development of
materials for the teaching of languages:
HTTP://WWW.LENGUASVIVAS.ORG/C
AMPUS/FILES/0_47/MATERIAL%20DE
VELOPMENT-TOMLINSON.PDF
TASK

DEAR ALL, PLEASE USE THE LINK BELOW.

READ TOMLINSON'S PRINCIPLES (FIRST 3 TO START..)

DIGEST WHAT YOU HAVE READ.
DESIGN YOUR MATERIAL ACCORDING TO TOMLINSON'S
PRINCIPLES
HTTP://WWW.LENGUASVIVAS.ORG/CAMPUS/FILES/
0_47/MATERIAL%20DEVELOPMENT-TOMLINSON.PDF
 YOUR
MATERIAL'S TOPIC IS:

21ST CENTURY SKILLS

YOU WILL TEACH YOUR STUDENTS ABOUT 21ST CENTURY SKILLS
YOU WANT THEM TO EXPLORE THE WORLD, CULTURES,
LANGUAGES..

FIND YOUR OWN RESOURCES.. READ ABOUT 21ST CENTURY SKILLS

AND DESIGN YOUR MATERIAL.
WEEK 3
 Tomlinson's principles:

Tomlinson, Brian (2011). Material development in Language

Teaching (2nd Ed.).
Cambridge: Cambridge University Press.
 Tomlinson's principles
Current Approaches to ELT Material Design
The Framework of Materials and methods
Adapting Materials
How can we vary the activities we do?

Research papers.
 TASK
Read Tomlinson's principles
First 3 principles are done! read the rest!

Learn about 21st skills in education

Simple google search. Use your initiative/take
responsibility.

Prepare your material and present

it during the lesson.
Week 4
Material
Design
Tomlinson focus.
Material Tomlinson focus.
Design Tomlinson’s 16 principles of material design are:
1.4.1 Materials should achieve impact
1.4.2 Materials should help learners to feel at ease
1.4.3 Materials should help learners to develop confidence
1.4.4 What is being taught should be perceived by learners as relevant and useful
1.4.5 Materials should require and facilitate learner self-investment
1.4.6 Learners must be ready to acquire the points being taught
1.4.7 Materials should expose the learners to language in authentic use
1.4.8 The learners’ attention should be drawn to linguistic features of the input
1.4.9 Materials should provide learners with opportunities to use the target language to achieve
communicative purposes
1.4.10 Materials should take into account that the positive effects of instruction are usually delayed
1.4.11 Materials should take into account that learners differ in learning styles
1.4.12 Materials should take into account that learners differ in affective attitudes
1.4.13 Materials should permit a silent period at the beginning of instruction
1.4.14 Materials should maximise learning potential by encouraging intellectual, aesthetic and emotional
involvement, which stimulates both right – and left-brain activities
1.4.15 Materials should not rely too much on controlled practice
1.4.16 Materials should provide opportunities for outcome feedback
 Task
Learn about 21st skills in education

Dear all the ones who have not

presented their material design will
present next session.
 Week 5
Material focus
The framework of materials and method & Current approaches to materials and method
.
How to design materials?

Principles of designing
materials
Material Tomlinson focus.
Design Tomlinson’s 16 principles of material design are:
1.4.1 Materials should achieve impact
1.4.2 Materials should help learners to feel at ease
1.4.3 Materials should help learners to develop confidence
1.4.4 What is being taught should be perceived by learners as relevant and useful
1.4.5 Materials should require and facilitate learner self-investment
1.4.6 Learners must be ready to acquire the points being taught
1.4.7 Materials should expose the learners to language in authentic use
1.4.8 The learners’ attention should be drawn to linguistic features of the input
1.4.9 Materials should provide learners with opportunities to use the target language to achieve
communicative purposes
1.4.10 Materials should take into account that the positive effects of instruction are usually delayed
1.4.11 Materials should take into account that learners differ in learning styles
1.4.12 Materials should take into account that learners differ in affective attitudes
1.4.13 Materials should permit a silent period at the beginning of instruction
1.4.14 Materials should maximise learning potential by encouraging intellectual, aesthetic and emotional
involvement, which stimulates both right – and left-brain activities
1.4.15 Materials should not rely too much on controlled practice
1.4.16 Materials should provide opportunities for outcome feedback
Material
Le
Tomlinson focus.
Design Tomlinson’s 16 principles of material design are:

