MATERIALS FOR

LANGUAGE TEACHING
Group 8:
Phm Thi Bo Ngc
Quch Yn Linh
Nguyn L B Tng
LOZANOV AND THE
TEACHING TEXT
Grethe Hooper
Hansen
Source: Tomlinson, B. (1999). Materials development in language teaching.
Cambridge: CUP.
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Question 1
What teaching method did
Lozanov create?

Suggestopedia

Silent Way
Direct Method

Audio-lingual Method
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Question 2
Which hemisphere does
Suggestopedia develop?

Left hemisphere

Right hemisphere
Both

None

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Question 3
What is the most conspicuous
technique that is used to aid
learning?


Body movement

Music
Experiment

Rote

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Question 4
Learners learn target language
unconsciously through .....


Peripheral learning

Text absorption
Playful activities

All are correct.

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Question 5
How is the language in the
text?

Emotional

Vivid
Melodious

All are correct.

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LOZANOV AND THE
TEACHING TEXT
I. Summary of Lozanovs ideas and teaching
method
II. Example of the lesson cycle
III. Designing materials (Language & Grammar)
Grethe Hooper
Hansen
Source: Tomlinson, B. (1999). Materials development in language teaching.
Cambridge: CUP.
Summary of
Lozanovs ideas &
teaching method


Georgi Lozanov late 60s
Significant features:





Foundation of Multi-level Learning /
Accelerated Learning
SUGGESTOPEDIA
Desuggesting psychological barriers to
learning
Using full mental powers
Unconscious learning Non-directive
teaching
Desuggesting psychological
barriers to learning

New identity
Music
Playful activities
Positive suggestion
Using full mental powers


Unconscious learning
Non-directive teaching

Text absorption
Peripheral learning
Playful activities
Example of the
lesson cycle

V
O
C
A
B
U
L
A
R
Y


G
R
A
M
M
A
R
T Ss
INTRODUCTION
Introducing the text, including
target grammar & vocabulary
Listening, asking
FIRST CONCERT
Reading aloud to classical
music
Listening, reading, following
the translation
SECOND CONCERT
Reading again to Baroque
music
Listening, eyes closed,
relaxed
ELABORATION
Presenting grammar briefly in
context
Organizing playful activities

Reading aloud
Activities, games, drama,
songs








Designing materials
(Language &
Grammar)
READING TEXT
Including target grammatical structures
and vocabulary
Interesting meaningful text
Natural flowing dialogue
Layout: Column form
English TEXT

SENSE UNITS
Underlined
keywords


Grammar Translation
LANGUAGE
Richness & Complexity
START
LANGUAGE
Vivid
Melodi
ous
Emotio
nal
Aesthe
tic
Poetic
Metaphors
Symbols
P
O
S
I
T
V
E

Humor
Tongue
Twisters
Proverbs /
Sayings
Wordplays
Success
Poetry
Paintings
a cold heart, the finest mind


Where theres a will, theres a way.



The road was plated by brilliant lights of the
golden sun,
sweet heavenly melodies of birds songs
calm and sparkling water in the sun
swans cheerfully soaking up the sunlight
a vast prairie covered by a beautiful carpet
of green grass, colorful flowers and
fluttering butterflies wings

Metaphors
Proverbs /
Sayings
Poetic language
GRAMMAR
Overt presentation Non-conscious reception
1
st

ELABORATI
ON
Grammar: coming from text
Gramma. presentation:
- Spontaneous - Brief
- Incomplete Textual
puzzle
- Visual, auditory, kinaesthetic
diff. learning styles
2
nd

ELABORATI
ON
Playful games (e.g circulation
game, singing, puppets /
masks)
Communicative games
GRAMMAR
All forms of a
grammar point are
introduced
accordingly.
GLOBALITY
Meaning should be
apparent in the text.

TEXT AND TASK AUTHENTICITY
IN THE EFL CLASSROOM
William Guariento & J ohn Morley
1. Authentic text
2. Weakness
3. Solutions
4. Authentic task
5. How to design authentic task?
Authentic text
Created to fulfill some social purpose in
the language community


Classroo
m
knowledg
e
Students
capacity to
participate in
real world event
Authentic text
Weakness
Authentic texts Low level Ss?

Prevent Ss from responding in
meaningful ways
Lead them to frustration, confusion
and demotivation
Solution?
Solutions
Simplified texts Alternative
Strengths Authentic & Simple
Requirements:
Engage Ss interests
Be relevant to Ss
concern
No need to simplify texts
Requirements:
Develop strategic
competencies (Partial
comprehension,
Prediction, etc.)
Weaknesse
s
Difficult to be well
executed (Successfully
simplified)

Not all texts are
applicable
Reduce opportunities for
introducing
comprehensible input
Lead to frustration
Give rise to the use of
non-authentic task
Authentic task
Authenticity has much to do with the
notion of task.
Input is necessary but not sufficient for
the development of proficiency in L
2
.
Pedagogic tasks Opportunities for
production & Attention on aspects of
form

Authenticity + Pedagogic task?

How to design authentic task?
Genuine
purposes
Emphasis: meaning & communication
Task ~ the process of communication in real world
Real world
targets
Target task: identified following a needs analysis of the tasks
learners are preparing to undertake
Classroom-based pedagogic tasks: complex approximations of
target tasks
Classroom
reaction
Potential authenticity of the learning situation authentic activities
Engagement
Authenticity of task Ss being engaged
No absolutely authentic task (a task may be authentic to a learner,
but inauthentic to another)
The most crucial type of authenticity

Breads
Croissants . . . $1.25

Bagels . . . . . . . .$1.25

Donuts . . . . . . . $0.75

Cakes
Blueberry
Cheesecake . . . .$2.50

Chocolate
Cheesecake . . . .$2.50



Drink
Coffee . . . . . . $1.25

Caf Au Lait . .$1.75

Espresso . . . . .$1.75
Genuine
purpose
Engageme
nt
Real world
Classroom
interaction
THE EFL COURSEBOOK AS
CULTURAL ARTEFACT:
HOW TEACHER CENSOR AND ADAPT
1. Cultural information in course books
2. Teachers concerns
3. Teachers solutions
4. Critical engagement


J ohn Gray
Cultural information in course
books
Grammar
Lexis
Activities
Cultural
information
Teachers concerns
Discrimination / Unflattering portrayal
Sex
Ethnic group
Age
Social class
Disability
Inappropriate topic / information
Alienating effects on students
Teachers solutions
Reject
Adapt
Use
Critical engagement
Course books: cultural artefact &
bearer of message
Little opportunities for Ss to respond to
the information received
Cross-cultural approach (L
1
culture Vs
L
2
culture)
Global course books: an instrument
for provoking culture debate