notes (final) SEM 5

Chapter 1
Teaching and Learning
materials for the classroom
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Prepared by: Nurul Syifa, Soffeatul Raunaqiah.Partnership:
Nurul Atiqah, Salihah Rusdi
1

Types of Material and Resources
• Textbooks
• Resource centre
• Language games
• Language lab
• NITE (Newspaper in Teaching English)
• Blackboard Sketches
• Use of Radios, T.V. for teaching English
• Internet for Teaching English
• Use of ICT for Teaching English
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Advantages of textbooks
• The material to be covered and the design of each lesson are carefully
spelled out in detail.
• Textbooks provide organized units of work. A textbook gives you all the
plans and lessons you need to cover a topic in some detail.
• A textbook series provides you with a balanced, chronological presentation
of information.
• Textbooks are a detailed sequence of teaching procedures that tell you
what to do and when to do it.
• Textbooks provide administrators and teachers with a complete program.
• The series is typically based on the latest research and teaching strategies.
• Good textbooks are excellent teaching aids. They're a resource for both
teachers and students.
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Purpose of the Teaching and Learning
Materials
• sources of input for language learning
• used as ways of promoting output, either spoken or written
• used to provide scaffolding for learning
• used to stimulate reflection
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Classification of materials
• Personal materials that the teacher carries with them – their voice, facial expression, gestures. This
could extend to the teacher dressing in special ways for specific circumstances (such as telling a story
or teaching vocabulary).
• There are Environmental materials that exist in the immediate (classroom) environment – the
students, their clothing, the furniture, other objects in the room, objects visible from the room through
the windows or door.
• There are Traditional materials for teaching such as pens and pencils, paper, rulers, board, chalk or
markers, and exercise or note books.
• There are Published materials such as textbooks, course books, readers, reference books (dictionary,
thesaurus) and grammar books.
• There are Customised classroom materials such as flash cards, and work sheets.
• There is Computerised equipment such as computers, printers, scanners, LCD projector, and
interactive whiteboards.
• There are Online resources such as information sites, games sites, video and story sites.
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The advantages and disadvantages of using
Teaching and Learning Materials for ELT
classroom.
“In deciding on teaching materials there are a number of options:
• Choosing a suitable published course
• Adapting a published course to match the needs of the course
• Using teacher-made materials and authentic materials as the basis for
the course.
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Advantages and disadvantages of TDM
(Teacher-designed Materials)
• Advantages
- Relevance – in accordance to students’ and institutional needs +
develop expertise
- Reputation – enhance reputation due to commitment given
- Flexibility – can be revised and adapted as needed
• Disadvantages
- Cost – Take time to produce
- Quality – not the same standard as CM (Commercial materials)
- Training – Need to train teachers to prepare them
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Chapter 2
Factors in Selection
and Evaluation
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Before selecting and evaluating the ELT teaching
and learning materials, this factors should be
considered:
• Level
• Content
• Clarity
• Accessibility
• Practicality
• Versatility
• Cost effectiveness
• Durability
• Impact
• Authenticity
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Why do we need to be selective?
• Facilitates students’ construction of understanding through inquiry so
they are better able to explore, question, identify, organize, analyze,
synthesize, and evaluate information. These processes and skills
enhance deeper understanding of the subject matter and promote
information literacy and lifelong learning
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Resources criteria
• are directly related to school curriculum policy and program, based on the
department’s framework of standards and accountability,
• support an inclusive curriculum
• encourage understanding of the many important contributions by people from
diverse cultural and linguistic groups, people with disabilities and minority groups
• motivate children, students and educators to examine their own attitudes and
behaviour and to comprehend their duties, responsibilities, rights and privileges
as citizens in our society
• are relevant for the age of the children or students for whom they are selected
and for their emotional, intellectual, social and cultural development.
• provide opportunities for children and students to find, use, evaluate and present
information and to develop the critical capacities to make discerning choices
• represent a range of views on all issues.
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Chapter 3
Evaluation and
Exploitation of course
books and multimedia
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Reviewing textbooks guideline *considering
factors
• 1 They should correspond to learners’ needs. They should match the
aims and objectives of the language program.
• 2 They should reflect the uses (present or future) that learners will
make of the language and to ensure that the materials may help
equip students to use language effectively for their own purposes.
