Materials and methods in elt teachers guide

Contents List of Figures Preface to the Third Edition Acknowledgements Part I 1 2 3 4 5 Part II 10 Part II 11 12 Topics in the Design of Materials and Methods The Framework of

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A Teacher's Guide Third Edition

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MATERIALS AND

METHODS IN ELT

A TEACHER’S GUIDE

Third Edition

Jo McDonough,

Christopher Shaw

and Hitomi Masuhara

THU VEN IRGC DEP

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@)WILEY- BLACK WELL

A John Wiley & Sons, Ltd., Publication

Contents

List of Figures

Preface to the Third Edition

Acknowledgements

Part I

1

2

3

4

5

Part II

10

Part II

11

12

Topics in the Design of Materials and Methods

The Framework of Materials and Methods

Current Approaches to Materials and Methods

Evaluating ELT Materials

Adapting Materials

Technology in ELT

Teaching Language Skills

Reading Skills

Listening Skills

Speaking Skills

Writing Skills

Integrated Skills

Aspects of Classroom Methods

Groupwork and Pairwork

Individualization, Self-access and Learner Training

vii

ix

xi

17

50

63

79

107

109

135

156

181

201

225

227 245

vi Contents

13 Observing the Language Classroom

14 Views of the Teacher

Bibliography

Index

268

288 308

List of Figures

1.1

Le,

2.1

3.1

4.1

4.2

5.1

Dede

33

5.4

3.3

5.6

5.7

5.8

6.1

6.2

6.3

The framework of language teaching

Principles of syllabus organization (Adapted from

Cutting Edge by Cunningham and Moor, 1999.)

Form and function

An overview of the materials evaluation process

Matching external and internal criteria

A framework for adaptation

Shifts in technology use

The writing process adapted from Flower and Hayes (1981)

Integrating technologies to support the writing process

Wordle cloud - ‘family’ http://www.wordle.net/

A wiki home base for an intercultural collaboration

Stages in an exchange project between teenage English L2

and Spanish L2 learners

A listening blog with embedded video clips, tagged for

theme and language level

Virtual learning spaces: Second Life

The text as object viewpoint

The text as process viewpoint

Top-down and bottom-up processing of a text

13

29

58

65 77/

84

91

95

99

100

101

102

104

113

113 120

viii List of Figures

9.1

10.1

11.1

12.1

14.1

14.2

Levels of writing

Different interpretations of civilization for materia

Patterns of classroom organization

An overview of individualization

The role network

The teaching environment

Is selection

188

218

234

250

290 293

Preface to the Third Edition

This third edition of Materials and Methods in ELT: A Teacher’s Guide has been extensively revised and updated to provide teachers of English as a foreign language (EFL) with a contemporary account of major trends in English language teaching (ELT) materials and methodology It is based on the same rationale as the first two editions in that we hope it will be equally useful to teachers who are following a scheme of study in language teaching methodology or applied linguistics as well as to classroom teachers of EFL around the world who wish to keep abreast of developments in the field The overall aim of the book is to provide a synthesis between ‘principle’ and

‘practice’, by making links between background issues — views of language, psychological bases of language learning — and the practical design of materi- als and methods

The first edition of Materials and Methods in ELT appeared in 1993 and the second in 2003 During that time we have received extensive feedback from teachers in many parts of the world, and we have tried in this new edition to incorporate that feedback The revisions for this third edition, undertaken by Hitomi Masuhara working with the original authors, are substantial, though the overall format remains essentially the same, as does the hands-on approach and supportive voice By the end of the book, we hope that readers will have the necessary skills to understand the most common design approaches for teaching materials, to evaluate critically the principles upon which they are based and to assess their relevance to their own teaching context It is also our hope that readers will gain some insight into materials and methods within educational frameworks that may differ from their own

We have divided the book into three parts The five chapters in the first part relate to the area of materials and syllabus design by looking at the principles

on which materials and methods are based This includes a description of

x Preface to the Third Edition

frameworks relevant to all ELT practitioners, an analysis of the

icative approach and the wide range of developments that have fol-

ee chapters on evaluating and adapting materials, and a

Seely te chapter on technology in ELT, written en e this book

by Diane Slaouti of the University of Manchester In part II of the book we attempt to relate to each individual language skill in turn the principles

discussed in part I, finishing with a chapter that looks at different ways of achieving effective skills integration in teaching materials The third and final

part of the book focuses largely on different methods of organizing the resources and management of the classroom, including a variety of classroom

structures and interaction patterns, in particular group and pairwork and the concept of the individual learner We then focus increasingly on the teacher by looking at classroom observation techniques and in the final chapter on teach- ers’ roles and possibilities for professional development in the contemporary

