Training Materials Development for EFL
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Transcript of Training Materials Development for EFL
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Training Presentation
Materials Development for EFL Learners
Shelia A. Peace
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IntroductionI. Materials for EFL Learners
Enhance input Allow authentic language production
II. What Teacher Trainees will learn When additional materials are needed How to select and prepare materials
III. Shared Trainee Backgrounds ACADEMIC Teaching English as a Foreign Language PRACTICAL Assisting Instructors of English as a Foreign Language PRACTICAL Assisting Instructors of English for Academic
Purposes LANGUAGE Arabic L1 speakers + English L2 students/instructors/
instructors’ supporters
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Agenda Types of materials
Flashcards Handouts PowerPoints Scripts Forms (information, applications, reservations) PowerPoints Videos
Purpose Allow/Develop authentic language production
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Overview Bloom’s Taxonomy
1. Remembering2. Understanding3. Applying4. Analyzing5. Evaluating6. Creating
Materials facilitate learning appropriate for1. Learner levels2. Learning styles3. ILO: Bloom’s
“Synthesis”
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Vocabulary Glossary of terms Define the terms as used in this training
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L2: Expert Abilities
1. Knowledge-based goals
- facts- concepts
2. Skills-based goals
- student learns “how to do something.”
3. Affective Goals
- change in values, attitudes, interests
University of North Carolina - Division of Academic Affairs of the Center for Teaching and Learning
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Use of Knowledge:
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Language Applications:
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MaterialsSupplements for Reading
Explorer 1 Story Strips
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MaterialsSupplements for Reading
Explorer 1“Themed” Slideshows
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MaterialsSupplements for Textbook
Vocabulary Grammar
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MaterialsSupplements for Q: Skills Listening &
Speaking Idioms
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MaterialsSupplements for Q: Skills – Listening and Speaking Idioms
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Materials: Resources Bogglesworld.com
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Materials: Assessments
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Criteria Points
1 2 3 4 1st Marker 2nd Marker
Organization and Grammar
Audience cannot understand presentation
beause there is no sequence of information.
There are more than 4 grammatical errors.
Audience has difficulty following presentation because student jumps around. There are 3-4
grammatical errors.
Student presents information in logical
sequence which audience can follow. There are 1-2
grammatical errors.
Student presents information in logical, interesting sequence which audience can follow. There are no grammatical errors.
_______ _______
Content KnowledgeStudent does not have grasp of information;
student cannot answer questions about subject.
Student is uncomfortable with information and is
able to answer only rudimentary questions.
Student is at ease with content, but fails to
elaborate.
Student demonstrates full knowledge (more than required) with
explanations and elaboration.
_______ _______
Visuals (Visual Aid or
Demonstration)
Student used no visuals. Student occasionally used visuals that rarely support
presentation.
Visuals related to presentation.
Student used visuals to reinforce presentation. _______ _______
Physical Performance (body language,
gestures, and eye contact)
No movement or descriptive gestures. No
eye contact with audience.
Very little movement or descriptive gestures.
Displayed minimal eye contact with audience.
Made movements or gestures that enhanced articulation. Consistent use of direct eye contact
with audience.
Movements seemed fluid and helped the audience visualize. Holds attention
of entire audience with the use of direct eye
contact.
_______ _______
Delivery and TimeStudent mumbles,
incorrectly pronounces terms, and speaks too
quietly for students in the back of class to hear. Very
short, incomplete presentation.
Student incorrectly pronounces terms.
Audience members have difficulty hearing
presentation. Too short, somewhat covered topic.
Student’s voice is clear. Student pronounces most
words correctly. A little too short, mostly covered
topic.
Student used a clear voice and correct, precise pronunciation of terms. Correct amount of time
used, completely covered topic.
