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
onallydef inedasespeci all
ydesi gnedcl assr oom
tools which cont aini nst r
ucti
ons t ol earners and t eachers,and whi ch speci fyeach
i
ncr ementofl earning:thecont enttobel earned;t hetechniquesofpr esent at
ion;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 idence.
 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 t
iveef fect sofi nstr
uctionar eusuall
y
del
ayed.
 Mat erial
sshouldt akeint oaccountt hatl earner sdifferinl ear ningst yl
es.
 Mat erial
sshouldt akeint oaccountt hatl earner sdifferinaf 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 hr i
ghtandl eftbr ainact i
viti
es.
 Mat erial
sshouldnotr elyt oomuchoncont r
olledpr act i
ce.
 Mat erial
sshouldpr ovideoppor tunitiesf orout comef eedback.

BENEFITSOFINSTRUCTIONALMATERIALS
Teacher
s
 Pr ovi
demater
ial
sforpr
esent
ati
onofnewi
temsf
orr
einf
orcement
,consol
i
dat
ion,
and
 practi
ce
 Providemat erialsforteachi
ngpart
icul
arski
ll
s, par
ti
cularareasoflanguages,
andother
specialdif
ficulties
 Guidet heteacheront hemet hodsandtechniquesinintr
oducingthelessonsandt
he
seri
esofexer cisesforteachi
ngtheconcepts
 Givethem mor eoppor tuni
tyt
omaket hebestuseoft heirt
imeandski l
lstodomorereal
teaching

St
udent
s
 Concreti
zethesyl
labus
 Opportuni
tyfori
ndivi
dual
workinoroutsi
detheclassroom
 Foll
owacour seofstudywit
hli
tt
lehel
pf r
om teacher
s

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 sualmaterial
saccessi
blet
hroughvari
ousmedi
ali
ker
adi
o,t
elev
isi
on
andthecomput er
 Al soincludesi nter
act
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

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,andpersonal
ity

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
.Itref
lectslanguageandl 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
lorgani
zi
ngpr inci
plef
orwhati
st obetaughtandlear
ned.Iti
sthewayi n
whi
chcont entisorgani
zedandbr okendowni nt
oasetofteachabl
eandlear
nableunit
s,andwil
l
i
ncl
udeconsi derat
ionsonpaci ng,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 kf orthecompar isonoft helanguage
teachingmet hodswhi chi l
lustr
atesthepl aceofsyll
abusint heprogram 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
abiaredefi
nedasf ol
lows:

1.Structural(formal)Sy l
labus
 Thecont entofl anguaget eachingi sacol l
ectionoft heformsandst ructures,usually
grammat ical
,ofthel anguagebei ngtaught.
 Exampl esincludenouns,v erbs,adjecti
ves,statements,questi
ons,subor dinateclauses,
andsoon.
Issue/Crit
icism:Onepr oblem f acingt hesy l
l
abusdesi gnerpursui
ngagr ammat icalorderto
sequencingi nputi sthatt het iesconnect i
ngt hestructurali
temsmay ber atherf eeble.Amor e
fundament alcr i
ti
cism isthatt hegr ammat i
calsyll
abusf ocusesononl yoneaspectofl anguage:
thegr ammar ;howev erint rutht hereexi stmanymor easpectst obeconsi deredi nl anguage.
Recentcorpusbasedresearchsuggestt
herei
sadiver
gencebet
weenthegrammaroft
hespoken
andoft hewrit
tenlanguage,rai
singi
mpli
cati
onsf
orthegradi
ngofcontenti
ngrammar-based
syl
labuses.

