Yohana materials develpment for elt
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Materials development in English language teaching involves integrating theory, principles of effective teaching, creativity, student needs and authenticity. Developing customized materials can facilitate learning, motivate students, address their specific language needs and register, and provide practice using language authentically. Some key principles for materials development include exposing learners to authentic language use through sufficient practice and variety, helping them pay attention to language features, providing opportunities to use language communicatively, giving feedback, sustaining curiosity and attention, and stimulating intellectual and emotional involvement.
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Instagram can be used to facilitate communicative language teaching by encouraging interaction in the target language and leveraging students' personal experiences, it can help expand vocabulary through tagged posts, and develop writing skills by having students describe the context behind posts. Benefits include providing authentic materials, promoting learner autonomy, enabling differentiation, and boosting motivation. Limitations include content sometimes requiring a VPN to access, and students potentially being unwilling to share private account content.
Presentation1
The document discusses the importance of assessing students' needs before teaching English as a foreign language. It explains that there are subjective needs, which refer to students' cognitive and affective factors, and objective needs, which can be determined through facts about students' language proficiency, difficulties, background, culture and abilities. Conducting a needs assessment involves understanding students' attitudes toward learning, the target language/culture, themselves as learners and their expectations. Assessing needs helps teachers address what students require to best facilitate their English language learning.
Content based instruction
CBI uses subject matter content to teach language skills, with the goals of helping students learn information through the target language and become autonomous learners. CBI is based on using language as a tool for content learning, and reflecting learners' needs for a practical second language. Teachers must have knowledge in the subject matter and guide students to elicit their own understanding, while materials facilitate language learning through relevant content topics like newspapers and radio.
Relevant factors to consider when setting up a writing task
Teachers should consider students' prior knowledge when setting up writing tasks to ensure the format and organization are appropriate. They should also clearly identify the target audience to guide students in choosing suitable words and linguistic levels. The classroom environment, whether it incorporates technology or traditional teaching, also impacts how writing assignments are structured and completed.
Content based-instruction1
This document discusses content-based instruction (CBI), a method of language teaching where the content and language are taught together using themes or topics. CBI focuses on communicating meaning rather than language structure alone. The teacher acts as an expert in the subject matter and elicits knowledge from students, who are autonomous and active learners. Grammar is not taught independently, but as part of vocabulary and discourse. CBI has advantages like increased motivation and confidence for students, but also challenges like ensuring language levels are appropriate and finding suitable content sources.
content based instruction
Content-based instruction aims to teach content through the target language. It views language as a vehicle for learning content through discourse and integrated skills used for specific purposes like academics. Learners learn best through meaningful, contextualized language and are more motivated when focusing on issues rather than just language. The syllabus depends on the content and may include theme-based instruction, sheltered content, adjunct language instruction, or a team-teach approach. It teaches skills like reading, writing, speaking and listening through authentic texts and media in areas like technical journals to upper intermediate engineering students as part of their curriculum.
Content Based Instruction
This document discusses content-based instruction and compares it to other language teaching approaches. It provides details about how a teacher would implement content-based instruction in the classroom, including using the target language to teach concepts in other subject areas like geography. The teacher would scaffold the linguistic and content objectives, create hands-on activities for students to complete collaboratively, and evaluate students on both their content knowledge and language ability. The goal is for students to learn content while also developing communicative skills in the target language.
A Curriculum Developed on Communicative Goals
Based on book Course Design: Developing Programs and Materials for Language Learning by Fraida Dubin, Elite Olshtain - 1986
Content :
Communicative Competence
Sociacultural Competence
Humanistic Curriculum
Error learner tell us
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Instagram can be used to facilitate communicative language teaching by encouraging interaction in the target language and leveraging students' personal experiences, it can help expand vocabulary through tagged posts, and develop writing skills by having students describe the context behind posts. Benefits include providing authentic materials, promoting learner autonomy, enabling differentiation, and boosting motivation. Limitations include content sometimes requiring a VPN to access, and students potentially being unwilling to share private account content.
