YL Material Design & Development

Week 2Life Map Processing

Thomlinson

Discussion

• Please discuss your homework question with a partner.

• Which of the 16 features do you agree with most?

• Did your group choose any of the same answers?

Homework for Next Week

•Read (p.156-172) to Halliwell’s “Working with YL and Identifying Priorities and Implications”

•answer the questions (p.155) - due at the beginning of class

Review: Definition of “materials” • Anything that is used by teacher and/or learners to

facilitate the learning of a language (p. 140)

• What are some examples of materials according to this definition?

• Please write a list of different materials that can be used in the classroom to help students learn.

Examples of materials

• Realia and classroom objects• Artifacts • Textbooks• Handouts• Pictures• Games• Other students/Teacher• Audio-visual materials such as PPTs, videos, etc.• White board or black board• Seating arrangements and grouping

Inductive vs. Deductive

•What is the difference between “inductive” teaching and “deductive” teaching?

Inductive teaching

•Also called “discovery teaching” or “inquiry teaching”.

•Teacher provides students with many examples and induces the rule from students (students figure out, or “discover”, the rule from the examples provided).

Deductive Teaching

•Also known as “direct instruction”.

•Teacher provides students with the rule and students practice making examples based on the rule.

Kinds of Language Learning

Explicit• learners are aware of when and what they are learning

Implicit• learners are not aware of when and what they are learning

Declarative Learning/Knowledge• knowledge about the language system

Procedural Learning/Knowledge• knowledge of how the language is used

What is the position that most researchers take in terms of the kinds of language learning?

•Communicative competence is primarily achieved as a

result of implicit, procedural learning.

What does the term “communicative competence” mean?

•“Communicative competence is a learner's second language ability.

•Speakers should be able to: •Apply grammatical rules•Communicate accurately•Know how to communicate in different settings

What should the main objective of materials be?

•To provide learners with meaningful experiences of language in use and opportunities to reflect on these experiences.

When should learners be taught the rules of the target language?

•Prior to an activity

•After an activity

•*NOTE: both can be done inductively so the teacher can facilitate students’ discovery of rules.

Features of Good Materials

• What are the 16 features of “Good Materials” that are listed in the reading?

• P152-153

1. Materials should achieve impact2. Materials should help learners to feel at ease3. Materials should help learners develop confidence4. What is being taught should be perceived as relevant and useful5. Materials should facilitate learner self-investment and discovery6. Learners must be ready to acquire the points being taught7. Materials should expose the learners to language in authentic use8. Learner’s attention should be drawn to the linguistic features of the input9. Materials should provided opportunities to use the TL for communicative

purposes10. Materials should take into account that the positive effects of instruction are

usually delayed11. Materials should take into account that learners have different learning styles12. Materials should take into account that learners differ in affective attitude13. Materials should permit a silent period at the beginning of instruction14. Materials should maximize learning potential15. Materials should not rely too much on controlled practice16. Materials should provide opportunities for outcome feedback

In-class group activity

•Look through the sixteen features of good materials pp. 152-153

•In groups come up with examples of materials that have those features.

Mini-Lesson: Life Map

graduate/graduation

Wow, I finally finished elementary

school!

to move

be born

go to/attend

I think I’m more scared than he is!

Good luck, son.

learn to…

date/go out with

compete/competition

break up

I never want to see him again!

• move

• learn to

• date

• attend

• graduate

• contest

• break up

• be born

I won the ___ . I got a prize.

I will begin _____ middle school next year.

I will ______ from high school before going to university.

I _______ ride a bike from my father.

I was _______ in August in the year of the monkey.

I ________ with my boyfriend last week.

There’s a girl I want to ______ , but she keeps saying no.

My family and I _____ to a new apartment last month.

Step OneMake a list of events from your life:

• important• interesting• sad• scary• fun• embarrassing• exciting

Examples:•Moved to Chicago•Learned to sew•Dated my boyfriend•Attended kindergarten•Graduated from high school•Won a contest•Broke up with my boyfriend•Was born in April

Share list with partner.Add ideas.

Step Two

• Count the number of your events (at least 6 no more than 12)

• Make a column of numbers• Put events in order: First,

second, next, and then…

1. born April 22nd2. learned to ride bike3. attend kindergarten4. broke leg5. moved and changed school6. camping @ beach

•camping @ the beach•broke leg•born August 15•moved & changed schools•learned to ride bike•attend kindergarten

Step Three

• One a sheet of blank paper draw a single, wavy line

• Make dots on the wavy line for each event in your life.

• Then write the name of the event next to each dot (1-4 words)

• Draw a picture for each event

Life Map

Draw Pictures

Get to know your classmates:Share with a PartnerA: What was your most _____

experience?B: My most _______

experience was ____.A: What happened?B: ________________. What

was your most _____ experience?

A: My most _______ experience was ____.

B: What happened?A: _________________.

interesting

sad

scary

fun

embarrassing

exciting

Life Map Processing Qs

• What are the receptive (reading/listening) skills? What are the productive (writing/speaking) skills?

• Could you use this activity in your own class?

• What changes might you need to make?

Life Map

Look at the lessonplan pages 58-65

Homework for Next Week

• Read (p.156-172) to Halliwell’s “Working with YL and Identifying Priorities and Implications”

• answer the questions (p.155) - due at the beginning of class