Materials Design and Development

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Materials Design and Development

• Week 11
• Reviewing Grellet
• Receptive Skills Framework

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Homework for Next Week

• Start thinking about the kind of lesson you want
  to do Reading or Listening and begin searching
  for the appropriate text
• Reflection on Homework
• Discuss in small groups or with a partner, your
  answers to the homework. Add details and
  examples.

3
Processing Questions

• Is teacher translation of the text an effective
  and efficient way to have Ss demonstrate their
  understanding? Why or why not?
• How does this quote relate to the above question
  Give a man a fish feed him for a day. Teach a
  man to fish and feed him for a lifetime.

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Background Knowledge

• Choosing a text that Ss already knows something
  about helps Ss learn English faster
• Helps learners understand new and unfamiliar
  grammar
• Allows Ss to comprehend more of the text at a
  faster rate

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In Receptive Skill Lessons Which Is More
Important?

• Vocabulary is more important than grammar in
  receptive skill lessons
• Grammar helps us use language, vocabulary helps
  us understand language

Grammar
Vocabulary
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Task Sequencing in Receptive Skill Lessons

• General ? Specific
• Easy ? Difficult
• Concrete ? Abstract

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The PDP Framework

• Is it for productive or receptive skills?
• What skills can we teach using the PDP framework?
• What framework do we use to teach productive
  skills?

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PRE
What happens in each stage?
DURING
POST
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Pre-Stage

• When does it happen in the lesson?
• What happens in this stage?
• Why?

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Schema Theory Schema Activation
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What needs to be activated and assessed prior to
reading or listening?

• General world knowledge about social
  relationships and casual structures
• Specific knowledge about topic of the text
• Knowledge about the texts organization (genre)

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Good readers and listener use prior knowledge to

• make predictions
• visualize
• ask questions to monitor comprehension
• draw inferences
• confirm hypothesis thats what I expected
• determine what is important in the text
• demonstrate to others that they have understood
  what they have read

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During Stage

• When in the lesson does it happen?
• What happens in this stage of the lesson?
• When are the tasks given to Ss? Why are the task
  given at that time?
• What is the purpose of a reading lesson? If we
  give tasks after the Ss watch, listen or read,
  what are we assessing memory or comprehension?
• How does it happen i.e., how are the activities
  sequenced?

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Sequencing of Tasks

• Task are given before learners read or listen
• Tasks are sequenced from
• General to specific
• Easy to Difficult
• Concrete to abstract

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During Stage

• What happens first Skimming activities or
  scanning activities? Why?
• What are some example of skimming activities?
• What are some example of some scanning
  activities?
• Where in the PDP lesson is the SLO achieved?
• What kind of activity do we need to assess Ss
  comprehension of the listen/reading text?
• Can you give me some example of these kinds of
  activities?

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Skimming Activities

• ordering/numbering items of main ideas
• making a list of main or significant events
• reading or listening for the mood, feeling or
  tone of the text or passage
• outline the main or fill in an outline where the
  details are provided but not the main ideas
• ranking the importance of the main ideas or
  significant events
• checking off relevant information from a text or
  picture
• select the correct response such as whats the
  best title for this passage
• label pictures, graph, or graphic organizer
• matching picture with description
• matching two general pieces of information
• writing summary statements

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Scanning Activities

• checking off relevant information from a text or
  picture
• ordering/numbering items
• label pictures or parts of pictures
• matching two pieces of information
• select the correct response fill in graph, or
  graphic organizer
• fill in the blanks
• ranking
• true/false
• multiple choice
• writing short answers

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A list of Comprehensive Assessment Activities

• Summary
• Retelling
• Sequencing a summary
• Sequencing pictures
• Using pictures to retell the text
• Synthesis such as making inferences, drawing
  conclusion or reading/listening between the lines
• Application of new knowledge e.g. using what
  they have learned to identify the technique being
  used
• Discussion
• Debate

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During Stage

• A cloze activity checks Ss comprehension at the
  word/sentence level. Is this a good final
  assessment activity of a listening or reading
  text? Why or why not?
• Why do we need to check Ss comprehension at the
  text/discourse level?
• Is the whole meaning of a text stated directly?
  When we listen or read something and understand
  more than was said or written what are we doing?
  Is this an easier or harder task?
• Where in the reading lesson should Ss be
  reading/listening between lines, making
  inferences and drawing conclusions? Why?

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Building SchemataBuilding Connections

• Text to Self
• choose texts with characters the same age as the
  students, or had similar problems and experiences
• let learners share connections from past
  experiences

? ? ? ? ? ?
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Building SchemataBuilding Connections

• Text to Text
• compare characters, their personalities, and
  actions
• compare story events and plot lines
• compare lessons, themes, or messages in stories
• find common themes, writing style, or
  perspectives in the work of a single author
• compare treatment of common themes by different
  authors
• compare different versions of familiar stories

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Building SchemataBuilding Connections

• Text to World
• create posters and ads
• write in a reading or listening response journals
• complete projects about the topic or theme
• perform role plays or skits

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Post Stage

• When does it happen in the lesson?
• What happens at this stage of the lesson?
• Why?
• If the POST stage is extra icing on the cake
  why do I believe it is essential to include in
  any reading or listening lesson?
• How does the POST stage relate to Tomlinsons
  aspects of good materials?

