review of cmd2

7/28/2019 Review of Cmd2

1/32

REVIEW OF MATERIALS

DEVELOPMENTCurriculum and MaterialDevelopment 2

10 & 17 June 2013


2/32

Quiz

Explain reference sources, supplementarymaterials and their examples!

What are the issues of material development?

What sort of ways to modify learning materials?

How can you teach Pronunciation and English

Culture?


3/32


4/32


5/32

Reasons for using reference resources

Checking the form and use of grammatical structures Checking the spelling, pronunciation and use of lexical

items Developing your own understanding of language Anticipating learners difficulties Looking for new approaches to teaching lessons and new

classroom activities

Finding out how to use the material in your course book Getting advice about particular lessons or teachingmaterials.

(Spratt et al, 2005)


6/32

How to select and use coursebook materials

Course book materials are for presenting andpractising language, and for developing learners

language skills. Basis for selection: needs analysisA study of learners level, language needs and

interests, using questionnaires, interviews ordiagnostic tests.

To build up a class profile and shows what theyhave in common and how they differ to oneanother.



7/32

Supplementary materials

Books and other materials used in addition tothe course book.

Skills development materials, grammar,vocabulary, and phonology practice materials,collection of communicative activities and

teachers resource materials. Authentic sources: newspaper/magazine

articles, video, etc.



8/32

Reasons for using supplementary materials

To replace unsuitable material in the coursebook

To fill gaps in the course book

To provide suitable materials for learnersparticular needs and interests

To give learners extra language or skills practice To add variety to our teaching



9/32

Questions asked when selecting teachingmaterials Is the material visually attractive? Is it visually clear? Is it well organised?

Is it culturally appropriate? Will the context (s) befamiliar to learners? Is it suitable for your learners age, and their needs and

interests? Will the topics be motivating your learners? Is it at the right level? Does it give learners enough opportunities to use the

language?(Spratt et al, 2005)


10/32

Questions asked when selecting teachingmaterials (continued)

If you answer No to any of those questions,then you have two choices:

To replace the course book materials

To adapt the course book materials



11/32

Materials Development

The process of adapting learning materials alsorequire teachers to analyse the content of a book

by using evaluation criteria. However, self-creating or self-developing

learning materials are also good. Think of yourlearners level of language proficiency, age,

interest, and learning needs.


12/32

Tips for Teaching Vocabulary

(Wharton & Rice, 2000 as cited in Baldauf,2009) Distinguish receptive and productive vocabulary

needs.

Consider teaching new vocabulary in related sets(easier to learn in sets, as opposites, etc.). Vary your explanation techniques (visuals,

mime, definitions, examples, etc.). Teach the grammar of vocabulary items (how are

words used?). Encourage awareness of collocations (how words

combine).


13/32

Tips for Teaching Vocabulary

(Wharton & Rice, 2000 as cited in Baldauf,2009) Spend some time on connotative meaning

(associations of words).

Help learners to be aware of register (written,spoken; formal, informal, literary, technical,slang).

Look at word formation (e.g. prefixes andsuffixes).

Use direct translation carefully (equivalence andnon-equivalences).

Teach conscious vocabulary learning strategies(e.g. vocabulary notebook).


14/32


15/32

Grammar (Lee & Agustina, 2009)

Definition of grammar: The system of rules governing the

conventional arrangement and relationshipof words in a sentence

Sentence-level rules only, not discourse

rules. (Brown, 2001) Contrastive Analysis

(Baldauf, 2009)


16/32

Traditionalgrammar-focusedinstruction Characteristics:

Meaning-focusedinstruction

Characteristics:

Consciousness-raisingof form

Form-focusedinstruction within thecommunicativeframework

Three methodologies (Lee &Agustina, 2009)


17/32

Material Development for TeachingGrammar

Integrated teaching with others, such listening,speaking, reading, and writing.

Watcyn-Jones, P. (2002). Vocabulary 2 : gamesand activities. Harlow: Penguin English.

Watcyn-Jones, P., & Howard-Williams, D.(2001). Grammar games and activities 1.

London: Penguin Books.


18/32

Tips for Teaching Speaking (Wharton &Rice, 2000 as cited in Baldauf, 2009)

Run the class in English.

