D. Seoctlug and developing materials and aervides: considers fctors r= [ated tothe couse, and smdeats char. sateasics, E. Organization of content and activi ties: stucaed bearing n mind simple tocomples, general to specie, te focus ope of actty and the sequence tobe flowed. F Evaluation: formative (ducing tho processcourse) ant summative (atthe ‘ad ofthe cours) G.Resourees and constraints: 207 fal teachersio| Jack of mater EN as Usofan tivity wten Rooms thoes M .(GE7 Lemar cata aekdas In. 1 Cela OF Mot El roa lean tts op 11-48) lon Frenioe Lith, A 202 ange Tag Na dt (Ven). ers eend Foie Uaroge Teasing 31 28127 lh A el W 09) AT Mri Ti iy i aa ing ein ttn a ara sits PIF elssesi iaetar Pdassend Drcmant 2 Tile F Tress 1884 adost. C10 Nets ‘aed esuresfrE el Madd Meta i) lia Pray ican p18 sts tid Livers de rt Language Learning Resaurces Materials Evolution and | Design Univraty of Caldas Master's Prograr lo Engl Didsties Language Learsing Resource Setar 27,206ELT materials through history Maras ave alearting vale to teachers and learners a ell asthe rere soot “enlralatefacte that have exole tna garner time in hstry adn spe ce context Breen (1087) tas called them “workptans” ELT materials: from ‘the 1950s 10 he 19908, “The 1988 National Defense: development oflanguage pro- grammes th toc cal advances lnguage “abs, pattem practice 25 Gategno’s Slot Way (Categen, 1872) and Lozanov's Suggectopandia (Lozancv, 1978). - 1970s to thomid 1980: English lan- guage teaching is about the Comemsniea- tive Language Teaching movement. Oppo- ste to the use of gamr@nar rules. -Themd 1950 onwards: A. MeDonallizainn: where standanticed products and routines ofmeraction have now ‘ecome the orm CLitijoha, 2012) 'B. Neo-Hberalism: the provison of stan ‘astised examination as an nfucnce on ‘what getsino teaching materia, as they re reqte to oft atleast pre-enarnation ox penence. (Liteon, 2012) ‘Materials in the classroom “These are the most commonlyused ‘aching aidsin the classroom. Some of thers sae avzlable and efzeve to teacha secoal sanguage si Naterials development comparemts ‘These a the components tht allow organization ofa course lates to materials A. Needs assesment: teaches’ dec Sons related to aime, strategies and smatenalsused inthe dasxoom. B. Setting galsand objectives: looks ‘br ie accomplishment of students ned ant implementation of mater als. © Conceptualizing content designing a sgllabus: takes into aecoant the lan guage, earning, learners and socist content involved.