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-f
uncti
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.Sit
uati
onalsy l
labus
 Thecont entoft hel anguaget eachi ngi sacol lecti
onofr ealori magi nar ysi tuat i
onsi n
whi chl anguageoccur sori sused.Asi tuat ionusual lyi nv olv essev er alpar ti
cipant swho
ar eengagedi nsomeact i
vityi naspeci fi
cmeet ing.
 Thel anguageoccur ringi nt hesi t uat ioni nv ol vesanumberoff unct ions,combi nedi ntoa
plausi blesegmentofdi scour se.
 Thepr i
mar ypur poseofasi tuat ionall anguage- teachi ngsy ll
abusi st ot eacht helanguage
thatoccur si nt hespeci ficsi tuat i
ons.
 Exampl esoft hesi tuat ionsi nclude: seei ngt hedent ist ,compl ainingt ot hel andl ord, buy ing
abook, meet inganewst udent , andsoon.
4.Askill
-basedsy llabus
 Thecont entoft hel anguaget eachi ngi sacol lectionofspeci fi
cabi li
tiest hatmaypl aya
par tusi ngl anguage.
 Ski l
lsar et hingst hatpeopl emustbeabl et odot obecompet entinal anguage,r el atively
independentoft hesi tuat ionorset tingi nwhi cht hel anguageusecanoccur .Whi l
et he
situat i
onalsy llabigr oupf unct ionst oget heri ntospeci f i
cset ti
ngsoft hel anguageuse,
ski l
l-basedsy llabigr oupl ingui sticcompet enci es( pr onunci at i
on,v ocabul ar y,gr ammar ,
anddi scour se)t oget heri ntogener alizedt ypesofbehav ior ,suchasl ist eningt ospoken
language f or mai n i dea, wr iting wel l-
for med par agr aphs, gi v i
ng ef fective or al
pr esent ations, andsoon.
 Thepr imar ypur poseoft heski ll-basedi nstruct i
oni st ol ear nspeci ficlanguageski lls.
 Apossi blesecondar ypur posei st odev elopmor egener alcompet encei nt hel anguage,
lear ning onl yi nci dent allyanyi nf or mat ion t hatmaybe av ail
abl e whi le appl y ing t he
languageski l
ls.
5.Atask-basedsy l
labus
 Thecont entoft het eachi ngi saser i
esofcompl exandpur posef ult askst hatt hest udent
want sorneedt oper for m wi tht hel anguaget heyar el ear ning.
 Thet asksar edef i
nedasact ivitieswi t hapur poseot hert hanl anguagel earning, but ,asin
thecont ent -based sy llabus,t heper f
or manceoft het asksi sappr oached i n away
intendedt odev elopsecondl anguageabi li
ty .
 Tasksi nt egr at el anguage( andot her )ski llsi nspeci ficset t i
ngsoft hel anguage.
 Task- based t eachi ng di f
fer sf rom si tuat ion- based t eachi ng i nt hatwhi lesi tuat i
onal
teachi nghast hegoaloft eachi ngt hespeci fi
cl anguagecont entt hatoccur si nt he
situat ion( pr e- def i
nedpr oduct s),t ask- basedt eachi nghast hegoaloft eachi ngst udent s
todr awonr esour cest ocompl et esomepi eceofwor k( apr ocess) .Thest udent sdr awon
av ar iet yofl anguagef or ms, funct ions, andski llsoft eni nani ndi vi
dualandunpr edi ctable
way , i
ncompl etingt het asks.
 Taskscanbeusedf orl anguagel ear ningar e,gener al ly,t askst hatt hel ear nersact ually
hav et oper for mi nr eall ife.Exampl esi ncl ude:Appl yingf oraj ob,t al kingwi thasoci al
wor ker ,get ti
