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Selection n adaptation of materials and activities

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Selection n adaptation of materials and activities

  1. 1. TOPIC 3 : SELECTION AND ADAPTATION OF MATERIALS AND ACTIVITIES ABOHS, FIZI, SYAFIQ
  2. 2. PRINCIPLES OF SELECTION AND ADAPTATION
  3. 3. SPEAKING 1. Take account of the student as a person – select materials that is motivating and within the ability of students (their age, interest, experience and knowledge) 2. Reduce anxiety by using from easy to more difficult materials (a familiar environment, within their experience and understanding)
  4. 4. 3. Provide a context for ss to listen and to talk about – when people choose to speak, it is always about something. They have communicative needs and purpose and as teachers, we need to attend to this. Provide interesting topics. 4. Maintain a careful balance between fluency and accuracy. First accuracy, then fluency -Fluency – speak smoothly but not necessarily grammatically - Accuracy –control and use the rules of the language
  5. 5. 5. Able to provide a good model for ss to imitate – use the target stress and intonation, correct pronunciation 6. Provide appropriate stimuli for eliciting speech 7. Encourage learners to take reasonable risks in English – get them to explore further and willing to take risks in speaking English. 8. Create opportunities for ss to interact by using groupwork or pairwork – Use personalisation of exercises by using the ss’s names, hobbies, interests, etc. Plan and respond creatively during activities.
  6. 6. 9. Provide opportunities for learners to notice the gap - ‘notice the gap’ describes the ss’s experience when they interact in a second / foreign language in the target language differs from the way the native or proficient speakers say it. - to make them realise the difference between what they want to say and what they can say.
  7. 7. PRINCIPLES OF SELECTION AND ADAPTATIONThus, when you create a task and activities for your students, you must think about: • The purpose of the lesson • Your objective / target language • Your students’ level and abilities • How to motivate them to use the language • Provide sufficient platform for the ss to explore and learn the language
  8. 8. CRITERIA FOR EVALUATION OF MATERIALS• Why use materials? · As a source of language · For support in learning · As a stimulus for student production · As a record of learning • Why do we need to evaluate the materials? - to determine the suitability of specific materials
  9. 9. • Some points to consider: a. Instructions - alter/ignore/add b. time (especially preparation time and execution time) c. Is it enough or do you need to add extra stages d. interesting and able to motivate your students e. tackle the target language f. suitable for the students’ levels, abilities and learning styles (Mixed level groups may need different materials, Look for texts with a wide range of activities targeting multiple learning styles.)
  10. 10. g. able to motivate the ss to learn more h. suit your learning styles i. Provide rooms for ss to practise pronunciation, stress, intonation or other speaking and listening skills group. An oral English class should have materials with copious speaking activities.
  11. 11. j. material is flexible enough to adapt to multiple levels, as larger classes tend to hold a broader range of abilities. k. available to you. If you require access to a internet, DVD player and projector, make sure these items are available to you.
  12. 12. l. Look for materials that facilitate student- centered lessons. An effective English class is one where the students do the majority of the activity and the teacher serves as the assistant.
  13. 13. REMEMBER : • Motivation to learn English • High motivation facilitates better language learning • The activities chosen will increase or expand the skills which are already mastered by the ss • When teaching please be aware of how the language is being used and exposed
  14. 14. THANK YOU LISTENING & SPEAKING

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