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TEACHING LANGUAGE CONSTRUCTION

por Samy TF

MECHANISMS

por Woon Kiat

The Design Cycle

por Ravin Ratnasuriya

caracteristicas de un boseto o bosquejo

por Magaly Samara Vergara G

Developing Principled Frameworks for Materials Development (Brian Tomlinson)

Approach to materials development

Text-driven framework

PROCEDURE, PRINCIPLES, OBJETIVES

Revision

Evaluation

Trialling

Development activities

Intake response activities

Experiential activities

Readiness activities

Text experience

Text selection

Text collection

Articulate and develop their own theories of language learning and language teaching at the same time.

Sensory images and affective stimuli combine

Reader or listener

Create texts (Written or spoken)

REPORTS

Article writing

Write a summary articles

Use headlines, bold type, captions...

Making notes

Compare notes with other colleagues

Reading the news

Try to find articles, editorials, letters, and photographs

Get ready

Predict in your mind , what happened in the story

See what happened in your mind

Create pictures

The activities in a course should match with learner needs and wants and with principles of language learning

Develop a flexible framework to guide the development of the units

The best way to achieve this is to consider both the target context of use for the materials and the principles and experience of the writers

PRINCIPLES IN MATERIALS DEVELOPMENT

Tomlinson describes a principled and flexible framework designed to help teachers to develop materials efficiently

Bell and Gower (1998, 122-5) started by articulating the following principles

Flexibility, engaging context, natural language, integrate skills, learning development, proffessional respect.

Focus on needs analysis as their starting point

FRAMEWORKS FOR MATERIALS DEVELOPMENT The focus on creativity

Jolly and Bolitho (1998 97-8) Different approach to frameworks

Student use of materials

Production of materials

Pedagogical realization

Contextual realization

Exploration

Identification

FORTEZ (1995; 74) RICHARDS (1995, 102-3) FLOREZ (1995 60-2) They describe the process of designing

Literature

Writing

Reading for understanding

Using grammar in oral interaction

Listening with understanding

ROZUL (1995: 213) With lesson format

KEY COMPONENTS

Tasks

Laguage focus

General information

Input

Started