Presentation1
The document discusses the importance of assessing students' needs before teaching English as a foreign language. It explains that there are subjective needs, which refer to students' cognitive and affective factors, and objective needs, which can be determined through facts about students' language proficiency, difficulties, background, culture and abilities. Conducting a needs assessment involves understanding students' attitudes toward learning, the target language/culture, themselves as learners and their expectations. Assessing needs helps teachers address what students require to best facilitate their English language learning.
Content based instruction
CBI uses subject matter content to teach language skills, with the goals of helping students learn information through the target language and become autonomous learners. CBI is based on using language as a tool for content learning, and reflecting learners' needs for a practical second language. Teachers must have knowledge in the subject matter and guide students to elicit their own understanding, while materials facilitate language learning through relevant content topics like newspapers and radio.
Relevant factors to consider when setting up a writing task
Teachers should consider students' prior knowledge when setting up writing tasks to ensure the format and organization are appropriate. They should also clearly identify the target audience to guide students in choosing suitable words and linguistic levels. The classroom environment, whether it incorporates technology or traditional teaching, also impacts how writing assignments are structured and completed.
Content based-instruction1
This document discusses content-based instruction (CBI), a method of language teaching where the content and language are taught together using themes or topics. CBI focuses on communicating meaning rather than language structure alone. The teacher acts as an expert in the subject matter and elicits knowledge from students, who are autonomous and active learners. Grammar is not taught independently, but as part of vocabulary and discourse. CBI has advantages like increased motivation and confidence for students, but also challenges like ensuring language levels are appropriate and finding suitable content sources.
content based instruction
Content-based instruction aims to teach content through the target language. It views language as a vehicle for learning content through discourse and integrated skills used for specific purposes like academics. Learners learn best through meaningful, contextualized language and are more motivated when focusing on issues rather than just language. The syllabus depends on the content and may include theme-based instruction, sheltered content, adjunct language instruction, or a team-teach approach. It teaches skills like reading, writing, speaking and listening through authentic texts and media in areas like technical journals to upper intermediate engineering students as part of their curriculum.
Content Based Instruction
This document discusses content-based instruction and compares it to other language teaching approaches. It provides details about how a teacher would implement content-based instruction in the classroom, including using the target language to teach concepts in other subject areas like geography. The teacher would scaffold the linguistic and content objectives, create hands-on activities for students to complete collaboratively, and evaluate students on both their content knowledge and language ability. The goal is for students to learn content while also developing communicative skills in the target language.
A Curriculum Developed on Communicative Goals
Based on book Course Design: Developing Programs and Materials for Language Learning by Fraida Dubin, Elite Olshtain - 1986
Content :
Communicative Competence
Sociacultural Competence
Humanistic Curriculum
Error learner tell us
Hiroshima JALT 2013 - Content Based Instruction
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Creating Language Architects (AEI 2014)
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Fredericton, New Brunswick
Professional development july 2014
This document summarizes a professional development session on creating language architects. It discusses the importance of building a strong language base and how the base influences other skills. It also examines Vygotsky's zone of proximal development and using scaffolding to promote language development. Additionally, it discusses integrating language skills through approaches like content-based instruction, task-based instruction, and project-based instruction to allow for well-rounded student development.
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Content-Based Instruction:Teaching Methods and Strategies
Content-based instruction focuses on teaching language through academic content. It uses three main methods: grammar-translation which focuses on rules and translation; direct method which uses only the target language; and audio-lingual which drills grammar through memorization without explicit instruction. Content-based instruction also uses learning activities to improve language skills, build vocabulary, develop discourse skills, and foster communication and study strategies. It aims to develop both declarative knowledge of content and procedural language knowledge as a tool for learning, as well as teaching learning strategies to promote learner autonomy.