ar
1.4.1 Materials should achieve impact
1.4.2 Materials should help learners to feel at ease

ne
1.4.3 Materials should help learners to develop confidence
1.4.4 What is being taught should be perceived by learners as relevant and useful

r-
1.4.5 Materials should require and facilitate learner self-investment
1.4.6 Learners must be ready to acquire the points being taught

ce
1.4.7 Materials should expose the learners to language in authentic use
1.4.8 The learners’ attention should be drawn to linguistic features of the input

nt
1.4.9 Materials should provide learners with opportunities to use the target language to achieve
communicative purposes

er
1.4.10 Materials should take into account that the positive effects of instruction are usually delayed
1.4.11 Materials should take into account that learners differ in learning styles

ed
1.4.12 Materials should take into account that learners differ in affective attitudes
1.4.13 Materials should permit a silent period at the beginning of instruction
1.4.14 Materials should maximise learning potential by encouraging intellectual, aesthetic and emotional
involvement, which stimulates both right – and left-brain activities
1.4.15 Materials should not rely too much on controlled practice
1.4.16 Materials should provide opportunities for outcome feedback
 Week 6

The framework of materials and method &

Current approaches to materials and method
Current approaches to materials and method

What are the trends in ELT materials?

Popular websites for English learning/resources?

Edtech; apps & learning platforms?

 What Are The Advantages Of Online Learning?
1. Efficiency
Online learning offers teachers an efficient way to deliver lessons to students. Online learning has a number of tools such as
videos, PDFs, podcasts, and teachers can use all these tools as part of their lesson plans. By extending the lesson plan
beyond traditional textbooks to include online resources, teachers are able to become more efficient educators.
2. Accessibility Of Time And Place
Another advantage of online education is that it allows students to attend classes from any location of their choice. It also
allows schools to reach out to a more extensive network of students, instead of being restricted by geographical
boundaries. Additionally, online lectures can be recorded, archived, and shared for future reference. This allows students to
access the learning material at a time of their comfort.
Thus, online learning offers students the accessibility of time and place in education.
3. Affordability
Another advantage of online learning is reduced financial costs. Online education is far more affordable as compared to
physical learning. This is because online learning eliminates the cost points of student transportation, student meals, and
most importantly, real estate. Additionally, all the course or study materials are available online, thus creating a paperless
learning environment which is more affordable, while also being beneficial to the environment.
4. Improved Student Attendance
Since online classes can be taken from home or location of choice, there are fewer chances of students missing out on
lessons.
5. Suits A Variety Of Learning Styles
Every student has a different learning journey and a different learning style. Some students are visual learners, while some
students prefer to learn through audio. Similarly, some students thrive in the classroom, and other students are solo
learners who get distracted by large groups.
Reading Resources for your as your task
https://elearningindustry.com/advantages-and-disadvantages-online-learning

https://www.britishcouncil.org/voices-magazine/why-we-still-need-face-face-
teaching-digital-age

https://www.thelandscapeoflearning.com/2012/09/please-climb-that-tree.html

https://www.g2.com/categories/digital-learning-platforms
What is Khan
Academy?
https://www.khanacademy.org/
What is TED
Education?
https://ed.ted.com/
 Are there digital
education platforms
in Turkey?
Why do we need to adapt materials?
 WHY
Why adapt materials? After all, coursebook writers and publishers work very hard to ensure their product meets
their customers’ needs. The reasons, as McDonough (2013) highlights, depend on a whole range of factors
operating in each teaching situation and one teacher’s priorities may well differ considerably from another.

