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- Designing educational materials. Part 1-2
Module:Topic:Time:Aim:Materials:Aids: |
Foreign language teaching in special directions (fields)Designing educational materials. Part 1-280 minutesTo analyse materials design1. Harding, K. (2007) English for Specific Purposes (Resource books for teachers). 2. Jordan, R. R. (2005) English for Academic Purposes: A Guide and Resource Book for Teachers. 3. Dudley-Evans, T. & M-J. St John (1998) Developments in English for Specific Purposes.Cambridge: Cambridge University Press. Charts, laptop with speakers, handouts, white board |
Procedure
Warm up: Teacher asks students to brainstorm their ideas about the topic
While activity:
1. Defining objectives
We can start by asking ourselves the question: What are materials supposed to do? In defining the purpose of the materials, we can identify some principles that will guide us to the actual writing of the materials.
a. Materials provide a stimulus to learning process.
Good materials don’t teach but rather encourage learners to learn.
Good materials contain:
· Interesting text
· Enjoyable activities
· Opportunities for learners to use their knowledge and skills
· Content which both learners as well as teacher can overcome
b. Materials help to organize the teaching-learning process.
By providing a way through the complex mass of the language to be learnt. Good materials should provide a clear and understandable unit structure that will guide teacher and learners.
c. Materials contain a view of the nature of language learning.
Good materials should truly reflect what you think and feel about the learning process.
d. Materials reflect the nature of the learning task.
Materials should try to create a balance outlook that both reflects the complexity of the task, yet makes it appear manageable.
e. Materials can have a very useful function in broadening the basis of teacher training.
By introducing teachers to new techniques.
f. Materials provide models of correct and appropriate language use.
This is a necessary function of materials, but it is all too often taken as the only purpose, which the result is the materials become simply a statement of language use rather than a vehicle for language learning.
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