8TH WEEK

A PLEASANT DAY,
EVERYONE!
WELCOME TO MY CLASS!
Pamela Rovillos Galve
PRAYER
“The fear of the LORD is the beginning of wisdom,
and knowledge of the Holy One is understanding.”
– Proverbs 9:10
 9TH GRADE

GOOD MORNING, CLASS!

ARE YOU READY TO LEARN?
YES or YES
RECAP
What have you learned from our
previous discussion?
ONLINE CLASS RULES:

BE BE BE
MUTE YOUR RESPECTFUL
DRESSED ON TIME MICROPHONES
Appear decent and Don’t forget to And always turn And pay
appropriate come prepared your cameras on
attention
Vocabulary Jam
Instruction: Participants will take
turns to orally create sentences with
the Word of the Day.
 DEVELOPING
SPECIFIC TYPES
OF MATERIALS
Materials for the Teaching of
Grammar
Criteria
 CRITERIA

The age and level of the learners A B The extent to which any adopted
who will be using the materials; methodology meets the
expectations of:
a) learners,
b) teachers,
The extent to which any contexts and C c) the educational
co-texts which are employed in order
to present the grammar area(s) will be culture within which the
of interest to learners; learners and teachers work;
 CRITERIA
The nature of the grammatical D E
areas to be dealt with;
Any difficulties that learners can be
expected to encounter when learning F
these areas of grammar;
The extent to which any
language offered to the learners
for them to examine the
grammar used represents
realistic use of the language,
 Materials for Teaching
Vocabulary
Designing input and output activities to encourage/help
vocabulary learning and fluency development
FOR-and-
Against
Ice-Breaker
Mechanics:

1. The class will be divided into two teams (with 3 representatives) –

one for the affirmative side and another for the negative side.
2. Each member of the group will give insight regarding the
proposition in relevance to their respective sides.
3. The rest of the class shall listen and observe the arguments made
and terms used by the representatives.
4. Two representative from the class will share what they have
observe in the activity.
PROPOSITION:

“History is like an idle tattle (chismis)

– it is filtered and revised, everyone
must respect each others opinion.”

— SOMEONE INFAMOUS
 VOCABULARY LEARNING

4
Split information; jobs and roles are
1 The written input to the task
contains target word/s. assigned.

2 The vocabulary is highlighted and

repeated. 5 The task should be broken into a
series of steps.

The communication task supports

3 The communicative task has a clear
outcome. 6 the understanding of the target
vocabulary.
 FLUENCY DEVELOPMENT

Support and
Learners’ Participation
2 Encouragement

The learners take part in There is support and

activities where all the Meaning Focused encouragement for the
language items are within learner to perform at a
their previous experience. higher than normal level.
The activity is meaning
focused and is subject to
1 the ‘real time’ 3
Materials for Developing
Reading Skills
Alternative approach to materials
for teaching reading
Alternative Approach to Materials for Teaching Reading
1 2
PRINCIPLE PRINCIPLE
Listening to a text before
Engaging affect should reading it helps decrease
be the prime concern of linguistic demands and
reading materials encourages learners to focus
on meaning

PRINCIPLE
Reading comprehension means
creating multidimensional Mental
Representation in the Reader’s
Mind
3 4
PRINCIPLE
Materials should help learners
experience the text first before
they draw their attention to its
language
 Materials for Developing
Writing Skills
The role of writing materials and
selecting writing materials
(textbook and internet creative writing materials)
 ROLE OF WRITING MATERIALS
MODELS
Sample text exemplars of
rhetorical forms and structures of
target genres.
REFERENCE
Online or paper-based information,
explanations and examples of
relevant grammatical, rhetorical or
stylistic forms.
LANGUAGE
SCAFFOLDING
Sources of language examples for
discussion, analysis, exercises,
etc.
STIMULUS
Sources which stimulate writing:
usually paper or internet texts, but
can include video, graphic or audio
material or items of realia.
SELECTING WRITTEN MATERIALS
 Textbook as Writing Materials:
5 Ways of Adapting Materials

Adding Deleting Modifying

supplementing what the omitting repetitive, irrelevant, rewriting rubrics, examples,
textbook offers with extra potentially unhelpful or activities or explanations
readings, tasks or exercises. difficult items. toimprove relevance, impact or
clarity.