• 3 They should take account of students’ needs as learners abd should
facilitate their learning processes without being too rigid.
• 4 They should have a clear role as a support for learning especailly in
mediating between the target language and the learner.
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General Criteria in Choosing Textbooks
• Brown (1995, p. 161) lists five major categories to consider in
choosing a textbook:
• (a) author’s and publisher’s reputation;
• (b) fit to the curriculum (meeting needs, goals, etc.);
• (c) physical characteristics (layout, organisation, etc.);
• (d) logistical factors (price, auxiliary aids, workbooks); and
• (e) teachability (especially the usefulness of a teacher’s edition)
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Textbook evaluation
• 1 Goals of the course (Will the textbook help to accomplish the course goals?)
• 2 Background of the students (Does the book fit the students’ background?)
• 3 Approach (Does the theoretical approach reflected in the book reflect a philosophy that you and your
institution and your students can easily identify with?
• 4 Language skills (Does the book integrate the “four skills”? Is there a balanced approach toward the skills?
Does the textbook emphasize skills which the curriculum also emphasizes?)
• 5 General content (Does the book refelct what is now known about language and language learning?)
• 6 Quality of practice materials (in terms of variety tasks, clarity of directions, active participation of
students, grammatical and other linguistic explanation and review materials.)
• 7 Sequencing (How is the book sequenced?)
• 8 Vocabulary (Does the book pay sufficient attention to wards and word study?)
• 9 General sociolinguistic factors (in terms of variety of English and cultural content) 10 Format (Is the book
attractive, usable, and usable?)
• 11 Accompanying materials (Are there useful supplementary materials?)
• 12 Teacher’s guide (Is it useful?)
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Example of Textbook Checklist *pls provide
this while designing checklist
Name of Book: ___________
Publisher: _____________
Target group: ___________ Level: _______ Age:___________
Teacher evaluating the book:-
Name:______________ Job position: _____________
Use of Book: _Main course _Supplementary _Others:_______
Evaluation Scale :
1 – Very Weak 2- Weak 3- Moderate 4- Good 5-Very Good
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*Checklist should be in statement
Criteria Items 1 2 3 4 5
Practical Considerations 1. Reasonable price
2. easily accessible
3. Recent publication
4. Teacher's guide, workbook, and audio-tapes accompany
the textbook
5. Author’s view is parallel to users
Layout and Design 1. Textbook include a detailed overview of the functions,
structures and vocabulary that will be taught in each unit
2. layout and design is appropriate and clear
3. Textbook is organized effectively
4. Adequate vocabulary list or glossary is included
5. Adequate review sections and exercises is included
6. teacher's manual contains guidance about how the
textbook can be used to the utmost advantage
7. the materials objectives are apparent to both the teacher
and student
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Criteria Statement 1 2 3 4 5
Activities 1. the textbook provides a balance of activities (e.g. is there an even distribution
of free vs. controlled exercises and tasks that focus on both fluency and
accuracy).
2. The activities encourage sufficient communicative and meaningful practice
3. The activities incorporate individual, pair and group work
4. the grammar points and vocabulary items are introduced in motivating and
realistic contexts
5. The activities promote creative, original and independent responses
6. the tasks are conducive to the internalization of newly introduced language
7. the textbook's activities can be modified or supplemented easily
Skills 1. the materials include and focus on the skills that my students need to practice
2. the materials provide an appropriate balance of the four language skills
3. the textbook pay attention to sub-skills - i.e. listening for gist, note-taking,
skimming for information, etc.
4. the textbook highlight and practice natural pronunciation (i.e.- stress and
intonation).
5. the practice of individual skills is integrated into the practice of other skills
Language 1. the language used in the textbook authentic - i.e. like real-life English
2. the language used at the right level for my (students') current English ability
3. the progression of grammar points and vocabulary items is appropriate
4. the language functions exemplify English that my students will be likely to use
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Criteria Statement 1 2 3 4 5
Subject and Content 1. the subject and content of the textbook is relevant to my
students' needs as English language learners
2. the subject and content of the textbook is generally realistic
3. the subject and content of the textbook is interesting,
challenging and motivating
4. Providing sufficient variety in the subject and content of the
textbook
5. the materials are not culturally biased and they do not portray
any negative stereotypes
Miscellaneous 1. the textbook is appropriate for the language-learning aims of my
institution
2. the textbook raise my (students') interest in further English
language study
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Example:
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Chapter 4
Selection and
Adaptation
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The main criteria of materials
• Appropriate to their developmental growth
• Relevant to the achievement of appropriate learning outcomes
Selection : choosing, from the available resources, those materials
considered to be the best, most appropriate and/or most suitable for
the particular learning activity, and rejecting what is inferior,
inappropriate, unsuitable or unacceptable.
