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LEARNING MATERIAL

ADAPTATION (LMA) ON
WRITING SKILL
CEFR SUPERMINDS FOR YEAR 1 AND 2
PRINCIPLES OF MATERIALS
SELECTION AND
ADAPTATION
• 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.
• Adapting
• is a process of matching what we have to work
with (external criteria) and what the materials
offer (internal criteria) to maximise teaching
materials in a context.
external criteria means components of the materials,
it’s level, general fit e.g. general English/exam focus

internal criteria means contents of the materials


• Curriculum fit Approach Task type
• Balance of skills Topic suitability
• The starting point of the process is :
• realisation, through an evaluation, that materials
may not be fit for their intended purpose.
• Therefore, the textbook should be regarded as a
resource for creativity and inspiration.

In adapting a material :
1) Make materials interesting.
2) Make learning activities relevant and purposeful
3) Meet the learners’ needs, both external
and psychological
4)Use models of real, authentic language
Factors to bear in mind when
adaptating materials
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
CRITERIA FOR MATERIALS
EVALUATION
Working with textbook
• The textbook provide the teacher with:
-a well thought out programme
-meet the needs of the intended users
-textbooks are not written for any particular
class
- a source of practical teaching ideas
-a range of material for effective preparation
• Textbooks offer the learners:
- a focus
- a sense of security
Course materials
• Core components
– Superminds Text Book – Yearly Scheme of work
– Superminds Activity Book – Teacher’s Resource book
– Teacher’s Guide Book
– Eng.Lang.Complimentary Framework
• Supplementary components
– Flashcards
– Posters
– Youtube
– Superminds Audio and Video
– Superminds Video
– Online educational games
Learner factors

• Age
• Cultural background
• Cognitive maturity
• Interests
• Needs
Initial criteria
• Pupils’ profile
– Age
– Class size
– Learning context
• Course length
• Learning focus
– Balance of language syllabus
– Learning skills
– Cross-curricular content
Detailed criteria
• Unit organisation
– Lay-out, sequencing, revision/reference pages
• Language load per unit
– New language load / recycling of language
• Skills
– Equal emphasis on skills
• Range of activity types
– Pupil interaction / independent work
Criteria for material
selection
• The material must match the goals and
objectives of the syllabus or language
programme.
• The material should be consistent with
the teaching-learning situation /
approach.
• The authenticity of the material.
• the material must suit the target
audience –level /ability, needs, interest,
time
• 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.
• 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.

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