week 12 materials selection, adaptation and simplification.ppt
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WEEK 12
REMEDIAL AND ENRICHMENTACTIVITIES
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TYPES OF REMEDIAL AND
ENRICHMENT ACTIVITIESINTEGRATED SKILLS (Shorter integrated learningactivities)
Elementary Level
1. Making a weather chart. Pupils talk about theweather, draw pictures and write a sentence ortwo to describe the weather.
2. Writing class news. A pupil gives an item of news.
The teacher may write it on the chalkboard. Pupilsread the news item aloud and copy it into theirexercise books.
3. Talking and writing about a flowering plant
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... TYPES OF REMEDIAL AND ENRICHMENTACTIVITIES
Intermediate Level1. Reading on a topic, making notes and
talking about what is read. This may be
followed by a written report or account.2. Listening to a story, making notes, writing
out the story, and reading it aloud to the
class.3. Listening to a short play or a scene from a
play, making notes, talking about the
characters and writing about them.
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.....TYPES OF REMEDIAL AND ENRICHMENTACTIVITIES
Advanced level
1. Watching a film or television programme, makingnotes, talking about the programme and writing areport or account after the discussion.
2. Making up a story orally, writing out the story andillustrating it.
3. Finding out information orally on a specific topic,making notes, writing a report and presenting thereport orally to the class.
4. Interviewing a celebrity or visitor, making a taperecording and writing out the interview for a
magazine or newsletter
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...TYPES OF REMEDIAL AND ENRICHMENT ACTIVITIES
INTEGRATED SKILLS (Introduce project work
into the learning activities) Project work helps to make language usage
meaningful and relevant.
Projects can be made very simple for theelementary stages, and more complex for theintermediate or advanced stages of languagelearning.
Below are some examples of classroom projectswhich can help integrate the use of language skills.
They will require more than one lesson and often aseries of lessons.
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......INTEGRATED SKILLS (Introduce project workinto the learning activities)
Elementary Level
1. Setting up a shop in the classroom Pupils use oral skillsand relevant language content for buying and selling,weighing and measuring, asking for and providinginformation. Pupils also write down orders for supplies andprovide written information about the items sold in theshop.
2. Making a model house or village Pupils work in groupsto read instructions, talk about the materials required,plan their individual activities, write instructions,
directions, labels, etc.3. Making a collage or a frieze the teacher decides on a
topic or theme or a story. Groups are allocated parts ofthe collage or frieze to work on which they will constructwith pictures cutfrom magazines, newspapers, etc.
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......INTEGRATED SKILLS (Introduce project workinto the learning activities)
Intermediate Level1. Making a postcard or stamp collections- Pupils
work in groups and plan what they will collect.They list the methods they will use for collecting,storing, mounting and filling the stamps, coins,
postcards, matchboxes, etc. They also list theactivities that are useful, such as finding outabout countries of origin, displaying collectionswith information written out, presenting theircollections to the class, and distribution of duties.
2. Reading and writing projects Pupils work ingroups on certain topics. Each group laterpresents its project orally, with other materialssuch as reports and pictures. Questions and
discussion may follow as further oral work.
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.....INTEGRATED SKILLS (Introduce project workinto the learning activities)
Advanced Level
1. Study projects pupils conduct studies in the formof mini surveys. This could involve the formulationof questionnaires, the conducting of oral interviewsand the writing of reports.
2. Class outings and related activities the classorganizes visits to places of interest.. Pupils makenotes on what they have seen, do further readingand write an account of their visit.
3. Inter-class competition a supplementary readeror story is selected. Pupils work in groups to planinter-class question and answer competitions,dramatization , etc. based on the reader.
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MATERIALS SELECTION,
ADAPTATION ANDSIMPLIFICATION
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INTRODUCTION
The better the material is, the moreeffective the teaching is.
The most important is how well the
materials are used.A good piece of material used badly loses its
effectiveness. If used well, even poormaterial is effective.
Effective teaching and learning dependslargely on the appropriate adaptation anduse of materials
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ADAPTATION, SELECTION ANDUSE OF MATERIALS
Adapting already existing materials rather thanwriting original new materials.
Adapting of existing materials is less time-
consuming and more effective than writing materialsfrom scratch.
