Training Presentation

Materials Development for EFL Learners

Shelia A.
Peace
Introduction
I. Materials for EFL Learners
Enhance input
Allow authentic language production

II. What Teacher Trainees will learn
When additional materials are needed
How to select and prepare materials

III. Shared Trainee Backgrounds
ACADEMIC Teaching English as a Foreign Language
PRACTICAL Assisting Instructors of English as a Foreign
Language
PRACTICAL Assisting Instructors of English for Academic
Purposes
LANGUAGE Arabic L1 speakers + English L2
students/instructors/
instructors supporters
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Agenda
Types of materials
Flashcards
Handouts
PowerPoints
Scripts
Forms (information, applications, reservations)
PowerPoints
Videos

Purpose
Allow/Develop authentic language production




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Overview
Blooms Taxonomy
1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating
Materials facilitate
learning appropriate for
1. Learner levels
2. Learning styles
3. ILO: Blooms
Synthesis
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Vocabulary
Glossary of terms
Define the terms as used in this training
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L2: Expert Abilities
1. Knowledge-based goals
- facts
- concepts
2. Skills-based goals
- student learns how to do something.
3. Affective Goals
- change in values, attitudes, interests

University of North Carolina - Division of Academic Affairs of the Center for Teaching and Learning

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Use of Knowledge:
Language Applications:
Materials
Supplements for Reading Explorer 1 Story Strips
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Materials
Supplements for Reading Explorer 1
Themed
Slideshows
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Materials
Supplements for Reading Explorer 1 Grammar
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Materials
Supplements for Reading Explorer 1 Idioms
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Materials
Supplements for Reading Explorer 1 Idioms
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Materials: Resources
Bogglesworld.com

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Materials: Assessments
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Criteria Points
1 2 3 4
1
st
Marker 2
nd
Marker

Organization and
Grammar
Audience cannot
understand presentation
beause there is no
sequence of information.
There are more than 4
grammatical errors.
Audience has difficulty
following presentation
because student jumps
around. There are 3-4
grammatical errors.
Student presents
information in logical
sequence which audience
can follow. There are 1-2
grammatical errors.
Student presents
information in logical,
interesting sequence
which audience can
follow. There are no
grammatical errors.

_______

_______

Content Knowledge
Student does not have
grasp of information;
student cannot answer
questions about subject.
Student is uncomfortable
with information and is
able to answer only
rudimentary questions.
Student is at ease with
content, but fails to
elaborate.
Student demonstrates
full knowledge (more
than required) with
explanations and
elaboration.

_______

_______
Visuals
(Visual Aid or
Demonstration)
Student used no visuals. Student occasionally used
visuals that rarely
support presentation.
Visuals related to
presentation.
Student used visuals to
reinforce presentation.

_______

_______
Physical Performance
(body language,
gestures, and eye
contact)
No movement or
descriptive gestures. No
eye contact with audience.
Very little movement or
descriptive gestures.
Displayed minimal eye
contact with audience.
Made movements or
gestures that enhanced
articulation. Consistent
use of direct eye contact
with audience.
Movements seemed fluid
and helped the audience
visualize. Holds
attention of entire
audience with the use of
direct eye contact.

_______

_______

Delivery and Time
Student mumbles,
incorrectly pronounces
terms, and speaks too
quietly for students in the
back of class to hear. Very
short, incomplete
presentation.
Student incorrectly
pronounces terms.
Audience members have
difficulty hearing
presentation. Too short,
somewhat covered topic.
Students voice is clear.
Student pronounces most
words correctly. A little
too short, mostly covered
topic.
Student used a clear
voice and correct,
precise pronunciation of
terms. Correct amount
of time used, completely
covered topic.

