MATERIALS DEVELOPMENT FOR LANGUAGE TEACHING

GUIDELINES
Instructor’s email address: bmbao@hcmussh.edu.vn

1. TENTATIVE SCHEDULE (11-SESSION CLASSES)

Session Planned learning activities and

Course contents Required readings
s teaching methods
Course orientation + Project Tomlinson, B. (2014) Lecture + Discussion
launching Introduction, pp. 1 - 17 Assignment of group work
1
Introduction to materials
development
Cunningsworth, A. Lecture + Discussion + Group
The coursebook package (1995) presentation – Group 1 (A1)
Chapter 3, p. 25 – 29
2
Principles of materials
development Tomlinson, B. (2014)
Chapter 4, pp. 95 – 118
Tomlinson, B. (2014) Lecture + Discussion + Group
Chapter 1, pp. 21 – 48 presentation – Group 2 (A1)

Approaches to & principles Cunningsworth, A.

3
of materials evaluation (1995)
Chapter 1, p. 1 – 7

Tomlinson, B. (1996)
Group presentation of materials selection &
4 Submission of Assignment 1 (A2)
evaluation (Comments + Feedback) (A4)
Tomlinson, B. (2014) Lecture + Discussion + Group
5 Materials adaptation
Chapter 2, pp. 49 – 62 presentation – Group 3 (A1)
Materials for the teaching Lecture + Discussion + Group
of grammar Tomlinson, B. (2014) presentation – Group 4 (A1)
6 Chapters 16&17, pp.
Materials for the teaching 337 – 364
of vocabulary
Group presentation of materials adaptation in
7 terms of grammar & vocabulary (Comments + Submission of Assignment 2 (A2)
Feedback) (A4)
Materials for developing Lecture + Discussion + Group
reading skills Tomlinson, B. (2014) presentation – Group 5 (A1)
8 Chapters 18&19, pp.
Materials for developing 365 – 406
writing skills
Coursebook listening Tomlinson, B. (2014) Lecture + Discussion + Group
activities Chapters 20&21, pp. presentation – Group 6 (A1)
9 407 – 428
Developing material for
speaking skills
Group presentation of materials adaptation in
10 terms of 4 language skills (Comments + Feedback) Submission of Assignment 3 (A2)
(A4)
11 Final Project Presentation Oral presentation of group projects
(A4) + Peer feedback + Discussion
 Notes: All groups are expected to
submit their printout full text on
session 8 for instructor’s comments.
All presentations must be ready, too.
One or two representatives from
each group will be randomly chosen
to present their output.

2. ASSESSMENT SCHEME

Assessment tasks Scores Weighting

A1. Group presentation 50 pts Midterm score 30%

A2. Assignments (3) 50 pts

A3. Reflection paper 30 pts Final score 70%

A4. Group project 70 pts
100 pts
100% (Passing Grade: 5/10)

Guidelines for the group presentation, group project, quizzes/ midterm exam and final exam:

(1) Group presentation:

● Students work together in groups of 4 to 6 to synthesize and present (using ppt. or other presentation
formats) the key points from the readings (and with examples/ illustrations to the points presented).
Each group has 15 minutes to present and 15 minutes to answer questions by the instructor and
classmates.

● The presentation must be emailed to the instructor one-day before the presentation day. All class
members must have a copy of presentation handouts (right after the group presentation).

(2) Assignments (in individuals): 3 essays (topics assigned by the instructor)

(3) Reflection paper:
Each student is required to write a reflection paper on:
 what they have learned in terms of theories (concepts & principles) and practice of selecting,
evaluating, and adapting the materials upon the completion of the project
 how the tasks in the project assist their future teaching practice
The reflection paper should be at least 500 words long. (1.5-line spacing, font size 12, and Times New
Roman font style, 1-inch margins).

(4) Group project:

● The same group of students chooses a General English coursebook to analyze and evaluate its
components (e.g. grammar content, skills, communicative tasks, etc.) of one representative
unit/chapter based on the framework for analysis & evaluation discussed in the sessions or
synthesized by the group. The group of students then adapt the selected materials and design six
lesson plans to teach vocabulary, grammar, reading, writing, listening, and speaking.
 A suggested outline of the group project paper can be:
Table of content
i. Introduction (present the background and reasons why you choose that coursebook to
analyse; and state the objectives of your analysis & adaptation of the coursebook)
 ii. Theoretical framework for analysis & adaptation (briefly summarizes the key theories,
principles or framework that you will use in your analysis & adaptation of the
coursebook; and explain why you choose them as your theoretical framework)
iii. Analysis/evaluation of the coursebook (in light of the key theories, principles or
framework as synthesized in section (ii); identifying both strengths and weaknesses of the
textbook as a whole and of the chosen chapter)
iv. Adaptation of the coursebook (based on the analysis, especially the identified
weaknesses, present what and how you, as a teacher, will explore and adapt the chosen
coursebook/unit by designing 6 lesson plans; further explain why you propose such a way
of adapting the coursebook and/or supplement it with additional materials through the
design of the lesson plans)
v. Conclusion
vi. References
vii. Appendices (if any)

● This project should be written and presented in an analytical and synthetic manner that
demonstrates the writers’ logical thinking and sound argumentation.
● The main text of the paper should be between 2000-2500 words (1.5-line spacing, font size 12,
and Times New Roman font style, 1-inch margins).
Given the feedback by the instructor and peers on their oral presentation (Session 8 & 9), the group will
revise and update their written report for final submission, typically two weeks following the final class
session.
 VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

FULL-TIME PROGRAMME
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GROUP PROJECT

Course: Materials Development for Language

Teaching
Class code:
Student IDs: Students’ names:

Group:
Supervisor: Mr. Bui Manh Bao (M.A.)

Ho Chi Minh City, (Date)