Simplifying Reordering
rewriting to reduce the difficulty of changing the sequence of units or
tasks, explanations or instructions. activities to fit more coherently with
course goals.
 The Internet and Writing Materials

Offers access to a massive supply of

4
Encourages collaborative research
1 authentic print, image and video
materials
and writing projects

2 Provides opportunities for student

written communication 5 Generates immediate automated
feedback and evaluative comments

Offers students as-you-write

3 Offers practice in new genres and
writing processes 6 computer-based grammar and spell
checkers
 The Internet and Writing Materials

7 Provides student with access to dictionaries, corpora and reference aids as they write

Enables teachers to manage learning websites and to collect activities and readings
8 together with blogs, assignments, etc. and to track and analyze student errors and
behaviors

9 Facilitates opportunities for students to publish their work to a wider audience.

 Creating Writing Materials

Input: Typically this is a paper or electronic text in the writing class, although it
1 may be a dialogue, video, picture or any communication data.
This provides at least one of the following:

 A stimulus for thought, discussion and writing

 New language items or the re-presentation of earlier items
 A context and a purpose for writing
 Genre models and exemplars of target texts
 Spur to the use of writing process skills such as pre-writing, drafting,
editing, etc.
 Opportunities to process information
 Opportunities for learners to use and build on prior knowledge
 The Internet and Writing Materials

Content Focus: topics, situations and information to generate

2 meaningful communication

Language Focus: Should involve opportunities for analyses of texts and

3 for students to integrate new knowledge into the writing task.

Task: Materials should lead towards a communicative task, in which

4 learners use the content and language of the unit, and ultimately to a
writing assignment.
 Developing Materials for
Speaking Skills
Speaking skills and the need for relevant materials, trends in
materials for speaking skills,
and utilizing verbal sources from real life
 Speaking Skills and the Need for
Relevant Materials

One way to understand the Second language materials, as

notion of speaking skills, as
suggested by Bygate (1987),
is by viewing them in two
basic aspects: motor-
receptive skills and
interaction skills.
viewed by Tomlinson (2010,
2011), should be created not
only by writers but also by
teachers and learners, in a
creative process which stretches
to the real classroom.
TRENDS IN MATERIALS FOR SPEAKING SKILLS

Mid-1960’s The 1970’s The 1980’s

the learning of witnessed a saw attempts to make

linguistic systems ‘communicative the communicative
was emphasized as revolution’ in which approach less
the main method to ‘meaningful activities’ extreme
master a second replaced mechanical
language (Johnson, language exercises
1982), (McDonough, 1993, and
Mockridge-Fong, 1979) .
TRENDS IN MATERIALS FOR SPEAKING SKILLS

Early-1990’s The 2000’s

saw the idea of a

witnessed a ‘communicative
multidimensional
revolution’ in which
syllabus becoming more
‘meaningful activities’
explicitly and
replaced mechanical language
systematically
exercises (McDonough, 1993,
addressed.
and Mockridge-Fong, 1979) .
Utilizing verbal sources
from ‘real-life’
Oral topics should not be so familiar
to learners that there is nothing for
learners to think about, and should
not be so new in information value
that learners have little knowledge to
connect (Hutchison and Waters,
1980).
Developing Materials for
Listening Skills
Intake rich activities
and multidimensional listening skill lessons
 INTAKE RICH ACTIVITIES

 listening to the teacher reading poems, short stories, extracts

from novels, etc. (an activity which could be used for 5 minutes at
the beginning of every lesson);
 listening to a group of teachers acting a scene from a play;
 listening to the teacher telling jokes and anecdotes;
 listening to other learners reading poems, telling jokes and
anecdotes, etc. (but only if they have prepared and practised);
 listening to other learners reading aloud ‘texts’ which they have
enjoyed studying;
 INTAKE RICH ACTIVITIES

 listening to other learners doing a prepared presentation on

something which really interests them (especially if the listeners
have a choice of presenters to listen to);
 watching sports events, news events, documentaries, etc., with
commentaries in the target language;
 listening to presentations/discussions/debates on controversial
topics relevant to the learners;
 engaging in discussion with their peers on controversial topics.
Rost (1991) has used a division of listening activities into four broad types:
 EXAMPLE OF MULTIDIMENSIONAL
LISTENING SKILL: LESSON 1

1. The teacher tells the class an anecdote about her first day at
school.
2. The teacher invites the learners to think about and visualize
their own first day at school.
3. The teacher reads aloud the poem ‘First Day at School’ by
Roger McGough.
4. An invited speaker (either a teacher from another class or a
guest) tells the class about his/her first experience of a particular
activity (e.g. mountain climbing, appearing on stage, driving a
car).
 EXAMPLE: LESSON 1

