a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials

1. A Framework for Materials
Writing
Mohammad ALMALLAH
145394

2. “We learnt from this class that material evaluation
is an important process. We, as a teachers, should
be able to identify what works and what does not
work so that we ensure that the materials giving to
students are effective and appropriate to their
learning objectives. Surprising to see that most
materials writers use their intuitions rather than
specific principles or procedures when designing
materials” (Tomlinson, 2011).”Obviously they are
very experienced but still I can’t imagine designing
materials without any kind of structure.”

3. The process of materials writing

4. 1) Identification of a need to create materials by
learner or teacher
The writers state that the teacher must have
observed a particular need for materials creation.
It could be an inadequate coursebook, exam
preparation, more culturally appropriate or a
better match with the students’ learning styles

5. 2) Exploration of the need or problem in terms of
what language, meanings, functions, skills
Once identified, the teacher needs to think about
the medium and skill the students need to
practice. Is it new language or consolidation ? Is it
ESP like for exams or business ? Then you would
need to consider the skill you want to practice or
would you prefer a mixed-skill authentic
approach?

6. 3) Contextual realisation of the proposed new
materials by the finding of ideas contexts and
texts with which to work
Now, you have the shape of the lesson you need to
gain the substance with your raw materials.
Because you are making it yourself, in your cultural
context, using your knowledge of the learners and
your preference in teaching styles you are in a very
positive position to please both yourself and your
students.

7. 4) Pedagogical realisation of materials by the
finding of appropriate activities and exercises
AND the writing of instructions of use
Clarity is so important in instructions and the
teacher must be sure to have the answers ready
and to have done the activity first. Also, think of
the ease of use, attractiveness and relevance.

8. 5) Physical production of materials involving
consideration of layout, type, size,
reproductions.
In the age of technology and the increasing use
of technology in the classroom, materials can be
created online and either emailed or done as a
whole class on the Interactive Whiteboard.
Therefore the material does not get tatty, can be
recycled and the format could even be used again
with a different language focus.

9. The teachers path through the production of
new or adapted materials

10. • The steps can be followed in order or they can be used
in a flexible way depending on the need and objectives
that teachers may wish to fulfill.
• After writing materials evaluation is essential, teachers
must have in mind ways of gathering data to produce
feedback of the materials written in order to determine
whether the materials have to be rewritten, discarded,
or may be used again.
• Not in all the cases the materials are evaluated once
the students use them, these can also be evaluated by
colleagues or professionals.
• Nevertheless, the decision of evaluating before
students use the materials or while they do it will
depend on the characteristics of the teaching context.

11. 1. Identification of need for materials
This may be for many reasons : change of focus of
the class from general to exam English, materials are
inappropriate or out-dated, the medium has changed
from paper to technology.
2. Exploration of need
What combination of needs do the students have ? Do
they need to practice the Simple Past in a Reading
medium ? Do they need to know instructions in a
Speaking context ?
The teachers path through the production of new or
adapted materials

12. The teachers path through the production of new or
adapted materials
3. Contextual realisation of materials
This stage is when your materials come alive for
your learners as you have tried to balance
their language needs, learning styles, tastes,
cultural awareness and perhaps their
technological level
4. Pedagogical realisation of materials
The tasks and instructions to achieve your aims
5. Production of materials
Online or paper ? Copies needed ?

13. The teachers path through the production of new or
adapted materials
6. Student use of materials
Does the material practice the language aim of the
lesson ? Do the students find them useful ? Are there any
complications that you didn’t think of ?
7. Evaluation of materials against agreed objectives
Does it practice the skill/language needed ? Did the
students enjoy it ? Was it too easy or difficult ? Was the
timing about right ? Any extension opportunities ? Could
you use a different approach to the materials ? Is it
possible to differentiate the materials in order to use with
a range of classes ? Does it provide opportunities for
students to have real input into the class ?

14. Summing up
• The most effective materials are those which are
based on a thorough understanding of learners’
needs
• “Teachers understand their own learners best”.
Teachers become researchers and they are more
sensitive and responsive to their learners’ learning
needs and preferred learning styles.

15. Summing up
• “All teachers need a grounding in materials writing”.
Writing materials is part of teaching practices and
following frameworks of materials writing also help
them to develop a set of criteria to evaluate
materials produced by others.
• “All teachers teach themselves”.
When picking input, and working with frameworks
and procedures teachers 'teach themselves' and this
enable them to produce more effective materials.

16. Thank
You