MAJORSHI

Ar
ea: ENGLI
SH

Focus:PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS

LETCompet
enci
es:

1. Def
ineanddi
scussther
ole,
desi
gn,anduseofinstr
ucti
onalmater
ial
s
2. Di
sti
ngui
shbetweenandamongtypesofI
nstr
uctional
mat er
ial
s

A.I
NSTRUCTI
ONALMATERI
ALS(
IMsf
orTeachi
ngLanguage)

 Instruct
ionalmat er i
alsmaybeoper ati
onall
ydef inedasespeci all
ydesi gnedcl assr oom
tools which cont aini nst r
ucti
onst ol earnersand t eachers,and whi ch speci fyeach
i
ncr ementofl earning:thecont enttobel earned;t hetechniquesofpr esentation;practice
anduseoft hatcont ent ;andt hemodesoft eachingassoci atedwi tht hoset echniques
(Johnson, RELCJour nal)
 Instruct
ionalmat er i
alsgener all
yser v
east hebasi sf ormuchoft hel anguagei nput
l
ear nersreceiveandt hel anguagepr acticethatoccur si ntheclassroom ( Richards)
 IMs ar eani mpor tantelementwi thinthecur riculum andar eof tenthemostt angibleand
visibl
easpectofi t( Nunan, 1991)
 Theycanpr ovideadet ailedspecificationofcont ent,evenint heabsenceoft hesy ll
abus
(RichardsandRodger s, 1986).
 Theycandef inethegoal soft hesy ll
abus,andt her olesoft het eachersandt hel earner
wi t
hintheinstructi
onal pr ocess(Wr ight,1987)

Rol
eofI
nst
ruct
ionalMat
eri
als

Cunni
ngsworth(1995)summar
izes t
he r
ole ofmat
eri
als(
par
ti
cul
arl
ycour
se books)i
n
l
anguageteachi
ngasa:

 resourceforpresentati
onmat eri
als
 sourceofact i
vit
iesforlearnerpracti
ceandcommuni cati
veint
eracti
on
 referencesourceforlearnersongr ammar ,vocabulary,pr
onunciat
ion,et
c.
 sourceofst i
mulationandi deasforclassroom acti
v i
ti
es
 syll
abus( wheretheyreflectl
earningobjecti
veswhi chhav ealr
eadybeendeter
mined)
 suppor tf
orlessexper i
encedt eacherswhohav ey ettogaininconf i
dencei
nthelanguage
classroom.

Dudl
ey-
Ev ansandStJohn( 1998)suggestt
hatf
ort
eacher
sofESPcour
ses,mat
eri
alsser
ve
thef
oll
owi ngf unct
ions:
 Asasour ceoflanguage
 Asal earningsupport
 Formot i
v ati
onandst i
mulati
on
 Forr eference

BASICPRINCI PLESinMATERI ALSDEVELOPMENT( Toml i

nson, 1998)
 Mat erial
sshouldachi ev eimpact .
 Mat erial
sshouldhel plear nerstof eel atease.
 Mat erial
sshouldhel plear nerstodev elopconf i
dence.
 Whati sbei ngtaughtshoul dbeper cei vedbyl earner sasr elev antandusef ul.
 Mat erial
sshouldr equireandf acili
tat elear nersel f-i
nvest ment .
 Learner smustber eadyt oacqui ret hepoi ntsbei ngt aught .
 Mat erial
sshouldexposet helear nerst olanguagei naut hent icuse.
 Thel earners’at
tentionshoul dbedr awnt olinguisticfeat uresoft heinput.
 Mat erial
sshouldpr ovidet helear nerswi thoppor tunitiest ouset hetargetlanguaget o
achi
ev ecommuni cat i
vecompet ence.
 Mat erial
sshouldt akeint oaccountt hatt heposi tiveef fect sofi nstr
uctionar eusuall
y
del
ayed.
 Mat erial
sshouldt akeint oaccountt hatl earnersdi fferinl ear ningst yl
es.
 Mat erial
sshouldt akeint oaccountt hatl earnersdi fferinaf fectiveattit
udes.
 Mat erial
sshouldper mi tasi l
entper i
odatt hebegi nningofi nst ructi
on.
 Mat erial
sshouldmaxi mi zelearningpot entialbyencour agingi ntell
ectual,aesthet
icand
emotionalinvol
vementwhi chst i
mul atesbot hrightandl eftbr ainact i
viti
es.

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
1
 Mat
eri
alsshoul
dnotrel
ytoomuchoncont
rol
l
edpr
actice.
 Mat
eri
alsshoul
dprov
ideoppor
tuni
ti
esf
orout
comefeedback.

BENEFI TSOFI NSTRUCTI ONALMATERI ALS

Teacher s
 Pr ovidemat er i
alsforpresentati
onofnewi t
emsf orreinforcement,consoli
dati
on,
and
practi
ce
 Pr ovidemat er i
alsforteachi
ngpar ti
cul
arski
ll
s, part
icularar easoflanguages,
andot her
special dif
ficulties
 Gui det het eacheront hemet hodsandtechniquesini ntroducingthelessonsandthe
seri
esofexer cisesforteachi
ngt heconcepts
 Gi vethem mor eoppor tuni
tytomaket hebestuseoft heirtimeandski l
lstodomor ereal
teaching
Students
 Concr etizethesy l
labus
 Oppor tunityfori ndivi
dualworkinoroutsi
det heclassr oom
 Fol l
owacour seofst udywithlit
tl
ehelpfr
om t eachers

TYPESOFI NSTRUCTI ONALMATERI ALS

1.Text
book
 Mai nreferencefortheent i
recourse
 Usual l
ychosenbyt heschool
 Ref lectsthemi ni
mum l earni
ngcompet enciesforspeci f
icl
evels
 Ar rangedi nunitsorchapt erswhichcanbel abeledaccordi
ngt othemes,t
opi
cs,
skil
ls,grammarst ructuresorfuncti
onsdependi ngont hesyl
labustypef
oll
owed.
 Cont ai
nsr eadi
ngs,teaching point
s,dril
ls,act i
vit
ies,and tasksforever
yday
lessons

2.Wor
kbook/Ski l
l
book
 Usuallyaccompaniest
het
extbook
 Prov i
desexerci
sesanddr
il
lsonspeci
fi
cski
l
lsinl
ist
eni
ng,speaki
ng,readi
ngand
wri
ti
ng
 Presentsr ei
nfor
cementand remedi
alacti
vi
ti
es to suppor
tlessons inthe
t
extbooks

3.Teacher ’
sBook/Teacher ’
sManual /Teacher’
sGuide
 Cont ainsadet ai
ledrat
ionalefortextbook
 Expl ainthescopeandt hesequencef orthel
essons
 I ncludesi ntr
oductor
ynot esonhowt ousethetextbooks,speci
fi
cobject
ivesfor
eachl essonsandsuggest edstr
ategiesfort
eachingthelessons
 Pr ov idesguidanceinplanningthelessonsfr
om mat eri
alstosuggest
edactivi
ti
es

4.Wor
kText
 Combi nesthefeaturesofthetextbooksandwor kbooks
 Pr ovidesteachi
ngpoi nt
sli
ket hoseinthetext
book
 Rei nforcestheteachingpoint
swi thmanydr i
l
lsandexerci
sesj
ustl
i
ket
hoset
hat
containanA- Zorpracti
calsuggestionsf
orteaching

5.ModuleandSelf-Learningkit(SLK)
 Mor ei nt
eracti
vet hantheot hertypesofwr i
tt
enI Msthatappeari
ntheworkbook
 Dev elopsindependentst udyt hroughself-
pacedinstr
ucti
on
 Cont ainspost -
test,pre-t
est,lessoni nput
s,exerci
sesanddr i
ll
s–pr ov
isi
onsfor
self
-pacedlearning
6.Ref
erenceBook
 Pr ovidesgeneral i
nformat i
ononv ar
ioustopi
cs
 I ncl
udesency clopedia,dict
ionary,at
las,manuals,et
c.

