GAN ZI XI

TAN YAN LIN

VERONIQUE ENDUYAN
• The materials must match the goals and objectives of the syllabus.
• It should be consistent with the teaching-learning situation and
approach.
• It must suit the target audience – level / ability, needs, interest, time,
cultural content
• It should be reasonably priced if cost is involved.
• It should make learning easier and create joy and interest in the
learners.
• It should be attractive and colourful.
• Make dialogues communicative

• Make learning activities relevant

• Meet the learners’ needs

• Use models of real, authentic language

Omission Leaves out things deemed inappropriate, offensive, unproductive
Addition Add extra notes or exercises
Reduction Shortens an activity
Extension An activity is lengthened
Modification Rewrite material to make it more appropriate
Replacement Inadequate materials being replaced
Reordering Decide whether the order presented in the textbook is suitable for
students or not
Branching Add options or alternative pathways to the activity
1. Patterns of thought - Common ways of thinking, where
"thought" Is meant to include both factual beliefs as well as
values and emotional attitudes.
2. Patterns of behaviour - Common ways of behaving; including
behaviour from ways of talking to ways of ploughing the
fields.
3. Patterns of artefact manufacture and use - Common ways of
producing and using material objects; including objects from
pens to houses.
4. The cultural information included in English textbooks
should be correct and recent.
5. It should not be biased and should reflect background
cultures of English.
6. It should include visual aids etc., to help students
understand cultural information.
i. Factual cultural information

ii. Attitudes and values

iii. Learning by doing

1. Physical geography; natural environment, climate, natural resources.
2. History
3. Religious
4. Types of industry.
5. Types of contacts with other groups.
6. Customs of habitation.
7. Customs of eating.
8. Customs of clothing.
9. Leisure, Sports and holidays
• It should be presented in as many and varied ways as
possible.
• Eg: books, comics, video films, interactive video, computer
games.

• Students should be led to actively pursue the

information rather than just to passively receive It.
• This can be done by requiring cultural authenticity in
essays, roleplays, etc. that the students are asked to
produce or by using the interactive possibilities of the
mechanical devices exemplified above.
• Attitude is view point, a mind-set or a way of valuing life.
• Evaluative statements of objects, people or events.
• A collection of feelings.
• Multiple experiences which leads to beliefs.
• Beliefs cluster together to form values (that which you value).
• Values of life shape itself, into a world view called ATTITUDE.
• Values carry an individual’s concept of right and
wrong.
• Principles that guide our lives. They are designed to
lead us to our ideal world.
• Values define what is of worth, what is beneficial
and what is harmful.
• Values are standards to guide our action,
judgement and attitudes.
Teaching and training aimed at integrated linguistic and cultural
competence can have several goals. Three of these are:

1. Providing insights about the new language and culture.

2. Attempting to Influence the student's attitudes In the direction of positive

or at least tolerant attitudes towards the new language and culture.

3. Becoming linguistically and culturally competent In the new language

and culture.
Some examples of such "learning by doing" are the following:
1. Authentic contacts with speakers of the new language (through
travel or visitors).
2. Roleplay
3. Essay writing.
4. Practical or aesthetical work in a new language - singing, reciting
poetry, etc.
5. Interactive video or computer programs.
6. Debating.
• https://pdfs.semanticscholar.org/7a4d/99f0d4057dfb5ea51cb702198cf4b4
6a491e.pdf
• http://iteslj.org/Articles/Kitao-Materials.html
• http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-
07902015000200012