Teacher design materials for a specific group of students

Teacher makes use resources that can be access and it will save teachers’ and school budget

Teacher focuses on the students’ needs, interests, strengthens and weaknesses

Teacher’s personal touch will motivate and engage the students with the lesson

The materials could be incoherent and lacking a unifying theme

Errors, lack durability, and unclear

Time constrain in designing and organizing the materials

Students’ needs, interests, motivation, specific individual needs and their purposes of learning

Suitable to the goals and objective in a curriculum

Be realistic in order to think about the resources available in the context of teaching.

Manageable in designing and producing the materials, sharing them with other teachers

Aware of the restrictions that copyright laws place on the copying of authentic materials, published materials and materials downloaded from internet

Determine teachers’ willingness to embark on materials development: e.g replace or adapt the materials, add or leave out activitie s etc

DESIGNING EFFECTIVE ELT

MATERIALS

ADVANTAGES DISADVANTAGES

FACTORS TO CONSIDER WHEN

DESIGNING MATERIALS

Individual needs

Resources available

Contextualization

Personalization

Time

Quality

Organisation

Resouces and facilities

Personal confidence and

competence

Curriculum and context

Copyright compliances

Time Learners

GUIDELINES FOR DESIGNING EFFECTIVE ELT

MATERIALS

LINK TO EACH OTHER

STIMULATE INTERACTION

DEVELOPING LEARNING SKILLS

CONTEXTUALIZATION

AUTHENTIC

INTEGRATING

FORM AND FUNCTION

ATTRACTIVE

INSTRUCTIONS

FLEXIBLE

- Curriculum- Students’ experiences,

realities and first languages- Topics and themes

Language should be used for real and purposeful communication

Help students to learn how to learn both inside and outside the classroom, fostering their aotonomy and self assessment

Form and function are intrinsically interrelated. Hence one cannot be separated from the other

Offer opportunities to integrate the four skills: listening, speaking, reading and writing

Authentic in terms of the texts presented (written, spoken and visual) and also the tasks they should carry out

All the tasks and activities designed should be interrelated and organised following a specific patternems. in oeder to develop a progression of skills, understandings and language items

Should be attractive as regards physical appearance, user-friendliness, durability and ability to reproduced

Instructions should be clear, simple, short, to the point and one at the time

The materials should be flexible in terms of content and should offer a wide range of possibilities from which students can choose from.

AUTHENTIC MATERIALS

DISADVANTAGES

WHEN TO USE?

OVERCOME DIFFICULTIES

ADVANTAGES

DEFINITIONS

Rogers (1988) : appropriate and quality in terms of goals, objectives, learner needs and interest and natural in terms of real

life and meaningful communication

Harmer (1991) : materials which are designed for native speakers; they are real text; designed not for language students, but for speakers of the language.

Jordan (1997) : texts that are not written for language teaching purposes

Guariento & Morley (2001): authentic materials is significant since it increases students’ motivation for learning, makes the learner be exposed to the real language.

Have positive effect on learner motivation

Provide authentic cultural information

Provide exposure to real language

Relate more closely to learners’ needs

support a more creative approach to

teaching

Often contain difficult language, unneeded vocabulary items

Contain complex language structures

Burden for the teachers in lower-level classes

Too culturally biassed and mixed structures

Can cause the lower-levels have hard time decoding the texts

Post-intermediate

level (Gueriento &Morley)

Master a wide range of

vocabulary

Master all of the structures in target language

Chaves (1998)

Starts since learners interact with the real language and its use

They need pedagogical

support

Encourage students to read

for pleasure

Using audio-visual materials

Use popular and traditional songs Within

students ability

Introduce materials from students’ own subject area

SELECTING AND DEVELOPING

TEACHING/LEARNING MATERIALS