7.Mul
ti
medi aInstructi
onal materi
als
 Audi oandVi sual material
saccessi
blet
hroughvari
ousmedi
ali
ker
adi
o,t
elev
isi
on
andthecomput er
 Al soincludesi nteract
ivecoursewar
eonv ari
oustopi
cs

FACTORSAFFECTI NGMATERI ALSPREPARATI ON

1. Thecurri
culum, sy
llabus,andlearni
ngcompet enci
es
2. Lear
ners’lear
ningst yl
es,apti
tudes,pr
ofi
ciency
3. Pedagogicalpr
inciplesheldbyt het
eachers
4. Soci
etaldemands

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
2
FRAMEWORKSOFMATERI
ALSANDMETHODS

LEARNERS

CONTEXT I
MPLEMENTATI
ONOFGOALS

EDUCATI
ONAL
SETTI
NG
SYLLABUSCONSTRUCTI
ON

McDonoughandShaw( 2000)presentthefol
lowi
ng
fr
amewor kf
ormat eri
alsandmet hods.The
fr
amewor kr
evealsthatmat eri
alsandmet hods
cannotbeseeninisolat
ionbutar eembeddedwi t
hin
abroaderpr
ofessionalcontext
. MATERIALS,CLASSROOM
METHODS(lessons,
test
s…)

Cont
ext
ualFact
ors

1.
Learnerfactor
s-age,interest
s,levelofprof
ici
encyinEngl
ish,apti
tude,mot
hertongue,
academicandeducat i
onallevel
,atti
tudesinlear
ning,mot
ivat
ion,reasonsf
orlearni
ng,
pref
erredlear
ningst
yles,andpersonali
ty

2.
Sett
ing-r oleofEngl i
shinthecount r
y;roleofEngl ishi ntheschool
;managementand
admi nist
rati
on;r
esourcesavai
labl
e;supportpersonnel;thenumberofpupil
s;t
imeavai
l
abl
e
forthepr ogram;physi
calenvi
ronment;thesocio-cul
turalenvi
ronment
;ty
pesoftest
stobe
used; andproceduresformoni
tori
ngandev aluati
ng.

Asyll
abusisanexpr essionofopi ni
onont henatur
eofl anguageandl ear
ning;itact
sasaguide
f
orbot hteacherandl earnerbypr ovi
dingsomegoal st obeat t
ained.Hut chi
nsonandWaters
(
1987:80)defi
nesy l
labusas‘ atit
ssimpl estlev
elasy l
l
abuscanbedescr ibedasast at
ementof
whati
st obelearnt
.Itrefl
ectslanguageandl i
nguist
icperfor
mance.’

Thi
sisar at
hert
radi
ti
onali
nter
pret
ati
onofsy
ll
abusf
ocusi
ngasi
tdoesonout
comesr
athert
han
onprocess.

Howev er
,asy llabuscanalsobeseenasa" summaryofthecont
entt
owhichlear
nerswil
lbe
exposed"(Yalden.1987:87).I
tisseenasanappr oxi
mat
ionofwhatwil
lbetaughtandthati
t
cannotaccuratelypredi
ctwhatwi
ll
belear
nt.

Syl
labusistheov eral
lor
gani
zi
ngpr inci
plef
orwhati
st obetaughtandlear
ned.Iti
sthewayi n
whi
chcont entisorgani
zedandbrokendowni nt
oasetofteachabl
eandlear
nableunit
s,andwil
l
i
ncl
udeconsi derat
ionsonpacing,sequenci
ngandgradi
ngitems’methodsofpresentat
ionand
pr
actice,
etc.

Syllabusinv entoryisal i
stoft hecont entt obecov er
edi nt helanguagepr ogr am muchl i
kea
cont entoutl
ine.
Richar dsandRodger s( 1986)pr esentsausef ulfr
amewor kforthecompar isonoft helanguage
teachingmet hodswhi chi l
lustr
atesthepl aceofsyll
abusi ntheprogram planning.TheModelhas
threelevels:approach, designandpr ocedur e.
 Appr oachr eferst ot heviewsandbel i
efsortheoriesoflanguageandl anguagelearni
ng
onwhi chplanni ngisbased.
 Desi gnconv ertst hepr i
ncipl
esint hefistl
evel(approach)int
omor epr acti
calaspectsof
syll
abusandi nst r
uct i
onalmaterials.
 Pr ocedurerefer stot hetechni
quesandmanagementoft heclassr
oom i tself
.

TypesofSy l
labus( Rei
ll
ey)
Alt
hough si xdi ff
erenttypesofl anguaget eachi
ng syl
labiaretreat
ed hereast hough each
occurred“ purel
y,”inpracti
ce,theset ypesrarel
yoccurindependentl
yofeachot her.Almostall
actuallanguage-teachi
ngsy l
labiar
ecombi nationoftwoormor eofthetypes.Thecharact
eri
sti
cs,
dif
ferences,strengths,
andweaknessesofi ndivi
dualsy
ll
abi ar
edefi
nedasf ol
lows:

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
3
1.St
ruct
ural(
formal)Syl
labus
 Thecont entoflanguaget eachingisacol l
ecti
onoftheformsandst ructur
es,usual
l
y
grammatical
,oft
hel anguagebeingtaught
.
 Exampl esincl
udenouns,v erbs,adj
ecti
ves,stat
ement
s,quest
ions,subordi
natecl
auses,
andsoon.

Issue/Cri
ti
cism:Onepr oblem f acingthesy ll
abusdesi gnerpursui
ngagr ammat icalorderto
sequencinginputi st hatt hetiesconnect i
ngt hest ructuralit
emsmay beratherfeeble.Amor e
fundamentalcriti
cism i sthatthegr ammaticalsyl
labusf ocusesononl yoneaspectofl anguage:
thegrammar ;howev eri nt rut
ht hereexi
stmanymor easpect stobeconsi deredinl anguage.
Recentcorpusbasedr esearchsuggestt hereisadi vergencebet weenthegrammaroft hespoken
andoft hewr it
tenl anguage,r aisingimpli
cationsfort hegr adi
ngofcont entingrammar-based
syll
abuses.

2.Anot
ional
/functionalsyl
labus
 Thecont entofthelanguaget eachingisacollect
ionofthefuncti
onsthatare per
formed
whenl anguageisused, orofthenot i
onsthatalanguageisusedtoexpress
 Exampl es of the functions incl
udes:i nf
orming,agreeing,apologi
zing,request
ing;
exampl esofnotionsincl
udesage, size,
color
,compar i
son,t
ime,andsoon.

Issue/Critici
sm:I nor dert o establi
shobj ectives,t heneedsoft hel earnerswillhavet o be
analyzed by t he vari
ous types ofcommuni cat i
on i n whi ch the learnerhas t o conf r
ont
.
Consequent ly
,needsanal ysishasanassoci ati
onwi thnot ional-
functi
onalsy ll
abuses.Al t
hough
needsanal ysi
si mpli
esaf ocusont helear
ner, crit
icsoft hisappr oachsuggestt hatanewl i
sthas
replacedt heol done.Wher eoncest r
uctur
al/situationalitemswer eused, anewl istconsisti
ngof
notionsandf uncti
onshasbecomet hemai nf ocusi nasy l
l
abus." Languagef unctionsdonot
usuallyoccuri nisolat
ion"andt herear ealsodi ff
icult
iesi nselectingandgr adi
ngf uncti
onand
form.Cl ear l
y,thetaskofdeci dingwhet heragi venf unct i
on( i.
e.persuading),iseasierormor e
diff
icultthananot her(i
.e.approving),
makest het askhar dertoappr oach.

