TASK 1: SOURCING

AND PRESENTING
INFORMATION

PRINCIPLES OF
MATERIALS SELECTION
AND ADAPTATION

SOURCE 1: BOOK
BOOK TITLE

TSL 3111 Developing and Using Resources for the primary

ESL classroom.

AUTHORS

Ruth Wickham

PUBLISHER

Brighton Education

Personaliz
ing

Providin
g for
learner
autonom
y

Catering
for all
learner
styles

Individualiz
ing

PRINCIPLE
S OF
MATERIAL
ADAPTATI
ON
Making
the
languag
e input
more
engagin
g

Localizin
g

Modernizin
g

Personalizi
ng

Individualiz
ing

Increase the relevance of content

in relation to learners interest, and
their academic, educational or
professional needs.
Example: Teacher inserts elements
of visuals to attract the pupils
Address
interests.the learning styles of both
individuals and the members of a
class working closely together.
Example: Teacher adapts the
reading text into a listening text
for groups with auditory learning
style.

Localizing

Modernizi
ng

Takes into account the

international geography of
English Language teaching.
Example: Teacher changes
names and culture in the
material into something that
are familiar to the pupils such
as Ali and nasi lemak instead of
and
French
toast.
Marvin
Updating
the
materials
as not
all materials show familiarity
with aspects of current English
usage. It can be outdated,
misleading, and incorrect.

Catering
for all
learner
styles

Providing
for learner
autonomy

Match the teaching style with the

pupils learning styles. pupils learn
better and more quickly if the
teaching methods used match
their preferred learning styles.
Example: kinaesthetic learners
bestautonomyrefers
when they are to a
learn
Learner
personally
involved.
student's ability
to set appropriate
learning goals and take charge of
his or her own learning. Teacher
needs to provide materials that
can help in fostering learner
autonomy.
Example: involving pupils in

Making
the
langua
ge
input
more
engagi
ng

Making the materials

more accessible and
comprehensible to the
learners.
Example: Reduce the
complexity of the
materials by using
easier vocabulary, or
slower pace, and
simpler sentences.

SOURCE 2: BOOK
BOOK TITLE

MATERIALS AND METHOD IN ELT: A TEACHERS

GUIDE (THIRD EDITION)

DERIVED
FROM

http://books.google.com.my/books

AUTHORS

Jo McDonough, Christopher Shaw, & Hitomi Masuhara

YEAR
PUBLISHED

2013 by John Wiley & sons, inc.

Age

Moti
vati
on
Pref
erre
d
lear
ning
style

Attitu
des
to
learni
ng
Acad
emic
and
educ
ation
al
level

PRINCI
PLES:
CONTE
XTUAL
FACTO
RS
Moth
er
tong
ue

Level
of
profic
iency

Aptit
ude

Pers
onali
ty

Reas
ons
for
lear
ning

CONTEXTUAL FACTORS

DESCRIPTION

Age

The topic chosen and the learning activities are based on the
pupils age. Teachers need to consider the suitability of the topics
and activities with the pupils.

Level of proficiency

Teachers need to know the pupils level of proficiency in English

based on mixed proficiency principle.

Reasons for learning

If it can be stated, teachers can come up with analysis of needs of

the pupils. This will help in selecting appropriate materials.

Personality

Personality affects methodological choices such as acceptance to

activities like role play, and an interactive classroom environment,
or preference to study alone.

Preferred learning styles

Helps in evaluation of the suitability of activities. For example, to

evaluate what kind of activities the pupils are used to, whether
problem solving activities or rote learning.

Motivation

There are many factors affecting motivation in class. It can be

either extrinsic or intrinsic motivation. For examples, rewards and
encouragement from the teachers and parents.

Aptitude

It basically refers to something that learners might show

themselves to be good at. Some pupils may be good in speaking
while some in writing. This can be measured by formal aptitude
test.