TEFL - Content Based Language (2)
Content-based instruction teaches a second language through academic content rather than through grammar lessons. It uses topics from other subject areas to provide meaningful context for language learning. The goals are to motivate students by letting them use the target language for real-world purposes, and to reflect students' academic needs. Language is taught through texts and discourse on various topics, with integrated reading, writing, listening and speaking skills. The curriculum follows the topics from subjects the students need for their studies. Objectives include developing language skills, learning strategies, and academic skills while also broadening understanding of other cultures. Teachers must be experts in the academic content and help students work collaboratively to make sense of authentic materials.
Content based instruction 13062013
This document discusses content-based instruction (CBI), a method of language instruction that integrates content and language learning rather than separating them. CBI focuses on using content from a subject area as the vehicle for developing language skills. The key features of CBI are that it uses authentic texts and materials from a content area as the core material for instruction, has the dual goals of developing both content knowledge and language skills, and requires students to use the target language. CBI has been shown to be effective for language learners of various ages and backgrounds.
CONTENT BASED INSTRUCTION
Content-based instruction is an approach to teaching a second language where lessons are organized around topics of interest to students. Teachers choose a subject, find multiple sources on different aspects of it, and have students research in groups and then share what they learned with others to develop a wider knowledge while increasing their language skills. This approach makes learning more engaging and can improve students' language proficiency and prepare them for professional settings.
Factors to be considered when setting up writing task
When setting up writing tasks, teachers should consider students' English proficiency level and choose themes that interest them. The tasks should implement different writing styles to familiarize students with various forms and should specify a purpose and intended audience for each task. This will help students understand the goals for each assignment and who their writing is aimed towards.
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The Natural Approach document outlines an approach to teaching foreign languages that focuses on comprehensible input, communication, and allowing learners to progress at their own pace. Key aspects include using techniques like Total Physical Response, group work, and materials like pictures to provide input in the target language. Learners are not forced to produce speech but do so when ready, and teachers act as a primary source of comprehensible input in a low-anxiety environment.
Content based - ariehmar a. bardoquillo
This document discusses various models for second/foreign language teaching including content-based and immersion models. It describes approaches like the audio-lingual method, natural approach, and content-based instruction. The key aspects of content-based language teaching are outlined along a continuum from language-driven to content-driven. Immersion education is discussed as the prototypical content-based approach, with its goals of developing language proficiency and cultural understanding while achieving grade-level academic content mastery. Theme-based and sheltered models are also summarized as types of content-based instruction.
Principles in Choosing Material for Writing Task
Teachers believe all students can improve their writing skills through high-quality instruction and support. Writing helps students learn about themselves and discover new ideas as they create works for others to read. The development of writing occurs in stages as students progress from one level of skills to the next higher level. Students need opportunities to write in various school subjects to practice different types of writing and be effective communicators. Reading various texts can aid writing improvement and writing can enhance reading comprehension, as students must consider their audience to customize their writing.
Applied linguistics _Content and Task based Instruction
This is an elaborate presentation done by a group of students in the Institute of Foreign Languages, Cambodia.
Ci350 pillar powerpoint
This document discusses language acquisition in education. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. There are two categories of language acquisition: first and second language acquisition. The document notes that language acquisition is important as it allows children to communicate their feelings, goals and intentions using proper grammar. It also discusses how language acquisition applies to 21st century education through vocabulary development, guided interaction, metacognition and more. Finally, the role of technology in supporting language acquisition in the classroom is addressed.
