2. Day 1 Principles of materials evaluation
and the Speaking Skill
Day 1 Principles of differentiation and
the Listening Skill
Day 2 Principles of materials adaptation
and the Reading Skill
Day 2 Principles of materials design and
the Writing Skill
11. Considering the communicative
classroom
The challenges:
• Broad spectrum of abilities-
leading up to A1 through to C2
• Need to cover:
- selection of materials to
supplement course books
including for pre- and post-
task
- self access classes and libraries
16. Considering the communicative
classroom
A task – names and personal information
a. How relevant is the context to your students?
b. How realistic is the use of language e.g. why do they
need to exchange the information?
c. How varied are the questions?
d. How personalised to your students is the information?
18. Learners in the communicative
classroom
In the communicative classroom, learners will be active
participants in the learning process. This means that the
teacher will give plenty of opportunities for the learners to use
language naturally and may often set up a variety of
interaction patterns including work with groups and pairs.
This allows the learners to work creatively with language and
to become more autonomous.
Considering the communicative
classroom
Handout 2d
19. Teachers in the communicative classroom
The role of the teacher is very important in promoting a
communicative classroom. The teacher spends a lot of time
monitoring group or pair work activity to see how the learners are
coping. The teacher will also be guiding and helping them
complete the activity when they need it. Although there will be
some points where the teacher will do some correcting this will
often happen after the activity is completed; it is important
learners understand that making mistakes is part of the learning
process and during activities the teacher will usually focus on
encouraging and supporting the learners.
Considering the communicative
classroom
20. Materials and language in the
communicative classroom
Materials and activities used in the classroom work best if
they use language for a meaningful purpose such as
solving a problem or sharing information. This will give the
learners a reason to complete the task. It is also important
that the type of language used is realistic and natural
because this will provide a good model for learners. If the
materials relate to the lives of the learners and is
personalised to them it will be more motivating: this can
include making sure the materials are varied and use a
mixture of visuals, audio and tasks that include movement.
Considering the communicative classroom
21. Considering the communicative classroom
Evaluating materials
So what does this mean for materials
evaluation?
When we evaluate materials it is best to use
• a systematic procedure
• a process that measures the value of the materials
to teachers, learners and administrators.
(Tomlinson 2003)
25. Using check lists is a systematic way to evaluate
External
Internal
Evaluating materials
26. Using check lists is a systematic way to evaluate.
What is in an internal evaluation?
Compare the checklists in the handout with your own
ideas.
a) Did you have some similarities? Are there
any sections you didn’t think about?
b) Compare the contents of the rest of each
check list. Are they exactly the same? If not,
how do they differ?
Evaluating materials
Handouts 3a and 3b
28. Applying the internal check list
Now look at the learning sections on the
lists. (Handouts 3a and b)
• Which criteria relate to the features of the
communicative classroom?
• Are there any terms that are not familiar to
you?
Evaluating materials
29. Evaluating materials
The selection of materials involves matching
the given materials against the context in
which they are going to be used and the
needs and interests of the teachers and
learners who work within it, to find the best
possible fit between them.
Rubdy 2003
30. Considering the communicative classroom
Evaluating materials
The selection of materials involves matching
the given materials against the context in
which they are going to be used and the
needs and interests of the teachers and
learners who work within it, to find the best
possible fit between them.
Rubdy 2003
31. Considering the communicative classroom
Select effective
materials
Adapt and add
supplements
Design additional
content
After
evaluation
Evaluating materials
32. Considering the communicative classroom
Select effective
materials
Adapt and add
supplements
Design additional
content
After
evaluation
Evaluating materials
This
afternoon
In the
next few
days
38. Evaluating materials
• Engaging and fun
• Meaningful - the game has an
aim and purpose
• Familiar objects for the
children
• Children able to practice
orally and reinforce the
language
• Uses spoken English
combined with visual and
kinaesthetic activity
• No written form
• No reflection element
[Possibly added later]
39. When looking at materials we can use:
• our knowledge of the classroom
• our experience
• our knowledge of the students and their needs
to decide if they are appropriate.
But using criteria makes the process much more
systematic.
Evaluating materials
40. Considering the communicative classroom
Let’s review:
• the characteristics of a communicative classroom
in differing contexts
• the characteristics we look for in speaking tasks.
A communicative classroom context for
evaluating materials
Handout 4
41. Considering the communicative classroom
A communicative classroom context for
evaluating materials
A
SECONDARY
B
PRIMARY
C
PRESCHOOL
Collaborative problem
solving
Space for independent
learning
Working out solutions
Choosing
topics/activities &
reflecting on their own
work in detail
Support through clear
examples, step by step
Encouraging co-
operative learning
Teacher monitoring,
guiding & listening to
contributions
Creativity- games and
puzzles
Using prior knowledge
Recognising success
Secure, positive
environment
Giving lots of praise
Flexibility
Mixing high activity
with calming activity
High levels of variety
including a range of
kinaesthetic, audio and
visual
Active participation
Meaningful and realistic language use
Examples and activities that are personalised / related to the learners’
experience
A variety of tasks using audio, visual and kinaesthetic
Acceptance of errors
43. A2 Speaking rating scale
[Cambridge English Language Assessment]
A2 Grammar and Vocabulary Pronunciation Interactive Communication
5
Shows a good degree of control of simple
grammatical forms.