Why adapt textbook:
1. timing, affective factors, and responses to learner difficulties.
2. personalize the text, making it a better teaching resource, and
individualizes it for a particular group of learners.
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Adaptation
• a process whereby certain parts of a whole textbook or a set of materials
need to be modified to meet the needs of a specific teaching learning
situation
• is a small-scale process of changing or adjusting the various parts of a
textbook/material
• Is recommended over developing or producing new material as it is
considered to be less time consuming and more effective than writing
materials from scratch
Factors to consider:
1.Personalizing
2.Individualizing
3.Localizing
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Why adapting?
• fail (unable) to fulfil the goals and
objectives specified by national or local
syllabuses or curricula
• fail to fulfil the goals and objectives of
schools where the materials are used
• cannot be finished in the time available
• require facilities or equipment or other
supporting materials that are not
available
• not engaging the learners’ personality
• detrimental to the learners’ culture
• not cater for the learners’ interests
• Not enough grammar coverage in general.
• Not enough practice of grammar points of
particular difficulty to these learners.
• The communicative focus means that grammar
is presented unsystematically.
• Reading passages contain too much unknown
vocabulary.
• Comprehension questions are too easy because
the answers can be lifted directly from the text
with no real understanding.
• Listening passages are inauthentic, because they
sound too much like written material being read
out.
• Not enough guidance on pronunciation.
• Subject matter inappropriate for learners of this
age and intellectual level.
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Conclusion
1. There is a mismatch of what the material offer and what is needed.
2. There is non congruence
3. Thus, modification is needed to meet the learner’s need
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Framework for
adaptation
contextualization
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Factors involved in adaptation of materials
• Internal factors
- Age
- Interest
- Level of proficiency
- Aptitude
- Mother tongue
- Academic and education level
- Attitudes to learning
- Motivation
- Reasons for learning
- Preferred learning styles
- Personality
External factors
• Setting
-Ideological base
-The whole T & L environment
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Factors to consider:
• Personalize - increasing the relevance of content in relation to
learners' interests and their academic, educational or professional
needs
• Individualize- address the learning styles both of individuals and of
the members of a class working closely together
• Localize - 'Localizing' takes into account the international geography
of English language teaching and recognizes that what may work well
in Mexico City may not do so in Edinburgh or in Kuala Lumpur.
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Technique/Form of adaptation
1. Adding materials through:
Extending – supplementing the material with more of the same
Expanding – supplements by putting in for eg. a different language skill
2. Deleting through subtracting and abridging –
A process whereby certain material is omitted due to inappropriate,offensive and unproductive for the
target group.
3. Modifying through rewriting and restructuring:
Rewriting - Making modifications to the linguistic content or making it more communicative
Restructuring/reordering/reorganising - Refers to the linguistic content in terms of what should be
taught first
• Localizing
• Modifying content
• Reorganizing content
• Modifying tasks
4. Simplifying: Also a form of modification in that some rewriting takes place.
Can be applied to sentence structure, lexical content or grammatical structures
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Key Features in Adaptation
• Learner centred
• Flexibility and choice – allowing different activities, tasks, projects,
etc.
• Open-ended – various interpretations
• Relevance – learners for effective learning development
• Universal topics
• Authenticity – input and tasks
(Brian Tomlinson,2003: Developing Materials for Language Teaching)
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Step by step in adaptation
1. Specify learning need in as precise terms as possible including a
profile of characteristics of learners and any implications this might
have for learning materials
2. Identify material for potential in adaptation
3. Identify effectiveness of material/need for adaptation covering the
following features: Learning objectives,Content level,Depth of
coverage,Media used,Presentation and style,Terminology.Culture
specific
4. Define the extent of adaptation and the form this might take
5. Produce a specification, budget and schedule for the adaptation to
examine feasibility and cost effectiveness
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Others Factors in Selection and Adaptation
1 The role of English in the country
2 The role of English in the school, and its place in the curriculum.
3 The teachers: their status, both at national and institutional levels,
their training, mother tongue, attitudes to their job, experience,
expectations
4 Management and administration: who is responsible for what level of
decision, particularly which are the control points for employment of
staff, budgets, resource allocation and so on.