Ci350 pillar powerpoint
This document discusses language acquisition in education. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. There are two categories of language acquisition: first and second language acquisition. Second language acquisition involves six steps from pre-production to advanced fluency. Language acquisition is important as it allows children to communicate their feelings, goals and intentions using proper grammar. In 21st century education, teachers apply language acquisition through vocabulary development, guided interaction, modeling thinking skills and using meaningful contexts and themes to engage students. Technology can support language teaching, differentiate instruction and connect classrooms globally to enhance language learning. An example of implementing language acquisition is through the use of blogs for creative writing, peer feedback
Ci350 pillar powerpoint
This document discusses language acquisition in education. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. There are two categories of language acquisition: first and second language acquisition. Second language acquisition involves six steps from pre-production to advanced fluency. Language acquisition is important as it allows children to communicate their feelings, goals and intentions using proper grammar. In 21st century education, teachers apply language acquisition through vocabulary development, guided interaction, modeling thinking skills and using meaningful contexts and themes to engage students. Technology can support language teaching, differentiate instruction and connect classrooms globally to enhance language learning. An example of implementing language acquisition is using blogs for creative writing, peer feedback and assignments.
The scope of a communicative syllabus
This document outlines the scope of a communicative syllabus. It discusses expanding the content dimension to include conceptual and functional meaning, sociocultural appropriateness, and longer spans of discourse. It also covers communicative processes like workouts and scales for assessing their cognitive and communicative potential. Finally, it addresses expanding the product dimension to implement language skills, cater to individual needs and learner autonomy, and highlight particular syllabus components.
Content-Based and Immersion Models for ESL and EFL Language Teaching
I. Content
II. Content-Based Models
III. Immersion Models
IV. Content-Enriched Foreign Language in Elementary School
V. Theme-Based Model
VI. Sheltered Model
VII. Adjunct Model
VIII. Strategies for content instruction
Based Content Instruction
The document discusses Content-Based Instructional Approach (CBI), an educational method that emphasizes learning a second language through learning about something, rather than learning about the language itself. Some key principles of CBI are that people learn a second language most successfully when they use it to acquire information and when the content reflects learners' needs. Theories of language and learning discussed posit that language is purposeful and text/discourse based, and people learn best when instruction addresses their needs and builds on prior experience. Objectives of CBI include developing language skills and general academic skills while broadening understanding of other cultures. Authentic materials like newspapers and broadcasts are used. Teachers must be experts in the subject matter and help students according to
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ELT blogs and websites
The document discusses different types of blogs that can be used in education, including tutor blogs, student blogs, class blogs, and personal blogs. It also provides examples of topics that could be covered in each type of blog, such as setting homework, reactions to class material, and sharing extra resources. The document then compares ELT and authentic websites, noting that ELT sites provide controlled practice while authentic sites can foster independent learning but may be too difficult. It provides examples of authentic websites on various topics that could engage students.
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This presentation shares four strategies one school has implemented to strengthen student literacy in both their first and second languages. The presentation provides information about the importance of environmental and functional print, the most relevant comprehension strategies for early language learners, and the role read-alouds play in literacy development.
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Content-Based Instruction:Teaching Methods and Strategies
Content-based instruction focuses on teaching language through academic content. It uses three main methods: grammar-translation which focuses on rules and translation; direct method which uses only the target language; and audio-lingual which drills grammar through memorization without explicit instruction. Content-based instruction also uses learning activities to improve language skills, build vocabulary, develop discourse skills, and foster communication and study strategies. It aims to develop both declarative knowledge of content and procedural language knowledge as a tool for learning, as well as teaching learning strategies to promote learner autonomy.
TEFL - Content Based Language (2)
Content-based instruction teaches a second language through academic content rather than through grammar lessons. It uses topics from other subject areas to provide meaningful context for language learning. The goals are to motivate students by letting them use the target language for real-world purposes, and to reflect students' academic needs. Language is taught through texts and discourse on various topics, with integrated reading, writing, listening and speaking skills. The curriculum follows the topics from subjects the students need for their studies. Objectives include developing language skills, learning strategies, and academic skills while also broadening understanding of other cultures. Teachers must be experts in the academic content and help students work collaboratively to make sense of authentic materials.