nghousi ngi nf or mat ionov ert het elephone, andsoon.
6.Acontent -basedsy llabus
 Thepr i
mar ypur poseoft hei nst ruct ioni st ot eachsomecont entori nfor mat i
onusi ngt he
languaget hatt hest udent sar eal sol ear ning.
 Thest udent sar esi mul taneousl yl anguagest udent sandst udent sofwhat ev ercont entis
bei ngt aught .
 Thesubj ectmat teri spr i
mar y,andt hel anguagel ear ni ngoccur si nci dent all
yt ot he
cont entl ear ni ng.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 or mat i
on,whi let ask- based
languaget eachi ngi sconcer nedwi thcommuni cativeandcogni ti
vepr ocesses.
 Anexampl eofcont ent -basedl anguaget eachi ngi sasci encecl asst aughti nt helanguage
thest udent sneedorwantt ol ear n,possi blywi thl i
ngui st icadj ust mentt omakesci ence
mor ecompr ehensi ble.
Syl
labusDesi gns
 Mul ti-
sy llabus
  Lexi cal
 Pr ocess
Manywoul dhav eapr imar yandsecondar yorgani zingprinci plel i
ke:
Att hebank: quest i
onf orms
Atagar age: i
mper atives
Atahot el: pr esentper fect
FACTORSTOCONSI DERI NWRI TINGI Ms( ORNSTEI N)
1. Under st andi ng r equi res mat ching t he mat eri
alst ot he l ear ner s’abiliti
es and pr i
or
knowl edge.I fst udent sdonotunder standt hemat erials,f rustrationset si n,maki ng
l
ear ni ngmor edi ff i
cult.Thet eacher /wr itermustknowwhet hert hemat eri
alsar esuitedto
thel ev eloft hest udent sandwhet hert heywi l
lunder standt hose.Thus, t
het eacher/writ
er
mustpr ov i
def orbackgr oundl essonsandcheck- upact i
viti
esandexer cisest oassess
student s’under standi ng.Thi si sespeci allyimpor tantf ory oungerandsl owerst udent s
andwheni nt roduci ngnewconcept s.
2. Struct ur i
ng/ Clar ify i
ngi nv ol
v esor gani zingt hemat er i
alsot hati tiscl eartot hestudent s.
Itisespeci allyi mpor tantwhennew subj ectmat terisi ntroduced,andwheni tisbei ng
l
inkedt ot hepr ev iousl essons.
 Di r ect ions, obj ectives, andmai nideasar estat edcl early.Internalandf inalsummar i
es
cov ert hecont ent.
 Tr ansi t i
onbet weenmai ni deasi ssmoot handwel l i
ntegr ated.
 Wr i
t i
ngi snotv ague.
 Suf f i
ci entexampl esar epr ov i
ded.
 Newt ermsar edef i
ned
 Adequat epr act iceandr ev iewassi gnment sreinf orcenewl ear ning.
3. Sequenci ngr ef er st othear r
angementoft hemat er ialst opr ov i
def orcontinuousand
cumul at i
vel ear ningwher ecompl exconcept saret akenonl yaf terpr erequisit
eskill
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 arrangement s
4. Balanci ngmat er ialsrequi reest abli
shi ngv erti
calandhor izont albal anceorr el
ati
onships.
Vert icalr el ationshi psr efert oabui ldingofcont entandexper i
encesi nt helesson,uni t
andcour sel ev el .Four t
hgr adel anguageconcept sbui l
dont hirdgr adeconcept s;the
second uni t pl an bui lds on t he f irst,et c.Hor izont alr elationships est abli
sh a
mul tidi scipl inar yanduni fiedv i
ew ofdi ff
erentsubj ect s;forexampl ethecont entoft he
soci al st udi escour seisr elatedt 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