3.Si
tuati
onalsy l
labus
 Thecont entoft hel anguaget eachi ngi sacol l
ectionofr ealori magi narysi tuat i
onsi n
whi chl anguageoccur sori sused.Asi tuationusual lyinv olv essev eralpar ti
cipant swho
ar eengagedi nsomeact ivityi naspeci ficmeet ing.
 Thel anguageoccur ringi nt hesi tuati
oni nv olvesanumberoff unct i
ons,combi nedi ntoa
plausi blesegmentofdi scour se.
 Thepr i
mar ypur poseofasi tuat ionallanguage- t eachingsy ll
abusi st ot eacht hel anguage
thatoccur si nt hespeci fi
csi tuat ions.
 Exampl esoft hesi tuat ionsi nclude: seeingt hedent i
st,compl ainingt ot hel andl ord, buy ing
abook, meet inganewst udent , andsoon.
4.Askill
-basedsy ll
abus
 Thecont entoft hel anguaget eachi ngi sacol lect i
onofspeci fi
cabi l
it
iest hatmaypl aya
par tusi ngl anguage.
 Ski l
lsar et hingst hatpeopl emustbeabl et odot obecompet entinal anguage, rel ativ
el y
independentoft hesi t
uat ionorset ti
ngi nwhi cht hel anguageusecanoccur .Whi l
et he
situat i
onalsy l
labigr oupf unct ionst oget heri nt ospeci f i
cset ti
ngsoft hel anguageuse,
ski l
l-
basedsy llabigr oupl ingui st i
ccompet enci es( pronunci at i
on,v ocabul ar y,gr ammar ,
anddi scour se)t oget heri ntogener ali
zedt y pesofbehav ior ,suchasl isteningt ospoken
language f or mai n i dea, wr it
ing wel l
-formed par agr aphs, gi ving ef fect i
v e or al
pr esent ations, andsoon.
 Thepr imar ypur poseoft heski ll-basedi nst ruct ioni stol earnspeci ficlanguageski ll
s.
 Apossi blesecondar ypur posei st odev elopmor egener alcompet encei nt hel anguage,
learning onl yi nci dent allyanyi nformat ion t hatmaybe av ail
abl e whi l
e appl ying t he
languageski lls.
5.Atask-basedsy l
labus
 Thecont entoft het eachi ngi saser i
esofcompl exandpur posef ultaskst hatt hest udent
want sorneedt oper for m wi tht hel anguaget heyar elearning.
 Thet asksar edef i
nedasact ivitieswi thapur poseot herthanl anguagel earning, but ,asin
thecont ent-based sy llabus,t heper for manceoft het asksi sappr oached i n away
intendedt odev elopsecondl anguageabi li
ty.
 Tasksi nt egr at el anguage( andot her)ski llsinspeci ficset ti
ngsoft hel anguage.
 Task- based t eachi ng di ffer sf rom si tuat i
on- based t eachi ng i nt hatwhi lesi tuat i
onal
teachi nghast hegoaloft eachi ngt hespeci ficl anguagecont entt hatoccur si nt he
situation( pr e-def i
nedpr oduct s) ,task-basedt eachi nghast hegoaloft eachi ngst udent s
todr awonr esour cest ocompl etesomepi eceofwor k( apr ocess) .Thest udent sdr aw
on a v ar i
ety ofl anguage f or ms,f unct ions,and ski ll
s of t
en i n an i ndi vidualand
unpr edi ctabl eway , incompl etingt het asks.

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
4
  Taskscanbeusedf orl anguagel earni ngar e,gener ally,taskst hatt hel ear ner sact ually
hav et oper for mi nr eall ife.Exampl esi ncl ude:Appl yingf oraj ob,t alkingwi thasoci al
wor ker ,get tinghousi ngi nf or mat i
onov ert het elephone, andsoon.
6.Acontent- basedsy ll
abus
 Thepr imar ypur poseoft hei nst ruct i
oni st ot eachsomecont entori nf ormat i
onusi ngt he
languaget hatt hest udent sar eal sol ear ni ng.
 Thest udent sar esi mul taneousl yl anguagest udent sandst udent sofwhat evercont enti s
beingt aught .
 Thesubj ectmat teri spr imar y ,andt hel anguagel ear ningoccur si nci dent allyt ot he
cont entl ear ning.Thecont entt eachi ngi snotor gani zedar oundt hel anguaget eachi ng,
butv ice- ver sa.
 Cont ent -based l anguage t eachi ng i s concer ned wi thi nf ormat ion,whi l
et ask-based
languaget eachi ngi sconcer nedwi thcommuni cativ eandcogni ti
vepr ocesses.
 Anexampl eofcont ent -basedl anguaget eachi ngi sasci encecl asst aughti nt hel anguage
thest udent sneedorwantt ol ear n,possi blywi thl i
ngui st i
cadj ust mentt omakesci ence
mor ecompr ehensi ble.
Syl
labusDesi gns
 Mul ti-sy llabus
 Lexi cal
 Pr ocess
Manywoul dhav eapr imar yandsecondar yor gani zingpr inci plel i
ke:
Att hebank: quest i
onf or ms
Atagar age: i
mper at ives
Atahot el: pr esentper fect
FACTORSTOCONSI DERI NWRI TI NGI Ms( ORNSTEI N)
1. Under standi ng r equi res mat chi ng t he mat er i
alst ot he l ear ner s’abi liti
es and pr ior
knowl edge.I fst udent sdonotunder standt hemat erials,f rustrat i
onset si n,maki ng
learni ngmor edi ff i
cul t.Thet eacher /wr itermustknowwhet hert hemat erialsar esuitedt o
thel ev eloft hest udent sandwhet hert heywi llunder standt hose.Thus, thet eacher /
wr iter
mustpr ov i
def orbackgr oundl essonsandcheck- upact ivi
tiesandexer cisest oassess
student s’under standi ng.Thi si sespeci allyi mpor tantf ory oungerandsl owerst udent s
andwheni nt roduci ngnewconcept s.
2. Struct ur i
ng/ Clar ify ingi nv olvesor gani zingt hemat er i
alsot hati tiscl eart ot hest udent s.
Itisespeci allyi mpor tantwhennew subj ectmat teri si ntroduced,andwheni ti sbei ng
li
nkedt ot hepr ev i
ousl essons.
 Di rect ions, obj ect ives, andmai ni deasar est at edcl ear l
y.I nternal andf inalsummar i
es
cov ert hecont ent .
 Tr ansi ti
onbet weenmai ni deasi ssmoot handwel l i
nt egr ated.
 Wr i
t i
ngi snotv ague.
 Suf fi
ci entexampl esar epr ov ided.
 Newt ermsar edef i
ned
 Adequat epr act iceandr ev i
ewassi gnment sr einf orcenewl ear ning.
3. Sequenci ngr ef er st ot hear rangementoft hemat er ialst opr ov i
def orcont inuousand
cumul at i
v el ear ningwher ecompl exconcept sar et akenonl yaf terpr er equi siteski ll
sand
concept shav ebeenmast ered.Ther ear ef ourbasi cway sofsequenci ngamat eri
al:
 Si mpl et ocompl ex
 Par tst owhol e
 Whol et opar ts
 Chr onol ogical ar rangement s
4. Balanci ngmat er ialsr equi reest abl i
shi ngv erticalandhor i
zont albal anceorr elationships.
Vert icalr el ationshi psr ef ert oabui ldingofcont entandexper i
encesi nt hel esson,uni t
andcour sel ev el .Four thgr adel anguageconcept sbui ldont hirdgr adeconcept s;t he
second uni t pl an bui lds on t he f irst ,et c.Hor izont alr elationshi ps est ablish a
mul tidi sci plinar yanduni fiedv iew ofdi ffer entsubj ect s;f orexampl et hecont entoft he
soci al st udi escour sei sr elat edt oEngl ishandsci ence.

5. Expl ainingr efer

stot hewayheadi ngs,terms,i
ll
ust r
ations,andsummar yexerci
sesar e
i
nt egratedwi ththecontent
.Doest heexampl eil
lustratemaj orconcepts?Arethemaj or
i
deasi dent i
fiedinthechapterobj
ecti
vesandov erview?Dot heheadingsoutli
nealogical
dev elopmentofcont ent
?Dot hemat eri
alsshow r elati
onshipsamongt opi
cs,events,
factst opr esentani n-
dept
hv iew ofmaj orconcepts?Thest udentsshouldbeabl et o
discov eri mpor t
antconceptsandi nformationandr elatenew knowl edgeont hei
rown
throught hemat eri
als.

6. Pacingr eferstohowmuchandhowqui ckl

ythelessonsinthetextbooksar epresented.
Thev olumeorl engt
hofthemat eri
alsshoul
dnotov erwhel
m students,butther
emustbe
enought ohav eanef f
ect
.Asst udentsgetolder
,theamountofmat er
ial
scani ncrease,
thepr esentati
oncanbel ongerandmor ecomplexandt hebr eadthanddept hcanbe

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
5
 expanded.

