Materials Development

Week 15

Final Segment

Review

Declarative and Procedural Knowledge

• Language learning involving declarative knowledge– which is knowledge about the language

system

• Language learning involving procedural knowledge– which is knowledge of how the language is

used

1. Materials should achieve impact.2. 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

Materials and Positive Learning Environments

• Materials should help learners to feel at ease • Materials should help learners develop

confidence• Learners must be ready to acquire the points

being taught• Materials should permit a silent period at the

beginning of instruction• Materials should take into account that the

positive effects of instruction are usually delayed

Challenge Level and Receptive Skills

• Challenge level is determined by the tasks that the teacher asks the Ss to do with a given text and not the text itself

• Exposure to difficult texts in the classroom lays the foundation for future learning.

When a mother reads to her child in the L1, the mother does not simplify the text that she reads, but

she does simplify the interaction between her and her child that accompanies the reading of a text. Teaching receptive skills in the L2 should mimic the L1. Simplify

the tasks not the texts.

Learner Differences

• Age• Level• Aptitude (Multiple Intelligences)• Background• Personality• Learning Styles• Attitude & Beliefs• Motivation

Using “who” and “which”

Which is more delicious samgyeopsal or salad?

Who is better Bi or Big Bang?Who is smarter the boy or the

girl?Which is more interesting Harry

Potter or Lord of the Rings?Which is stronger the lion or the

mouse?

Directions: Use the sentences above as a guide and put the words in the blue box into the chart.

Who Which

Jeon Ji Hyun elephantthe man SM5umbrella CD playerKang Ho Dong computerDavid MP3 player

What I might do

• Generate 4-5 passive voice sample sentences e.g. (Hangeul was invented by Sejong)

• Generate 4-5 active voice sentences e.g. (Sejong invented Hangeul)

• Use enhanced input to draw Ss attn to TL• Scramble the sentences up• Ask Ss to separate the sentences into to

columns - Blue and Red (see next slide)

What I might do• Ss cut and paste the sentences in to

the columns• Ss drawn lines between sentences

that mean the same thing• Ss answer the following Qs:

– What words are first in the blue sentences? What words are second?

– What words are first in the red sentence? What words are second?

– Are the Blue words or Red words the DOERS?

– Are the Blue words or Red words THINGS?

– How are the underlined words different?

– Are there any other differences?– What rule can you make?

Blue Red

Background & ExperienceCity vs. Country

• Ss from different locations have different needs• But don’t assume that they are less intelligent or

knowledgeable.

Frameworks

• Productive Skills Receptive Skills

• EIF PDP

Classroom Management & Lesson Planning

• Challenge level (i+1)• Having a clear SLO• Making the TL relevant and useful• Staging and sequencing• Sufficient scaffolding and support• Instructions & modeling• CCQS to make sure Ss understand the

instructions you have given

• Congratulations on finishing the HUFS TESOL Certification Program

• Good Luck in the future.