Preparation and Evaluation of Instructional

Materials

ENG 109

Instructional materials are a key component in most

language programs.It generally serve as the basis for much of the language input

learners receive and the language practice that occurs

in the classroom.

Instructional materials can be:a) printed materials such as

books, workbooks, worksheets or readers

b) non-printed materials such as cassette or audio materials, videos or computer-based materials

c) materials that comprise both printed and non-printed sources such as self-access materials and materials on the internet

Dudley-Evans and St. John (1998, 170-171) suggest that for teachers of ESP courses, materials serve the following functions:• as a source of language• as a learning support• for motivation and stimulation• for reference

Authentic Materials

VersusCreated Materials

Authentic Materials - refers to the use in teaching of texts, photographs, video selections, and other teaching resources that were not specially prepared for pedagogical purposes.

Created Materials - refers to textbooks and other specially developed instructional resources.

Some have argued that authentic materials are

preferred over created materials because they contain authentic language and reflect real-world

uses of language compared with the contrived content of much

created materials.

Advantages claimed for authentic materials are (Phillips and Shettlesworth 1978; Clarke 1989; Peacock 1997):• They have a positive effect on learner motivation.• They provide authentic cultural information about the target culture.• They provide exposure to real language.

• They relate more closely to learners' needs.

• They support a more creative approach to teaching.

In both materials development and classroom teaching, the goal

is to develop a sequence of activities that leads teachers and learners through a learning route that is at an appropriate level of

difficulty, is engaging, that provides both motivating and

useful practice.

Good materials should (Rowntree 1997, 92):• arouse the learners' interest• remind them of their earlier learning• tell them what they will be learning next• explain new learning content to them• relate these ideas to learners' previous learning• get learners to think about new content

• help them get new feedback on their learning• encourage them to practice• make sure they know what they are supposed to be doing• enable them to check their progresshelp them to do better

Input - refers to anything that initiates the learning process and that students respond to in some way in using the material.

Different Kinds of Materials for Language

Subjects• Grammar materials• Listening materials• Reading materials• Writing materials• Speaking materials• Materials that are available on the Internet

The MaterialsPreparation

Cycle

PREPARE A WORKING OUTLINE

(SYLLABUS)

EXAMINING EXISTING

INSTRUCTIONAL MATERIALS

ARRANGING OR

MODIFYING EXISTING

MATERIALSPREPARING

INSTRUCTIONAL MATERIALS

SELECTING OR

PREPARING LEARNER

ACTIVITIES

PREPARE A WORKING OUTLINE (SYLLABUS)

• It is based on the instructional strategy.• It is based on measurable, sequenced performing objectives.• It should be based on the instructional event.

EXAMINING EXISTING INSTRUCTIONAL MATERIALS

• You can use existing instructional materials, if they fit your strategy - this saves up a lot of time and money.

ARRANGING OR MODIFYING EXISTING MATERIALS

• Secure copyright.• Arrange materials to cater to your needs.

PREPARING INSTRUCTIONAL MATERIALS

• Two types of activities exist:Individual or Group

SELECTING OR PREPARING LEARNER ACTIVITIES

• Almost any type of experience can be transformed into an individual learning activity, if:

1. Outcomes are specified in advance.2. Outcomes can be compared to pre-established performance objectives.3. The experience meets learner and instructor needs.

THANK YOUAND

GOD BLESS!

BSE 3A – EnglishMariano Quinto Alarilla

Polytechnic College