Sometimes adaptation amounts to nothing more
than a slight adjustment to an already existingexercise, such as adding a pre-reading activity to atextbook passage, therefore making the passageeasier to comprehend.
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ADAPTATION, SELECTION AND USEOF MATERIALS
It may consist of supplying a more meaningfulcontext for a drill in a textbook, making the drill
less mechanical and less dull. At times, adaptation means exploiting an exercise
fully. For example, a listening comprehensionexercise could be developed into a reading activity.
A writing exercise could also be developed from thesame material. The same material can be used forthree purposes.
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ADAPTATION,SELECTION AND USEOF MATERIALS
Adaptation may also mean developing a fullset of lessons from materials which are notoriginally produced for language teaching
and learning. For instance, travel brochuresand advertisements could be used forteaching the four skills, that is, listening,speaking, reading and writing.
Once the technique of adaptation is practisedand understood, there is no limit to theamount of adaptation that can be done.
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ADAPTATION, SELECTION AND
USE OF MATERIALS Finally, what is helpful to one teacher maynot be helpful to another.
What is useful to the experienced teachermay not be useful to the beginner and whatis suitable for one teaching style may not besuitable for another.
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ADAPTATION OF MATERIALS
Although writers of textbooks usually havegreater experience, they do not have anypersonal knowledge of each particularteachers classes.
Therefore, there is always room foradaptation which will make a lesson morerelevant to the special needs of a particular
group of learners. Not even the best written textbook will suit a
class perfectly, because every class has itsown special strengths and weaknesses.
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.......ADAPTATION OF MATERIALS
There are varying levels of proficiency and differentstrengths and weaknesses among students,therefore teachers are constantly adapting materialsand textbooks.
Students with weak oral skill- the textbook mayprovide too little oral work, so some additional
materials are needed. Students with strong oral skill the textbook may
provide too much oral work, so some of theexercises are best skipped.
All teachers adapt textbooks in small ways.Teachers adapt a textbook when they add anexample not found in the book or when they statethat the students are only to attempt the odd-numbered items of a given exercise.
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........ADAPTATION OF MATERIALS
All textbooks need some adaptation because
of the unique needs of every class. Materials are often need to be adapted in at
least one of three ways:
- the materials have to be simplified- the setting may have to be adjusted
- short-term motivation and goals may have
to be provided
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Adjusting the level of difficulty
If the material is too difficult for the students,it is necessary to adjust the difficulty by
making the language easier or by simplifyingthe material in some other way.
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Adjusting the setting
Students who are still in the process of
learning a language depend heavily on non-linguistic cues in order to understand thematerial.
These learners need help both from the useof pictures, charts, and diagrams and fromthe use of familiar social settings andcontexts.
By making the settings and contextsvariables which the students easily recognize,the illustrations and examples become morevivid, interesting and real to the students.
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......Adjusting the setting
The students background knowledge helps
them learn the language. In contrast, when both the language and the
setting pose difficulties, the learners taskhas been made more difficult.
The setting can have a positive or negativeeffect on the learning task.
For example, learners in a residential part of
Kuala Lumpur might have trouble with a textinvolving rice planting not because of thelanguage but because they understandalmost nothing about the planting of rice
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......Adjusting the setting
Learners reading a familiar folk tale mightmanage fairly difficult language becausetheir prior knowledge of the story supportstheir reading efforts.
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Providing motivation and short-term goals
Long-term goals such as learning thelanguage, doing well in school, and preparingfor a future career are important.
For the short-term, day-to-day motivation isneeded to help students focus on theimmediate task.
Giving the students well devised short-termgoals provides them with useful focus on thesubject and a motivation for doing well the
work required for that class period.
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........ Providing motivation and short-term goals
For example, the teacher who makes it clear
at the beginning of the lesson that thestudents will write a letter at the end of theclass does two things for the students:
(i) Providing the students with a clear andunderstandable immediate goal, the studentshave been given a short-term but real
motivation for paying attention because theinformation included in the preparatoryexercises will be needed at the end of the
class to write the letter.
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....... Providing motivation and short-term goals
(ii) With such a clearly defined goal inadvance, the students can focus on preciselythat part of the lesson needed to sucessfullycomplete the task set for them.
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EFFECTIVE MATERIALS
For materials to be most effective, theyshould be integrated, communicative andadapted.
INTEGRATED APPROACH
Integrated approach to teaching variousskills.