ythelessonsinthet ext
booksar 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
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. TransferofLear ningmaybedonei nanumberofway s.Transf eroflearningmay be

concept -
rel
ated,i nqui r
y -
relat
ed,l earnerorut il
izati
on-rel
ated.Thef ir
sttwo or ganizers
seem towor kbestwi thi ntr
insicall
ymot i
vatedst udentsandt hesecondt wobestwi th
studentwho needs t o be ext r
insi
call
ymot i
vated.Si nce mostst udents need some
extri
nsicmot i
v ation,learner-r
el at
edandut i
lizat
ion-rel
atedmat erialswil
lbemor eeff
ective
withmaj ori
tyofst udents.
 Concept -related,dr awingheav i
lyonstructureofknowl edge,theconcept s,pr
inci
ples,
orthetheor iesoft hesubj ect.
 I nquiry-
related,der iv
ed f rom cr i
ti
calthinking skil
lsand pr oceduresempl oyed by
l
earningtheor i
stsorschol arsinthefi
eld.
  Learner
-r
elated,r
elatedtotheneeds,
int
erestorexper
iencesofthest
udent
s.
 Uti
li
zati
on-rel
ated -show how peopl
ecan useorpr oceed wi
ththem i
nr eall
i
fe
si
tuati
ons.

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 ti
veef f
ectonl earnermot iv
at i
onbecauset heyar eintri
nsicallymor e
i
nt erest i
ngandmot i
vat i
ngt hancr eatedmat erial
s.Ther ei sahugesour ceofaut henti
c
mat er
ialsf orl anguagel earningint hemedi aandont heweb,andt heser el
ateclosel yto
thei nterestsofmanyl anguagel earners.
 Theypr ovideaut henticcul turalinformat ionaboutt het argetcul t
ure.Mat eri
alscanbe
selectedt oi ll
ust r
atemanyaspect soft argetcul t
ure,includingcul t
urall
y-basedpr acti
ces
andbel iefsandbot hli
ngui sticandnon- li
nguist i
cbehav i
our.
 Theypr ovideexposur et or eallanguager athert hant heartif
icialtext sfoundi ncr eated
mat er
ials,t hathav ebeenspeci all
ywr i
tt
ent oi ll
ustratepar ti
cul argr ammat i
calr ulesor
discour set y pes.
 Theyr elatemor ecl oselyt olearners’needsandhencepr ov ideal inkbet weent he
classroom andst udent s’needsi nther ealwor l
d.
 Theysuppor tamor ecr eat i
veappr oacht ot eaching.Teacher scandev elopt heirfull
pot entialsast eachers,dev elopingact ivi
ti
esandt askst hatbet termat cht hei
rt eaching
stylesandt hel earni
ngst yl
esofst udent s.

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

 createdmat erial
scanal sobemot ivat i
ngf orl ear
ner s.Publ i
shedmat eri
alsareof ten
designedt olookliket eenagemagazi nesandot herkindsofr eal-worldmat eri
alsandmay
bejustasi nt
erestingandmot i
vatingforl earner s.
 authenticmat eri
al sof tencont aindi f
ficultl anguageandunneededv ocabular
yi t
ems.
Sincetheyhav enotbeensi mpl i
fiedorwr i
ttenbasedonanyl exical orl
inguisti
cguideli
nes,
theyoftencont ai
nl anguaget hatmaybebey ondt helearners’abilit
ies.
 createdmat erial
smaybesuper i
ort oaut 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 er
ials,t eacher s hav et o be pr epar ed t
o spend a
considerableamountoft i
mel ocatingsui 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 vey
sexi st
ingmat erial
s
whichcangi veusefulinfor
mat i
onaboutt hedemandsandtheneedsinthef i
eld.
b. Rati
onalef orthedesi gn–i denti
fi
est heshor tcomi
ngsofexist
ingmat eri
alsto
ensuret
hatsuchshor tcomingsar enotr epeatedint
hepr
esentmat er
ial
.
c. ConceptualFr amewor k – combi nes maj orand minorconcept sregarding
l
anguagel earning,l
anguaget eachingt heori
es,andmateri
alsdesignpr i
nci
ples
uponwhicht hemat eri
al i
sanchored.
 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

Thefoll
owi
nggui
deli
neswer ebasedonthefi
nalrepor
tofthe5thsub-r
egionalwor
kshopon
t
hedev el
opmentofbasi
clit
eracylearni
ngmater
ial
sf or‘
un-
reached’popul
ationinSout
hAsia
(
1998)

