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This document discusses materials and lesson planning for teaching English as a foreign language. It covers several topics: 1. Classifications of teaching materials including instructional vs. authentic materials and paper-based vs. electronic formats. Teaching materials can be informative, instructional, eliciting, experiential, or exploratory. 2. Principles of materials development including using authentic texts and contexts, addressing different learning styles, and helping students develop language skills and confidence. 3. Theories of language acquisition such as innatism, behaviorism, monitor theory, and social interactionism which see factors like innate capacity, environment, meaningful use, and social interaction as contributing to development. 4. Components

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Laurence Maniquiz
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39 views3 pages

Reviewers

This document discusses materials and lesson planning for teaching English as a foreign language. It covers several topics: 1. Classifications of teaching materials including instructional vs. authentic materials and paper-based vs. electronic formats. Teaching materials can be informative, instructional, eliciting, experiential, or exploratory. 2. Principles of materials development including using authentic texts and contexts, addressing different learning styles, and helping students develop language skills and confidence. 3. Theories of language acquisition such as innatism, behaviorism, monitor theory, and social interactionism which see factors like innate capacity, environment, meaningful use, and social interaction as contributing to development. 4. Components

Uploaded by

Laurence Maniquiz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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EL 105

Module 1

Materials anything use to teach English by teacher


Material development – exploitation adaptation research in creating a material

Classifications of material

1. Instructional – Authentic
2. By Format – paper-based, electronic, and audio-visual
3. By Creator – Commercial, in-house

Teaching and learning materials

Informative – informing the learner


Instructional – guiding the learner
Eliciting – encouraging
Experiential – providing learners with experience
Exploratory – helping learners discover

Module 2

PRINCIPLES OF MATERIALS DEVELOPMENT

1.Materials should contain a lot of spoken and written texts which provides extensive experience of
language being used which is very meaningful to the learners
2. Learners should be exposed to authentic materials
3. Language input is contextualized
4. Materials should take into account that learners differ in learning styles.
5. Materials should help the learners feel at ease.
6. Materials should help learners to develop self-confidence.
7. Materials should achieve impact.
8. What is being taught should be perceived by learners as relevant and useful.
9. Materials and activities should provide opportunities for the learners to produce language in order to
achieve intended outcomes
10. Output activities are designed to make the learners USE the LANGUAGE rather than practice its
specified features and HELP them DEVELOP their ability to COMMUNICATE FLUENTLY,
EFFECTIVELY, and APPROPRIATELY.
11. Make use of activities which help the learners to reflect on their mental activity during a task and then
try to make more use of mental strategies to a similar task.

Module 3

Language - is a tool for the exchange of information. It is a symbolic system with the power to create and
shape symbolic realities such as values, perceptions, identities through discourse.
Culture – a set of human made practices, is collective shared of beliefs, value and behaviors.
Society – an aggregate of people that share common beliefs and experience, an agent in developing
culture, use language as communication in preserving culture
Nativism or Innate Theory (Chomsky): This theory proposes that humans are born with an innate
capacity for language acquisition, which is hard-wired into the brain. According to Chomsky, there are
universal grammar rules that all languages share, and the brain is capable of developing these rules
through exposure to language.
Monitor theory (Krashen): This theory suggests that language acquisition is a subconscious process that
happens when learners are exposed to meaningful language input that is slightly beyond their current
level of competence. The monitor theory posits that language learning occurs when learners are engaged
in meaningful communication rather than through explicit instruction.
Behaviorism (Pavlov, Skinner): Behaviorism emphasizes the role of environmental factors in language
learning. This theory suggests that language learning occurs through a process of stimulus-response-
reward, in which learners receive positive reinforcement for correctly producing language.
Social Interactionist Theory (Vygotsky): This theory proposes that language acquisition is a social
process that occurs through interaction with others. According to Vygotsky, language is both a tool for
communication and a means of cognitive development. In this theory, social interaction and the cultural
context play a vital role in language acquisition.

What makes a good language teacher? A good language teacher not only a subject matter expert
but most importantly a reflective, resourceful, and receptive materials developer

Module 4

PARTS OF LESSON PLAN

1. Lesson preparation
2. Lesson presentation
3. Review and assessment
4. Valuing / Synthesis / Follow up activity

8 COMPONENTS OF Sheltered Instruction Observation Protocol (SIOP) Model

1. Lesson Preparation
2. Building Background Knowledge
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice/Application
7. Lesson DDelivery
8. Review & Assessment
A good objective should have the following characteristics: SMART
Specific: It should clearly state what the learner will be able to do or know after completing the learning
experience.
Measurable: It should be possible to assess whether the learner has achieved the objective or not using a
clear and measurable criterion.
Attainable: The objective should be realistic and achievable given the time, resources, and prior
knowledge of the learner.
Relevant: The objective should be relevant to the overall learning goals and objectives, as well as the
needs and interests of the learner.
Time-bound: It should have a specific timeline or deadline for when the objective should be achieved.

Content objectives refer to the specific knowledge or skills that students should be able to
understand or demonstrate after completing a lesson or unit. These objectives are related to the
subject matter being taught, such as history, math, or science, and are typically focused on the
content standards set by a particular curriculum or educational program.

Language objectives, on the other hand, refer to the language skills that students will need to
develop in order to successfully engage with the content being taught. These objectives are
focused on developing the language proficiency of the students, such as their ability to read,
write, listen, and speak in the target language. Language objectives may be related to grammar,
vocabulary, pronunciation, or discourse, and are usually aligned with language proficiency
standards, such as the Common European Framework of Reference for Languages (CEFR).

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