Content based instruction 13062013
This document discusses content-based instruction (CBI), a method of language instruction that integrates content and language learning rather than separating them. CBI focuses on using content from a subject area as the vehicle for developing language skills. The key features of CBI are that it uses authentic texts and materials from a content area as the core material for instruction, has the dual goals of developing both content knowledge and language skills, and requires students to use the target language. CBI has been shown to be effective for language learners of various ages and backgrounds.
CONTENT BASED INSTRUCTION
Content-based instruction is an approach to teaching a second language where lessons are organized around topics of interest to students. Teachers choose a subject, find multiple sources on different aspects of it, and have students research in groups and then share what they learned with others to develop a wider knowledge while increasing their language skills. This approach makes learning more engaging and can improve students' language proficiency and prepare them for professional settings.
Factors to be considered when setting up writing task
When setting up writing tasks, teachers should consider students' English proficiency level and choose themes that interest them. The tasks should implement different writing styles to familiarize students with various forms and should specify a purpose and intended audience for each task. This will help students understand the goals for each assignment and who their writing is aimed towards.
Natural approach ii
The Natural Approach document outlines an approach to teaching foreign languages that focuses on comprehensible input, communication, and allowing learners to progress at their own pace. Key aspects include using techniques like Total Physical Response, group work, and materials like pictures to provide input in the target language. Learners are not forced to produce speech but do so when ready, and teachers act as a primary source of comprehensible input in a low-anxiety environment.
Content based - ariehmar a. bardoquillo
This document discusses various models for second/foreign language teaching including content-based and immersion models. It describes approaches like the audio-lingual method, natural approach, and content-based instruction. The key aspects of content-based language teaching are outlined along a continuum from language-driven to content-driven. Immersion education is discussed as the prototypical content-based approach, with its goals of developing language proficiency and cultural understanding while achieving grade-level academic content mastery. Theme-based and sheltered models are also summarized as types of content-based instruction.
Principles in Choosing Material for Writing Task
Teachers believe all students can improve their writing skills through high-quality instruction and support. Writing helps students learn about themselves and discover new ideas as they create works for others to read. The development of writing occurs in stages as students progress from one level of skills to the next higher level. Students need opportunities to write in various school subjects to practice different types of writing and be effective communicators. Reading various texts can aid writing improvement and writing can enhance reading comprehension, as students must consider their audience to customize their writing.
Applied linguistics _Content and Task based Instruction
This is an elaborate presentation done by a group of students in the Institute of Foreign Languages, Cambodia.
Ci350 pillar powerpoint
This document discusses language acquisition in education. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. There are two categories of language acquisition: first and second language acquisition. The document notes that language acquisition is important as it allows children to communicate their feelings, goals and intentions using proper grammar. It also discusses how language acquisition applies to 21st century education through vocabulary development, guided interaction, metacognition and more. Finally, the role of technology in supporting language acquisition in the classroom is addressed.
Ci350 pillar powerpoint
This document discusses language acquisition in education. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. There are two categories of language acquisition: first and second language acquisition. Second language acquisition involves six steps from pre-production to advanced fluency. Language acquisition is important as it allows children to communicate their feelings, goals and intentions using proper grammar. In 21st century education, teachers apply language acquisition through vocabulary development, guided interaction, modeling thinking skills and using meaningful contexts and themes to engage students. Technology can support language teaching, differentiate instruction and connect classrooms globally to enhance language learning. An example of implementing language acquisition is through the use of blogs for creative writing, peer feedback
Ci350 pillar powerpoint
This document discusses language acquisition in education. It defines language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. There are two categories of language acquisition: first and second language acquisition. Second language acquisition involves six steps from pre-production to advanced fluency. Language acquisition is important as it allows children to communicate their feelings, goals and intentions using proper grammar. In 21st century education, teachers apply language acquisition through vocabulary development, guided interaction, modeling thinking skills and using meaningful contexts and themes to engage students. Technology can support language teaching, differentiate instruction and connect classrooms globally to enhance language learning. An example of implementing language acquisition is using blogs for creative writing, peer feedback and assignments.