1. NeedsAssessment–Surv
eysandidenti
fi
est
heconcer
nsofthetargetlear
nersbecause
theobject
ivesofthemater
ial
sshould becar
eful
lydraf
ted based on theint
erests,
probl
ems,andneedoft
hetar
getl
earner
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 oexami net heor gani zationoft hemat er
ialasstatedexpli
cit
lyby
theaut horoft hepubl i
sher .Thi st ypeofev aluationanal yzeswhatt he“ booktell
sabout
itself”byl ooki ngatt headbl urb, thei ntroduct ion, andt abl eofcontents.Throughexternal
ev aluation,inf ormat ionont hef ol l
owi ngmaybecal l
ed:
 I ntendedaudi ence
 Pr of iciencyl ev el
 Cont exti nwhi cht hemat erialsar etobeused
 Or gani zationi ntot eachabl euni ts
 Dat eofpubl i
cat ion
 Aut hor ’sv iewonl anguagel ear ningandt eachi ng
 Publ i
sher
2.
Inter nalEv aluat ioncov ersani n-dept hi nv estigat ionoft hev al
ueoft hemat eri
alinrelati
on
toi tsobj ectives,pr incipl es,l essondesi gn,andassessmentpr ocedures.Atthisstage,the
ev aluatoranal yzest heext entt owhi chcl aimsi nt hei ntroduct i
onandbl urbsactual
lymat ch
upwi t
ht hei nt ernalconsi stencyandor ganizat ionoft hemat er
ial
s.Inor dertoper for
m
ef f
ect i
vei nter nalev aluat ionoft hemat er i
al,atl eastt wouni tsofabookorasetof
mat eri
alsneedt obei nspect ed.Thef ollowi ngi nfor mationmaybeanal yzed:
 Pr esent ationoft heski ll
si nt hemat er ial
 Gr adi ngandsequenci ngofski lls
 Aut hent icorar tificial recordi ngs
 Aut hent icorar tificial dialoguesf orspeaki ng
 Rel ationshi psoft est sandexer ci sest ol earnerneedsandcour secontent
 Pr ov i
sionsf ordi ffer entl ear ningst ylesandsel f-st
udy.
 Mot ivationf ort hel ear ners

3.
OverallEv aluation anal yzes t he 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 eri
albeintegratedint
oapar ti
cul
arsy l
l
abusas
‘
cor e’orassuppl ement arymat 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 i
al s
Instructi
onalmat erialsshoul dgener all
ybeaut hent i
candcommuni 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 acticeofgr 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 eri
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 diffi
cul tt ousebecauseofpr oblemswi throom sizeandt echnical
equipment
 Toomuchort ool i
ttl
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
ndi
vi
dual
izi
ngaddr
essest
hel
ear
ningst
ylesofbot
hthei
ndi
vi
dual
sandoft
hemember
s
 ofacl
asswor
kingt
oget
her
.

 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 ngpr ocessor‘ congruence’wheretechni
ques
aresel ectedaccor dingt otheaspectoft hemat er ialthatneedsalterat
ion.
2. Cont entcanbeadapt edusingar angeof t echni ques;orconv er
sely,asingl
econt ent
techni quecanbeappl i
edt odiffer
entcont entareas.
3. Adapt ationcanhav ebot hquant it
ati
v eandqual itativeeffects.
4. Techni quescanbeusedi ndivi
duallyorincombi nat i
onwi thothers.
ADAPTI NGTEXTBOOKS
Mostt eacher sar enotcr eat orsoft eachingmat erial
sbutpr ovi
dersofgoodmat er
ial
s.Dudley-
EvansandSt .John( 1988)suggestt hatagoodpr ov i
derofmat eri
alswill
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)

