Slide presentation Materials for language teaching

Materials for language teaching Adapting published material Group 6 1 Tran Thi Tam Linh 2 Tran Thi Trang Loan 3 Nguyen Thi Xuan Mai 4 Le Dieu Ha May 10, 2012 Presentation 1 Why adapt course Despite the range and variety of published material on the market, it is rare to find a perfect fit between needs and course requirement In addition, every learningteaching situation is unique and depends on factos such as these + The dynamics of the classroom + The personalities involved + The constraints i.

Adapting published

material

Group 6

1 Tran Thi Tam Linh

2 Tran Thi Trang Loan

3 Nguyen Thi Xuan Mai

4 Le Dieu Ha

May 10, 2012

Presentatio

n

1 Why adapt course

• Despite the range and variety of

published material on the market, it is

rare to find a perfect fit between needs and course requirement In addition,

every learning/teaching situation is

unique and depends on factos such as

these:

• + The dynamics of the classroom

• + The personalities involved

• + The constraints imposed by syllabuses

• + The availability of resources

• + The expectations and motivation of the

learners

Material can nearly always be improved by

being adapted to suit the particular

situation where it is being used.

2 When to adapt

• Adapting materials involves one or

more of the following:

• + leaving out some parts of the

material

• + adding material (published or your

own)

• + replacing material with something

more suitable

• + changing the published material to

make it more suitable for your use

• The following diagram will help in deciding

whether to adapt an exercise or other activity:

Objective of activity suitable?

Methods appropriate? Omit or replace

ye s

no

Change

or replace

Content/topic suitable?

Use as it stands

Keep method and objective but change content or topic

3 SUPPLEMENTING

AND REPLACING

MATERIAL

• A Course book may need supplementing

in a number of different areas,

• but among the commonest are:

• Reading

• Listening

• Pronunciation

• Vocabulary

• Grammar

Advantages of using books which focus on such skills is easy to find exercises at a lower or higher level than regular course book being used

It base on the learner level.

+ Supplementary pronunciation learning material.

It is used in Books

such as English Aloud 1 and 2(Haycraft),

Elements of Pronunciation (Moretimer 1985)…All

of which due which aspects of pronunciation at

different levels

+ Supplementary vocabulary learning materials.

The learner can have opportunity to widen their

vocabulary in connection with topic which interest them

+ Supplementary grammar learning materials.

Many students will benefit from additional material

that gives explanations and rules in straightforward language together with practice exercises on each

grammar point.

4 A new role for the course

book: inspiration and

creativity

Adaptation and possibilities of further

development

Strengths and

weaknesses of

the coursebooks

Contain a lot of good ideas for teaching (the actual

examples may not be quite right for a particular class)

4 A new role for the course book:

inspiration and creativity

• Teacher can base the

development of their own

materials on ideas from the

book

• Teacher can work in more

personal and creative way, with confident and originality.

4 A new role for the course book:

inspiration and creativity

• A positive approach to publish

materials involves looking below

the surface for underlying ideas

that are good and can be

developed further If the basic idea

is good, it can probably be used

with different subject matter, with different contextualization or with

a different skills focus

5 SOME EXAMPLE OF ADAPTING

MATERIALS

• 5.1 Personalizing drills to make them

more relevant

• - The drill is straightforward and gives

adequate practice in the mechanics of using with present and future

reference

• - Taking the drill as a starting point by

personalizing the content, whilts

keeping the forcus on the structure.

• - The important points are that

students are talking about their own experiences in reak life, and are

communicative with one another

through English.

• Ex: Give some answers like the ones in

the box:

• Do you have to water the flowers

taday?

• Yes, I have to water it today I will

have to water it tomorro, too

• Do you have to help your mother

taday?

• Do you have to do your homework

today?

• ….

• 5.2 Using authentic content

• - Authentic content is using real facts

and information instead of made up

content

• - Using the ideas and the activites with

some authenic content which will be

interesting to the students and provide the opportunity to learn.

• - The important thing is to learn what

students are intrested in and build on that.

• Ex: Reading information about river

Thames, answer the following

questions:

• River Thames

• One of the most famous rivers in the world, the

Thames runs for 216 miles from source to sea

and is steeped in lore along virtually its entire

route.

• Rights of navigation were laid down in Magna

Carta, but the river's history extends much

further Festivals and rituals such as the Boat

Race, Henley Regatta and the annual Swan

Upping imbue a character found nowhere but Old Father Thames.

• Under the authority of the Environment Agency , the non-tidal Thames can be navigated for 135 miles from Cricklade to Teddington Lock, passing through 44 picturesque locks and near almost

from the Thames Path, one of Britain's most

popular National Trails.

• Where does the Thames flow into?

• Can you discover the Thamse by boat?

• ….

• 5.3 Making dialogues communicative

• - Dialogue work is a necessary part of language

and helps to develop a degree of fluency,

particularly in the semi – automatic aspects of

language use, such as routine exchanges.

• - The participants in the dialouge are told what to

say, and more or less how to say it, giving them little freedom for self expression.

• - Turning the dialouge into a pair of cue card is

very simple which make students can fill in it

more easily.

• Ex: complete the dialouge

• A: ……….

• B: Me, in New York

• A:………,too

• B: Yes, they were.

• A:………

• B: At school?well, I was not very good

• 6 Adapting outdated coursebook

Teacher and student around the world often find

themselves having to use coursebooks which are old and outdated in content But some of these

coursebook s contain sound ideas which we can use until now

• For example: the book “ Guided composition exercises (Spencer 1967):

• Write the following passage out again, adding, in the spaces indicated by numbers, one verb from the lists with the corresponding numbers given below the

passage In each group of three verbs one is more

appropriate in the context than the other two:

• The boy (1) the wall to (2)the apple He (3)

half-a-dozen and (4) them in his pocket As he was (5) down again he slipped and (6) The fruit in his pockets was squashed He did not (7) himself, but he could not (8) the apples either He (9) home and (10) his coat

pockets.

• 6 Adapting outdated coursebook

1 Climbed, leapt, ascended

2 Discover, reach, inspect

3 Plucked, seized, picked

4 Hid, put, laid

5 Jumping, slipping, falling

6 Slid, collapsed, fell

7 Wound, hurt, cut

8 Ear, taste, use

9 Marched, limped, ran

10 Cleaned, washed, changed

This exercise teaches the learner’s ability to use

appropriate vocabulary items, selected

according to different criteria.