7. Reviewi
ngreferstotheextenttowhichthemat eri
alall
owsstudentstol i
nknewi deast
o
oldconcept
sint hef
orm ofar ev
iew.Hi
gh-achi
ev i
ngandolderstudentscant ol
erat
emore
rapi
dpacingthanlow-achi
evingandyoungerstudents,t
huslessprofi
cientlear
nerswoul
d
needmor erevi
eworlinki
ngthant hemoreprof
icientones.

8. Elaboratingensur esthatstudent slearnbetterthroughav ari

etyofway s.Thei deaisto
provideint hetext
bookoppor tuniti
esf orst
udent stot r
ansf or
mi nfor
mat i
ont oonef orm
to another ,and t o appl
y new i nformati
on to new knowl edge – by usi ng vari
ous
techniques such as compar ing and cont rasti
ng,dr awing i nf
erences,par aphr
asing,
summar izingandpr edi
cti
ng.Aser i
esofelaborationst r
ategieshelpst udentsl ear
nnew
mat eri
als.Theaut hormustpr ovidest udent
swi t
habr oadlistofquestions( ofcompar i
ng
andcont r asti
ng,drawi
ng,analogies, et
c.)

9. Transf erofLear ningmaybedonei nanumberofway s.Tr ansferoflearningmay be

concept -
related,i nquir
y -
relat
ed,l earnerorut il
izati
on-rel
ated.Thef ir
stt woor ganiz
ers
seem t owor kbestwi thi ntr
insicall
ymot i
vatedst udentsandt hesecondt wobestwi t
h
studentwho needs t o be ext r
insi
call
ymot ivated.Si nce mostst udentsneed some
extri
nsi cmot i
v ation,learner-r
el at
edandut il
ization-rel
atedmat eri
alswil
lbemor eeff
ecti
ve
withmaj orityofst udents.
 Concept -related,dr awingheav i
lyonst r
uct ureofknowl edge, t
heconcept s,pr
inci
ples,
ort het heor iesoft hesubj ect.
 I nquiry-related,der iv
ed f rom cr i
ti
calthinki ng skil
lsand pr oceduresempl oyed by
l
ear ningt heor i
stsorschol arsinthefi
eld.
 Lear ner-related, rel
atedt ot heneeds,interestorexper iencesoft hestudents.
 Ut ili
zat i
on- related -show how peopl ecan useorpr oceed wi t
ht hem i nreallif
e
sit
uat ions.

PRI
NCI
PLESI
NMATERI
ALSDESI
GN(
NUNAN,
1988)

2. Mater
ial
sshoul
dbeclear
lyl
inkedt
othecur
ri
culum t
heyserv
e.Thecur
ri
cul
um cy
cle
bel
owi l
l
ust
rat
esthet
hreephasesoft
hecurr
icul
um devel
opment

PHASE1 PHASE2
Cur
ri
culum Planning Cur
ri
culum Implementat
ion
 I denti
fylear
nerneeds  I nst
ructlearner
s
 Setgoal sandobj ect
ives  Moni t
orandadaptinst
ruct
ion
 Wr i
teMat er
ials  Wr i
tesupplementar
ymateri
als
 Wr i
tetests

PHASE3
Cur
ri
culum Eval
uati
on
 Testl ear
ners
 Ev aluat
ecurri
cul
um
 Planchangesi nthecur
ri
cul
um

Aut
hent
icv
ersuscr
eat
edmat
eri
als

 Aut hentic materi

alsr efertot he use int eachi
ng oftext
s,e. g.photographs,v i
deo
selectionsandot herteachingresources,thatwerenotspecial
lypreparedforpedagogic
purposes.
 Cr eat ed material
sr ef ertot extbooks and ot herspeci
ally devel
oped instruct
ional
resour ces.
Advantagescl ai
medf orauthent i
cmaterial
sare( Phil
li
psand Shettl
eswor t
h,1978;Clarke,1989;
Peacock, 1997) :

 Theyhav eaposi t
iveef f
ectonl earnermot iv
ationbecauset heyar eintri
nsical
lymor e
i
nt er
estingandmot ivati
ngt hancr eatedmat eri
als.Ther ei sahugesour ceofaut henti
c
mat er
ialsforl anguagel earningint hemedi aandont heweb,andt heser el
atecloselyto
theinterest
sofmanyl anguagel earners.
 Theypr ov i
deaut henticculturalinformationaboutt het argetcul ture.Material
scanbe
selectedtoi ll
ustratemanyaspect softargetcul ture,includingcul tur
ally
-basedpr acti
ces
andbel i
efsandbot hlinguisticandnon- l
i
nguist i
cbehav i
our.
 Theypr ov i
deexposur et or eallanguager athert hant heartif
icialtextsfoundi ncreated
mat er
ials,thathav ebeenspeci all
ywr i
tt
ent oi l
l
ust ratepar ti
cul argrammat icalrulesor
discoursety pes.

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
6
  Theyr el
atemor eclosel
yt olearners’needsandhencepr ov
idealinkbet weenthe
cl
assroom andstudent
s’needsi
nt herealworl
d.
 Theysuppor tamor ecreati
veappr oachtot eachi
ng.Teacher
scandev elopthei
rfull
potent
ial
sast eacher
s,devel
opingact i
vi
ti
esandt askst
hatbettermat
cht hei
rteachi
ng
sty
lesandthelearni
ngstyl
esofstudents.

Howev
er,
cri
ti
csoft
heuseofaut
hent
icmat
eri
alspoi
ntoutt
hat
:

 createdmat erial
scanal sobemot i
vatingf orl ear
ner s.Publ i
shedmat eri
alsareof ten
designedt olookliket eenagemagazi nesandot herkindsofr eal-worldmat eri
alsandmay
bejustasi nt
erestingandmot i
vati
ngforl earner s.
 authenticmat eri
al sof tencont aindi f
ficultl anguageandunneededv ocabular
yi t
ems.
Sincetheyhav enotbeensi mpl i
fi
edorwr i
ttenbasedonanyl exical orli
nguisti
cguideli
nes,
theyoftencont ai
nl anguaget hatmaybebey ondt helearners’abilit
ies.
 createdmat erial
smaybesuper iortoaut hent i
cmat eri
alsbecauset heyaregener all
y
buil
tar oundagr adedsy l
labus,andhencepr ov i
deasy stemat i
ccov erageoft eaching
i
tems.
 using authentic mat eri
alsi s a bur den f ort eachers.I n or dert o dev el
op learning
resources around aut hent i
c mat eri
als,t eacher s hav et o be pr epar ed t
o spend a
considerableamountoft i
mel ocati
ngsui tablesour cesf ormat eri
alsanddev eloping
activ
iti
esandexer ci sest oaccompanyt hemat eri
als.

DESI
GN,DEVELOPMENTANDDI SSEMI NATIONOFMATERI ALS
1.Desi
gnPhase
a. Accumulated exper i
ence– t hewr i
terr evi
ewsorsur veysexisti
ngmat eri
als
whichcangi veusefulinfor
mat ionaboutt hedemandsandt heneedsinthef i
eld.
b. Rati
onalef orthedesi gn–i dentifi
est heshor tcomi
ngsofexisti
ngmat eri
alst o
ensuret
hatsuchshor tcomingsar enotr epeatedint
hepresentmateri
al.
c. ConceptualFr amewor k – combi nes maj orand minorconcept sr egarding
l
anguagel earning,l
anguaget eachi ngt heori
es,andmaterial
sdesignpr i
nciples
uponwhicht hemat eri
al i
sanchor ed.

Maj
orconceptsref
ert
otheoveral
lpr
inci
plesofsecond/
for
eignl
anguage
l
ear
ningandteachi
ngwil
laf
fectev
eryaspectofthedesi
gnofthei
nstr
uct
ional
mat
erial
s.

Mi
norconceptsrefertot
hefollowing:
 Or ganizat
ionoflanguagesski l
lstobetaught:
 Sel ecti
on,gradat
ionandar rangementofcontent:
 Met hodol
ogyassociatedwi ththeacqui
sit
ionoftheseski
ll
s:
 Or ganizat
ionforthedev el
opmentanddi sseminati
onofthemat
eri
als.