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 it
ingandr e-str
uctur
ing)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 ti
onalf ocus.
Alisteningact i
v it
ymayf ocusonl yonl isteningf orinf ormat ion, sothatst udentslistenasecondor
thi
rdt i
mef oradi f
fer entpur pose.Anact ivit
ymaybeext endedt oprov i
deoppor tuni ti
esf ormor e
personal i
zedpr actice.
 Addi ngordel et ingcont ent.Thebookmaycont ai
nt oomuchort ool it
tl
ef ort hepr ogram.
Whol euni tsmayhav et obedr opped,orper hapssect ionsofuni t
st hroughoutt hebook
omitt edbecauseacour semayf ocuspr i
mar ilyonl isteningandspeaki ngski l
ls,andhence
writ
ingact ivit
iesi nthebookwi l
lbeomi t
ted.
 Reor ganizi
ngcont ent . At eachermaydeci det or eor gani zethesy l
labusoft hebook,and
arr
anget heuni tsi nwhatsheconsi dersamor esui t
abl eor der.
 Addr essingomi ssi ons.Thet extmayomi ti temst hatt het eacherf eelsar ei mpor tant.For
exampl eat eachermayaddv ocabul aryact i
v i
tiesorgr ammaract iv
itiestoauni t
.
 Ext endingt asks.Exer ci
sesmaycont aini nsuf f
icientpr act i
ce,andaddi t
ionalpr acticet asks
mayneedt obeadded.
 Expandi ngbr i
ngsaboutaquant it
at i
vechange.Thati s,expandi ngaddst ot hemet hodol ogy
bymov ingout si dei tanddev elopingi tinnewdi recti
ons, forinstancebyput tingi nadi fferent
l
anguageski l
loranewcomponent .
Deleti
ng( subt racti
ngandabr idging)
 Subt ractingmeansr educingt heamountoft hemat eri
al
 Abr idgi nghappenswhent hemat erialsisnotonl ysubt r
actedbuti srepl acedwi th
somet hingel sethatdoesnotal terthebal anceoft helessonort hemat erial.
Exampl e:Themat erialcont ainsadi scussi onsect i
onatt heendofeachuni t
.
Howev er,thel ear nersarenotr eall
ypr oficientenought otacklethisadequat ely,sincet hey
hav elearnedt hel anguagest ructuresbutnotf luencyi ntheiruse.Thesy l
labusandi ts
subsequentexami nationdonotl eav eroom f orthiski 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 ementar
yMat er
ial
sforEnglishLanguageTeaching
Topi
c:I
nclusi
vit
yinMat er
ial
sPreparat
ionandEv al
uati
on
I
ncl
usivit
y–t heconceptofappropri
ati
ngforthe‘margi
nali
zed’sect
orofthesoci
ety
 Handi capped(wit
hphysical
,emotionalandmental/
lear
ningdisabi
l
iti
es0
  Childr en(age
 Women( gender )
 Indigenouspeopl e(et hnici
ty )
 Peopl eofCol or( race)
 Thepoor ,Thet hirdwor ld(economi cs)
I
ncl
usiveCur ri
cul um
Ani
nclusiv ecur r
icul um
 dev elopsanawar enessoft hei ssuesofmar ginali
zation
 voicest heconcer nsoft hemar ginal izedsect or
 issensi tivetoandr esponsi veoft heneedsoft hemar ginal
ized–t hesubal t
ern
 enhancescr itical thinkingt hroughi ssue- basedt eachingandl earni
ngpr ocesses
 gener allyempl oys
o cont actl ear ning
o por t
fol ioassessment
o mul tiplei ntell
igencest heor y
o cooper ativel earningst rategi es
o const ruct ivepr inciples
Whyconsi derI ncl usiv i
tyi nMat erialsPr epar ati
onandEv aluati
on?
 Languagedet er mi nest houghtandbehav i
orpatternsofpeopl e
 Languager ef l
ect sv aluesofasoci ety
 Instruct i
onalmat eri
al shav el ast ingi nfluencesi npropagat i
ngsexi sm throughli
ngui
sti
c
bias, stereoty ping, i
nv i
sibil
ity,trivi
al isationandf ragment ati
on( Sadker,SadkerandLongin
BanksandBanks, 1989)
 Instruct i
onal mat er i
alshav eawayofper petuati
ngst ereoty
pes
 Pract icest hatpr opagat emar ginalizat ion

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 venpassi v eroles)
oFr agment ed( victori
esrender edassuper natural/phenomenal)
 Humanr ightscode,t hePhi li
ppineConst itut
iondecl ar
ehonouringt hehumanr i
ghtsof
chil
dr en,women, thehandi capped
 Communi cation sy mbols ev olv et 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
WhyTeachLiterature(inaLanguageClassroom?)
 oneoft hemai nreasonswhyl i
ter
atur
eisanimpor
tantpartoflear
ningi
sthati
toffersa
bountifulandext remelyvari
edbodyofwr it
tenmater
ialwhichisimport
antinlearni
ng
fundament alhumanissues.
 i tsr
elev ancemov eswiththepassi
ngofti
me.
  l
iteratureis“authent i
c”mat eri
al.
 l
iteratureenr i
chescul turalawar eness.Inmostcases,l anguagelearnersgetabet ter
under stati
ngoft hecul tureint hel anguaget heyaret r
yingtol ear
nt hr
oughl it
erat
ure.A
readermaydi scov erthei nnerthought s,feel
ings,customsofacer taingroupofpeopl e,
thusgi vinghim/ herabet t
erunder st
andingoft helanguage.
 l
iteratureprovidesl anguageenr ichment .
 Literaturehelpsper sonalenr i
chment .Engagi ng i
magi nati
vel
ywi thl i
terat
ureenables
l
ear nerst oshi ftthef ocusoft heirattenti
onbey ondt hemor emechani calaspectsof
l
anguagel earning.

