Está en la página 1de 42

Session Four

Materials are a stimulus to learning Help to organise the teaching/learning process Provide models of correct and appropriate use of language Enable learners to practice and use the language Embody a view of language teaching and learning

refers to any proposal contained within the materials for actions to be undertaken by the learners, which has the direct aim of bringing about the learning of a foreign language - Breen (1987)

Awareness Raising or Practice? Accuracy or Fluency?

Practice or to test students knowledge? Differentiation and/or Motivation ?

Syllabus Items

INPUT to task design Content

Language

TASK

Set Of Materials
6

What is the learner expected to do? - a process through which learners and teachers are to go
What input is given to the learner? - content and language the learner is expected to focus on What does the task focus on? - form focussed - meaning focussed - form and meaning focussed
7

With whom does the learner interact? Classroom participation concerning with whom (if anyone) learners are to work with

What is the expected product from the learner? E.g., a letter, problem solving exercise, a pamphlet, a conversation, etc.

Indonesian Protocol Officers 2009

8/9/2012 Patricia Wee

1.

Listing: brainstorming and/or fact finding e.g. things, qualities, people, places, features, things to do, reasons. Ordering and sorting: sequencing, ranking, classifying e.g. sequencing story pictures, ranking items according to cost, popularity, negative or positive. Matching e.g. Listen and identify, listen and do (TPR), match phrases/descriptions to pictures, match directions to maps.
10

2.

3.

4.

Comparing: finding similarities or Differences -e.g. comparing ways of greetings or local customs, playing Spot the difference, contrasting two different pictures. Problem-solving: logic puzzles, real-life problems, case studies, incomplete texts e.g. logic problems, giving advice, proposing and evaluating solutions, predicting a story ending.
11

5.

6.

Projects and creative tasks e.g. doing and reporting a survey, producing a class newspaper, planning a radio show, designing a brochure.

7.

Sharing personal experiences: story-telling, anecdotes, reminiscences, opinions, reactions e.g. early schooldays, terrible journeys, embarrassing moments, personality quizzes.
-Dave and Jane Willis- 2007
12

Form Focussed
Meaning Focussed Form and Meaning Focussed

13

14

Indonesian Protocol Officers 2009

8/9/2012 Patricia Wee

15

16

Ultimate goal of language learning is language use. The communicative task is a task in which the learners use the content and the language knowledge they have acquired in the previous stages of the lesson.

17

17

Learners need the language with which to carry out communicative tasks and activities. Good teaching materials and tasks allow learners the opportunities to take the language of a text to pieces, study how it works and then practice putting it back together again

18

18

Clarity Short concise sentences

Task breakdown

19

Rubrics
Purpose

Audience

Text produced

20

Rubrics
Why?
Purpose

Who?

Audience

Text produced

What?
21

Analyse the Task using PAT Task One Write a book report. Task Two Your friend Hasan has decided to come to your town for his holiday. He is driving to your town. Write him an email giving directions to your house.
22

Purposes To increase comprehension of a text To provide information about places To help learners visualise people, places and objects To focus on specific meanings To elicit ideas and language For decoration purposes To fill space gaps in textbooks

Culture Can

specific or culture neutral?

language be culturally neutral?


considerations

Cross-cultural

It is the teacher's job to equip the student to express her/himself in exactly the ways s/he chooses to do so-rudely, tactfully, or in an elaborately polite manner. What we want to prevent is her/his being unintentionally rude or subservient.

Authentic text

Authentic tasks

26

Texts which have been produced for purposes other than to teach language (Nunan 1988, Wong, Kwok & Choi 1995)

27

An authentic text is a stretch of real language, produced by a real speaker or writer for a real audience and designed to convey a message of some sort (Morrow 1977:13)

Gives learners exposure to language as it is used

Models for learners language use especially in listening and speaking Motivates learners

29

Authentic listening texts- would not be scripted or edited In reality poor quality of recordings, length and other pedagogic considerations lead to spoken texts being re-recorded or edited
Reading texts- information may also be too dense and language structures complex
30

Relevance Intrinsic interest of topic/ theme Linguistic demands Cognitive demands Logistical considerations- length/ legibility/ audibility Quality- model of use or representative of text type Exploitability
31

Widdowson(1984) argues that pedagogic presentation of language... necessarily involves methodological contrivance which isolates features of the language from their natural surroundings.

32

An authentic task is a task that simulates real life reading, writing listening or speaking tasks which often involves a focus on meaning.
A pedagogic task is a task the teacher uses to fulfil teaching-learning purposes
33

Pedagogic Task

34

Authentic task

35

Intelligibility- word level recognition Are the words used recognisable as English? Comprehensibility- Degree to which a recipient finds a text meaningful Texts that contain references which are only culturally comprehensible poses a problem E.g. Please dont sit there because the feng shui there is not good.

36

Interpretability apprehension of intent, purpose or meaning behind an utterance. Interpretability is at the core of communication and is more important than the correct use of grammar.

37

All the consonants are important except for 'th' sounds as in 'thin' and 'this Consonant clusters are important at the beginning and in the middle of words. For example, the cluster in the word 'string' cannot be simplified to 'sting' or 'tring' and remain intelligible. The contrast between long and short vowels is important. For example, the difference between the vowel sounds in 'sit' and seat'
38

Nuclear (or tonic) stress is also essential. This is the stress on the most important word (or syllable) in a group of words. For example, there is a difference in meaning between 'My son uses a computer' which is a neutral statement of fact and 'My SON uses a computer', where there is an added meaning (such as that another person known to the speaker and listener does not use a computer).
39

Materials should be: clearly linked to the syllabus balanced between authentic task and pedagogic task balanced between authentic text and pedagogically contrived text allow learners to focus on Standard English encourage learners to develop learning skills, and skills in learning

Encourage learners to apply their language learning skills to the world beyond the class room Be culturally representative Sensitive to values Avoid stereotyping

It is that in writing textual materials for a state-level system in a multilingual and multicultural developing society it becomes necessary to satisfy different sets of criteria which, in some cases, do make contradictory demands. Some of them may arise in the desire to make education a handmaiden to economic progress and social reconstruction. A few important ones stem from the need to provide for the less fortunate, poorer or historically abused sections of society,,e.g. the lower classes or castes, women, farm hands or the rural poor. To answer all of them cannot be an easy task. (Tickoo1995:39 ) in Materials for a State-level System: A

retrospective record in A. Hidalgo et.al Getting started: Materials writers on Material writing. SEAMEO RELC)

También podría gustarte