2.Det
ail
edwr it
ingofthespeci f
icationforthenewmat erial
s–t hespeci
fi
cat
ioni
ncl
udes:
 Goal soft hemat er
ial
s
 Subj ectmat t
er,l
anguagecont enttobecov ered,andtheskil
lst
obeacquir
ed
thr
ought hecontent:
 Techni quesandmodesofpr esentati
on,pr
act i
ce,useandmanagement
associatedwiththelearningoft hecontent
 For matoft hemat eri
alsincludinghowl ear
ninguni t
saredivi
ded
 Techni caldetai
lsforthewr iti
ngoft hematerials

3. Devel
opment alPhase
a) Wr it
ingtheexperi
ment al
mat er
ial
s
b) Internaleval
uati
onofmat er
ials
c) Cont rol
l
edt r
yout
4. Di
sseminationPhase
a) Extensiveuseoft henewIM
b) Fieldevaluat
ionoftheIM

GUI
DELI
NESFORDEVELOPI
NGMATERI
ALS

Thef
oll
owi
nggui
del
i
neswer
ebasedont
hef
inalr
epor he5thsub-
toft regi
onalwor
kshopon

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
7
t
hedevel
opmentofbasi
cli
ter
acyl
ear
ningmat
eri
alsf
or‘
un-
reached’popul
ati
oni
nSout
hAsi
a
(
1998)

1. NeedsAssessment–Surv
eysandi denti
fi
est
heconcer
nsofthetargetlear
nersbecause
theobject
ivesofthemater
ial
sshoul d becar
eful
lydraf
ted based on theint
erests,
probl
ems,andneedoft
hetar
getlearner
s

2. Dev
elopmentofcur ricul
um gr i
d– Hel psmat er
ial
sdev el
oper
sandt eacher
st oknow
l
ear
ners’needsandt odecideont hecont entandthelevelofmateri
alstobeproduced.
a. Goalsofnationalli
teracyprogram
b. Corecontentbasedonnat ionalconcerns
c. Locall
yrel
evantcont entbasedont hei
dentif
iedneedsofthelearner
s
d. Prescri
bedlev el
sinthethreeRs
e. Levelsofl
it
er acyskil
lsoflearners

3. Sel
ectionofthemes
4. Sett
ingupobj ectives
5. Decidi
ngont hef ormat
a. Consider ations
 Agegr oup
 Locat ioninwhi cht heI Mi stobeused
 Li teracylev eloft argetcl i
entel
e
 Costofdev elopmentanduseoft hemat er
ial
 Abi l
ityofthet eacher stout i
li
zet hemat eri
al
 Ty peofr olet hatt hemat eri
alplays(i.
e.mot i
vati
onal ,
instructional,
awar enessbui l
ding, inf
ormat i
ve,etc.
)
b.Vari
ousf ormat s
1. Wr itt
en( e.g.bookl et,fl
ashcards, f
li
pchar t
,posters,comi cs,games, wal
l
paper s)
2. El ectronicmedi a( e.g.audiotapesl i
kesongs, dramas, talks,speeches,
announcement s,br oadcasts:videopresentati
on: radi
oandt elevision
progr am, etc.)
3. I nteractivef ormat s( e.g.CDcour seware,web-basedcour ses, on-l
ine
hyper li
nks)

6. Sel
ecti
onandarrangementofcont ent
7. Ti
tl
esandcapti
ons
8. Scr
ipt
writ
ing
a. Scriptexpr essi
ons,incl
usi
vel
anguage
b. Shor tsentences
c. Il
lustrati
on
d. Local languagef l
avor
e. Readi ngf l
ow
f. Attractivelayout

9. I
ll
ustr
ati
ons(
bal
ancedandi
ncl
usi
ve)
10.Edi
ti
ng

MATERI
ALSEVALUATI
ON

1.
Ext ernalEv aluat i
onai mst oex aminet heor gani zationoft hemater
ialasstatedexpli
cit
lyby
theaut horoft hepubl i
sher .Thi stypeofev aluationanal yzeswhatt he“booktell
sabout
itself”byl ookingatt headbl urb, t
hei ntroduct ion, andt abl eofcont
ents.Throughexternal
ev aluation,infor mat i
onont hef ol
l
owi ngmaybecal l
ed:
 I ntendedaudi ence
 Pr of iciencyl ev el
 Cont extinwhi cht hemat erialsar etobeused
 Or gani zati
oni ntot eachableuni ts
 Dat eofpubl i
cat i
on
 Aut hor ’sviewonl anguagel earni ngandt eachi ng
 Publ isher
2.
Inter nalEv aluat ioncov ersani n-dept hi nv estigat ionoft hevalueofthemat eri
alinrel
ation
toi tsobj ectives,pr i
ncipl es,lessondesi gn,andassessmentpr ocedures.Atthisstage,the
ev aluatoranal yzest heext entt owhi chcl aimsi nt hei ntroducti
onandbl urbsactual
lymat ch
upwi t
ht hei nt ernalconsi stencyandor gani zat ionoft hemat er
ial
s.Inor dertoper f
orm
ef f
ect i
vei nter nalev aluat i
onoft hemat erial,atl eastt wounitsofabookorasetof
mat eri
alsneedt obei nspect ed.Thef ollowi ngi nfor mationmaybeanal yzed:
 Pr esent ati
onoft heski l
lsint hemat er ial

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
8
  Gradingandsequenci ngofski l
ls
 Authenti
corartif
ici
alrecordings
 Authenti
corartif
ici
aldialoguesforspeaking
 Relat
ionshi
psoft estsandexer cisestol
earnerneedsandcour
secont
ent
 Provi
sionsfordif
ferentlearningstyl
esandself-
study.
 Mot i
vati
onforthelearners

3.
OverallEv aluation anal yzes the v al
ue of t he mat eri
ali nrelat
ion toi t
s usabili
ty,
general
izabili
ty,adaptabili
tyandf l
exibil
it
y.
 Usabi l
ity–Howf arcouldt hemat er
ialbeintegratedint
oapar ti
cul
arsy l
l
abusas
‘
cor e’orassuppl ementarymat er
ial?
 Gener ali
zabil
ity–Howmuchoft hemat er
ialcouldbeusedbyt heindi
vidualorby
agr oupofpeopl e?
 Adapt abili
ty – Can par ts be added/ extract
ed/used i n anothercont extor
modi fiedforlocal ci
rcumstances?
 Fl exibil
it
y–Howr i
gidarethesequenci ngandgr ading?Cant hemateri
albeused
i
ndi fferentway s?Cant heybeent eredindiffer
entparts?

ADAPTI
NGMATERI
ALS

Reasonsf orAdapt i
ngMat er ials
Instructi
onalmat erialsshoul dgener all
ybeaut hent icandcommuni cat
ive,andev eni ftheyare
alreadynear l
yper f
ect , adapt ationofmat er ialsnev er t
helesshappens.Her ear esomer easonsfor
mat erial
sadapt at i
on.
 Notenoughgr ammarcov eragei ngener al
 Notenoughpr act iceofgr ammarpoi ntsofpar ti
culardi f
fi
cultytolear ners
 Thecommuni cat i
v ef ocusmeanst hatgr ammari spresent edunsy stemat i
call
y
 Readi ngpassagescont aint oomuchunknownv ocabulary
 Compr ehensi onquest ionsar etooeasy ,becauset heysoundt oomuchl ikewr i
tten
material beingr eadout
 Notenoughgui danceonpr onunci ation
 Subj ectmat teri nappr opr iatef orlear nersf orapar t
icularageandi ntell
ectuall
ev el
 Phot ographsandot heri l
lust r
ati
vemat erialsnotcul turall
yaccept able
 Amountofmat er i
alst oogr eatort ool itt
let ocov erint hetimeal l
ocat ed
 Nogui dancef ort eacher sonhandl i
nggr oupwor kandr ol
epl ayact i
viti
eswi t
hal arge
cl
ass
 Di al
oguesar et oof ormal ,andnotr eallyrepr esentativeofev erydayspeech
 Audi omat erial di f
f i
cul tt ousebecauseofpr oblemswi throom sizeandt echnical
equipment
 Toomuchort ool ittl
ev ar i
etyi ntheact iv
ities
 Vocabul arylistandakeyt ot heexer ci
sewoul dbehel pful
 Accompany ingt estsneeded

Pr
inci
plesandProceduresforAdapti
ngMat erial
s
 Per sonal
izi
ngmat er
ial
srefer
stoincreasi
ngtherelev
anceofcontenti
nrel
ati
ont
o
lear
ners’
int
erestandthei
racademic,educat
ionalorprof
essi
onal
needs.

