There are the principles and procedures of material development by Brian Tomlinson and many researchers. The PPT explains about how to make materials for material development, or we called teacher. So, teacher should fulfill these procedures and principles when teach students.
There are the principles and procedures of material development by Brian Tomlinson and many researchers. The PPT explains about how to make materials for material development, or we called teacher. So, teacher should fulfill these procedures and principles when teach students.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Pedagogical grammar occupies a middle ground between the areas of prescriptive and descriptive grammar. Simply put, prescriptive grammar sets forth rules about how language should be used correctly. It prescribes language the way a doctor prescribes medicine by saying what ought to be done. Descriptive grammar, on the other hand, describes how speakers actually use language without consideration for whether it conforms to "proper" rules.
Since the goal of pedagogical grammar is to help non-native speakers achieve fluency, some of both approaches is necessary. In order for a language learner to speak well, most of his or her utterances will need to conform to the grammatical rules set forth in prescriptive grammar. On the other hand, it helps to understand the way native speakers actually use language; through descriptive grammar. This is necessary for the learner to make sense of slang or other non-standard ways of speaking, such as ending sentences with prepositions.
Materials development stands as a crucial domain within ELT (English Language Teaching). For individuals aspiring to enhance and advance their English skills, the utilization of appropriate materials becomes imperative. Enclosed is a PowerPoint (PPT) file, the culmination of my comprehensive research on this subject, offering a historical overview of Materials development to aid your learning journey.
Pedagogical grammar occupies a middle ground between the areas of prescriptive and descriptive grammar. Simply put, prescriptive grammar sets forth rules about how language should be used correctly. It prescribes language the way a doctor prescribes medicine by saying what ought to be done. Descriptive grammar, on the other hand, describes how speakers actually use language without consideration for whether it conforms to "proper" rules.
Since the goal of pedagogical grammar is to help non-native speakers achieve fluency, some of both approaches is necessary. In order for a language learner to speak well, most of his or her utterances will need to conform to the grammatical rules set forth in prescriptive grammar. On the other hand, it helps to understand the way native speakers actually use language; through descriptive grammar. This is necessary for the learner to make sense of slang or other non-standard ways of speaking, such as ending sentences with prepositions.
How a teacher presents information and motivates students to talk in English can seriously decide the efficiency of an English class; therefore, teachers need to explore sufficient approaches to stimulate students to talk. Coaching students to be involved in the process of communication can greatly satisfy individualized English learning. The author here will analyze teaching speaking based on multimodality and put forward some suggestions for English learners and teachers.
Using and Adapting Authentic Materials to Help Motivate StudentsRichard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students.
In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop.
Developing principled frameworks for material developmentH. R. Marasabessy
A. What does ‘Materials development’ mean?
○ ‘Materials development’ refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research. Ideally, all of these processes should be given consideration and should interact in the making of language-learning materials.
○ Materials development is both a field of study and a practical undertaking. As a field it studies the principles and procedures of the design, implementation and evaluation of language teaching materials
B. Frameworks for materials development
Richards (1995:102-103) describes frameworks as the process of designing a “design or frame for a unit in a textbook” which can “serve as a formulae which the author can use in writing the book
C. Principles in Materials Development
Most writers on the process of the materials development focus on needs analysis as starting point. And some writers report starting by articulating their principles.
Bell and Gower (1998:122-125) started by articulating principles which they wanted to guide their writing:
○ Flexibility
○ From text to language
○ Engaging content
○ Natural language
○ Analytic approaches
○ Emphasis on review
○ Personalized practice
○ Integrated skills
○ Balance of approaches
○ Learner development
○ Professional respect
Tomlinson (1999b) describes a principled and flexible framework designed to help teachers to develop materials efficiently and effectively.
