notes (final) sem 5

01/05/2023 Prepared by: Nurul Syifa, Soffeatul Raunaqiah.Partnership: Nurul Atiqah, Salihah Rusdi

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Chapter 1 Teaching and Learning

materials for the classroom


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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 2Factors 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 3Evaluation and

Exploitation of course books and multimedia

materials


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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 checklistName 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 price2. easily accessible3. Recent publication4. Teacher's guide, workbook, and audio-tapes accompany the

textbook5. 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 clear3. Textbook is organized effectively4. Adequate vocabulary list or glossary is included5. Adequate review sections and exercises is included6. teacher's manual contains guidance about how the

textbook can be used to the utmost advantage7. 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 practice3. The activities incorporate individual, pair and group work4. the grammar points and vocabulary items are introduced in motivating and

realistic contexts5. The activities promote creative, original and independent responses6. the tasks are conducive to the internalization of newly introduced language7. 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 practice2. the materials provide an appropriate balance of the four language skills3. 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 English2. the language used at the right level for my (students') current English ability3. the progression of grammar points and vocabulary items is appropriate4. 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 realistic3. the subject and content of the textbook is interesting,

challenging and motivating4. Providing sufficient variety in the subject and content of the

textbook5. 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.Personalizing2.Individualizing3.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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Conclusion1. There is a mismatch of what the material offer and what is needed.2. There is non congruence3. 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 adaptation1. Adding materials through: Extending – supplementing the material with more of the sameExpanding – supplements by putting in for eg. a different language skill2. 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 communicativeRestructuring/reordering/reorganising - Refers to the linguistic content in terms of what should be taught first• Localizing• Modifying content• Reorganizing content• Modifying tasks4. 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 adaptation1. 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 adaptation3. 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 take5. 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 country2 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 methods10 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 materials1. Keep it simple - Avoid making things complicated2. Check everything - especially basic grammar and spelling errors,check using WORD3. Big enough- pictures or other materials must be big enough for the all the pupils to see clearly, may use

LCD to project4. Durable or disposable - teaching aids must be able to last many uses, laminate, or make them cheap and

disposable5. No child left out- have sufficient materials so that every child can participate6. 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 things7. Don’t waste your time on the packaging-what is more important is the stuff inside8. Keep focussed on the children- stay focussed on the children and the lesson that you have planned9. Kids need to do something-ensure that here are activities for the children to do, steer away from reading

and writing exercises only10. Allow for low tech-schools may not be equipped with technology, always ensure there is a low tech option11. Use your body and voice12. Avoid starting with reading and writing – better with listening


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Language games1. Why? : - Increase motivation-Make language learning authentic-Encourage thinking in English2. 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- LearnersTeachers 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 contextEnsure 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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Limitations of Using Raw Materials ctd• 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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Limitations of Using Raw Materials ctd• FACTORS ctd-Copyright complianceTeachers 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

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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 touchDo not address student’s interests etcLess 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 ObjectivesShould 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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Guidelines to develop or review policies for inclusion of materials in English language arts 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 culturesSub point 2 : Selected with an eye toward coordinating instruction within and between grade levels, courses, and disciplines


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Guidelines to develop or review policies for inclusion of materials in English language arts 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 SelectionShould 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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Guidelines to develop or review policies for inclusion of materials in English language arts 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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Guidelines to develop or review policies for inclusion of materials in English language arts programs ctd• Opportunity for Informal SelectionCreative 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 instrument3) Test your instrument (In-use checklist)4) Swap copies instrument5) 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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ExternalWhat is it? Checking suitability based on the following:1. The usability factor2. The generalizability factors3. The adaptability factor4. The flexibility factor

EVALUATING ELT MATERIALSInternal 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 MATERIALSExternal 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 SkillsSpeaking skillsReading SkillsLanguage Arts

Grammar Vocabulary


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Material Pros Cons Suggested LSAudio 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 conversation1.2.4 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 school1.2.3 Able to give simple directions to places in school5.1.5 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 lettersReading – 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.CardsEach 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 accessible2. Can be used without teacher supervision.