 I
ndiv
iduali
zingaddr
essesthel
ear
ningst
ylesofbot
hthei
ndi
vi
dual
sandoft
hemember
s
ofaclassworki
ngtogether
.

 Local
izi
ngtakesint
oaccountt
hei
nter
nat
ional
geographyofEngl
i
shlanguaget
eachi
ng
andrecogni
zesthatwhatmaywor
kwelli
noner egi
onmaywor ki
nanother
.

Pointstorememberi nadapt i
ngmat eri
als:
1. Adapt ationcanbeseenasaki ndofmat chi ngprocessor‘ congr
uence’ wher
etechniques
aresel ectedaccor dingt otheaspectoft hemat er i
al t
hatneedsalterat
ion.
2. Cont entcanbeadapt edusingar angeof t echniques;orconv er
sely,asi
nglecontent
techni quecanbeappl i
edt odiffer
entcont entareas.
3. Adapt ationcanhav ebot hquant it
ati
v eandqual itati
veef f
ects.
4. Techni quescanbeusedi ndivi
duallyorincombi nationwithothers.
ADAPTI NGTEXTBOOKS
Mostt eacher sar enotcr eat orsoft eachingmat erial
sbutpr ovi
dersofgoodmat eri
als.Dudley
-
EvansandSt .John( 1988)suggestt hatagoodpr ov i
derofmat er
ial
swill
beabl eto:
1. selectappr opri
atelyf rom whati sav ai
lable
2. becr eat i
vewithwhati sav ai
lable
3. modi fyact i
vi
ti
est osui tl
earners’needs
4. suppl ementbypr ov idingextraact i
viti
es( andext rainput)

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
9
Commer cialtextbookscansel dom beusedwi thoutsomef orm ofadaptationt omaket hem
moresui tablefort hepar ticularcont extinwhicht heywi l
lbeused.Thi sadapt ati
onmayt akea
var
ietyoff orms.
 Modi fyingcont ent .Cont entmayneedt obechangedbecausei tdoesnotsui tt
het arget
lear
ner s,per hapsbecauseoff act
orsr el
ated tot helearners’age,gender ,socialclass,
occupat ion,rel
igion, orcul tur albackground.
Modi fyi
ng( i
ncludi ngr e-wr i
tingandr e-str
ucturi
ng)referst otheinter
nalchangei nt he
appr oachorf ocusofanexer ci
se.
 Re- wr i
ting i s done when some l i
nguist
ic contentneeds modi f
icat
ion.Iti s
currentlyt hemostf requentl
ydonebecauset hereisaneedf orthemat er
ial
st o
be‘mor ecommuni cati
ve’
.
 Re- struct uringappl i
est oclassroom management .Formanyt eacherswhoar e
requiredt ost rictlyfoll
ow acour sebook,changesi nthestructuri
ngoft hecl ass
aresomet i
mest heonl ykindofadapt at
ionthatisreali
sti
cal
lypossible.

Modi fyi
ngt asks.Exer cisesandact i
vit
iesmayneedt obechangedt ogiv ethem addi tionalf ocus.
Alisteningact i
vitymayf ocusonl yonl isteningf ori nf ormat ion, sot hatst udent slistenasecondor
thi
rdt i
mef oradi f
ferentpur pose.Anact ivitymaybeext endedt opr ovideoppor tuni tiesf ormor e
personal i
zedpr actice.
 Addi ngordel etingcont ent.Thebookmaycont ai
nt oomuchort ool i
ttl
ef ort hepr ogram.
Whol euni tsmayhav et obedr opped,orper hapssect i
onsofuni t
st hroughoutt hebook
omitt edbecauseacour semayf ocuspr imar il
yonl isteningandspeaki ngski l
ls,andhence
writ
ingact i
v i
tiesi nthebookwi l
lbeomi tt
ed.
 Reor ganizi
ngcont ent . At eachermaydeci det or eor gani zet hesy l
labusoft hebook,and
arr
anget heuni tsinwhatsheconsi dersamor esui t
abl eor der .
 Addr essingomi ssi ons.Thet extmayomi ti temst hatt het eacherf eel sar ei mpor tant.For
exampl eat eachermayaddv ocabul aryact i
v iti
esorgr ammaract iv
iti
est oauni t.
 Ext endingt asks.Exer cisesmaycont ai ni nsuf ficientpr act i
ce,andaddi t
ionalpr act icet asks
mayneedt obeadded.
 Expandi ngbr ingsaboutaquant it
at i
vechange.Thati s,expandi ngaddst ot hemet hodol ogy
bymov ingout sidei tanddev elopingi tinnewdi rections, fori nstancebyput tingi nadi fferent
l
anguageski lloranewcomponent .
Delet
ing( subt ractingandabr idging)
 Subt ractingmeansr educingt heamountoft hemat eri
al
 Abr i
dgi nghappenswhent hemat er ialsisnotonl ysubt ractedbuti srepl acedwi th
somet hingel sethatdoesnotal tert hebal anceoft helessonort hemat erial.
Exampl e:Themat erialcont ainsadi scussi onsect i
onatt heendofeachuni t
.
Howev er ,thel ear nersar enotr eallypr oficientenought otackl et hisadequat ely,since
theyhav el earnedt helanguagest ructur esbutnotf luencyi nt heiruse.Thesy l
labusand
itssubsequentexami nati
ondonotl eav er oom f ort hiski ndoft raining.

I
mpl
icat
ionsoftheCommuni cativeApproach
1. ‘
Communi cati
ve’implies‘semantic’,aconcernwi ththemeani ngpotent
ial
oflanguage
2. Thereisacompl exrel
ationshipbet weenlanguagef orm andlanguagefuncti
on
3. Form andFuncti
onoper at easpartofawi dernetworkoff act
ors
4. Appropri
acyoflanguageusehast obeconsi deredalongsideaccuracy
5. ‘
Communi cati
ve’isrel
ev anttoal
l fourlanguageski l
ls
6. Theconceptofcommuni cat
ioni
sbey ondt helevelofthesentence
7. ‘
Communi cati
ve’canr eferbothtot heproperti
esofl anguageandtobehav i
or

Eval
uat
ionofSuppl ement aryMat erial
sforEngl ishLanguageTeachi ng
Topi
c:I
nclusivit
yinMat er
ial
sPr eparationandEv al
uation
I
ncl
usi vit
y–t heconceptofappr opri
at i
ngf orthe‘mar gi
nali
zed’sectorofthesociet
y
 Handi capped( wit
hphy sical,emot ional andment al/l
earni
ngdi sabi
li
ti
es0
 Chi ldren(age
 Women( gender)
 I ndigenouspeopl e(ethnicity)
 Peopl eofCol or(r
ace)
 Thepoor ,Thethir
dwor ld( economi cs)
I
ncl
usi veCur ri
culum
Aninclusivecurri
culum
 dev el
opsanawar enessoft heissuesofmar ginalizati
on
 v oicest heconcernsoft hemar ginal i
zedsect or
 i ssensitivetoandr esponsi veoft heneedsoft hemar ginal
ized–t hesubalt
ern
 enhancescr i
ti
calthinki
ngt hroughi ssue- basedt eachingandl earni
ngprocesses
 gener al
lyempl oys

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
10
 o cont actlear ning
o por tf
ol i
oassessment
o mul t
ipleintell
igencest heory
o cooper ati
vel earni
ngst rat
egies
o const ructivepr i
nciples
WhyconsiderIncl usi
v i
tyi nMat erialsPrepar ati
onandEv aluat
ion?
 Languagedet ermi nest houghtandbehav i
orpatt
ernsofpeople
 Languager efl
ectsv aluesofasoci et
y
 Instr
uct i
onalmat eri
al shavel ast i
ngi nfluencesinpropagati
ngsexism thr
oughlingui
sti
c
bias,stereotyping,inv i
sibi
li
ty,trivi
ali
sationandf ragmentat
ion(Sadker
,SadkerandLongin
BanksandBanks, 1989)
 Instr
uct i
onal mater i
alshav eawayofper petuat
ingster
eotypes
 Practicesthatpr opagat emar ginali
zation

Absence/Omi
ssi
on–womenandot hermar
ginal
i
zedsect
orsarenowheretobefoundin
books,commer
cial
s/adv
ert
isement
s,t
hemassmediaandotheri
nstr
uct
ionalmat
erial
s

Sil
enci
ng–t hemargi
nali
zedarethererepresent
ed/dr
awn/ment
ionedbutgi
venpassi
ve
rol
es(e.
g.l
i
stener
,pai
ned/abused/
vict
imized,hel
per
,noli
neatal
l
)

Tr
ivi
ali
zed– present
edbutrender
eduni mport
ant
;gi
venst
ereot
ypedr
olesl
i
keai
l
ing
mother
,hopel
essmaidens,
for
lor
npri
ncess,et
c.

