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Learners have different preferences and requirements for learning. This diversity commonly requires a supply of learning material that fits to the learners needs. No book will suit all the students in terms of their learning styles, motivations, interests and levels of English that is why teachers need to adapt materials for the lessons.
Therefore, the textbook should be regarded as a resource for creativity and inspiration.
2) Make learning activities relevant and purposeful 3) Meet the learners needs, both external and psychological 4) Use models of real, authentic language
1. Teachers should not adapt materials too casually, e.g. based on his or her own preferences or tastes
2. Materials deleted or added should not go beyond a reasonable proportion, otherwise consider alternative materials.
3. Teachers should not adapt materials only to cater for the needs of exams or tests.
Specific adaptation
Omission: the teacher leaves out things inappropriate for the particular group. Addition: where there seems to be inadequate coverage, teachers may decide to add to textbooks, either in the form of texts or exercise material.
Reduction: where the teacher shortens an activity to give it less weight or emphasis. Extension: where an activity is lengthened in order to give it an additional dimension. Rewriting/modification: teacher may occasionally decide to rewrite material, especially exercise material, to make it more appropriate, more communicative to their students.
Replacement: text or exercise material which is considered inadequate, for whatever reason, may be replaced by more suitable material.
Re-ordering: teachers may decide that the order in which the textbooks are presented is not suitable for their students. They can then decide to plot a different course through the textbooks from the one the writer has laid down.
Branching: teachers may decide to add options to the existing activity or to suggest alternative pathways through the activities
Course materials
Core components
Supplementary components
Learner factors
Age Cultural background Cognitive maturity Interests Needs
Initial criteria
Pupils profile
Age Class size Learning context
Detailed criteria
Unit organisation
Lay-out, sequencing, revision/reference pages
Skills
Equal emphasis on skills
The material should be reasonably priced if cost is involved The material should make learning easier the material should create joy and interest in the learners. The material should be attractive, colourful, and durable where applicable.
3. Language Content
Does the material cover the grammar item you intend to teach? Is the vocabulary level suitable to your students ability? If you are focussing on pronunciation, does the material include individual sounds/ word stress/ sentence stress/ intonation? Are style and appropriacy dealt with? If so, is language style matched to social situation?
5. Topic
Is the topic of the listening material in the scope of the syllabus? Is the topic familiar? (Culture) Will the topic help expand students awareness and enrich their experience?
6. Teachers guide
Are tapescripts provided? Is there adequate guidance as to how to conduct the activity? Is there any justification on the basic premises and principles underlying the material?
Teachers have the choice of selecting authentic or non-authentic materials for their lessons. Authentic materials are produced in response to real life communicative needs rather than an imitation of real life communicative needs. On the other hand non-authentic materials are materials that are specially produced for pedagogical purposes. However, it is recommended that teachers should expose authentic materials to the pupils as they will encounter these materials in the real world.
Examples of materials that can be used for teaching Listening and Speaking skills
Printed materials books story books newspaper articles brochures / phamphlets notices announcements calendars internet articles blogs
Recorded materials fairy Tales Songs news Announcements movie Trailers conversation face-toface, telephone weather report Nursery rhymes Documentaries Advertisements
REFERENCE
1. Alan Cunningsworth (1995) Choosing Your Coursebook, Oxford, Heinemann 2. Brewster J, Ellis G, Girard D (2002) The Primary English Teacher s Guide. Harlow: Penguin English Guides 3. Cameron L (2001) Teaching languages to young learners. Cambridge: CUP 4. Halliwell S (1992) Teaching English in the Primary Classroom. Harlow: Longman. Chapter 4 5. House, S.(1997) An Introduction to Teaching English to Young Learners. London: Richmond Publishing. Chapter 2 6. Pinter, A. (2006) Teaching Young Learners Oxford: OUP.
Chapter 9 7. Vale D. & Feunteun A (1995) Teaching Children English Cambridge: CUP