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Developing material
The document discusses developing materials for language courses. It defines developing materials as the process teachers use to create lessons and units to meet course goals and objectives. Teachers must consider factors like course goals, their teaching philosophy, and how students learn when developing materials. Well-designed activities should engage students, build skills and confidence, integrate different skills, and use authentic texts when possible. The document provides examples of materials developed by teachers for courses on topics like family, writing, and relationships. It emphasizes that developing effective materials depends on understanding teachers' beliefs and students' needs in the specific context.
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Presented by Primadina Cahyati, Mustikaning Ayu Shaleha, Anis Cahya Pratiwi.
Includes definitions, roles, factors, design considerations, and contributions from various teachers.
Developing material involves planning lessons and units to meet course objectives using various teaching materials.
Teachers function as professionals and technicians in the educational development process.
Course goals, teachers' views on learning, and classroom roles are essential factors.
Activities should be relevant, confidence-building, skill-focused, and promote problem-solving and authenticity.
Activities must integrate skills, respect cultural contexts, engage social awareness, and utilize varied materials.
Focuses on telephone technology for high intermediate to low advanced levels in speaking and listening.
Writing invitations for low intermediate to intermediate level, engaging the business community.
Emphasizes a cycle of themes, student-centered learning, and the transition from teacher-directed to independent learning.
Describes the progression and structure between simpler and more complex tasks.
Suggests methods of recycling knowledge using different skills, contexts, and learning techniques.
Focuses on family life in a communicative, less grammar-based high school course.
Aims to integrate four skills for university students around the theme of relationships.
Emphasizes using the internet and video, integrating culture, and diverse activities for language learning.
Material development depends on teachers' goals, beliefs, and understanding of student needs and context.
Cited work by Graves, a guide on designing language courses.
Aim to enhance vocabulary mastery in junior high with topics on family and parent jobs.
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- 1. PRESENTED BY: PRIMADINA CAHYATI16716251002 MUSTIKANING AYU SHALEHA 16716251009 ANIS CAHYA PRATIWI 16716251011 Developing Material
- 2. Outline Definition ofDeveloping Material Role of Teacher Factors in Developing Material Consideration in Designing Activities Teachers’ voice : Cyndy, Chris, Denise, Irish Conclusion References
- 3. Definition of DevelopingMaterial Developing material is the planning process by which a teacher creates units and lessons within those unit to carry out the goals and objectives of the course (Graves, 2000). Material itself is something which is used in teaching such as textbook, text, pictures, worksheet, video, and activity.
- 4. Role of Teacher Teacheras a professional Teacher as a technician
- 5. Factors in DevelopingMaterial The goals of the course The teachers’ view of how students learn and what should the teacher and students role in the classroom.
- 6. Consideration in DesigningActivities Activities should draw on what students know and be relevant to them Activities should focus on students’ outside of class needs Activities should build students’ confidence Activities should allow students to problem solve Activities should help students develop specific skills and strategies Activities should help students develop specific language and skill
- 7. Continue…. Activities should integrate thefour skills Activities should enable students to understand how a text is constructed Activities should enable students to understand cultural context and cultural differences Activities should enable students to develop social awareness Activities should be authentic as possible Activities should vary the roles and grouping Activities should be of various types and purposes Activities should use authethic texts or realia when possible Activities should employ a variety of materials.
- 8. Cyndy Thatcher-Fettig’s Unit •Telephone technology Topic • high intermediate- low advance Level • Speaking and listening course in intensive English program. Description
- 9. Chris Conley’s Course Topic •Writing Invitation Level • low intermediate - intermediate Description • Inviting someone from business community to present information
- 10. Chris’s Conceptualization 1. Sequenceof the cycle: one theme or issue is presented at a time and it goes through the cycle as far as the students deem it necessary or beneficial for their life or English class. 2. Action: Study language and issues in the class; transform study to action in the classroom and in the real world. 3. The course-begin with more teacher-centered involvement and production of ideas and materials; then move toward a more student-centered production (independence learning).
- 11. Sequencing Step Ais simpler, step B is more complex. Step A is more controlled, step B is more open- ended, requires more initiative. Step A provides knowledge or skills required to do step B. Step A uses receptive skills, step B uses productive skills. Step A uses productive skills to activate knowledge, step B use receptive skills to consolidate knowledge.
- 12. Recycling Ways to recycleinclude: • Recycling something using a different skill. • Recycling something in a different context. • Recycling something using a different learning technique.
- 13. Denise Maksail-Fine’s Materials •Family life Topic • American High School Level • communicative and less grammar-based course Description
- 14. Irish Broudy’s Theme-BasedCourse • Relationship Topic • Adults: University Students Level • Integrating four skills in one theme Description
- 15. Irish Broudy’s Theme-BasedCourse Her aim in developing the unit were to integrate the four skills, use the internet as a resource, and incorporate video. She uses a theme and develops different types of material, along with activities for each. She integrates the cultural, linguistic, and communicative elements into each activities. She provides a rich and engaging variety of activities that would relate to the different stages of the language acquisition process and connect with a wide variety of learning styles.
- 16. Conclusion In developingmaterials, It is based on teachers’ beliefs, understanding, and experience. It also depends on teachers’ goal and objectives, the way teacher conceptualize the content of the course, the way teacher organize and sequence the course and teachers’ understanding of students’ needs. Material developed by teacher must be feasible and appropriate within the context. Students can also collaborate with the teacher in choosing and developing material.
- 17. Reference Graves, K.(2000). Designing Language Course: A Guide for Teachers. Canada: Heinle & Heinle.
- 19. Our Materials Goal: To improve students’ vocabulary mastery by implementing fun learning activities in second grade of junior high school students. Topic : Meeting I : Family Members Meeting II: Parent’s Job Meeting III: Family Holiday Topical Syllabus