Mother tongue

This can affect the treatment of errors or the selection of syllabus

items such as grammar or vocabulary.

Academic and educational

level

Helps in determining intellectual content, breadth of topics, or

depth to which material may be studied. Teachers may not go into
depth if their pupils are low in academic and educational level as it
does not suit the pupils level.

Attitudes to learning

Refers to the pupils attitudes to teachers, to the institution, to the

target language itself and to its speakers.

SOURCE 3: ARTICLE FROM

THE INTERNET
TITLE

Lecture 8: Materials Adaptation

DERIVED
FROM

https://www.google.com.my/url?sa=t&rct=j&q=&esrc=s
&source=web

AUTHORS

Unknown

DATE
ACCESSED

4th August 2014

PRINCIPLES OF MATERIALS
ADAPTATION

DONTS IN MATERIALS
ADAPTATION

SOURCE 4: JOURNAL
ARTICLE
TITLE

Principles and Procedures of Materials Development for

Language Learning (Part 2)

DERIVED
FROM

http://www.matsda.org/Documents/folio_sample_articles/
Tomlinson_Part2_14-2_2010.pdf

AUTHORS

Brian Tomlinson

DATE
ACCESSED

4th August 2014

PRINCIPLES OF MATERIALS
DEVELOPMENT BASED ON LANGUAGE
ACQUISITION THEORY
PRINCIPLES OF LANGUAGE
ACQUISITION
Second language learners can
benefit from using those
mental resources which they
typically utilise when
acquiring and using their first
language.

PRINCIPLES OF MATERIALS
DEVELOPMENT INVOLVED

Make use of activities which

get learners to visualise
and/or use inner speech
before, during and after
experiencing a written or
spoken text.
Mental resources - Mental
Make use of activities which
imaging (seeing pictures in
get learners to visualise
their mind), using the inner
and/or use inner speech
voice to give our own voice to
before, during and after
what we hear and read, to
using language themselves.
make plans, to make decisions,
to solve problems, to evaluate, Make use of activities which
help the learners to reflect
to understand and control our
environment.
on their mental activity
during a task and then to

EXAMPLE OF MATERIALS
Before asking the pupils to
read a poem about a boys
first day at school, the
teacher asks the pupils to
visualise their own first day at
school and then to talk to
themselves about how they
felt.

Language learners can benefit

from noticing salient features of
the input.

Use an experiential approach

in which the learners are first
exposed to the language
If a learner notices how a
before focusing on the
particular language item or
language items or specific
feature is used, they are able to
features.
develop their own language
It is more powerful to help
awareness, and achieve readiness
them discover the language
for acquisition.
items and features rather
than drawing their attention
on that particular items and
features.

The pupils read about a student

whose parents gave him a
graduation party. They then
discussed the reasons why the
parents gave him the party and
the reasons he was reluctant to
attend it .Next one half of the
class analysed the fathers use
of the interrogative and the
other half analysed the sons
use of the imperative. They
came together in groups to
share their discoveries and then
they wrote a version of the text
in which the mother (rather than
the father) tried to persuade the
son to attend the party.

Learners need
Provide many
opportunities to use
opportunities for the
language to try to achieve
learners to produce
communicative purposes.
language.
If they are participating in
Design activities in
interaction, they are also
which the learners are
pushed to clarify and
using language rather
elaborate their points. At
than just practising
the same time, they are
specified features of it.
producing comprehensible
Activities help learners
input.
to develop their ability
to communicate
fluently, accurately,
appropriately and
effectively.
Output activities are
fully contextualised in
that the learners are
responding to an
authentic stimulus (e.g.
a text, a need, a
viewpoint, an event),
that they have specific
addressees.

Develop a lot of material

in which the pupils have
to produce a text which is
a development from one
they have just
experienced.
Pupils analyse reasons to
live healthily, then they
come up with their own
advertisement. Pupils then
role play to advertise their
ideas.