_______ _______
TOTAL _______ _______
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Higher-Level Learning Critical Thinking Problem solving Effective Communication Collaboration Learning + Applications
Aided by Digital Learning
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VanderArk & SchneiderHow Digital Learning Contributes to Deeper
Learning
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http://www.communications004.wordpress.com
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Evaluating Materials
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This year, have you been learning Reading Explorer 1 in a traditional, or untraditional way?O Traditional (11) O Untraditional (7)
Describe what is the traditional way that you have learned English Reading._____________________________________________________________________________________
How has learning vocabulary BEFORE reading textbook stories helped you in Reading Explorer 1?O Not at all 2 O Somewhat 9 O Well 7 O A lot 0
How has “story strips” (putting together the story BEFORE doing textbook work) helped you in Reading Explorer 1?O Not at all 5 O Somewhat 6 O Well 4 O A lot 3
How has “ordering paragraphs” BEFORE answering textbook questions helped you to complete tasks in Reading Explorer 1?
O Not at all 8 O Somewhat 2 O Well 5 O A lot 2 N/A = 1
Which do you prefer for learning how to read in English?O Traditional reading and answering textbook questions. 0 O Learning vocabulary, then reading textbook stories. 12 O Putting together “Story Strips” BEFORE doing textbook work. 1O “Ordering paragraph” (A, B, C, D, etc. ) BEFORE answering textbook questions. 4
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“An idiom is a string of words whose meaning is different from the meaning conveyed by the individual words.” (Larson, 1984).
ARAB IDIOMS
1- El samaa la tohadef katakeet "The sky doesn't throw chicks"
Meaning: God doesn't give us money from nowhere. People must work hard to earn money, it doesn't fall from the sky. 2- Mesl el atrash fel zafa “Like the deaf in the wedding” Meaning: having no idea about what is going on. 3- ha al shakhs Adamey "This Person Like Adam"
Meaning: A person who has a good reputation.
“Avoid the evil in those you have been kind to.”4- Akol bakloo halawa "He ate sweet in his mind" Meaning: To be tempted by someone's persuasiveness.
"A ferryman's Invitation" Meaning: not sincere invitation and if a real invitation then you will have to pay for it "Azoumat Marak'b'ya. “Dig a whole for your brother and you will fall in it.”"Quit this and hear this" Meaning: If you thought it was absurd, then come and hear the new story (or the rest of the story).
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Resources
Carnegie Mellon University – Eberly Center. Formative vs Summative Assessment – Teaching Excellence & Education Innovation – Carnegie Mellon University. 7 May 2014. http://www.cmu.edu/teaching/assessment/basics/formative-summative.html
The Center for Teaching and Learning Division of Academic Affairs. University of North Carolina at Charlotte.
Harris, Christopher & Marx, Ronald. Authentic Tasks. 23 Dec. 2009. http://www.education.com/reference/article/authentic-tasks/
Jannuzi, Charles. Key Concepts in EFL Literacy: Phonics vs. Whole Language. University of Fukui, Japan. 30 Sept. 2010 www.eltinjapan.com
Mueller, Jon. Authentic Tasks. Authentic Assessment Toolbox. 2014. (http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm )
Overbaugh, Richard C. & Schultz, Lynn. Bloom’s Taxonomy. Old Dominion University. 24 April 2014 http://ww/2.odu.edu.educ/roverbau/Bloom/blooms_taxonomy.htm
Tomlinson, Brian. Materials development for language learning and teaching. Leeds
Metropolitan University. Cambridge Journals. 16 May 2012 http://journals.cambridge.org University of North Carolina at Charlotte: The Center for Teaching and Learning
Division of Academic Affairs ) Bloom’s Taxonomy of Educational Objectives. 2013. https://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-objectives/blooms-educational-objectives
VanderArk, Tom & Schneider, Carry. How Digital Learning Contributes to Deeper Learning. Getting Smart. n.d.
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Training Presentation
Materials Development for EFL Learners
Shelia A. PeaceShelia A.
Peace
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Training Presentation
Materials Development for EFL Learners
Presented to ---------University College Teacher TraineesBy Shelia Ann Peace, Course Director and Language Instructor4 May 2014 – All Rights Reserved
Shelia A. Peace