An example of this integration, within the
same lesson, a reading passage will be usednot just for reading but will be adapted for alistening comprehension exercise.
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....Integrated Approach
Similarly, a listening comprehension exercise
may produce a text, which in turn becomespart of a reading exercise, and so on.
This approach recycles the materials.Materials are adapted for many otheractivities.
Both the students and teacher benefit fromthis sort of recycling.
The students benefit from the particularcombination of the new and the old found inthis approach.
I t t d A h
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....Integrated Approach
The activity changes while a significant part
of the linguistic material remains rel;ativelyconstant.
Thus, the student gets needed stimulationfrom the change to a new activity and
needed reinforcement through reexaminationof familiar material but from a differentperspective.
Another benefit is the fact that students arenot equally proficient in all four skill areas:listening, speaking, reading and writing.
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....Integrated Approach
Inevitably, reading is more advanced than writing
and listening is more advanced than speaking. For teachers, it is much easier to take a piece a
piece of material and then adapt it for one kind ofactivity and then another.
This practice tends to overwhelm the students andoverwork the teacher.
Materials take time and energy to adapt and exploit
successfully Because our time and energy are limited, it is
important that once a piece of material has beenwritten, that it should be fully utilized.
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....Integrated Approach
Once a teacher has gone to the effort and
trouble to prepare some material, it is foolishand a waste of effort not to utilize it fully.
In fact, materials preparation takes so much
time that we, as teachers, have little choicebut to use our materials in several relatedways.
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COMMUNICATIVE APPROACH Materials are also more likely to be effective if they
are communicative in nature.
The communicative approach emphasizes threefeatures: an information gap, a choice and some
feedback. Information gap one person in the exchange
knows something that the other person does notknow.
Thus, the teacher-to-student question :
What colour is your coat?
usually does not involve an information gap as both
the teacher and student know the same information
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....... COMMUNICATIVE APPROACH
On the other hand, the friend-to-friendquestion:
What are you doing tomorrow?
does involve an information gap because the
person asking presumably does not know theanswer, while the person asked probablydoes.
By choice is meant that the student hassome choice in what to say and how to sayit. Reading a dialogue does not involvechoice in this sense.
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..... COMMUNICATIVE APPROACH By feedback is meant the speaker gets
meaningful response which indicates that thecommunication was understood.
Thus, if a boy tells a girl that she has pretty
eyes, and she blushes and bats her eyelids,this constitutes feedback there is at leastreason to believe his message wasunderstood.
The widely known game Who Am I!usesall three features of the communicativeapproach we have discussed.
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Examples of Adaptation of ReadingMaterials
As a teacher, we need to give learners clear, usefulgoals that will help them determine how to goabout the reading task.
Before they read, they should know whether theirgoal in reading is to answer some questions, tosummarize the material, to fill in a chart, etc.
Our textbooks are full of reading passages followed
by comprehension questions.
If reading the passage is to answer comprehensionquestions, let the students look at the questions
before they read.
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If the objective of reading is to get an overallunderstanding, tell the students before they
read the passage that they have to produce aone sentence summary once they are done.
The students are evidently been given a
clear, useful goal that helps determine howthey go about the reading task.
Of course, it is not only possible but useful to
read a passage more than once, withdifferent goal for each of the readings.
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Multiple Readings A passage good enough to read is good enough to
be read more than once. Each time it is read, however, it is read in a different
way and with a different goal. For the first few readings, the students focus and
learn something new, while deepening their learningof the earlier material.
Each reading usually has its own purpose.- First reading:
The students are directed towards getting ageneral understanding. This is done before thestds begin the reading through assigning a taskthat requires a general understanding of the
passage.
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Next/ Second Reading
- Have another reading passage with a differentfocus, for instance concentrating on certain details
of text structure, understanding vocabulary words incontext, overall text organization, or other unlimitednumber of possibilities.
However, this reading order is not fixed.
For a weaker class, the order might be reversed:
- If the reading is quite difficult for a particulargroup of students, it might be effective to havethem read it the first time in order to answer somefairly specific comprehension questions and put offreading for the general idea until the secondreading.
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Conclusion
Finally, what is helpful to one teacher maynot be helpful to another.
What is useful to the experienced teacher
may not be useful to the beginner. What is suitable for one teaching style may
not be suitable for another.