Maley (2011), points out that due to individual differences amongst the learners and to teacher factors, there will
never be a perfect fit between the materials, the teacher and the learners. Such teacher factors include:

-degree of language proficiency and confidence

– previous personal learning experience as learners rather than as teachers
– own personality (introvert/extrovert, open/closed etc)
– preferred teaching style (directive/consultative, etc)
– cultural background.
 Mishan and Timmis (2015), however, question if it is right to adapt materials according to the
teacher’s own preferences and insist that adaptation must be driven by learners’ needs instead of
teachers’ ‘whims’ or preferences. While it is a valuable point, I personally find myself selecting
material based on what I’d feel comfortable teaching. Even Theresa Clementson admitted she
wrote Unlimited so she has something to teach from.

Malley (2011) goes on to highlight that ‘for reasons to do with the economics of publishing amongst other
things, the materials are intended to be used by the largest possible number of learners’. But in reality, the
wider the area publishers try to cover, the more diverse the learner’s state is likely to be. As a result, the
teacher has to bridge the gap between the materials and his/her learners’ need.Nick Robinson in his talk
“An introduction to Learner Experience Design in ELT” urges EdTech companies to avoid going “wide and
shallow” and instead go “narrow and deep” . He talks about creating Learner Personas – a specific group of
learners with certain characteristics. Malley (2011), however, argues that ‘what is needed is not just
decentralisation of materials production, but a fundamental change in the design of materials in the
direction of providing greater flexibility in decisions about content, order, pace and procedures’.
 HOW
McDonough (2013) talks about different techniques that can be applied to content in order to
bring about change. There are:
1. Adding
2. Deleting or omitting
3. Modifying
4. Simplifying
5. Re-ordering
Malley (2011) offers the following strategies to make coursebooks more effective:
1. Give it a rest
2. Change it ( a number of options include omission, addition, reduction, extension,
rewriting/modification, replacement, reordering, branching )
3. Do it yourself
Similarly, Madsen and Bowen (1978, cited in McGrath, 2002) defines adaptation as ‘one or more of
a number of techniques: supplementing, editing, expanding, personalizing, simplifying,
modernizing, localizing, or modifying cultural/situational content.
How would you adapt this
material?
 2 packs a day

john
Jack
if he smokes 2 packs a day, he will die.
 Task: Material Adaptation
1) Find a teaching material
that is poor in terms of its
You can find (poor) materials from your
old English books (high school maybe)
Internet research
Educational Magazines
content, questions,
visuals, purposes etc.
3)
Design a
new version of the
poor material that your choice!
2) Use your adaptation knowledge by
1. Adding considering
2. Deleting or omitting
3. Modifying
4. Simplifying see slides above
5. Re-ordering
Adaptation
Week 8
Factors affecting teaching & learning
Relevant.
Study slides above.
Good luck.
 Material Design

Creative
Making storybook with activities
It was one Sunday morning. I couldn't sleep. I
woke up and decided to go for a walk. It was 5
am in the morning and everywhere was still
dark...........
Hello, My name is DODO! I am a migrating bird.
Every year I visit different countries. I have my
holiday in sunny places. My favorite is .............
Storybook with activities.
Contextual
Relevant
Personal
Meaningful
Experiential
Context
 Focus of the activities
Grammar + Vocabulary
 Teaching in context can be defined as teaching a mathematical idea or process by using a
problem, situation, or data to enhance the teaching and learning process.

Context is important because for students to be able to transfer new knowledge and
understanding, they have to have a grasp of how it can be used. ... Here they say, “for transfer
to occur, students “must know how to apply what they have learned to new situations or
problems, and they must know when it applies

When we think about engaging students through the use of rigorous lesson an aspect that we
must attend to is the context in which students are learning.
What we mean here by context is the setting, situation, or role that students engage with
and/or take on when learning and applying new understandings. This is often stated as a real-
world application, but often our ideas of a real-world application can vary drastically. When we
talk about context or real-world application, we mean that students are working with or
looking at the content from something other than a strictly academic lens.
https://en.islcollective.com/english-esl-powerpoints/grammar/future-tenses/unit-elementary-
level/15747
https://www.teachnkidslearn.com/engaging-students-context/
Task:
Start thinking / creating your story

One grammar activity from your story

One vocabulary activity from your story

You choose the level of age/level of language