YL Material Design & Development

1. YL Material Design & Development Week 2 Life Map Processing Thomlinson

2. Housekeeping:Name Cards Name: _________________ English Nickname: _________ Email address: ______________ Phone #: __________________ Your Picture Something about your self:_________ ______________________________

3. Homework for Next Week • Read and answer the questions to Halliwell’s “Working with YL and Identifying Priories and Implications” Before I collect your homework • Please discuss the question about the Tomlinson article with your group.

4. Life Map Look at the lesson plan pages 66-71

5. Life Map Processing Qs What are the receptive skills? What are the productive skills? What were the “language learning materials” used in the mini-lesson? What were the characteristics of those materials? What skill did the icebreaker focus on? Would this lesson have been appropriate for elementary Ss? Could you use this activity in your own class? What changes might you need to make? Why would you need to make them? How could you adapt this activity to other skills?

6. Review: Definition of “materials” • Anything that is used by teacher and/or learners to facilitate the learning of a language (p. 2) • 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.

7. 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

8. Inductive vs. Deductive • What is the difference between “inductive” teaching and “deductive” teaching?

9. 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).

10. Deductive Teaching • Also known as “direct instruction”. • Teacher provides students with the rule and students practice making examples based on the rule.

11. 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 Involving Declarative Knowledge • knowledge about the language system Involving Procedural Knowledge • knowledge of how the language is used

12. 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.

13. What does the term “communicative competence” mean? • “Communicative competence refers to a learner's (second language) ability. It not only refers to a learner's ability to apply and use grammatical rules, but also to form correct utterances, and know how to use these utterances appropriately”. (definition from: Wikipedia on-line encyclopedia)

14. 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.

15. When are learners guided to see explicit aspects of the target language? • Prior to students’ use • After students’ use • *NOTE: both can be done inductively so the teacher can facilitate students’ discovery of rules.

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

17. Materials should achieve impact • Materials should help learners to feel at ease • Materials should help learners develop confidence • What is being taught should be perceived as relevant and useful • Materials should facilitate learner self-investment and discovery • Learners must be ready to acquire the points being taught • Materials should expose the learners to language in authentic use • Learner’s attention should be drawn to the linguistic features of the input • Materials should provided opportunities to use the TL for communicative purposes • Materials should take into account that the positive effects of instruction are usually delayed • Materials should take into account that learners have different learning styles • Materials should take into account that learners differ in affective attitude • Materials should permit a silent period at the beginning of instruction • Materials should maximize learning potential • Materials should not rely too much on controlled practice • Materials should provide opportunities for outcome feedback

18. In-class group activity • Look through the sixteen features of good materials pp. 157-158. • In groups come up with examples of materials that have those features.