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Materials Development

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.

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Materials Development

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  1. Materials Development Week 15 Final Segment Review

  2. 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

  3. 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

  4. 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

  5. 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.

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

  7. 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. Jeon Ji Hyun elephant the man SM5 umbrella CD player Kang Ho Dong computer David MP3 player

  8. What I might do • Generate 4-5 passive voice sample sentences e.g. (Hangeulwas invented by Sejong) • Generate 4-5 active voice sentences e.g. (SejonginventedHangeul) • 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)

  9. 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?

  10. Background & ExperienceCity vs. Country • Ss from different locations have different needs • But don’t assume that they are less intelligent or knowledgeable.

  11. Frameworks • Productive Skills Receptive Skills • EIF PDP

  12. 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

  13. Congratulations on finishing the HUFS TESOL Certification Program • Good Luck in the future.

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