5 Resources available: books and paper, audio-visual material
(hardware and software for cassette and video), laboratories,
computers, reprographic facilities and so on.
6 The number of pupils to be taught and the size of classes.
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Others Factors in Selection and Adaptation
7 Time available for the programme, both over a working year (longitudinally),
and in any one week or term (intensive or extensive).
8 Physical environment: the nature of the building, noise factors, flexibility of
tables and chairs, size of room in relation to size of class, heat and cold, and so
on.
9 The socio-cultural environment: this can often determine the suitability of
both materials and methods
10 The types of tests used, and ways in which students are evaluated:
assessment procedures may, for example, be formal or informal and
subjective. They may also be external, in the form of a public or national
examination, or internal to the institution and the course.
11 Procedures (if any) for monitoring and evaluating the language teaching
programme itself
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Chapter 5
Technical skills and
knowledge for producing
materials
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Principles Underlying the Choice of Materials
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Guideline to assembling raw materials
1. Keep it simple - Avoid making things complicated
2. Check everything - especially basic grammar and spelling errors,check using WORD
3. Big enough- pictures or other materials must be big enough for the all the pupils to see clearly, may
use LCD to project
4. Durable or disposable - teaching aids must be able to last many uses, laminate, or make them
cheap and disposable
5. No child left out- have sufficient materials so that every child can participate
6. Hit the ground with your feet running -be ready to start your lesson straight away, do not make the
class wait for you while you prepare things
7. Don’t waste your time on the packaging-what is more important is the stuff inside
8. Keep focussed on the children- stay focussed on the children and the lesson that you have planned
9. Kids need to do something-ensure that here are activities for the children to do, steer away from
reading and writing exercises only
10. Allow for low tech-schools may not be equipped with technology, always ensure there is a low tech
option
11. Use your body and voice
12. Avoid starting with reading and writing – better with listening
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Language games
1. Why? :
- Increase motivation
-Make language learning authentic
-Encourage thinking in English
2. Types of language games:
- Card game
- Drawing games: Pictionary
- Board game
- Word making game
- Game show
- Circle game
- Vocabulary game
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Limitations of Using Raw Materials
• FACTORS
- Learners
Teachers would need to carry out a needs analysis  relevance,
interest, motivation and meeting specific individual needs, skills in
listening, speaking, reading, writing, vocabulary knowledge and
grammar; as well as individual student’s learning preferences, students’
experiences (life and educational), their first language and levels of
literacy in it, their aspirations, their interests and their purposes for
learning English.
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Limitations of Using Raw Materials ctd
• FACTORS ctd
- Curriculum and the context
Ensure that the goals and objectives of the overarching curriculum are
kept close at hand when designing materials
-Resources and facilities available
Teachers must be realistic about what they can achieve in terms of
materials design and production within the limitations of available
resources and facilities.
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• FACTORS ctd
-Personal confidence and competence (eg:)
Willingness to embark on materials development  Will be influenced by the
teacher’s level of teaching experience and his or her perceived creativity or artistic
skills and overall understanding of the principles of materials design and
production.
1. Add activities to those already suggested.
2. Leave out activities that do not meet your learners’ needs.
3. Replace or adapt activities or materials with: - supplementary materials from
other commercial texts - authentic materials (newspapers, radio reports, film
etc.) - teacher-created supplementary materials
4. Change the organization structure of the activities, for example, pairs, small
groups or whole class.
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• FACTORS ctd
-Copyright compliance
Teachers need to be aware of the restrictions that copyright laws place on
the copying of authentic materials, published materials and materials
downloaded from the Internet for use in the classroom.