ELT context

For this edition, references have been totally updated for all chapters, as have illustrative samples from current and representative teaching materials

There is up-to-date discussion of developments that have taken place since the second edition The original chapters 2 and 3 have been amalgamated and rewritten, taking a more historical perspective for the analysis of the

eee Sapte mek remains that of enabling readers to

providing a relatively compact eae ee ees oe es T

have the skills to make informed ; i :

classroom practice, judgements about their Present and future

educational

Jo McDonough, Christopher Shaw

Colchester Hitomi Masuhara

Southport

March 2012

Acknowledgements

The authors and publisher gratefully acknowledge the permission granted to

reproduce the copyright material in this book:

Chapter 2:

P Kerr and C Jones 2007, Straightforward Intermediate Student Book Macmillan © P Kerr and C Jones 2006 Published by Macmillan Publishers Ltd Reprinted with permission of Macmillan Publishers Ltd All rights reserved

Scanned pages from A Tilbury, T Clementson, L A Hendra, D Rea, A Doff, English Unlimited Elementary Coursebook with e-Portfolio Cam- bridge University Press, 2010, pp 2-3 Reprinted with permission of Cambridge University Press

Scan of contents pages from A Clare and J Wilson, Speakout Intermediate Student Book Pearson Longman, 2011 Reprinted with permission of Pearson Education Ltd

Coursebook map from Outcomes Upper Intermediate 1E, Dellar/Walkley, Heinle/ELT, 2011 Copyright © 2011 Heinle/ELT, a part of Cengage Learn-

ing, Inc Reproduced by permission www.cengage.com/permissions

Chapter 6:

Exercise 7b, c and d on pp 66-7 from H Puchta, J Stranks and P Lewis- Jones, English in Mind Level 5 Student’s Book Cambridge University Press,

2008 © Cambridge University Press 2008 Reprinted with permission

xii Acknowledgements

of Pi by Y Martel Copyright © 2001 by Y Martel This

duced in any form or by any means withot ee he publishers Reproduced with permission of

Publishing Company, Random House of Canada rtists Ltd, and Canongate Books UK

Excerpt from Life

material may not

prior written permission 0

Houghton Mifflin Harcourt

Limited, Westwood Creative A

er Life of Pi by Y Martell, illustration by A

i book cov ;

LE ee eine i d with kind permission of the illustrator

Bridge © A Bridge, reprinte

L Clanfield and A Jeffries, p 111, Global Pre-Intermediate Student Book Oxford: Macmillan Education Text © D Crystal, Instruction © L Clanfield

and A Jeffries 2010, Design and Illustration © Macmillan Publishers Limited,

2010 Reprinted with permission of Macmillan Publishers Ltd All rights

reserved

p 98 Wellar/Walkley/Hocking Innovations Intermediate 1E © 2004 Heinle/ ELT, a part of Cengage Learning, Inc Reproduced by permission www

Cengage.com/permissions

E, Glendinning and B, Holmstrom, Study Reading, A Course in Reading Skills for Academic Purpose, 1992, excercise from pp 104-5 © Cambridge

University Press Reprinted with permission of Cambridge University Press

FC Brown, The Social Psychology of Industry, p 186 London: Penguin

1954, Reprinted with permission of Penguin Books UK

p 113, Wellar/Walkley/Hocking Innovations Intermediate 1E © 2004 Heinle/

ELT, a part of Cenga: 2 ge Learning, Inc, : a

Cengage.com/permissions 8 Inc Reproduced by permission www

Colchester Evening Gazette for Paying to learn: is it snobbery?

Chapter 7:

Extract from p 30,

S Cunningham and Pp Moor, Pearson Te ntermediate Students’ Book by

Mission of Pearson Education Ltd, gman, 2005 Reprinted with per-

New Cutting Edge |

Unit 14 pp 147-8 147-8 sty ce ps

J, Harmer and C, ee Upper Intermediate - Teachers Book 1E by sion of Cengage Learning In ublished by Heinle/ELT, Re S WWW.Cengage, Printed with permis-

com/permissions

Acknowledgements xiii Chapter 8:

16.1 from Market Leader Upper Intermediate Coursebook by Cotton, Falvey and Kent, Pearson Education, 2001, p 157 Reprinted with permission of Pearson Education Ltd

p 382 J Angouri ‘Using textbook and real-life data to teach turn taking in business meetings’ In N Harwood (ed), English Language Teaching Materi- als Theory and Practice Cambridge University 2010 Reprinted with permis- sion of Cambridge University Press

