Delta 2019: How materials may assist or inhibit language acquisition
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1. The document discusses various ways that language teaching materials can assist or inhibit language acquisition. It provides examples of how materials may underestimate learners, oversimplify concepts, or fail to engage students' creative and critical thinking. 2. Adaptation of materials is discussed as an important part of addressing learners' needs and interests. Different types of adaptations are described, including reordering, combining, adding, modifying, and skipping activities. 3. Making materials more communicative is addressed through applying principles like the jigsaw method and creating reasons for students to exchange information. Specific ideas for how to implement these principles are provided.
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Delta 2019: How materials may assist or inhibit language acquisition
- 1. Delta 2019
- 3. Some may provide •A rich experience of different genres •Variety & use of multimedia. •Opportunities for guided or autonomous discovery •Learner training •Extras for all! •A chance to personalize or localize AND look good besides! How materials may assist language acquisition
- 4. How materials may inhibit language acquisition by Adapted From Brian Tomlinson’s ENGLISH LANGUAGE LEARNING MATERIALS – A CRITICAL REVIEW • Underestimating learners • Oversimplifying • Creating an illusion of language learning by • Using PPP • Easy activities • Confusing the learners • Boring the learners with their blandness(Wajnryb 1996) • Failing to engage Ss’ creative and critical thinking
- 5. From Tomlinson B, , 2013, Developing Materials for Language Teaching, Bloomsbury Academic 2nd Edition
- 7. References Choosing your Coursebook, A.Cunningsworth, 1995, Macmillan ELT Blogpost Working with Coursebooks - Gathering Intelligence, Making a Choice – Marisa Constantinides blog post November 2009 on TEFL Matters TomlinsonB, , 2013, Developing Materials for Language Teaching, Bloomsbury Academic 2nd Edition
- 8. Materials and methods From Designing-Tasks-for-the-Communicative-Classroom-Nunan-D.pdf
- 9. Production of new or adapted materials From Brian Tomlinson’s ”Materials Development in Language teaching”
- 10. Adaptation is often a more viable solution But why do we adapt?
- 11. • Learners’ interests • Age of learners • Course focus • Stages • Level • Time allowed • Directives • Expedience Reasons for adaptations? • Page too cluttered • Busywork • Lack of good priming materials • No fun and games • Boring, unmemorable contexts • Boring, unmemorable characters
- 12. Result of adaptations •Shrinking •Expansion •Same as before
- 13. Reordering use an activity earlier or later Combining use two or three activities together Adding supplement with VAs, extras Modifying use the activity but in a different way Skipping sometimes the only thing you can do! Types of adaptation
- 14. Making materials (more) communicative
- 15. 1. The Jigsaw principle 2. The information Gap principle 3. The Information Transfer Principle 4. The Correction for Content Principle 5. The Task Accountability Principle (1-5 From K. Johnson’s Communicative Syllabus Design & Methodology ) 6. The Ego Principle 7. The Desire to Communicate Principle Making materials more communicative
- 16. a. Split up the information b. Share out information to different Ss c. Use charts, tables, graphs for comprehension and production d. Create reasons for exchanging/ sharing info e. Use text highlighters, snip! f. Turn boring exercises into games & competitions g. Exploit the paradox h. Allow for creativity & improvisation i. Let students change exercises j. Allow students to change dialogues, texts k. Personalize l. Create desire to communicate m. Be playful We can…. (match principles to these ideas)
- 19. Ideas for stories – guesswork with images
- 20. guess the order – add events - tell the story Made with https://www.draw.io/ • jumped into my car • shaved • woke up • went to class • left university • dressed • drove to school • laughed
- 21. Made with https://www.draw.io/ read and complete the flowchart
- 22. Using technology
- 23. Instead of regular reading comprehension questions: Read this story and write 3 questions that the text DOES NOT answer. Present your questions & see which ones are funniest! e.g. What time did he go to bed? What colour were his pyjamas? Crazy Questions
- 24. • http://www.apnewsarchive.com/1992/Infant-Not-Injured-in-Fall-from-Roof-of-Moving-Car/id-91df3f0f8dfbe3e7282dc5f0a3b83ae4 INFANT NOT INJURED IN FALL FROM ROOF OF MOVING CAR AP, Associated Press May. 11, 1992 9:34 AM ET WORCESTER, MASS. WORCESTER, Mass. (AP) _ A 3-month- old boy fell from the roof of his father's moving car, but landed upright and uninjured in his portable car seat, authorities said. The infant, Matthew Murray, rode on the roof for three-quarters of a mile before the car seat flew off and landed in front of the car behind. Motorist James Boothby stopped, dashed over and picked up the seat. [……………………………………………………………..] ''It didn't faze him at all. Even his pacifier was still in the car seat,'' Murray said.
