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Materials design hutchinson

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Materials design hutchinson

  1. 1. Presenter: Melika Rajabi Instructor: Dr. Estaji
  2. 2. The most characteristic features of ESP work is materials writing. ESP teachers spend most of their time writing materials, because: 1. A teacher or institution may want to provide teaching materials that will fit with specific subj area of particular learners. But these materials may not be available commercially. 2. When suitable materials are available, it may not be possible to buy them because of currency or import restrictions 3. ESP materials may be written for non-educational reasons. Ex: for enhancing the reputation of an instruction or an individual
  3. 3. The process of materials writing may help to make teachers more aware of what is involved in teaching and writing.
  4. 4. a) materials provide a stimulus to learning, they encourage learners to learn and do not teach. They contain: 1. Interesting texts 2. Enjoyable activities 3. Opportunity for learner to use existing knowledge 4. Content that both teacher and learner can cope with.
  5. 5. b) Materials help to organize the teaching-learning process by providing: A path through the complex mass of lg to be learnt Good materials provide a clear and coherent unit structure (that guide teacher and learner to max the chances of learning through various activities) help the teacher in planning lessons & encourage a sense of progress and achievement in the learner. Materials model clear and systematic, flexible enough to allow for creativity and variety
  6. 6. c) Materials include a view of the nature of lg and learning  materials should truly reflect what you think and feel about learning process. d) Materials reflect the nature of the learning task.  Lg learning is a complex process involving many different kinds and levels of language
  7. 7. e) Materials can have a very useful function in broadening the basis of teacher training by: Introducing teachers new techniques f) Materials provide models of correct and appropriate lg use.
  8. 8. By which I said, now we can present a model that we have used for writing our own materials. Aim: provide a coherent framework for integration of various aspects of learning The model consist of 4 elements: 1. Input 2. Content focus 3. Lg focus 4. task
  9. 9. input Content lg task
  10. 10. Can be a text, dialogue, video-recording, diagram or any piece of communication data. It provides number of things: 1. Stimulus material for activities 2. New lg items 3. Correct models of lg use 4. A topic for communication 5. Opportunities for learners to use their inf processing skills 6. Opportunities for learners to use their existing knowledge both of the lg and the sub matter.
  11. 11. Lg is not an end in itself, it’s a means of conveying inf and feelings about sth.
  12. 12. Aim: enable learners to use lg. In lg focused learners have the chance to take the lg to pieces, study how it works and practice putting it back together.
  13. 13. The ultimate purpose of language learning is LANGUAGE USE. Materials should be designed to:  lead towards a communicative task in which learners use the content. and  language knowledge they have to built up through the unit.
  14. 14. starter INPUT LGCONTENT TASK project Additional input Student’s own knowledge and abilities
  15. 15. There are several syllabuses operating in any course. A model must be able to ensure adequate coverage through the syllabus of all the features identified as playing a role in the development of learning. To having an internal coherence, each unit must also relate effectively to the other units in the Course.
  16. 16. Predictive: It provides the generative framework within which creativity can operate. Ex: the unit model Evaluative: It acts as a feedback device to tell you whether you have done what you intended. Ex: syllabus/unit interface model
  17. 17.  Stage 1. Find your text (for getting subject- content knowledge)  Stage 2. Think of a task the learners could do at the end of the unit  Stage3. Is the task the kind of activity that will benefit your students according to the syllabus?
  18. 18.  Stage 4. Decide what language structures, vocabulary, functions and content the input should contains.  Stage 5. Think of some exercises for students to practice.  Stage 6. Decide the input according to the product.  Stage 7. Go through stages 1-6 again with the revised input
  19. 19.  Stage 8. check new materials against the syllabus and amend accordingly.  Stage 9. try the materials in the classroom  Stage 10. Most importantly, revise the materials in the light of classroom use.
  20. 20. Thanks For Your Patient Attention

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