2 Language Teaching Materials SkillsDiscourse(Language Focus)GrammarVocabularyPronunciationReceptiveProductiveListeningReadingSpeakingWriting
3 The role of materials A resource for presentation materials A source of activities for learner practice and communicative interactionA reference source for learners on grammar, vocabulary, pronunciation and so onA source of stimulation and ideas for classroom activitiesA syllabusA support for less experienced teachers who have yet to gain in confidenceCunningsworth, A. (1995) Choosing Your Coursebook. Oxford. Heinemann.
4 Authentic versus created materials Authentic Materials:Texts, photographs, video selections, and other teaching resources that are not specifically prepared for pedagogical purposes.Created MaterialsTextbooks and other specially developed instructional purposes.
5 Authentic materials Advantages Disadvantages The provide authentic cultural information about the target cultureThey provide exposure to real languageThe relate more closely to learner’s needThey support a more creative approach to teachingDisadvantagesAuthentic materials often contain difficult languageUsing authentic materials is a burden for teachers
6 Textbooks Advantages Disadvantages They provide structure and a syllabus for a programThey help standardize instructionThey maintain qualityThey provide a variety of learning resourceThey are efficientThey can provide effective language models and inputThey are visually appealingDisadvantagesThey may contain inauthentic languageThey may distort contentThey may not reflect students’ needsThey can deskill teachersThey are expensive
9 Decisions in materials design Developing aimsDeveloping objectivesDeveloping syllabusOrganizing the course into unitsDeveloping a structure for unitsSequencing units
10 Organization of materials Curriculum level: educational objective the whole body of knowledge that learners acquire in an educational institution.Course level: Course objective specific linguistic contentInstruction level: Learning objective learning outcomes for a specific meeting/unit
11 Example of material organization Unit level: read for informationIdentifying the topic (theme)Identifying the main ideas, stated and impliedDistinguishing between the topic and the main ideaReading for detailDistinguishing important from unimportant detailsSkimming to obtain the gist or a general impression of the semantic contentScanning to locate specifically required information