The scope of a communicative syllabus
This document outlines the scope of a communicative syllabus. It discusses expanding the content dimension to include conceptual and functional meaning, sociocultural appropriateness, and longer spans of discourse. It also covers communicative processes like workouts and scales for assessing their cognitive and communicative potential. Finally, it addresses expanding the product dimension to implement language skills, cater to individual needs and learner autonomy, and highlight particular syllabus components.
Content-Based and Immersion Models for ESL and EFL Language Teaching
I. Content
II. Content-Based Models
III. Immersion Models
IV. Content-Enriched Foreign Language in Elementary School
V. Theme-Based Model
VI. Sheltered Model
VII. Adjunct Model
VIII. Strategies for content instruction
Based Content Instruction
The document discusses Content-Based Instructional Approach (CBI), an educational method that emphasizes learning a second language through learning about something, rather than learning about the language itself. Some key principles of CBI are that people learn a second language most successfully when they use it to acquire information and when the content reflects learners' needs. Theories of language and learning discussed posit that language is purposeful and text/discourse based, and people learn best when instruction addresses their needs and builds on prior experience. Objectives of CBI include developing language skills and general academic skills while broadening understanding of other cultures. Authentic materials like newspapers and broadcasts are used. Teachers must be experts in the subject matter and help students according to
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ELT blogs and websites
The document discusses different types of blogs that can be used in education, including tutor blogs, student blogs, class blogs, and personal blogs. It also provides examples of topics that could be covered in each type of blog, such as setting homework, reactions to class material, and sharing extra resources. The document then compares ELT and authentic websites, noting that ELT sites provide controlled practice while authentic sites can foster independent learning but may be too difficult. It provides examples of authentic websites on various topics that could engage students.
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This document discusses the use of authentic materials in an English classroom. It defines authentic materials as materials produced for real-life purposes rather than language teaching, such as newspapers, magazines, and reports. In contrast, non-authentic materials are produced specifically for language teaching, like fiction and literary texts. Authentic materials are described as real, spontaneous, and motivated, while non-authentic materials are artificial, contrived, and static. The document explains that authentic materials should be used because they make language learning more enjoyable, meaningful, and enable students to learn about cultures where the target language is spoken.
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The document discusses the use of blogs in English language teaching. It defines what a blog is and explains how blogs represent Web 2.0 technologies that allow users to generate and share information. The document provides examples of blogs being used as electronic classbooks, student platforms, and to inform students and provide course materials. It also describes how to create a blog using WordPress and how to share files online using Box.net and embed them in blogs. Finally, it discusses customizing blog designs and provides an example of revised classroom rules for a blended learning environment.
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ESP teaching began to emerge because general English was not always helpful in real-life professional situations. ESP focuses on the specific language needs of students' fields by tailoring materials to their professions and tailoring skills, structures, functions and vocabulary to what students will need for working environments. When selecting materials, teachers should consider students' needs, interests, and proficiency levels as well as the flexibility to adapt materials for different groups. Tailor-made electronic materials allow for greater independence, choice, and flexibility in learning while published materials provide established structure. Evaluation of materials helps improve their quality and suitability for target learners.
Preparing materials for esp teaching (1)
ESP teaching began to emerge because general English was not always helpful in real-life professional situations. ESP focuses on the specific language needs of students' fields by tailoring materials to their professions and tailoring skills, structures, functions and vocabulary to what students will need for working environments. When selecting materials, teachers should consider students' needs, interests, and proficiency levels as well as the flexibility to adapt materials for different groups. Tailor-made electronic materials allow for greater independence, choice, flexibility and the inclusion of up-to-date resources compared to published materials. Materials evaluation involves assessing suitability before, during and after use to improve quality and fit with learners' needs.