How to overcome limitation of time :
• Sharing materials with other teachers
• Working in a team to take turns to design and produce materials
• Organizing central storage so materials are available to everyone
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Teacher-designed materials VS Commercial
materials/course book (Strengths of TDM)
Aspect TDM CM
Contextualization (/) Enables them to take into account
their particular learning environment
and to overcome the lack of ‘fit’ of the
course book.
(X) Necessarily generic and not aimed
at any specific group of learners or any
particular cultural or educational
context.
Resources available (/) Enables them to make best use of
the resources available in their
teaching context.
(X) Needs to be purchased
Cost (/) Can be the best option in terms of
both school and student budget
(X) Can be costly
Individual needs (/) Can be responsive to the
heterogeneity inherent in the
classroom, hence encompasses the
learners’ first languages and cultures,
their learning needs and their
experiences.
(X) Very few incorporate opportunities
for learners to build on the first
language skills already acquired
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Aspect TDM CM
Individual needs ctd (/) Provide the opportunity to select
texts and activities at exactly the right
level for particular learners, to ensure
appropriate challenge and levels of
success
-
Decisions regarding organizing
principle or focus for the materials and
activities.
(/) Teachers are in power to make the
decision and can be changed over the
course of the programme if necessary
+ can choose from the range of
possibilities, including topics,
situations, notions, functions, skills
etc., or a combination of these
principles, as starting points to develop
a variety of materials that focus on the
developing needs of their particular
group of learners.
(X) Remains organized around
grammar elements and the PPP
(presentation, practice, production)
model of teaching. Often with an
“unrelenting format” which can be
“deeply unsnagging”
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Aspect TDM CM
Personalization (/) Adds a personal touch to teaching
that students appreciate.
Are able to tap into the interests and
taking account of the learning styles of
students hence likely to increase
motivation and engagement in
learning.
Greater choice freedom and scope for
spontaneity when teachers develop
their own materials.
(X) No personal touch
Do not address student’s interests etc
Less choice of freedom
Timeliness (/) Can respond to local and
international events with up-to-date,
relevant and high interest topics and
tasks. The teachable moment can be
more readily seized.
(X) Cannot respond to situations as
such
Conclusion : They avoid the ‘one-size-fits-all’ approach of most
commercial materials.
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Teacher-designed materials VS Commercial
materials/ course book (Weaknesses of TDM)
Aspect TDM CM
Organisation (X) Lack overall coherence and a clear
progression. Materials may be
piecemeal and can result in poorly
focused activities lacking clear
direction.
(/) Course books are usually organized
around an identifiable principle and
follow a discernible pattern
throughout.
Provide both teachers and students
with some security and a “coherent
body of work to remember and revise
from”
Physical organization (X) May be difficult to locate for
ongoing use, or may end up damaged
or with parts missing.
(/) Has a clearly thought through and
well-organized system.
Quality (X) May contain errors, be poorly
constructed, lack clarity in layout and
print and lack durability.
(/) Made by professionals
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Aspect TDM CM
Quality of content (X) Lack of experience and
understanding on the part of the
teacher may result in important
elements being left out or
inadequately covered.
May make inconsistent or poor choices
of texts.
Lack of clear instructions about how to
make effective use of the materials
(/) Guided by clear criteria and
experience
Time (X) It is not viable (/) Readily available
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Importance of Instructional Material
(TEACHING AIDS)
• They allow students to interact with words, images, and ideas in ways
that develop their abilities in reading, listening, viewing, thinking,
speaking, writing, and using media and technology.
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Principles of material design identified by
Nunan (1988):
• Materials should be clearly linked to the curriculum they serve
• Materials should be authentic in terms of text and task
• Materials should stimulate interaction
• Materials should encourage learners to focus on formal aspects of the
language
• Materials should encourage learners to develop skills, and skills in
learning
• Materials should encourage learners to apply their developing skills to
the world beyond the classroom
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Guidelines to develop or review policies for
inclusion of materials in English language arts
programs *SCHOOL PERSPECTIVE
• Criteria
Materials must (1) have a clear connection to established educational
objectives and (2) address the needs of the students for whom they are
intended
• Connection to Educational Objectives
Should align with the general philosophy of the school or district, the
curriculum goals and objectives of the English language program, and
the learning outcomes of the particular course or grade level.