Fr
agment
ati
on– viewi
ngthecontr
ibut
ionsoft
hemar gi
nal
izedasphenomenal(
e.g.
Womandoct
oroper
atesSi
ameset
wins;WomanAstr
onautl
andsonthemoon)

 Studiespr ovethati nvariousi nstructionalmat erials,t

hemar gi
nali
zedhav ebeen
oSt ereot yped( damsel sindi stress,lov i
ngwi ves, sacri
fi
cingmothers,poorgirl
s,etc.)
oOmi tted( i
nt extbookpi ctures/ graphics,incliparts)
oSilenced( presentbutnotgi venav oice)
oTr ivial
ised( presentbutgi v
enpassi v eroles)
oFr agment ed( victori
esrender edassuper natural/phenomenal)
 Humanr ightscode,t hePhi l
ippineConst itut
iondecl ar
ehonouringt hehumanr i
ghtsof
chil
dr en,women, thehandi capped
 Communi cation sy mbols ev olvet o meethuman needs;equal i
tyi ssues infl
uence
communi cati
onsy mbol s
 Sex-roler estri
ctions–outofdat eandunf air
 Self
-ful f
il
lingpr ophecyofwomen’ s“inferi
or i
ty”and“ fail
ure”
 Lossofpot enti
al contri
butionofwoment osoci ety
 Non- sexistcommuni cati
oncanbenat ur
al,gracef ul,
grammat i
cal
lycorrect

Char
act
eristi
csofI nclusiveInstructi
onalMat erial
s
 Dev oidofSt ereotypes
 Theexper i
encesofwomen, chi
ldren,peopl eofcolor,thehandicapped,t
hepoor
,et
c.ar
e
o Repr esentednotv oiced
o Voi cednotsi lenced
o Render edimpor tantandnott ri
viali
zednorfragment ed
 Repl etewi thal t
ernati
ver ol
es
 Usenon- sexi stlanguage
 Prov ideinsight sonmul ticult
urali
sm anddi ver
sity
 Issue- based, contentarear elat
ed, contextuali
zed,authenti
c
 Ext r
at extual component sl i
kecar t
oonsandot hergraphicsarealsoincl
usi
ve
 Mul iti
cultural;fr
eef r
om et hnocentric/regional
/raci
al bi
as

B:PREPARATI
ONOFI
NSTRUCTI
ONALMATERI
ALSFORTEACHI
NGLI
TERATURE
WhyTeachLiteratur e( i
naLanguageCl assroom?)
 oneoft hemai nreasonswhyl i
teratur
eisani mportantpartoflearningisthatitof
fersa
bountifulandext remel yv ari
edbodyofwr it
tenmat er
ialwhichi simpor t
antinlearni
ng
fundament al humani ssues.
 i tsr
elev ancemov eswi tht hepassingoft i
me.
 l i
ter
atur eis“ authent i
c”mat eri
al.
 l i
ter
atur eenr i
chescul turalawar eness.Inmostcases,l anguagel earner
sgetabet ter
understatingoft hecul tureinthel anguaget heyaret r
y i
ngtol earnt hr
oughli
terat
ure.A
readermaydi scovert hei nnerthoughts,feel
ings,customsofacer taingr
oupofpeopl e,
thusgiv i
nghi m/ herabet t
erunder st
andingoft helanguage.
 l i
ter
atur epr ov i
desl anguageenr i
chment .

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
11
  Li
terat
urehelpspersonalenr
ichment
.Engagi
ng imaginat
ivel
ywi
thlit
erat
ureenables
l
earnerstoshiftt
hefocusoft hei
rat
tent
ionbey
ondt hemor emechani
calaspect
sof
l
anguagelear
ning.

WhattoTeach
Thefir
ststepinteachingl it
eratureist ochooset hemat eri
alstoteach,includingt helit
eraryt
exts
forst
udy.Thepr eparationofi nstructionalmat eri
alswil
ldependont heliteraryt ext
schosenf or
study
.
 Sui t
abil
it
yofl i
terarytextst ost udent
sal waysdependont hedi f
ferentgr oupsofst udent
s,
t
heirneeds,i
nt erests,cult
ural backgroundandl anguagelevel
.
 Per sonali
nvolvement ,howev er,shouldalwaysbeagoal ofal it
eraturecl assroom.
 Strong,personal ,andposi ti
ver eacti
onsar eneededinthelit
eraturecl assroom.

Howt ot eachl it
er at ure
Inteachingl i
teratur e,theai mist omai nt
ai ninterestandi nvol
vementbyusi ngav arietyofstudent
centeredact i
v i
ti
es.
 I ndev i
singact iv
itiesforintegr at
ingl anguageandl i
teratureteachersmustr emembert hat
learningi nv olveasmanyoft hest udent s’f
acul t
iesaspossi bl
e.
 Teacher sshoul dt ryt
oexpl oitasf ull
yaspossi bletheemot i
onaldimensi ont hatisav ery
integral par toflit
er at
ure.
 Hel pi
ngst udentsexpl oret heirownr esponset ol it
eraturecouldbeachi ev edt hr
ought he
differenti nst r
ucti
onal mat erialspr eparedf orclassroom t eaching.
 Oneoft hepr i
ncipleswhi chi nf
luencest hecl assroom appr oacht olit
er atureisthatof
usingt het argetlanguagewi t
har angeofact iv
itieschosen.
 Toi ntegr at ethet eachingofl anguageandl i
teraturethatai mst ofosterlanguagel earning
thet eachershoul dnev erfor gett hatliter
aturecanst andoni tsownbygi vi
ngi tproper
timei nsidet heclassroom.

St
agesofl
it
erat
urel
ear
ningi
nthecl
assr
oom

1.Fir
stEncounters
Forstudentsabouttoexploretheunknownt err
it
oryofanewl i
ter
arytext,
thefi
rstencountermay
be cruci
al.Fir
stimpr essi
onscan col ortheirfeeli
ngsaboutt he wholeenterpr
ise theyfi
nd
themselvesengagedin.Theyar el
ikel
ytobeappr oachi
ngtheexperi
encewithmixtur
eofcur i
osi
ty,
exci
tementandappr ehension.Theteacher
’srol
emustbet oplayupt hesenseofadv ent
urewhil
e
provi
dingasupporti
veat mospherethatwil
lbereassuringt
othestudents.

Thef i
rstimper
ati
vei
susual
lytotr
yanddr awthel
ear
nersqui
ckl
y“i
nto”t
hetext
,sothatt
heyfi
nd
i
tinteresti
ngandwanttoconti
nuereadi
ngitonthei
rown.Next
,st
udentsneedtobeconvi
nced
thatthetaskaheadi
snotanimpossi
blet
ask.

