materials design hutchinson
TRANSCRIPT
MATERIALS DESIGN
Presenter: Melika RajabiInstructor: Dr. Estaji
The most characteristic features of ESP work is
materials writing.
ESP teachers spend most of their time writing materials, because:
1. A teacher or institution may want to provide teaching
materials that will fit with specific subj area of particular
learners. But these materials may not be available
commercially.
2. When suitable materials are available, it may not be
possible to buy them because of currency or import restrictions
3. ESP materials may be written for non-educational reasons. Ex: for enhancing the reputation of an instruction or an individual
The process of materials writing may help to make teachers more aware of
what is involved in teaching and writing.
SOME PRINCIPLES FOR WRITING THE MATERIALS
a) materials provide a stimulus to learning, they encourage learners to learn and do not teach. They contain:
1. Interesting texts
2. Enjoyable activities
3. Opportunity for learner to use existing knowledge
4. Content that both teacher and learner can cope with.
b) Materials help to organize the teaching-learning
process by providing:A path through the complex mass of lg to
be learnt
Good materials provide a clear and coherent unit structure (that guide teacher and learner to max
the chances of learning through various activities)
help the teacher in planning lessons &
encourage a sense of progress and achievement in the learner.
Materials model clear and systematic, flexible enough
to allow for creativity and variety
c) Materials include a view of the nature of lg and learning materials should truly reflect what you think
and feel about learning process.
d) Materials reflect the nature of the learning task.
Lg learning is a complex process
involving many different kinds and levels of language
e) Materials can have a very useful function in
broadening the basis of teacher training by: Introducing teachers new techniques
f) Materials provide models of correct and appropriate lg use.
MATERIALS DESIGN MODEL
By which I said, now we can present a model that
we have used for writing our own materials.
Aim: provide a coherent framework for integration of various aspects of learning
The model consist of 4 elements:1. Input2. Content focus3. Lg focus4. task
A MATERIALS DESIGN MODEL
input
Content lg
task
INPUTCan be a text, dialogue, video-recording, diagram or any piece of communication data.
It provides number of things:1. Stimulus material for activities2. New lg items3. Correct models of lg use4. A topic for communication5. Opportunities for learners to use their inf
processing skills6. Opportunities for learners to use their
existing knowledge both of the lg and the sub matter.
CONTENT FOCUS
Lg is not an end in itself, it’s a means of conveying inf and feelings about
sth.
LANGUAGE FOCUS
Aim: enable learners to use lg.
In lg focused learners have the chance to take
the lg to pieces, study how it works and practice putting it back together.
TASK
The ultimate purpose of language learning is
LANGUAGE USE.Materials should be designed to:
lead towards a communicative task in which
learners use the content. and
language knowledge they have to built up
through the unit.
REFINING THE MODEL
starter
INPUT
LGCONTENT
TASK
project
Additional input
Student’s own
knowledge and
abilities
MATERIALS AND THE SYLLABUS
There are several syllabuses operating in any course.
A model must be able to ensure adequate coverage
through the syllabus of all the features identified as
playing a role in the development of learning.
To having an internal coherence, each unit must
also relate effectively to the other units in the Course.
TYPES OF MODELS
Predictive:It provides the generative framework within
which creativity can operate. Ex: the unit model
Evaluative: It acts as a feedback device to tell you whether
you have done what you intended. Ex: syllabus/unit interface model
USING THE MODELS
Stage 1.
Find your text (for getting subject- content knowledge)
Stage 2.
Think of a task the learners could do at the end of the unit
Stage3.
Is the task the kind of activity that will benefit your students according to the syllabus?
Stage 4.
Decide what language structures, vocabulary, functions and content the input should contains.
Stage 5.
Think of some exercises for students to practice.
Stage 6.
Decide the input according to the product.
Stage 7.
Go through stages 1-6 again with the revised input
Stage 8. check new materials against the
syllabus and amend accordingly. Stage 9. try the materials in the classroom Stage 10. Most importantly, revise the
materials in the light of classroom use.
Thanks For Your Patient Attention