‘The Bully Asleep’ by J Walsh, from The Roundabout By the Sea by J Walsh published by OUP 1960

Speaking 6A from p 39 Speakout Intermediate Students’ Book by A Clare and J Wilson, Pearson Education, 2001 Reprinted with permission of Pearson Education Ltd

Chapter 9:

Writing Portfolio of Unit 4 p84 C Davies, F Tup, and D Aziz 2003 Life Accents © Times Media Private Limited in Singapore Reprinted with permis- sion of Marshal Cavendish International (Singapore) Pte Ltd

Chapter 10:

‘Water Conservation’ activity written by B Tomlinson Unpublished © B Tomlinson Reprinted with kind permission of the author

p 52 from G Duran and G Ramaut, ‘Tasks for absolute beginners and beyond: developing and sequencing tasks at basic proficiency levels’ In

K van den Branden (ed), Task-Based Language Education: From Theory to

Practice Cambridge University Press, 2006 Reprinted with permission

p 62 from G Duran and G Ramaut, ‘Tasks for absolute beginners and

beyond: developing and sequencing tasks at basic proficiency levels’ In

K van den Branden (ed), Task -Based Language Education: From Theory to

Practice Reprinted with permission of Cambridge University Press

Figure ‘A hole in your hand’ taken from a task-based syllabus for Dutch Language education at the level of secondary education, from

KLIMOP+TATAMI, Centre for Language and Education, Leuven Reprinted

with permission

Figure and activity ‘A gruesome performance taken from a task-based syl-

labus for Dutch Language education at the level of secondary education, from KLIMOP+TATAMI, Centre for Language and Education, Leuven Reprinted with permission

xiv Acknowledgements

pp 148-9 from A.-B Fenner, and

’s Book © Gyldendal Norsk Forlag

‘Focus on writing: project work’, from

G Nordal-Pedersen Searching 9, Learner

AS 2008 Printed by permission

ee by B Tomlinson, Penguin 1994 © B Tomlinson, Reprinted with

permission

Figure 8.3 on p 193 from Christine Goh ‘Listening as process: learning

activities for self-appraisal and self-regulation’ In N.! Harwoods (ed), English Language Teaching Materials: Theory and Practice (2010) © Cambridge University Press, 2010 Reprinted with Permission

Chapter 13:

pp 48, 50-1, 126-8 of D Lubeleska and M Matthews 199 in the booklet

accompanying, Andrew Bampfield, Looking at language Classrooms © Cam-

bridge University Press Reprinted with permission of Cambridge University

Press,

Transcript between T and S1 and transcript between T, $1 and $2, from pp

31-2, Chapter 2 by I-K Ghosn in B Tomlinson and H Masuhara (eds), Research for Materials Development in Language Learning, 2011 London:

“A complete reference for students, especially in undergraduate English language teaching programmes The magic of this book is in its honesty in making real connections between theory

Se Jayakaran Mukundan, Putra University, Malaysia

“For any interested teacher wanting to understand how to select, adapt, and create language learning materials, this book is an excellent guide.” PauL Sater, University of Brighton

Materials and Methods in ELT is an essential resource for teachers or for those engaged in taking professional courses relating to all aspects of English language teaching

Updated throughout, the 3rd edition features new sections on assessment and feedback, V200 290 for materials and methods, as well as a new chapter on IT in English language teaching (ELT], and inctusion of new samples from current teaching materials

This popular teachers’ guide offers a comprehensive and useful introduction to the principles and practice of teaching English as a foreign/second language lt examines the ideas behind current methodology and teaching materials, in addition to offering a practical guide to approaching materials and methods, evaluation and adaptation, technology for materials and methods, and teaching in under-resourced classrooms These principles are then related

to the individual language skills of reading, listening, speaking, and writing The authors examine the different methodologies available to teachers for organizing and running an ELT classroom; discussing group and pair work, individualization, classroom observation, and the teachers’ role in the contemporary ELT context

Jo McDonough was Senior Lecturer in ey and Director of EFL at the University of ery

Her publications include ESP in Perspective (1984) and Research Methods for English Language Teachers (with S McDonough, 1997).:

Christopher Shaw was a lecturer on the MA TESOL course in the International Academy and , on severaL MA ELT modules in the Department of Language and Linguistics at the University

of Essex He is currently working as a freelance lecturer eee Hitomi Masuhara is Deputy Director of TESOL and MA Applied Linguistics at Liverpool Ùniversity

She is a founding member and Secretary of MATSDA and is the author of Developing Lạnguage

Course Materials (with B, Tomlinson, 2004) and editor of Research for Materials Develppment:

Evidence for Best Practice [with B Tomlinson, 2010) : |

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