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Material development
- 2. What are the characteristics of effective teaching materials? “Language is functional and must be contextualized.” Materials should contextualize the language they present because without any knowledge about the participants, their social and psychological distance, it is not possible to make sense of the interaction. Therefore, familiarity with the context is needed. For this reason, “video dramas” could be used. To find a sample video drama, click on the link below this presentation.
- 3. What are the characteristics of effective teaching materials? “The language used should be realistic and authentic. “ Language presented in the activities should not be artificial but realistic and authentic, which means it should serve a purpose related to real life.
- 4. What are the characteristics of effective teaching materials? “Put the verb in an infinitive form into present perfect” “Join each pair of sentences with a relative pronoun”. “Change the active forms of the verbs into passive forms”. NOT REALISTIC! NOT AUTHENTIC! NOT A REAL LIFE COMMUNICATION!
- 5. An example for an authentic activity “Suppose that you will apply for a job (as teacher of English) in a college, so you need to fill the job application form at the right side.
- 6. Authentic materials... In the previous example, the learners are given a context, that is, a situation. They will act as if they would make an application for that position. They are required to fill in a job application form, which is a real life activity. In real life, people do that kind of applications but nobody gives a sheet on which we can find ‘fill in the brackets with correct form of the verbs” type of exercises in real life.
- 7. What are the characteristics of effective teaching materials? “Effective teaching materials foster learner autonomy” The activities should be designed in a way that they would involve skills and strategies that could be transferred to other contexts. For example: “Setting time in class for reading and listening for pleasure and discussing material that students liked or disliked. “ Or, ‘activities that encourage learners to discover independently the rules’ about target language could be used.
- 8. What are the characteristics of effective teaching materials? “Materials need to be flexible enough to cater to individual and contextual differences.” Language classrooms can be varied in terms of social and cultural background, language levels, experiences and identities. Language learning can occur with the active participation of the whole learner. This is realizable if the language is spontaneously used in communicative situations. Real communication is interesting learners.
- 9. What are the characteristic of effective teaching materials? “Encourage higher-level cognitive skills.” The materials should let students come up with predictions, inferences and connection making between the events. For example, they should not be just about copying some answers from a text.
- 10. What are the characteristics of effective teaching materials? “Make the language input more engaging”. Teachers can adapt the materials through re-writing, or changing the content of them. For example, a reading text could be changed into a game. Also, we can change the nature of the tasks. For example, instead of a reading task which focuses on comprehension, changing the task into prediction or letting students to finish a story creatively might be performed.
- 11. References Job Application form worksheets (n.d.) Retrieved on January 10, 2018 from https://en.islcollective.com/resources/printables/worksheets_doc_docx/job _application_form/jobs-preintermediate-a2/13861 Crawford, J.(2002). The role of materials in the language classroom: Finding the balance. In Richards, J.C. & Renandya W.A. (2002). Methodology in language teaching: An anthology of current practice. Newyork: Cambridge University Press. Islam C. & Mares, C. (2014). Adapting classroom materials. In Tomlinson (Ed.) Developing materials for language teaching. (pp.86-100). Bloomsbury Publishing.
Editor's Notes
- Source: Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. In Richards, J.C. & Renandya W.A. (2002). Methodology in language teaching: An anthology of current practice. Newyork: Cambridge University Press.
- Source: Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. In Richards, J.C. & Renandya W.A. (2002). Methodology in language teaching: An anthology of current practice. Newyork: Cambridge University Press.
- Source: https://en.islcollective.com/resources/printables/worksheets_doc_docx/job_application_form/jobs-preintermediate-a2/13861
- Sources: Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. In Richards, J.C. & Renandya W.A. (2002). Methodology in language teaching: An anthology of current practice. Newyork: Cambridge University Press. Islam C. & Mares, C. (2014). Adapting classroom materials. In Tomlinson (Ed.) Developing materials for language teaching. (pp.86-100). Bloomsbury Publishing.
- Source: Crawford, C.. (2002). The role of materials in the language classroom: Finding the balance. In Richards, J.C. & Renandya W.A. (2002). Methodology in language teaching: An anthology of current practice. Newyork: Cambridge University Press.
- Source: Islam C. & Mares, C. (2014). Adapting classroom materials. In Tomlinson (Ed.) Developing materials for language teaching. (pp.86-100). Bloomsbury Publishing.
- Source: Islam C. & Mares, C. (2014). Adapting classroom materials. In Tomlinson (Ed.) Developing materials for language teaching. (pp.86-100). Bloomsbury Publishing.