Penaflorida (1995:172-179) reports her use of the six principles of materials design identified by Nunan (1988):
1. Materials should be clearly linked to the curriculum they serve.
2. Materials should be authentic in terms of text and task
3. Materials should be authentic in terms of text and task
4. Materials should allow learners to focus on formal aspects of the language
5. Materials should encourage learners to develop learning skills, and skills in learning
6. Materials should encourage learners to apply their developing skills to the world beyond the classroom.
D. A Text-driven Approach to Materials Development
Tomlinson’s own preference is the text-driven approach, in which an engaging written or spoken text drives a unit of materials in which readiness activities activate the learners’ minds in relation to the text, initial response activities stimulate engagement whilst experiencing the text, intake response activities encourage articulation of personal responses, input response activities invite exploration of features of the text and development activities encourage learner production (Tomlinson 2003c).
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Adapted From: Materials Development in Language Teaching by Brian Tomlinson. C.U.P.
MATERIAL SHOULD ACHIVE IMPACT
Impact is achieved then materials have a noticeable effect on learners, which is when the learners’
curiosity, interest and attention are attracted. Materials can achieve impact through:
a. Novelty (Unusual topics, illustrations and activities)
b. Variety (Breaking up the monotony of a unit routine with and unexpected activity, using many
different text types taken from many different types of sources, using a number of different
instructor voices or cassette).
c. Attractive presentation (use of attractive colors: lots of white, space, use of photographs.
d. Appealing content (topics of interest to the students, topics which offer the possibility of learning
something new, engaging stories, universal themes, local references).
But don’t forget this: What achieves impact with a class in Córdoba might not achieve the same
impact with a class in Bogotá, and what achieves impact with ten learners in the same class might
not achieve impact with the other 5 or 10 students.
2. Adapted From: Materials Development in Language Teaching by Brian Tomlinson. C.U.P.
MATERIAL SHOULD HELP LEARNERS TO FEEL AT EASE
Research has shown the effects of various forms of anxiety on acquisition: the less anxious the
learner, the better language acquisition proceeds.
Similarly relaxed and comfortable students apparently can learn more in shorter periods of time.
Materials can help learners feel at ease in a number of ways, for example:
a. Feel more comfortable with materials with lots of white space than they do with materials in
which lots of activities are crammed (filled) together on the same page.
b. Are more at ease with texts and illustrations that they can relate to their own culture that they
are with those which are culturally exotic and therefore potentially alien)
c. Are more relaxed with materials which are obviously trying to help them to learn that they are
with materials which are always testing them.
d. Feel more comfortable with a which is relaxed and supportive, thorough content and activities
which encourage the personal participation of the learners, through materials which relate the
world of the book to the world of the learner and through the absence of activities which could
threaten self-esteem and cause humiliation.
3. Adapted From: Materials Development in Language Teaching by Brian Tomlinson. C.U.P
LEARNERS MUST BE READY TO ACQUIRE THE POINTS BEING
TAUGHT
.”Certain structures are required only when learners are mentally ready for them.”
(Dulay, Burt and Krashen 1982)
Readiness can be achieved by materials which create situations requiring the use of variational
features not previously taught, by materials which ensure that the learners have gained sufficient
mastery over the development features of the previous stage before teaching a new one and by
materials which roughly tune the input so that it contains some features which are slightly above
each learner’s current state of proficiency. It can also be achieved by materials which get learners
to focus attention on features of the target language which they have not yet acquired so that they
might be more attentive to these features in future input. But perhaps the most important lesson for
material developers from readiness research is that we cannot expect to select a particular point for
teaching and assume that all the learners are ready and willing to learn it. It is important to
4. Adapted From: Materials Development in Language Teaching by Brian Tomlinson. C.U.P
MATERIALS SHOULD PROVIDE THE LEARNERS WITH
OPPORTUNITIES TO USE THE TARGET LANGUAGE TO ACHIEVE
COMMUNICATIVE PURPOSES.