Preparing materials for esp teaching
English for Specific Purposes (ESP) focuses on meeting learners' specific language needs for their careers or fields of study. ESP emerged because general English was not always helpful in real-life professional contexts. ESP materials can be tailored textbooks or teacher-created materials that are relevant to learners' subject areas and needs. Tailor-made ESP materials provide purposeful learning opportunities and stimulate learners' curiosity about topics related to their lives and careers. ESP teachers evaluate and improve materials through pre-use, in-use, and post-use evaluation to ensure the materials best suit learners' needs.
PPT PMD GROUP 13.pptx
This document discusses developing effective materials for teaching speaking skills. It provides an overview of methodological trends in speaking materials from the 1960s to 1990s. A framework is proposed for conceptualizing learner needs, identifying communication strategies, translating needs into topics and situations, utilizing real-life sources, and designing skill-acquiring tasks. Key aspects that make materials effective are enabling learners to share information, control meanings, choose participation styles, and move beyond initiation-response patterns. Materials should be evaluated based on linguistic, content, skills, diversity, and research support. More attention is needed on reflecting learner identity and culturally localizing materials. Developing speaking materials is an ongoing process of applying ideas to the classroom and revising based on
Language-Learning-Material-Development.pptx
This document provides an overview of language learning materials and material development. It defines what materials are, discusses the forms materials can take (printed, non-printed, self-access), and their roles. It also covers the differences between authentic and non-authentic materials, advantages and disadvantages of each. Additionally, it examines evaluating and adapting textbooks, factors in textbook development, and criteria for evaluation. The document concludes with discussing the nature of material development and considerations for preparing materials for language programs.
Content based instruction presentation.
The document discusses various curriculum designs that incorporate content into language teaching, including language across the curriculum, immersion education, programs for immigrants and LEP students, and language for specific purposes. It then examines contemporary models of content-based instruction at university, secondary, and private language institute levels. These models include theme-based instruction, sheltered content instruction, adjunct language instruction, and team teaching approaches.
Introduction to materials development
This document provides an overview of materials development for language teaching. It defines instructional materials and their roles in the classroom. It discusses trends in materials moving from teacher-created to publisher-driven. Principles of effective materials include achieving impact, relevance, and authentic language use. Factors like learners and context influence materials. Frameworks illustrate how goals, syllabus, and materials work together. The document outlines processes for designing, developing, and disseminating materials, as well as guidelines like curriculum mapping and scriptwriting.
Ppp20
1. The document discusses foreign language education in primary schools in Spain. It emphasizes the importance of learning foreign languages for social, educational, and economic reasons.
2. It outlines the objectives, contents, basic competences, methodology, and evaluation process for teaching foreign languages. The goals are to develop language skills like listening, speaking, reading and writing.
3. Methodology should be active, participatory, and focus on communication. Teachers are encouraged to create a supportive environment to engage students and reduce anxiety about making mistakes.
Communicative language teaching_today
This document summarizes a presentation on communicative language teaching. It discusses the evolution of language teaching approaches from traditional grammar-focused methods to more communicative approaches. Key aspects of communicative language teaching covered include the focus on developing communicative competence, using meaningful tasks and activities to promote interaction, and the teacher taking the role of facilitator. Examples of classroom activities emphasized in this approach include information gap, jigsaw, role plays and other interactive tasks. The presentation also notes extensions of this approach such as content-based, task-based and text-based instruction.
Strategies to teach English Language Learners
This document outlines strategies for teaching English language learners. It discusses supporting vocabulary development through pre-teaching words, using cognates, and teaching words in context. It also recommends strategies for ensuring students understand content like connecting to prior knowledge, using graphic organizers, and providing multiple practice opportunities. Additional strategies include promoting interaction during instruction, giving hands-on practice, and supporting discussion through grouping structures and language support. The document provides examples for implementing many of these strategies in classroom lessons and activities.