5. The learners ask the speaker questions about the experience.

6. The teacher tells the class that they are going to visit a country
in Africa called Betu. As this will be the first time that any of them
have visited Betu, the teacher is going to play them a recording
which gives information about the country. They should listen to
the recording and note down anything which they think is useful
or interesting. They are told that they will all travel to Betu
together but that after the first day there they will split up into
smaller groups who will go off to different parts of the country.
 EXAMPLE: LESSON 1

7 The teacher tells the learners to look at the photographs of different

parts of Betu in their coursebook (some are of the beaches, some of the
mountains and some of the game parks).
8 The teacher plays the recording.
9 Each learner decides where they want to go in Betu and what they
want to do.
10 The learners walk around the classroom telling each other their
decisions in 9 above.
11 The learners form groups who want to go to the same place and to
do similar things.
 EXAMPLE: LESSON 1

12 The groups plan their trip to Betu using the headings provided
in the coursebook (e.g. Clothes to Take, Other Things to Take,
Health Precautions, Other Things to Do Before the Trip, Things to
Do in Betu, Things to Be Careful of in Betu, The Itinerary in
Betu).

13 The teacher plays the recording again.

14 The groups make revisions to their plans in 12.

 EXAMPLE: LESSON 1

15 The teacher tells the class that for homework each one of them
should imagine their trip to Betu. She warns them that some of the
information on the recording is not completely reliable.

16 The teacher reads the poem ‘First Day at School’ again and
tells the class where they can find it in their coursebook so that
they can read it for homework.
 NOTE:

1 The main point of these lessons is that the learners gain a lot of
experience of different types of listening from different input
sources.
2 The main role of the coursebook in these lessons is to provide:
• relevant and stimulating illustrations;
• recorded input;
• supporting materials (e.g. suggested headings, print
versions of texts);
• a lesson plan and advice in the Teacher’s Book.
 Materials for
Cultural Awareness
The culture of language and the language of culture
 The cultural dimension of
language consists of elements
that are normally classed as
‘native speaker intuition’ and
which may be achieved by only
the most advanced students.
 One recent challenge to the centrality of
grammar as an organizing principle for
the syllabus is to be found in the
‘Lexical Approach’;
"Given that lexical phrases are context-
bound, and granted that contexts are
culture specific, the recurrent association
of lexical phrases with certain contexts of
use will ensure that the sociolinguistic
ability to use the phrases in the
appropriate contexts is fostered." (Porto,
2001, pp. 52–3)
 One of the most challenging aspects of
moving into the culture of another
language is the adjustment to different
rhetorical structures.
Learners have to cope receptively and
productively, not just with word-level and
sentence-level difference, but with
different modes of textual organization.
Language awareness can be defined as
an understanding of the human
faculty of language and its role in
thinking, learning and social life.
It includes an awareness of power and
control through language, and of the
intricate relationships between
language and culture.
 Critical Language Awareness (CLA)
proceeds from the belief that language is
always value-laden and that texts are
never neutral.
Language in the world beyond the
coursebook is commonly used to exercise
‘power and consensuscontrol’, to
reinforce dominant ideologies, to evade
responsibility, to manufacture consensus.
A CLA approach implies ‘a methodology
for interpreting texts which addresses
ideological assumptions as well as
propositional meaning’ (Wallace, 1992),
which would require students to develop
sociolinguistic and ethnographic research
skills in order to become proficient at
observing, analyzing and evaluating
language use in the world around them.
INSTRUCTIONS:
Create an activity (can be an assessment,
assignment, project, or group work) for
each of the following specific types of
materials:
1. Materials for the Teaching of
Grammar
2. Materials for Vocabulary Learning
3. Materials for Reading Skills
4. Materials for Writing Skills
5. Materials for Speaking Skills
6. Materials for Listening Skills
7. Materials for Cultural Awareness
INSTRUCTIONS:

Make sure that there is a clear instruction in

each said activity.

Refer to the learning material to be your

guide in doing this requirement.

Make use of ICT, or any digital/online

platforms in the activity execution.

Incorporate criteria/rubrics (if possible).

INSTRUCTIONS:

Make a reviewer of the following topics:

• Week 5 – Materials Evaluation

• Week 6 – Types of Mat. Evaluation
• Week 7 – Adapting Materials
• Week 8 – Developing Specific Types
of Materials