_______

_______

TOTAL

_______

_______
Higher-Level Learning
Critical Thinking
Problem solving
Effective Communication
Collaboration
Learning + Applications


Aided by Digital Learning
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http://www.communications004.wordpress.com
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Evaluating Materials
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This year, have you been learning Reading Explorer 1 in a traditional, or untraditional way?
O Traditional (11) O Untraditional (7)


Describe what is the traditional way that you have learned English Reading.
_____________________________________________________________________________________


How has learning vocabulary BEFORE reading textbook stories helped you in Reading Explorer 1?
O Not at all 2 O Somewhat 9 O Well 7 O A lot 0


How has story strips (putting together the story BEFORE doing textbook work) helped you in Reading Explorer 1?
O Not at all 5 O Somewhat 6 O Well 4 O A lot 3


How has ordering paragraphs BEFORE answering textbook questions helped you to complete tasks in Reading Explorer 1?
O Not at all 8 O Somewhat 2 O Well 5 O A lot 2 N/A = 1


Which do you prefer for learning how to read in English?
O Traditional reading and answering textbook questions. 0
O Learning vocabulary, then reading textbook stories. 12
O Putting together Story Strips BEFORE doing textbook work. 1
O Ordering paragraph (A, B, C, D, etc. ) BEFORE answering textbook questions. 4
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An idiom is a string of words whose meaning is different from the meaning conveyed
by the individual words.
(Larson, 1984).
ARAB IDIOMS


1- El samaa la tohadef katakeet
"The sky doesn't throw chicks"
Meaning: God doesn't give us money from nowhere. People must work hard to
earn money, it doesn't fall from the sky.
2- Mesl el atrash fel zafa
Like the deaf in the wedding
Meaning: having no idea about what is going on.
3- ha al shakhs Adamey
"This Person Like Adam"
Meaning: A person who has a good reputation.

Avoid the evil in those you have been kind to.
4- Akol bakloo halawa
"He ate sweet in his mind"
Meaning: To be tempted by someone's persuasiveness.


"A ferryman's Invitation"
Meaning: not sincere invitation and if a real invitation then you will have to pay for it
"Azoumat Marak'b'ya.
Dig a whole for your brother and you will fall in it.
"Quit this and hear this"
Meaning: If you thought it was absurd, then come and hear the new story (or the rest
of the story).
Resources


Carnegie Mellon University Eberly Center. Formative vs Summative Assessment Teaching
Excellence & Education Innovation Carnegie Mellon University. 7 May 2014.
http://www.cmu.edu/teaching/assessment/basics/formative-summative.html
The Center for Teaching and Learning Division of Academic Affairs. University of North Carolina at
Charlotte.
Harris, Christopher & Marx, Ronald. Authentic Tasks. 23 Dec. 2009.
http://www.education.com/reference/article/authentic-tasks/
Jannuzi, Charles. Key Concepts in EFL Literacy: Phonics vs. Whole Language. University of
Fukui, Japan. 30 Sept. 2010 www.eltinjapan.com
Mueller, Jon. Authentic Tasks. Authentic Assessment Toolbox. 2014.
(http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm)
Overbaugh, Richard C. & Schultz, Lynn. Blooms Taxonomy. Old Dominion University. 24 April
2014 http://ww/2.odu.edu.educ/roverbau/Bloom/blooms_taxonomy.htm

Tomlinson, Brian. Materials development for language learning and teaching. Leeds Metropolitan
University. Cambridge Journals. 16 May 2012 http://journals.cambridge.org
University of North Carolina at Charlotte: The Center for Teaching and Learning Division of
Academic Affairs) Blooms Taxonomy of Educational Objectives. 2013.
https://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-objectives/blooms-
educational-objectives
VanderArk, Tom & Schneider, Carry. How Digital Learning Contributes to Deeper Learning.
Getting Smart. n.d.
Shelia A. Peace
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Peace
Training Presentation
Materials Development for EFL Learners
Shelia A. Peace
Shelia A.
Peace
Training Presentation
Materials Development for EFL Learners
Presented to Jubail University College Teacher Trainees
By Shelia Ann Peace, Course Director and Language Instructor
4 May 2014 All Rights Reserved
Shelia A.
Peace