Suggest
edacti
vi
tiesandinstr
ucti
onalmater
ial
sforfi
rstencount
ers:
a.Tal
ki
ngaboutt heti
tleandcov
erdesign
 Thet eachersetsthesceneandwhetst udent
s’curi
osi
tybyshowi
ngthem an
intr
igui
ngcov erdesi
gnandaski ngthem tospeculateaboutt
hebookandits
story.

b.Usi
ngQuesti
onnai
res
 Studentsaregivenquest
ionnai
rest
ofi
l
lin.Quest
ionsar
efocusedont
het
ext
st
udi
ed.

c.Maki
ngaBi ographi
cal montage
 Thet eachercollectssomephot os,object
s,oranythi
ngwhichisrelevanttothe
author’slif
e.Thesemat eri
als/
objectsaremount edontoalargerpieceofcard.
Thest udentsthenar ei nvi
tedt ospeculatethemeaningoft hei temsi nthe
mont age.
d.Cont
inui
ngt heSt or
yline
 Hav i
ngr eadt hef i
rstsecti
onofat ext,st
udentsareaskedtostudyar angeof
possiblecont i
nuationsofast oryline.Thentheychoosetheonet heyconsider
theaut horwouldhav eused.

e.Compar
ingbeginnings
 Thet eachertakest hr
eeorfouropeni
ngparagraphsf
rom novel
sorshor
tstor
ies
wi
thfair
lysimilarbegi
nni
ngs,andasksthestudent
storespondt
othecont
rast
s.

f
.Wr
it
ingChapt
er0
 Student
sareaskedt
owr
it
ethepar
agr
aphst
hatcomei
mmedi
at ybef
el oret
he

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
12
 f
ir
stsect
ionoft
hewor
kwhi
cht
heyhav
ejustencount
ered.

2.Mai
ntai
ningMoment
um

Thetasksi nmai nt
ainingmoment um canbeusedatanypoi ntinali
terar
yworkandcanbe
appli
edt othevari
ousgenr es.Thispar
tofl i
ter
aryl
earni
ngall
owsthestudents t
o
understand,enj
oyandappr eci
atetheli
ter
arywork.I
tisint
hissi
tuat
ionthatamixt
ureofcl
ass
acti
vi
tiesandhomer eadingcanbeused.

Suggest
edAct
ivi
ti
esandi
nst
ruct
ional
mat
eri
alsf
ormai
ntai
ningmoment
um

a.Quest
ionwor
ksheetl
eadingtopairworkincl
ass
 Halfoftheclassisgivenonesetofquesti
onsr
elat
ingt
othepassagesetas
homereadi
ng,theotherhal
f,anot
herset
.

b.Compl
etethesent
ences
 Thisworksheetcoul
dbeusedasat
akehomeact
ivi
ty.Thi
sisat
akeof
ffr
om
t
heregul
arQandA.

c.Tr
ueorFal
se
 Thiswor
ksheetaskst
hest
udent
stoanswert
rueorf
alseoncer
tai
nconcept
s.

d.Summar
ieswithgaps
 Themostst rai
ght
for
wardtypeofsummar yexerciseist
hegappedsummary.
Thi
shelpsreader
sbyprov i
dingthem wit
hanal mostcompleteandsimpl
y
phr
asedsummar y.Thegapsar eusuall
ykeywor dsorexpr
essi
ons,whi
ch
onl
yareadi
ngoftheappropri
atepassagecanreveal.

e.Summar
ieswithincompl
etesentences
 Asl i
ghtlymorechall
engingvar
iantconsi
stsofasummar
ywi
thi
ncompl
ete
sent
ences.

f
.Summar
ycompar ison
 The t eacherwr it
es t
wo summar ies ofa sect i
on to be r
ead athome.
Dif
fer
encesbet weent hesummar iescanbe“ fine-t
uned”accor
dingtot he
l
eveloft hegroup.Atthesimpl
estlevel
,oneofthesummar i
esomitscert
ain
keypoints;atamor ediffi
cul
tlev
el,bothsummar i
esarefai
rl
yaccurat
ebut
onemaycont ainincor
recti
nfer
enceorinter
pret
ation.

g.Jumbl
edevent
s
 Thestudent
sar
egi
venal
i
stofj
umbl
edev
ent
s.Theywi
l
lsi
mpl
yrear
range
theevent
s.

h.Choosi
nganinterpretat
ion
 Thest udentsaregivenaser
iesofdi
ff
erenti
nter
pret
ati
onsofev
ent
sint
he
passaget heyarereadi
ng.

i
.Snowbal
lacti
v i
ti
es
 These ar e act i
vit
ieswhi ch conti
nue and are added to pr
ogressivel
y,as
st
udent sr ead through a long wor k.These activ
iti
es hel
p mai ntai
n an
overviewofanent ir
ebook,pr ovi
deav aluabl
eaidt omemor y,andr educea
l
engthyt extt omanageabl eproporti
ons.
Exampl
es:
1. Retell
ingast ory
2. Wallchar tsandot hervisualdispl
ays
3. Summar ies
4. Mont age
5. Graphi crepresentati
on
6. Continuingpr edict
ions
7. Writi
ngongoi ngdiari
es

3.Expl
oit
ingHi
ghl
ight
s

Theact
ivi
ti
esfort
hispar
tofthel
it
erar
ydi
scussi
oni
nthecl
assr
oom wi
l
lhel
pencour
aget
he
st
udent
stoexplor
eandexpr
essthei
rownr
esponset
othel
it
erar
ywor
k.

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
13
 Suggest
edact
ivi
ti
esf
ormai
ntai
ninghi
ghl
i
ght
s:

a.t
houghtbubbles
 Thet askforthi
sact i
vi
tyi
sv er
ysimpl e:st
udent
sar
easkedt
owr
it
ethe‘
i
nner
’
di
aloguethatpar
all
elst
heor
igi
naldi
alogue.

b.poems
 Theai
mist
ocr
yst
all
i
neaper
sonal
,fel
tresponset
oal
i
ter
arysi
tuat
ion.

c.usi
ngaut
hent
icf
ormats
 Thesearenonli
ter
aryf
ormatswhichcanbei
mpor
tedi
ntot
hecont
extoft
hel
i
ter
ary
wor
kandusedtospurwri
ti
ngabouti
t.

d.newspaperar
ti
cles
 Anewspaperar ti
cleorfeatur
eistobewr i
tt
enaboutthehi ghl
ightscenechosen.
Student
sar eshownsampl esofgenui
nenewspaperar
ti
cles,ifpossi
blefr
om mor e
thanonetypeofpubli
cat
ion.

e.or
alacti
viti
es
 Thesear eacti
vi
ti
eshi
ghl
i
ght
ingt
hel
i
nes/di
aloguest
hatar
egoodf
oror
alr
eadi
ng.
Examples:
1.minireadingal
oud
2.poetryreadi
ng
3.choralreadi
ng
4.oral
summar i
es

4.Endi
ngs

Thi
spar
tofcl
assr
oom l
i
ter
aryl
ear
ningkeepseachst
udent
s’ownsenseoft
hel
i
ter
arywor
k
al
i
ve.

Suggest
edact
ivi
ti
esf
orEndi
ngs:

a.r
olepl
ays
 Thecont extpr
ovi
ded bywor
ksofli
ter
atur
efaci
li
tat
est
hecreati
on ofr
ole-
play
si
tuat
ions.Thi
sact
ivi
tyal
l
owst
hest
udent
stoworkamongt
hemsel
ves.

b.cov
erdesi
gns
 Askingthestudentstopr
epar
eapaper backcoverofabooki
stoseehowt heyar
e
eli
cit
ingandcryst
all
izi
ngt
hei
roveral
lresponset
ot het
extt
heyar
ereadi
ng.

c.wr
it
ingabl
ur bforthebackcov er
 Aspr eparationforthisacti
vi
ty,t
het eacherreadsoutt
hecov
erblur
bofsel ect
ed
novels.Thisactivi
tyaimstoseeifthestudent
scancomeupwithdi
sti
nctbl
urbfora
par
ticularl
iterar
ywor k.

d.shor
twr
it
ingt asks
 Theseact i
vit
iest
esttheabi
l
ityoft
hest
udent
stousel
anguagei
nwr
it
tenact
ivi
ti
es.
Exampl es:
1.lett
ers
2.essay s
3.newspaperar t
icl
es
4.journal

PREPARATI
ONANDEVALUATI
ONOFMATERI
ALS |
14