The document introduces materials development and highlights Brian Tomlinson's contributions to the field, including his role as a teacher, trainer, and founder of the Materials Development Association. It discusses the goals of materials in language learning, contrasting pro and anti-coursebook positions, and emphasizes the importance of authenticity in various aspects of materials. The document outlines a weekly presentation assignment for students, focusing on theoretical understanding and interactive activities related to the week's topics.

1. AN INTRODUCTION TO
MATERIALS DEVELOPMENT
W E E K 1

3. WARM UP!
•Where do you see yourself in one
year?

4. BRIAN TOMLINSON –PIONEER IN THE
FILED OF MD
Throughout his career, Brian has worked as a teacher,
teacher trainer, curriculum developer and university
lecturer in Japan, Indonesia, Nigeria, Singapore, the UK,
Vanuatu and Zambia. He is also founder and president of
the Materials Development Association (MATSDA) a non-
profit making international association that brings
together researchers, publishers, writers and teachers to
work together towards the development of high quality
materials for the learning of languages.
Brian has written and published many articles and books
including Materials Development in LanguageTeaching.

5. ACTIVITY 1-1 THINK-PAIR-SHARE
• What is your concept of “materials development”?
• Are you more comfortable teaching using a textbook or creating your own materials? (And
why?)
• What is your experience with using materials found on the internet or in books? How reliable
are they? Do they really meet the needs of your learners?
Based on the reading by Tomlinson
• Materials
• Materials development
• Materials evaluation

17. DO YOU AGREE WITH?
• “ Every teacher is a materials developer” who is constantly
evaluating the available materials, adapting them, replacing
them, supplementing them and finding effective ways to
implement the materials chosen for classroom
use.”( Tomlinson , 2016 pp 2-3)

18. GOALS OF MATERIALS DEVELOPMENT
• The Week 1 readings include some lists and discussions of goals of
materials for language learning
• In groups, and without copying, make a list of five to seven goals for
materials to be used in language classrooms
• These lists should be informed by the readings, but students should
not simply copy

19. DO YOU HOLD AN ANTI-COURSEBOOK POSITION OR A
PRO-POSITION?

20. • Anti-textbook position: language taught in textbooks does not reflect
the authentic ;language in AW; textbook writers lack theoretical and
practical background, textbooks concerned with marketing success,
unlikely to meet specific needs
• Pro textbook position: textbooks save time, ease burden of preparation,
provide material on a weekly basis, teachers adopt details

21. WHY COURSEBOOKS NEED BRINGING
TO LIVE?

22. BRINGING COURSEBOOK TO LIFE
LEADS TO PRINCIPLED

24. • Refer to “Brian Tomlinson: MaterialWriters SIG Annual Forum: JALT2020” and as a group
examine the analysis provided by Tomlinson (start watching from 39:10 minute)

29. AUTHENTICITY
Take time in groups to define and come up with original examples of the following:
• Text authenticity
• Task authenticity
• Curriculum authenticity
• Learner authenticity
• Teacher authenticity
• Context authenticity
• Theoretical authenticity

30. WEEKLY PRESENTATION
• Be divided into 8 teams (3-4 students in one team)
• Each team will be given between 30-40 minutes
• The presentation/mini-lesson has two components:
• The purpose of this assignment component is to showcase your understanding of the theoretical aspect of EAP and your ability to deliver
a short activity on the covered topics
• 1) to present theoretical ideas of the Week’s material you have chosen. (Week 1?Week 2?Week3?)
• Consider the Week's readings and research around your topic. (What are the insights, findings, discussions, practical/theoretical ideas
given). Each members contribute, presenting about 6-7 minutes
• 2) to prepare the media-supported or non- traditional activities (it could be 2 or 3 depending on the length) based on the Week’s
material for the purpose of engaging the audience/fellow students.The activity you introduce may involve the use of educational digital
tools (Kahoot, Quizlet,Worwall) or paper-based handouts(true-false, filling gaps, question and answer)
• . You are free to choose!
• It is mini-group work; you will be assessed as a group, so ensure each of you is contributing.The gained mark will impact on Participation
and communication grading!
• Familiarize yourself with the following attached rubric, https://www.rcampus.com/rubricshowc.cfm?code=GX6WAW4&sp=yes&Links
which will be used to evaluate your performance.