Learners should be given opportunities to use language for communication rather than just to
practice it in situations controlled by the teacher and the materials. Using language for
communication involves attempts to achieve a purpose in a situation in which the content,
strategies and expression of the interaction are determined by the learners using the following
examples:
Information or opinion gap activities which require learners to communicate with each other and/or
the teacher in order to close the gap. (e.g. finding out what food and drink people would like at the
class (party)
Post-listening and post-reading activities which require the learners to use information from the text
to achieve a communicative purpose (e.g. deciding what television programmers to watch,
discussing who to vote for, writing a review of a book or film)
Creative writing and creative speaking activities such as writing a story or improvising a drama
Formal instruction given in the target language either on the language itself or on another subject.
5. Adapted From: Materials Development in Language Teaching by Brian Tomlinson. C.U.P
MATERIALS SHOULD TAKE INTO ACCOUNT THAT LEARNERS
DIFFER IN LEARNING STYLES.
Different learners have different preferred learning styles. So, for example, those learners with a preference for
studial learning are much likely to gain from explicit grammar teaching than those who prefer experiential
learning. And those who prefer experiential learning are more likely to gain from reading a story with a
predominant grammatical feature (e.g. reported speech) than they are from being taught that feature explicitly.
This means that activities should be variable and should cater for all learning styles. Styles of learning which
need to be catered for in language learning material include:
Visual( e.g. the learner prefers to see the language written down)
Auditory (e.g. the learner prefers to hear the language)
Kinesthetic (e.g. the learner prefers to do something physical, such as following instructions)
Studial( e.g.) the learner likes to pay conscious attention to the linguistic features of the language and
wants to be correct)
Experiential (e.g. the learner likes to use the language and is more concerned with communication
than with correctness).
Analytic (e.g. the learner prefers to focus on discrete bits of the language and to learn them one by
one)
Global (e.g. the learner is happy to respond to whole chunks of language at a time and to pick up
from them whatever language she can)
Dependent (e.g. the learner prefers to learn from a teacher and from a book)
Independent (e.g. the learner is happy to learn from their own experience of the language
and to use autonomous learning strategies).
6. Adapted From: Materials Development in Language Teaching by Brian Tomlinson. C.U.P
MATERIALS SHOULD TAKE INTO ACCOUNT THAT LEARNERS
DIFFER IN AFFECTIVE ATTITUDES.
Ideally language learners should have strong and consistent motivation and they should also have
positive feelings towards the target language, their teachers, their fellow learners and the materials
they are using. But, of course, the ideal learner does not exist. Obviously no materials developer can
cater for all these affective variables, but it is important for anybody who is writing learning materials
to be aware of the inevitable attitudinal differences of the users of the materials. Ways of doing this
includes:
Providing choices of different types of text
Providing choices of different types of activities
Providing optional extras for the more positive and motivated learners
Providing variety
Including units in which the value of learning English is a topic for discussion
Including activities which involve the learners in discussing their attitudes and feelings about
the course and the materials
Researching for the diverse interests of the target learners
Being aware of the cultural sensitivities and familial or personal problems of the target
learners
7. Adapted From: Materials Development in Language Teaching by Brian Tomlinson. C.U.P
MATERIALS SHOULD PROVIDE OPPORTUNITIES FOR OUTCOME
AND FEEDBACK.
Feedback which is focused first on the effectiveness of the outcome rather than just on the accuracy
of the output can lead to output becoming a profitable source of input. Or in other words, if the
becoming a profitable source of input. Or in other words, if the language that the learner produces is
evaluated in relation to the purpose for which it is used that language can become a powerful and
informative source of information about language use. Thus a learner who fails to achieve a particular
communicative purpose (e.g. borrowing something, instructing someone how to play a game,
persuading someone to do something) is more likely to gain from negative feedback on the
effectiveness of their use of language than a learner whose language is corrected without reference
for materials developers to make sure that language production activities have intended outcomes
other than just practicing language.