- 25. Screenshots of two students collaborating using https://etherpad.ch/
- 26. Story Dominoes @Marisa Constantinides CELT Athens - info@celt.edu.gr - ISTEK Schools International Conference 2010 He jumped up and started running So, he looked down at his hands and saw what had happened. The car would not start! 'You are a real psychopath!' Don’t be late for class tomorrow! He thought it was a good colour Everyone was laughing You know, you look very funny He had forgotten to buy razors Where is my suit? I will never forget this! Don’t go into your class right now. Better late than never 'I think we ought to call the police.' He finally stopped staring 'What a bizarre tie you are wearing!'
- 27. www.fodey.com
- 28. Say (or write) 10-12 lines of dialogue between Alexandra & her friends Rosa and Nicola when she tells them about her plans to organise an international conference and be ready to present it to the class. Then listen to the conversation in the book and vote for the best one! TBL in coursebook dialogues
- 31. Act it out Present Perfect Simple & Continuous
- 32. Most coursebooks and grammar materials….
- 34. Go to http://voicethread.com – listen to the message and record your story! Fun homework – with word clouds & voicethread
- 35. Helping Develop Creative and Critical thinking
- 36. Tickle my funny bone fill take enlarge manicure cut check dry clean pull out wash measure test style clean perm dye • hairdresser’s • dentist’s • optician’s • photographer’s • dry cleaner’s Describing services - have something done
- 37. The crazier the better You can have your ______ _________ at the _______’s.
- 38. Mingle Find someone who can… Name 1 … touch their nose with their tongue 2 … wink with both eyes (not blink!) 3 … name 20 colours 4 … sing a Beatles song by heart 5 … touch their knees with their nose can you – yes I can/no, I can’t expressing ability
- 39. • thrives within constraints • benefits from the paradox • is triggered by what is unusual • dies when things get too normal • is sparked off by humour • is revived by exaggeration Creativity
- 40. Guess! 1 Your brother always phones you on your birthday. Yesterday was your birthday but he didn’t phone you. He can’t have ______________________________. He must have ______________________________. Try to guess how your teacher has completed these sentences. You get a point for every answer which is the same as or similar to your teacher’s answer.
- 41. Keep Talking! How you used to spend Saturday nights when 18 How you used to spend your weekends 5 years ago Some of the questions your mother used to ask you Foods you used to hate as a child How you used to spend your pocket money when 9 Some of the clothes you used to wear in your teens Used to + infinitive
- 42. From Success at First Certificate, OUP I wish you wouldn’t say that! I wish you would phone me! I wish you hadn’t lied to me! Coursebook exercises
- 43. I don’t think you are very interesting I don’t think you’re very interested! The problem with you is that you are bored! The problem with you is that you are boring! Well, it’s not so amusing, you know. You don’t seem amused at all with my story. You don’t look very convinced to me. Well, you do not sound very convincing! You look so depressed! But your story is so depressing!
- 45. My email marisa_c@celt.edu.gr Twitter @Marisa_C My Centre celtathens.com Image credits Images not credited either my own, Microsoft Clipart or from http://www.morguefile.com Thank you ! Merci! Ευχαριστώ!
Editor's Notes
- Ss use photo and words to write down a dialogue and act it out – this is a TBLish lesson type in which the teacher then plays the dialogue and ss compare to their own – some focus on language is important (or not,d epending on the class) Video missing from next slide
- MAriSA Ss use photo and words to write down a dialogue and act it out – this is a TBLish lesson type in which the teacher then plays the dialogue and ss compare to their own – some focus on language is important (or not,d epending on the class) Video missing from next slide
- MAriSA
- Marisa
- MARISA 1 Your brother always phones you on your birthday. Yesterday was your birthday but he didn’t phone you. He can’t have FORGOTTEN MY BIRTHDAY! He must have BEEN REALLY BUSY! 2 You are usually at the top of the class for spelling in your English lessons, but the teacher tells you that all your answers are incorrect. You don’t believe it. I can’t have MADE SO MANY MISTAKES! The teacher must HAVE HAD A LOT TO DRINK LAST NIGHT!
- GEORGE DIVIDES CLASS INTO TWO TEAMS AND PICKS ONE PERSON REP each student must talk for a minute AND ON TOPIC – 3 POINTS 2 POINT 1 TOPIC