Whatt oTeach
Thefirststepinteachingl it
eratureistochooset hemat eri
alstoteach,includingt helit
eraryt
exts
forstudy.Thepr eparationofi nstructi
onalmat eri
alswil
ldependont heliteraryt ext
schosenf or
study
.
 Sui t
abil
it
yofl i
terarytextst ostudent
sal waysdependont hedi f
ferentgr oupsofst udent
s,
t
heirneeds,i
nt erests,cult
uralbackgroundandl anguagelevel
.
 Per sonali
nvolvement ,however,shouldalwaysbeagoal ofal it
eraturecl assroom.
 St rong,personal ,andposi t
ivereacti
onsar eneededintheli
teratureclassr oom.

Howt ot eachl it
er at ure
Inteachingl i
teratur e,theai mist omai nt
ai ninterestandi nvolvementbyusi ngav arietyofstudent
centeredact i
v i
ti
es.
 I ndev i
singact iv
itiesforintegr at
ingl anguageandl iteratureteachersmustr emembert hat
learningi nv olveasmanyoft hest udent s’f
acul t
iesaspossi bl
e.
 Teacher sshoul dt ryt
oexpl oitasf ull
yaspossi blet heemot i
onaldimensi ont hatisav ery
integral par toflit
er at
ure.
 Hel pi
ngst udentsexpl oret heirownr esponset ol i
teraturecoul dbeachi 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
iti
eschosen.
 Toi ntegr at ethet eachingofl anguageandl i
teratur
et hatai mst ofosterlanguagel earning
thet eachershoul dnev erfor gett hatliter
aturecanst andoni t
sownbygi 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,
thef i
rstencountermay
be cruci
al.Fir
stimpr essi
onscan col ortheirfeeli
ngsaboutt he whole enterpr
ise theyfi
nd
themselvesengagedin.Theyar el
ikel
ytobeappr oachi
ngtheexperi
encewithmi xtur
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
susuall
ytotr
yanddr awthel
ear
nersqui
ckl
y“i
nto”t
hetext
,sothatt
heyfi
nd
i
ti nt
eresti
ngandwanttoconti
nuereadi
ngitonthei
rown.Next
,st
udentsneedtobeconvi
nced
thatthetaskaheadi
snotanimpossi
blet
ask.

Suggest
edacti
vi
tiesandinstr
ucti
onalmateri
alsforf
ir
stencount
ers:
a.Tal
ki
ngaboutt heti
tleandcoverdesign
 Thet eachersetsthesceneandwhetst udent
s’curi
osi
tybyshowi
ngthem an
intr
igui
ngcoverdesignandaskingthem t
ospeculat
eaboutt
hebookandi
tsst
ory.

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
ingChapter0
 St udentsareaskedtowr
it
et heparagraphsthatcomei mmedi
at ybef
el oret
he
fi
rstsecti
onofthewor
kwhichtheyhavejustencount
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
ngoftheappropr
iatepassagecanreveal.

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 two 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.Atthesimplestlevel
,oneofthesummar i
esomitscert
ain
keypoints;atamor edif
fi
cultlev
el,bothsummar i
esarefai
rl
yaccurat
ebut
onemaycont ainincorr
ectinf
erenceorinter
pret
ation.

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

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
iterar
ydi
scussi
oni
nthecl
assroom wi
l
lhel
pencour
aget
he
st
udent
stoexplor
eandexpr
esstheirownr
esponset
othel
it
erar
ywork.

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 extprov
ided bywor
ksofli
ter
atur
efaci
li
tat
est
hecreati
on ofr
ole-
play
si
tuat
ions.Thi
sactivi
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
othetextt
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