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programs ctd
Sub point 1 : Build a collection of instructional materials that as a
whole create balance and emphasis in the curriculum.
That is able to meet : curricular goals of presenting various points of
view, situations, and styles; addressing diverse ability levels; and
representing the contributions of people of diverse religions, ages,
races, ethnicity, abilities, and cultures
Sub point 2 : Selected with an eye toward coordinating instruction
within and between grade levels, courses, and disciplines
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programs ctd
• Relevance to Student Needs
Materials should be examined for level of difficulty. Factors such as : complexity of
plot, organization, abstractness of the language, familiarity of vocabulary, and
clarity of syntax. + age-appropriateness
• Procedures for Selection of Instructional Materials
Recognizing the importance of support from parents and the community 
operate within a framework for democratic decision-making.
• Responsibility for Selection
Should be delegated to English language arts professionals who have the
experience and education needed to make sound choices and also the ability to
defend the choices made
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programs ctd
• Selection procedures
1. Most appropriately done by the English language teachers who are closest to the students
2. The group's charge must be clearly specified and understood by all.
3. The process should be part of the school's annual schedule, and adequate time must be set aside for the work at hand.
4. Evaluation process : the selection group should discuss every work under consideration for inclusion, giving extended
attention to works that are likely to be assigned for whole-class reading or viewing.
5. Makes use of published reviews of materials and opinions of informed peers, including district language arts
coordinators, librarians, and leaders in professional associations.
6. All selections should be made on the basis of the materials' strengths in terms of the selection criteria.
7. Once selections are made, the selection group should be encouraged to maintain a file of written rationales, if only in
the form of meeting notes, which explain how selections meet the selection criteria.
8. The selection criteria should be made public in written form. The actual materials selected will become known in due
time through course syllabi, booklists circulated to students and parents, and various assignments.
9. The list of materials can be made available for comments by students, parents, and the public at any time, with the
understanding that further informal selection and changes are sometimes made as teachers perceive numerous
opportunities during the course of the year to better meet students' needs through other materials.
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programs ctd
• Opportunity for Informal Selection
Creative teachers take advantage of opportunities to use materials
which do not lend themselves to the formal selection process e.g.,
current newscasts, television programs, articles, student writing
samples, or materials for short-term projects
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Criteria for evaluation (eg: Web evaluation,
coursebooks etc)
• Authority
• Objectivity
• Authenticity
• Reliability
• Timeliness
• Relevance
• Efficiency
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Brighton said to use..
• Pre-use checklist
• In-use checklist
• Post-use checklist
In evaluating coursebooks.
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1) Consider the criteria (Pre-use checklist)
2) Create an evaluation instrument
3) Test your instrument (In-use checklist)
4) Swap copies instrument
5) Write a short discourse on your findings: - (Post-use checklist)
On what basis did you choose your criteria for the instrument?
How useful was your instrument?
How useful were your friends’ instrument(s)?
How good is the KSSR text book?
How good is the other book?
6) Make a PPT
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External
What is it? Checking suitability based on the following:
1. The usability factor
2. The generalizability factors
3. The adaptability factor
4. The flexibility factor
EVALUATING ELT MATERIALS
Internal
What is it? An in-depth investigation into the materials. Analyse the extent to which the aforementioned factors in the
external evaluation stage match up with the internal consistency and organization of the materials as stated by the
author/publisher.
What needs to be investigated?
- At least 2 units
- The presentation skills in the materials
- The grading and sequencing of the materials.
- The relationship of tests and exercises to (1) learner needs and (2) what is taught by the course material. (Its appropriacy)
- Is the material suitable for different learning style?
- Are the materials engaging to motivate both student and teachers ?
- The type of reading, listening, speaking and writing materials contained in the materials
- Self-study provision and teacher learner ‘balance’ in use of the materials.
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EVALUATING ELT MATERIALS
External
Organization of the materials. Eg: The ‘blurb’ or the claims made on the cover of the teacher’s / students ‘ book + The
introduction and table of contents.
Note:
The table of content may sometimes be seen as a ‘bridge’ between the external and internal stages of the evaluation and can
be often reveal useful information about the organization of the materials, giving information about vocabulary study, skill to
covered, additional interactive digital materials and so on, possibly with some indication as to how much class time the
author thinks should be devoted to a particular unit. Consequently, it is often useful to see how explicit it is.
