CRITERIA FOR ADAPTING MATERIALS
MEANINGFUL – It is very easy to get students to manipulate language items and
structures but this is only useful if they understand clearly the meaning of the
language they are using. Without this the activity is pointless. This highlights the
importants of providing a clear context (and one the the YL can easily relate to.
MEMORABLE – Good practice activities should be made memorable so that they
can help students to assimilate and recall the language better. This can also help
them to transfer the language to other contexts Activities can be made
memorable in a number of ways, e.g. relating them to students experience and
interests.
COMMUNICATIVE – It is important that practice activities are not just mechanical
but that they serve a purpose which is as close as possible to realistic use of
language. Practice activities should provide students with a reason to speak/use
the target language such as exchanging information or finding out more about
other members of the class, e.g. opinion.
GENERATIVE – A good practice activity should provide learners with a number of
opportunities to produce the target language so that they get more extensive
practice. It may be that it is possible to repeat the activity a number of times
(because they like it).
CHALLENGING – A good practice activity should be mentally engaging and require
learners to think about what they are saying not just mechanically repeat pre-
prepared phrases. This links back to being communicative. If they are just
required to ‘monkey hear/see, monkey do’ it is not engaging them.
MONITORABLE – As practice activities are designed to give students opportunities
to practise mastering language items it is important that it is possible to measure
each learner’s success in order to provide appropriate feedback and support. This
is something that is often forgotten.
ACHIEVABLE – A good practice activity should be designed and set up in such
away that students can do the activity easily (but obviously – not too easily). If
activities are not achievable, this could be frustrating and demotivating for
learners (something whith is very important to consider in mixed-ability classes).
CRITERIA FOR ADAPTING MATERIALS
MEANINGFUL – It is very easy to get students to manipulate language items and
structures but this is only useful if they understand clearly the meaning of the
language they are using. Without this the activity is pointless. This highlights the
importants of providing a clear context (and one the the YL can easily relate to.
MEMORABLE – Good practice activities should be made memorable so that they
can help students to assimilate and recall the language better. This can also help
them to transfer the language to other contexts Activities can be made
memorable in a number of ways, e.g. relating them to students experience and
interests.
COMMUNICATIVE – It is important that practice activities are not just mechanical
but that they serve a purpose which is as close as possible to realistic use of
language. Practice activities should provide students with a reason to speak/use
the target language such as exchanging information or finding out more about
other members of the class, e.g. opinion.
GENERATIVE – A good practice activity should provide learners with a number of
opportunities to produce the target language so that they get more extensive
practice. It may be that it is possible to repeat the activity a number of times
(because they like it).
CHALLENGING – A good practice activity should be mentally engaging and require
learners to think about what they are saying not just mechanically repeat pre-
prepared phrases. This links back to being communicative. If they are just
required to ‘monkey hear/see, monkey do’ it is not engaging them.
MONITORABLE – As practice activities are designed to give students opportunities
to practise mastering language items it is important that it is possible to measure
each learner’s success in order to provide appropriate feedback and support. This
is something that is often forgotten.
ACHIEVABLE – A good practice activity should be designed and set up in such
away that students can do the activity easily (but obviously – not too easily). If
activities are not achievable, this could be frustrating and demotivating for
learners (something whith is very important to consider in mixed-ability classes).