1. Topic: Material Design General objectives Students will be able to collect materials about material design. Students will be able to select and design material for a lesson Students will be able to make comparison between materials used in traditional method and communicative method.

2. Lesson One Designing materials for one lesson. Pre-task activities Step One: Elicit from students kinds of materials. Step Two: Sum up kinds of materials. Step Three: Discussion about factors to consider when selecting and using communicative data. While-task activities Step Four: select and designing materials for lesson activities of one lesson. Post-task activities Step Four: evaluate the materials

3. Headings of communicative data: Teacher talk Other classroom talk Recordings of talk (audio and video) Specially prepared written information Other classroom written information Realia and written texts from outside the classroom

4. Factors to consider when selecting and using communicative data : 1. Authenticity of communicative data 2. Aural and/or visual clues and other contextual props, to help learners predict meaning and make sense of the text. 3. With a range of different registers, accents, intonation, and stress patterns, and also examples of colloquial language and “social noises” 4.The text should not be too long. 5. Personal response(student collection)

5. Instructional materials In the GTM. In the DIM In the Situational Method In the Audiolingual Mthod In the Communicative Approach In the Activities-based Approach

6. In the GTM.  Classical texts and carefully compiled texts according to grammar system are used. The materials usually consist of three parts: grammar, vocabulary, and text. The main functions of the materials used in GTM are presenting and reinforcing grammar rules and new words, and offering cultural information.

7. In the DIM Spoken everyday speech in the target language is studied in preference to literary language. The method was largely dependent on the teacher’ skill rather than on a textbook..

8. In the Situational Method SLT is dependant upon both a textbook and visual aids. The textbook contains tightly organized lessons planned around different grammatical structures. Visual aids may be produced by the teacher or may be commercially produced

9. In the Audiolingual Mthod A student textbook is often not used in the elementary phase of a course where students are primarily listening, repeating and responding When textbooks and printed materials are introduced to the student, they provide the texts of dialogues and cues needed for drills and exercises.

10. In the Communicative Approach 1. Text-based material 2. Task-based material 3. Realia ( authentic and from-life material)

11. 1. Text-based material A typical lesson consists of A theme(e.g. relaying information) A task analysis for thematic development (e.g. understanding the message, taking notes, ordering and presenting information.)  A practice situation description (e.g. a caller asks to see your manager. He does not have an appointment. Gather the necessary information from him and relay the message to your manager.) A stimulus presentation (e.g. the beginning of an office conversation scripted and on tape ) Comprehension questions Paraphrase exercise

12. 2. Task-based material Exercise handbooks, cue cards, activity cards, pair-communication practice materials. And student interaction practice booklets are employed in the activities.

13. 3. Realia ( authentic and from-life material) Language-based realia, such as signs magazines, advertisements, and newspapers, or graphic. Visual sources: maps, pictures, symbols, graphs, charts, objects( plastic models apples…)

14. Headings of communicative data: Teacher talk Other classroom talk Recordings of talk (audio and video) Specially prepared written information Other classroom written information Realia and written texts from outside the classroom

15. Materials design In reality, the teacher and textbook writer will probably juggle topic, text and task elements in creating materials, beginning, perhaps with a topic such as ‘finding accommodation, collecting aural and written texts relating to the topic, and then creating activities which reflect the communicative needs of the learners in relation to the topic. This procedure is one which can be readily adopted/adapted by teachers with access to authentic sources of data. As an example of the procedure, consider the development of the following unit of work from a set of draft materials based on topic, text and task.

16. An example of the procedure of developing of a unit of work from a set of draft materials based on topic, text and task. Step1: Select topic—Finding accommodation Step 2: Collect data Step 3: Determine what learners will need to do in relation to the texts Step4: Create pedagogical activities /procedures Step 5: Analyse texts and activities to determine the language elements Step 6: Create activities focusing on language elements Step 7: Create activities Focusing on learning skills/strategies Step 8: Create application tasks

17. An example of the procedure of developing of a unit of work from a set of draft materials based on topic, text and task. Step 1: Select topic—Finding accommodation Step 2: Collect data Recorded conversation between estate agent and client Newspaper advertisements Pictures/illustrations of different types of housing Reading passage from real estate institute brochure

18. Step 3: Determine what learners will need to do in relation to the texts For example: Read newspaper ‘To Let’ advertisements Make enquiries about homes to let Talk about housing and furniture Get basic information from newspaper articles

19. Step4: Create pedagogical activities /procedures For example: Listening for gist Role play Information gap

20. Step 5: Analyse texts and activities to determine the language elements For example: Cohesion: I’m ringing about a semi. Is it still available? Adjectives: big, close, cheap, small, new, expensive Present continuous: I’ m looking for a flat Wh-questions: who, what, where, how much/many Existential ‘there’: There is/are

21. Step 6: Create activities focusing on language elements For example: Cloze passage Sentence sequencing exercise Match question and answer exercise

22. Step 7: Create activities Focusing on learning skills/strategies For example: Think about the tasks in this unit in small groups decide which useful/not useful. Discuss your answers with the rest of the class.

23. Step 8: Create application tasks For example: Think about a place you would like to rent, What area is it in? How many bedrooms has it got? Ls it a house.. or flat. Or a Condominium? How much per week is it? Buy a newspaper. Find the classified advertisements. Find the ‘To Let’ section. Find a place you would to rent.