What can be deduced : Intended audience, proficiency level , the context in which the materials are to be used, how the
languages are presented and organized into teachable units, author’s view on methodology and the relationship between the
learner, language and learning process.
Questions to ponder:
1) Core/supplementary ?
2) Teacher’s book, in print or locally available?
3) Vocabulary list included?
4) Visual materials?
5) Layout and presentation?
6) Material too culturally biased or specific?
7) Cof the inclusion of digital materials?
8) Inclusion of tests in the teaching materials (diagnostic, progress, achievement); suitable?
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Chapter 6
Developing Resources for
Teaching
Listening Skills
Speaking skills
Reading Skills
Language Arts
Grammar
Vocabulary
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Material Pros Cons Suggested LS
Audio recording durable, consistency, authentic,
promote real-life comm, reliable,
provide opportunities to recognize
variety voices of people, clear, it
can be repeated many times.
Background noise,
depends on the class size,
suprasegmental features:
accents, stress, pace,
dialect, choice of word,
enunciation, slang. Hard
to modify.
1.2.1 Able to participate
in daily conversation
1.2.4 Able to participate
in guided conversation
with peers
Map contextualized, real-life, authentic,
across skills, encouraging
discussion
Size 1.2.2 Able to listen to and
follow simple directions
to places in the school
1.2.3 Able to give simple
directions to places in
school
5.1.5 Able to use
prepositions correctly and
appropriately c)beside
d)next to e) between,
f)near
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Material Pros Cons Suggested LS
Puppets Appeal to young learner,
Encourage shy pupils
Time consuming, No facial
expression
4.3.1 Able to plan, produce
and display creative works
based on literary texts
using a variety of media
with guidance.
Board games Encourage motivation, fun
learning
Requires constant
modification, Depends on
the size of the class,
2.2.4 Able to apply
dictionary skills b) meaning
base words,
2.2.1 Able to apply word
attack skills a)homographs
5.1.7 Able to use articles
correctly and appropriately
a)zero article b)the
Photos Can be exploited for
various language skills
Does not satisfy the
diversity of learners’
learning style.
3.3.1 Able to create simple
texts using a variety of
media with guidance
a)linear text
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Vocabulary – Shows visual aids, realia, composite picture, rearranging letters
Reading – Jigsaw reading : sequencing- predicting the plot, practice sequencing events, scanning relevant
information.
Listening speaking –
1.Map
Students tell their friends the direction based on the map in a role playing activity
2.Pictures
A composite picture ( a blind man is trying to cross the street)
Student tell their friend about their picture and their friend must retell what he has heard to the other friend
3.A series of pictures ( the hen that plants corn alone )
Teacher starts to tell a story based on the first picture, students listen carefully to the story as they will
continue the story based on the next pictures.
4.Telephone
Teacher brings telephones to the class. Students will use it in the role play activity. Authentic conversation
using telephone. Example, a friend asking a friend to help him to bring costume for party at school.
5.Cards
Each pair of students get a card in which stated a time. Example, morning, afternoon, evening, night.
Students will greet their partner and start talking about activities usually on that particular time.
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Chapter 7
Presentation and Evaluation
of Materials Produced
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Criteria Items 1 2 3 4 5
1. Durability 1. the material is durable and safe for the children especially young learner.
2. It is strong enough to last the distance.
3. Provide opportunities for the learners to make it on their own.
2. Cost-effectiveness 1. the material is cost effective and affordable.
3. Practicality 1. Easy to construct,carry and use.
2. Does not require LCD projector or laptop in order to use it in the class.
3. Time effective (preparedness)
4. Reusable
4. Exploitability 1. the material can be exploited in various language skills.
2. Shows various use of material in language content chosen.
5. Versatility 1. the material provides various suggestion for alternate activities and
approaches.
2. The material satisfy various teaching and learning styles.
3. Can be adapted to meet the needs of the target pupils.
4. The material does not requires constant modification
6. Clarity 1. the material is visually appeal and attractive to the children.
2. Visible to the whole class. Audio (if any) is heard clearly.
Accessibility 1. Easily accessible
2. Can be used without teacher supervision.
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notes (final) SEM 5

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