Uses a range of appropriate vocabulary
when talking about everyday situations.
Is mostly intelligible, and has
some control of phonological
features at both utterance and
word levels.
Maintains simple exchanges.
Requires very little prompting and
support.
4 Performance shares features of Bands 3 and 5.
3
Shows sufficient control of simple
grammatical forms.
Uses appropriate vocabulary to talk
about everyday situations.
Is mostly intelligible, despite
limited control of phonological
features.
Maintains simple exchanges, despite
some difficulty.
Requires prompting and support.
2 Performance shares features of Bands 1 and 3.
1
Shows only limited control of a few
grammatical forms.
Uses a vocabulary of isolated words and
phrases.
Has very limited control of
phonological features and is
often unintelligible.
Has considerable difficulty
maintaining simple exchanges.
Requires additional prompting and
support.
0 Performance below Band 1.
Handout 5
Degrees of achievement: An example
46. The Speaking skill: characteristics of fluency in
conversational English
Possible features of a good fluency
speaking task:
True/False
Produces a lot of language
Encourages the learners to read aloud
Is easy for students to follow
Has lots of different rules and activities
Involves the teacher error correcting all mistakes heard
Is economical to set up
Provides meaningful communication
Gives students a chance to interact with each other in
groups or pairs
Can be followed by error correction after the task has
finished
Should include lots of new vocabulary and grammar
forms
Will involve students standing and speaking in front of
the class one by one
Handout 7
47. Considering the communicative classroom
The Speaking skill: characteristics of fluency
in conversational English
Possible features of a good fluency
speaking task:
True/False
Produces a lot of language T
Encourages the learners to read aloud F
Is easy for students to follow T
Has lots of different rules and activities F
Involves the teacher error correcting all mistakes heard F
Is economical to set up T
Provides meaningful communication T
Gives students a chance to interact with each other in
groups or pairs
T
Can be followed by error correction after the task has
finished
T
Should include lots of new vocabulary and grammar
forms
F
Will involve students standing and speaking in front of
the class one by one
F
48. Considering the communicative classroom
The Speaking skill: potential challenges for
learners
Potential challenge Possible solution
Inhibition
Nothing to say
Use of mother tongue
49. Considering the communicative classroom
The Speaking skill: potential challenges for
learners
Potential challenge Possible solution
Inhibition Motivating topic
Encouraging atmosphere
Delay error correction
Nothing to say
Use of mother tongue
50. Considering the communicative classroom
The Speaking skill: potential challenges for
learners
Potential challenge Possible solution
Inhibition Motivating topic
Encouraging atmosphere
Delay error correction
Nothing to say Scaffold task
Allow planning time
Pre-teach difficult language
Show models
Use of mother tongue
51. Considering the communicative classroom
The Speaking skill: potential challenges for
learners
Potential challenge Possible solution
Inhibition Motivating topic
Encouraging atmosphere
Delay error correction
Nothing to say Scaffold task
Allow planning time
Pre-teach difficult language
Show models
Use of mother tongue Prizes, points, bribes!
52. Tasks to build confidence (more
controlled)
• Chanting and repetitions
• Songs
• Dialogue builds with prompts
• Responding to prompts
• Guessing games
• Putting pictures in order to tell stories
• Explaining if something is true or false
• Describing pictures (in pairs)
• Board games with speaking elements
53. Tasks to build confidence (more controlled)
Tasks to build confidence (more
controlled)
• Chanting and repetitions
• Songs
• Dialogue builds with prompts
• Responding to prompts
• Guessing games
• Putting pictures in order to tell stories
• Explaining if something is true or false
• Describing pictures (in pairs)
• Board games with speaking elements
54. Tasks to focus on Speaking fluency
• Role plays
• Group discussions and debates
• Telling stories and experiences
• Making suppositions about photos and
pictures
• Creating quizzes or questionnaires and
asking/answering questions
• Problem solving
• Interviewing
• Presentations
55. Tasks to focus on Speaking fluency
• Role plays
• Group discussions and debates
• Telling stories and experiences
• Making suppositions about photos and
pictures
• Creating quizzes or questionnaires and
asking/answering questions
• Problem solving
• Interviewing
• Presentations
Notes de l'éditeur
Show video clip - Preschool learning: https://youtu.be/e80lfM_r7NA