Use plenty of group and pair work.

Make activities as spontaneous as possible.

Use guided activities where necessary.

Consider role plays.

Use task based activities. Try out new tasks with friends or colleagues.


19/32

Tips for Teaching Speaking (Wharton &Rice, 2000 as cited in Baldauf, 2009)

Make learners aware of varied speaking needs.

Give some practice at long turns.

Link speaking to other tasks.

Correct spoken language selectively.

Create an atmosphere of acceptance.


20/32

Tips for Teaching Listening Provide as much exposure as you can. Do your classroom management in English.

Use audio and video recordings. Provide a context for any recording you use. Give learners a reason for listening. Use listening for pleasure too. Show learners they dont have to understand

every word.


21/32

Tips for Teaching Listening Let learners experience a variety of accents and

dialects.

Find out what your learners need to listen to. Teach learners the strategies needed to control

the input they get. Consider setting listening tasks for homework.

(Wharton & Race, 2000 as cited in Baldauf,2009)


22/32

Material Development for TeachingListening

Sources of listening materials: Live: Teacher, other students, guest speakers,

teaching assistants Pre-recorded: tapes, CDs, DVDs, Videos,

television, radio, computer files, iPod and digitalrecorders. In most places, sources of listening

materials are no longer a problem. But, there are anumber of issues to be addressed.

(Baldauf, 2009)


23/32

Listening to Songs

Song jumble. Jumble lyrics, students constructsong, listen to it to check.

Gapped / Close text

Listen to a song, then give the students picturesto order based on the text.

Normal listening & singing.(Baldauf, 2009)


24/32

Video Materials The use of video material goes beyond listen to media

literacy. Provides:

A common experience to discuss Caters for different learning styles

Media literacy and critical viewing skills

Use for problem solving and investigative activities

Dismantle (or create) social stereo types

Selection criteria, length, trailers Picture with/without sound; Sound with/out picture;subtitles, no-subtitles; interruption, non-interruption

(Geyser, 2006 as cited in Baldauf 2009)


25/32

Tips for Teaching Reading

Supplement the readings in your textbook.

Use a good proportion of authentic texts.

Build up a context.

Give learners a reason for reading.

Use questions carefully.

(Wharton & Race, 2000 as cited in Baldauf, 2009)


26/32

Tips for Teaching Reading (continued)

Use reading as an input to other tasks.

Talk about good reading habits (readingeffectively).

Talk about text structure.

Teach dictionary skills.

Encourage reading for pleasure (intensive vsextensive reading).

(Wharton & Race, 2000 as cited in Baldauf, 2009)


27/32

Materials Development for Reading

Reading activities:Read a tale/story such asRoro Jonggrang, Goldilock and

the Three Bears, Cinderella, andSnow White.Brainstorm any ideas that you can come up with thesestories, for instance, students can tell the plot of thestory, setting, and its characters.

Also, students can also do follow-up activities like

summarising the story in groups and present it in frontof the classroom.

(Baldauf, 2009)


28/32

Tips for Teaching Writing(Wharton & Rice as cited in Baldauf, 2009)

Ask learners to produce a variety of text types.

Analyse particular important text types yourself.

Combine writing with other tasks.

Dont always leave writing for homework.

Encourage multiple drafts and revisions.

Give examples of multiple drafts.


29/32

Tips for Teaching Writing

(Wharton & Rice as cited in Baldauf, 2009) Accept that there will always be many

mistakes in early drafts.

Emphasise quality in the final product.

Give feedback on content as well as onform.

Be selective when correcting mistakes.

Agree to a key for correction. Look back during the course (portfolio to

see the improvement).


30/32

Materials Development for Teaching Writing

Jumbled sentences Jumbled paragraphs

Structured writing/ newspaper items Teacher correction, self-correction, peer-

correction Evaluation criteria

(Baldauf, 2009)


31/32


32/32

Your essay assignment

4. Do not PLAGIARISE others works or yourfriends works. Deducted points or zero points

will be given if I find any misconduct.5. Submit your essay by sending it to my email

[email protected] by 10 July 2013.

6 LAST NAME_FIRST NAME_STUDENTNUMBER (Name your file as stated)
mailto:[email protected]:[email protected]

review of cmd2

Documents