SYLLABUS

MATERIALS DEVELOPMENT FOR LANGUAGE TEACHING

Instructor Contact Information: Dang Thi Van Di – vandi@hcmussh.edu.vn
REQUIRED MATERIALS
• Cunningsworth, A. (1995). Choosing your coursebook. Heinemann.
• Tomlinson, B. (Ed.) (2014). Developing materials for language teaching. 2nd ed. Bloomsbury.
• Assigned readings (compiled by Instructor)
SUPPLEMENTAL MATERIALS
• Graves, K. (2000). Designing a language course: A guide for teachers. Heinle & Heinle Publishers.
• Maley, A. & Peachy, N. (Eds.) (2015). Creativity in the English language classroom. British Council.
• Nunan, D. (1991). Syllabus design. OUP.
• Tomlinson, B. (1998). Materials development in language teaching. CUP.
COURSE LENGTH: 9 weeks, 45 periods
COURSE LEARNING OUTCOMES
Upon completion of the course, learners will be able to
- identify fundamental concepts in “Materials for language teaching”, principles and theories of English
language teaching behind the learning and teaching activities applied in materials
- classify materials for language teaching
- appraise the possibility of applying a certain coursebook in a particular teaching context
- develop study skills (problem solving, and critical thinking skills) in analyzing trends, and
relationships in the field
- appreciate standards of professional conduct
CLASS POLICIES
1. Food & Drink
Eating is not allowed in class.
2. Punctuality
Students are required to come to class on time (7:15 for morning classes, 13:00 for afternoon classes).
3. Cell phone Uses
Cell phones must be switched to silent mode.
4. Academic integrity
Failure of the group/individual assignments will be imposed as a penalty for cheating and plagiarism.
ASSESSMENT
Components Weight
A1 Group presentation (60%)
Midterm 30%
A2 Group practice (40%)
A3 Reflection paper (30%)
Final 70%
A4 Individual final project (70%) 10-15 pages for 4
lesson plans
N.B.: A 10% bonus will be given to those who contribute a lot to class discussion.

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 Students work together in SIX groups to present how they are going to use authentic
materials of their choice to design a lesson (on grammar, vocabulary, reading,
listening, writing, and speaking). Each group has 20 minutes to present and 10
Guidelines on Group minutes to answer questions by the instructor and peers.
Presentation The presentation should include information about
(informal lesson plan) - description of learners (target level, age, needs, etc.)
A1 - authentic materials for use
- target skill/aspect 4 skills, 2 aspects
- learning outcomes
- description of procedure activities > time of the activities
Students work in six groups (for presentations) to adapt teaching materials in Week
Guidelines on Group 6. The presentation should include information about the strengths and weaknesses
Practice A2 of the chosen material, and ways to adapt the materials to facilitate teaching and
learning.
Each student writes an individual paper of about 500 words to reflect on their
Guidelines on learning during the course. The paper should discuss what the student has found
Reflection Paper A3 helpful in the course, the obstacles he/she has encountered, and (most importantly)
No summaries how he/she is going to apply what has been acquired to their practice of teaching.
Each student chooses a specific unit in a published textbook, analyzes and evaluates
its strengths and weaknesses in FOUR chosen areas (grammar, vocabulary, reading,
listening, writing, and speaking), and then design four (informal) lesson plans to
teach the chosen areas. Khong chon giao trinh sach tieng anh pho thong: global success, f&f
Guidelines on the
The project should include
Individual Final
- description of learners (target level, age, needs, etc.)
Project A4
- target skill/aspect and learning outcomes
- description of procedure based on the adaptation of the selected materials
The group project should be about 10-15 pages in length, using 1.5 line spacing,
and 13-point Times New Roman font. Close-up B2

TENTATIVE SCHEDULE
Weeks Topics/Contents Readings
1 Course orientation
Introduction to Materials Development Tomlinson, pp. 1-17
Practice
2 Lecture 1: Principles of Materials Development Tomlinson, pp. 95-118
Mini-Lecture 1: Materials for the Teaching of Grammar Stranks, pp. 337-350
Practice
3 Lecture 2: Coursebooks Cunningsworth, pp. 25-30
Norton & Buchanan, pp. 49-64
Mini-Lecture 2: Materials for the Teaching of Vocabulary Nation, pp. 351-364

Presentation by Group 1: (Informal) Lesson plan to teach

grammar using authentic materials (A1)
4 Lecture 3: Materials Evaluation Tomlinson, pp. 21-48
Littlejohn, pp. 263-276
Mini-Lecture 3: Materials for Developing Reading Skills Saraceni, pp. 233-243
Presentation by Group 2: (Informal) Lesson plan to teach
vocabulary using authentic materials (A1)

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 5 Lecture 4: Adapting Materials Cunningsworth, pp.136-148
Mini-Lecture 4: Coursebook Listening Activities Hill & Tomlinson, pp. 429-442

Presentation by Group 3: (Informal) Lesson plan to teach

reading using authentic materials (A1)
6 Practice: Adapting Materials (A2)
Six groups are to present their plan and reasons to adapt
materials (assigned in Week 5), applying the theories and/or
principles discussed in Week 5.
Mini-Lecture 5: Materials for Developing Writing Skills Hyland, pp. 391-405

Presentation by Group 4: (Informal) Lesson plan to teach

listening using authentic materials (A1)
7 Lecture
Six groups are to present their plan and reasons to adapt
materials of their choice, applying the theories and/or principles
discussed in Week 5.
Mini-Lecture 6: Developing Materials for Speaking Skills Dat Bao, pp. 407-428

Presentation by Group 5: (Informal) Lesson plan to teach

writing using authentic materials (A1)
8 Mini-Lecture 7: Materials for Blended and Mobile Learning Tomlinson, pp. 189-205
Hartle, pp. 399-413
Dudeney & Hockly, pp. 414-
426
Presentation by Group 6: (Informal) Lesson plan to teach
speaking using authentic materials (A1)
9 Practice
Final project feedback and discussion
Wrap up
TBA Submission of and Reflection Paper (A3) and Individual Final Project (A4)

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