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PRE
Why the diamond?
DURING
POST
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Look at these two SLOs.How are they different?

• By the end of the lesson SWBAT ask and answer
  questions using frequency adverbs (always,
  usually, sometimes, seldom, never) in the dialog
  (A How often do you ___? B I _____ _____.) BY
  doing a classroom survey.
• By the end of the lesson SWBAT demonstrate their
  comprehension of the text, Thats Her Problem
  BY retelling the story with picture support.

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Receptive Skills SLO Formula

• By the end of the lesson, SWBAT demonstrate their
  understanding/comprehension of the __________
  (text/passage/story/dialog/conversation/article/et
  c.),_________ (title of text) BY ______(doing
  something)__________.

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Example

• By the end of the lesson, SWBAT demonstrate their
  understanding of the conversations, Problems at
  the Airport BY describing the inferred
  conclusions about what each speaker will do.

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You Try

• Write and SLO for the following
• fable The Hungry Father-in-Law
• debate Should We Build the New Library
• public service announcement What to Do in Case
  of a Fire

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Compare Yours to Mine

• By the end of the lesson, SWBAT demonstrate their
  understanding of the fairytale, The Hungry
  Father-in-Law BY inferring the moral that we can
  learn form the story.
• By the end of the lesson, SWBAT demonstrate their
  understanding of the public service announcement,
  Should We Build the New Library BY summarizing
  the debate using a graphic organizer.
• By the end of the lesson, SWBAT demonstrate their
  understanding of the debate, What to Do in Case
  of a Fire BY drawing a diagram or making a
  poster that shows the sequence described in the
  announcement.

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Look at these tasks. Put them in correct order
using PDP framework

1. Give task a series of T/F statements, let Ss read
   statements, then Ss listen to text. Ss check
   answers together, T elicits correct answers from
   group
2. Give Task Why is the older lady worried?
   What suggestion will the clerk make. Ss read
   Qs. Ss listen to text. Ss check answers together,
   T elicits correct answers from group
3. Give Ss a bus schedule and a map of the US. Ask
   Ss to plan a trip to some place in the US. Ss
   will describe what bus/buses they will take. How
   long it will take and the cost of the travel.
4. Show picture of bus station. Elicit background
   knowledge by using guiding Qs Where do you
   think this is? Whats happening? Etc
5. Give task How many people are speaking? Where
   are they? Let Ss read Qs. Ss listen to the text.
   Ss check answers together, T elicits correct
   answers from group
6. Introduce topic Long distance travel by bus.
   Ask Ss if they have every gone a long distance by
   bus? Ask if theyve traveled by bus in an English
   speaking country?
7. Give task Each Ss gets a bus ticket with a
   destination. Ss must listen and find their bus
   number. Different Destination for each Ss. When
   Ss hear their bus number they should stand up. T
   play tape several time until most/all Ss can
   stand up when their bus number is called.

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What order did you come up with?

• Pre
• 4 Assess Ss prior knowledge
• 6 Intros topic and allows Ss to share past
  experience to create interest and relevance
• During
• 5 It a general listening task
• 1 It a easy specific listening task.
• 7 Its a more difficult specific listening task
• 2 Its the most difficult listening task because
  it requires Ss to use inference and draw
  conclusion which assess Ss knowledge at the
  text/discourse level
• Post
• 3 Ss do a task that moves beyond the text that
  allows personalization of topic/theme and gives
  them a chance to connect topic theme to their own
  lives

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Role of Grammar vs. Role of Vocabulary in the
Language Classroom

• Lets start by looking at some statements.
• Give me a thumbs up if you agree
• Give me a thumbs down if you disagree

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• That vocabulary is more important than grammar
  is not true. If you know a bunch of words and
  dont know how to put them together, there are
  very few chances for you to be understood.

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• You dont really need to teach grammar
  explicitly, saying things like, this is the past
  perfect tense and you form it like this. Thats
  unnecessary. I think its better to teach
  learners to communicate, to practice as much
  English as possible in class with real language.
  Grammar will look after itself.

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• I get really annoyed when I teach a grammar
  point and then a few minutes later they make a
  mistake with it.

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• For students to use grammar correctly it should
  be presented in a context, its meaning and use
  should be clarified, and then they should
  practice using it.

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• Without grammar, little can be said without
  vocabulary, nothing can be said.

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• If you give students plenty of examples in
  different situations where the structure is used,
  they should be able to work out the rules for
  themselves.

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How many words?

