Presentation on theme: "YL Material Design & Development Week 2 Life Map Processing Thomlinson."— Presentation transcript:
YL Material Design & Development Week 2 Life Map Processing Thomlinson
Discussion Please discuss your homework question with a partner. Which of the 16 features do you agree with most? Did your group choose any of the same answers?
Homework for Next Week Read (p.156-172) to Halliwell’s “Working with YL and Identifying Priorities and Implications” answer the questions (p.155) - due at the beginning of class
Review: Definition of “materials” Anything that is used by teacher and/or learners to facilitate the learning of a language (p. 140) 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.
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
Inductive vs. Deductive What is the difference between “inductive” teaching and “deductive” teaching?
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).
Deductive Teaching Also known as “direct instruction”. Teacher provides students with the rule and students practice making examples based on the rule.
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 Declarative Learning/Knowledge knowledge about the language system Procedural Learning/Knowledge knowledge of how the language is used
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.
What does the term “communicative competence” mean? “Communicative competence is a learner's second language ability. Speakers should be able to: Apply grammatical rules Communicate accurately Know how to communicate in different settings
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.
When should learners be taught the rules of the target language? Prior to an activity After an activity *NOTE: both can be done inductively so the teacher can facilitate students’ discovery of rules.
Features of Good Materials What are the 16 features of “Good Materials” that are listed in the reading? P152-153
1.Materials should achieve impact 2.Materials should help learners to feel at ease 3.Materials should help learners develop confidence 4.What is being taught should be perceived as relevant and useful 5.Materials should facilitate learner self-investment and discovery 6.Learners must be ready to acquire the points being taught 7.Materials should expose the learners to language in authentic use 8.Learner’s attention should be drawn to the linguistic features of the input 9.Materials should provided opportunities to use the TL for communicative purposes 10.Materials should take into account that the positive effects of instruction are usually delayed 11.Materials should take into account that learners have different learning styles 12.Materials should take into account that learners differ in affective attitude 13.Materials should permit a silent period at the beginning of instruction 14.Materials should maximize learning potential 15.Materials should not rely too much on controlled practice 16.Materials should provide opportunities for outcome feedback
In-class group activity Look through the sixteen features of good materials pp. 152-153 In groups come up with examples of materials that have those features.
move learn to date attend graduate contest break up be born I won the ___. I got a prize. I will begin _____ middle school next year. I will ______ from high school before going to university. I _______ ride a bike from my father. I was _______ in August in the year of the monkey. I ________ with my boyfriend last week. There’s a girl I want to ______, but she keeps saying no. My family and I _____ to a new apartment last month.
Step One Make a list of events from your life: important interesting sad scary fun embarrassing exciting Examples: Moved to Chicago Learned to sew Dated my boyfriend Attended kindergarten Graduated from high school Won a contest Broke up with my boyfriend Was born in April Share list with partner. Add ideas.
Step Two Count the number of your events (at least 6 no more than 12) Make a column of numbers Put events in order: First, second, next, and then… 1.born April 22nd 2.learned to ride bike 3.attend kindergarten 4.broke leg 5.moved and changed school 6.camping @ beach camping @ the beach broke leg born August 15 moved & changed schools learned to ride bike attend kindergarten
Step Three One a sheet of blank paper draw a single, wavy line Make dots on the wavy line for each event in your life. Then write the name of the event next to each dot (1-4 words) Draw a picture for each event
Get to know your classmates: Share with a Partner A: What was your most _____ experience? B: My most _______ experience was ____. A: What happened? B: ________________. What was your most _____ experience? A: My most _______ experience was ____. B: What happened? A: _________________. interesting sad scary fun embarrassing exciting
Life Map Processing Qs What are the receptive (reading/listening) skills? What are the productive (writing/speaking) skills? Could you use this activity in your own class? What changes might you need to make?