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More from Yohana Alvarez
Choosing and devising test tasks
The document discusses factors to consider when designing language tests, including instructional objectives, proficiency level, activities, and available resources. It recommends choosing tasks that align with objectives and are appropriate for proficiency, starting with closed-ended tasks for beginners and open-ended for advanced students. Open-ended tasks reflect authentic language use but are time-consuming to score. Both closed and open-ended tasks should be considered based on feasibility, topic, difficulty, and time allotted.
Assessing english language learners
This document discusses assessing English language learners. It defines evaluation, assessment, and testing, noting that assessment refers to activities and instruments a teacher uses to check student progress, while testing is a procedure to obtain measurable results. There are different types of assessments, including placement, aptitude, diagnostic, progress, achievement and proficiency tests. Good test design follows nine principles like usefulness, validity, reliability, and practicality. The assessment process involves planning, development, administration, analysis, feedback and reflection. It is important to consider test techniques and common mistakes made by teachers.
Special needs
Our special needs students need opportunities to succeed at their own pace, believe in themselves, work as a team through sports, study in inclusive classrooms with tolerance, use technology to find themselves, feel victories with respect, have hope in improving, and be understood when losing control rather than seen as problems.
Special needs
Our special needs students need opportunities to succeed at their own pace, believe in themselves, work as a team through sports, study in inclusive classrooms with tolerance, use technology to find themselves, feel victories with respect, have hope after improvements, and be understood when losing control rather than seen as problems.
Special needs
Our special needs students need opportunities to succeed at their own pace, believe in themselves, work as a team through sports, study in inclusive classrooms with tolerance, use technology to find themselves, feel victories with respect, have hope in improving, and be understood when losing control rather than seen as problems.
Principle one
The document discusses eleven principles of coping in large multilevel classes from Natalie Ness's book Teaching Large Multilevel Classes. The first principle is the Scarlett O'Hara principle, which suggests that when things go wrong in a large class, teachers should think about addressing the issues the next day rather than reacting immediately. This allows teachers to keep their cool and avoid bad reactions when problems arise. The principle encourages teachers to think before acting and not let one bad class ruin their day.
Evolution of instructional materials
The document summarizes the evolution of instructional materials design. Effective instructional materials include components like a teacher's manual, test items, study guides, and activity guides. They also have features such as adaptable goals, accurate and up-to-date information, effective visual presentation, an appropriate reading level, development of thinking skills, real-world application, supplemental materials, and an absence of stereotypes. The design of instructional materials must follow certain formats to meet legal requirements and include sufficient resources for both teachers and students. All components must be aligned and organized for clarity.
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Yohana materials develpment for elt
- 1. Materials Development for ELT By professor M.E.d Yohana Aguirre Álvarez www.yohanaaguirre.blogspot.com
- 2. Definition of “materials development in ELT.” • It is the art of integrate elements such as: theory review, principles for effective language teaching, creativity, students needs and authenticity.
- 3. Why materials should be created and customized? • Materials: • Facilitate the teaching-learning process • Motivate • Address the students’ needs (language and register) • Give the opportunity to practice the language in a contextualized and authentic way
- 4. Needs The need to communicate: the main goal of learning a language is to communicate. The need for long- term goals: Learn a language is a process.
- 5. The need for authenticity: is that appropriate register? Is it correct for that situation? The need for student- centeredness: Is my language teaching practice taking to account what my students need?
- 6. 1. Expose the learners to language in authentic use: in terms of enough practice and variety. Principles for materials development.
- 7. 2. Help the learners to pay attention to features of authentic input : In this way the students develop language awareness by themselves.
- 8. 3. Provide the learners with opportunities to use the language to achieve communicative purposes: Prepare activities in which the students can use the language rather than practice it.
- 9. 4. Provide opportunities for outcome feedback: It is important to develop language awareness.
- 10. 5. Achieve impact in the sense that they arouse and sustain the learner’s curiosity and attention: Classes that motivate English language learning.
- 11. 6. Stimulate intellectual, aesthetic and emotional involvement: the materials should encourage the students to think and feel.