• 500,000 to 1,000,000 words in English
• Educated native English adult knows about 20,000
• We learn about 1,000 a year
• We use about 1,800 in everyday conversation

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Threshold Levels

• Everyday conversation learners need 1800 to 2000
  words for 80 comprehension.
• For non-academic reading texts learners need
  about 5000 words for 90 comprehension.
• For academic texts, the number of words needed
  for 80 comprehension varies dramatically by
  genre.

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Three Lessons to be Learned

• Identify what the most frequent 2,000 to 5,000
  vocabulary items
• Help learners learn how to learn vocabulary on
  their own
• Dont begin reading instruction with low level
  learners until they have a threshold vocabulary
  level of at 1200 words.

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Introduction to Blooms Taxonomy

• Sequencing of tasks and questions in reading
  activities is not a new idea
• Bloom introduced his taxonomy of reading
  questions in 1956
• Bloom, like Grellet, believes that tasks should
  move from easier to more difficult, and from
  concrete to more abstract forms of thinking

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Blooms Taxonomy

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

Warning This is more appropriate for Native
Speaker learners, so use this information
carefully.
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Knowledge
Useful Verbs Sample Question Stems Potential activities and products
telllistdescriberelatelocatewritefindstatename What happened after...?How many...?Who was it that...?Can you name the...?Describe what happened at...?Who spoke to...?Can you tell why...?Find the meaning of...?What is...?Which is true or false...? Make a list of the main events..Make a timeline of events.Make a facts chart.Write a list of any pieces of information you can remember. List all the .... in the story.Make a chart showing...Make an acrostic.Recite a poem.
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Comprehension
Useful Verbs Sample Question Stems Potential activities and products
explaininterpretoutlinediscussdistinguishpredictrestatesummarizecomparedescribe Can you write in your own words...?Can you write a brief outline...?What do you think could of happened next...?Who do you think...?What was the main idea...?Who was the key character...?Can you distinguish between...?What differences exist between...? Cut out or draw pictures to show a particular event.Illustrate what you think the main idea was.Make a cartoon strip showing the sequence of events.Write and perform a play based on the story.Retell the story in your words.Paint a picture of some aspect you like. Write a summary report of an event.Prepare a flow chart to illustrate the sequence of events.
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Application
Useful Verbs Sample Question Stems Potential activities and products
solveshowuseillustrateconstructcompleteexamineclassify Do you know another instance where...?Could this have happened in...?Can you group by characteristics such as...?What factors would you change if...?Can you apply the method used to some experience of your own...?What questions would you ask of...?Would this information be useful if you had a ...? Construct a model to demonstrate how it will work.Make a diorama to illustrate an important event.Make a scrapbook about the areas of study.Make a paper-mache map to include relevant information about an event.Take a collection of photographs to demonstrate a particular point.Make up a puzzle game suing the ideas from the study area.Make a clay model of an item in the material.
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Analysis
Useful Verbs Sample Question Stems Potential activities and products
analyzedistinguishexaminecomparecontrastinvestigatecategorizeidentifyexplainseparateadvertise Which events could have happened...?If ... happened, what might the ending have been?How was this similar to...?What was the underlying theme of...?Why did ... changes occur?Can you explain what must have happened when...? Design a questionnaire to gather information.Write a commercial to sell a new product.Conduct an investigation to produce information to support a view.Make a flow chart to show the critical stages.Construct a graph to illustrate selected information.Make a family tree showing relationships.Put on a play about the study area.Write a biography of the study person.
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Synthesis
Useful Verbs Sample Question Stems Potential activities and products
createinventcomposepredictplanconstructdesignimagineproposedeviseformulate Can you design a ... to ...?Why not compose a song about...?Can you see a possible solution to...?If you had access to all resources how would you deal with...?Why don't you devise your own way to deal with...?What would happen if...? Invent a machine to do a specific task.Design a building to house your study.Create a new product. Give it a name and plan a marketing campaign.Write about your feelings in relation to...Write a TV show, play, puppet show, role play, song or pantomime about...?Design a record, book, or magazine cover for...?Make up a new language code and write material suing it.Sell an idea.Devise a way to...Compose a rhythm or put new words to a known melody.
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Evaluation
Useful Verbs Sample Question Stems Potential activities and products
judgeselectchoosedecidejustifydebateverifyarguerecommendassessdiscussrateprioritizedetermine Is there a better solution to...Judge the value of...Can you defend your position about...?Do you think ... is a good or a bad thing?How would you have handled...?What changes to ... would you recommend?Do you believe?Are you a ... person?How would you feel if...? Prepare a list of criteria to judge a ... show. Indicate priority and ratings.Conduct a debate about an issue of special interest.Make a booklet about 5 rules you see as important. Convince others.Form a panel to discuss views, eg "Learning at School."Write a letter to ... advising on changes needed at...Write a half yearly report.Prepare a case to present your view about...
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Homework

• PDP Framework read and answer Qs
• Post entry and reply to two others on discussion
  board