Language Curriculum and MaterialsDevelopment Workshop for PrimarySchool English Teachers of BruneiDarussalam - Sharing Session

7/31/2019 Language Curriculum and MaterialsDevelopment Workshop for PrimarySchool English Teachers of BruneiDarussalam - Sharing Session

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Language Curriculum and MaterialsDevelopment Workshop for PrimarySchool English Teachers of Brunei

Darussalam


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Materials for Language Teaching-A definition

Materials- Anything that can be used tofacilitate learning:

Linguistic

Visual

Auditory

Kinaesthetic


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Materials for Language Teaching-Print and Non-Print Sources

Teaching Materials

Print

newspapers,photographs,

print advertisements

Non-Print

Digital Resources

web-based texts: online articles, blogs, wikis

CD-ROMs, DVDs

Analogue Resources

films, TV, radio broadcasts

Face-to-face encounters

Conversations, interviews, etc.

Live Performances

Skits, puppet plays, etc.


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Purposes of Using LanguageTeaching Materials

Instructional- inform learners about thelanguage

Experiential- provide learners withopportunities to use the language

Elicitation- stimulate language use byeliciting ideas and language from students

Exploratory- seek discoveries aboutlanguage use


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Why do learners and teachers needteaching materials?

Teachers and Learners

A map- to show where one is going andwhere has been

It provides language samples

It offers a greater variety of language

activities


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Teachers

It provides a structure for teaching

It saves time. To prepare materials fromscratch for every lesson would beimpossible

It offers linguistic and methodological

support It is easy to keep track of what one has

done and easier for reporting


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Learners

It defines what is to be learned and whatwill be tested

It reinforces what the teacher has doneand makes revision and preparationpossible.

Offers support for learning outside class


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What do teachers want in teachingmaterials/ course books?

Primary

Compliance with curriculum

Clearly laid out Catering to different abilities

Authentic materials

Dealing with current issues Problem solving activities


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What do learners want in teachingmaterials/ course books ?

Primary

Interesting topics

Content in story form Colourful pictures/layout

Interactive activities

Activities involving computers


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From Syllabus to Materials

Teachers and learners may want differentthings from materials

The materials developer is guided by thesyllabus

The syllabus is the starting point of thematerial developer's work.

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Steps in Material Design

IDENTIFICATION by teacher or learners of a need to fulfil or aproblem to solve by the creation of materials

EXPLORATION of the area of need/problem in terms of whatlanguage, what meanings, what functions, what skills etc?

CONTEXTUAL REALISATION the proposed new of materialsby finding of suitable ideas, contexts or texts with which to work


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PEDAGOGIGAL REALISATION of materials by the finding ofAppropriate exercises and activities AND the writing of

Appropriate instructions for use

PHYSICAL PRODUCTION of materials involving considerationof layout, type size, visuals, reproduction, tape length etc

USE in the classroom


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REVISION OF MATERIALS

EVALUATION OF MATERIALSTeacherevaluation based on feedback from teachersand students.


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Materials are a stimulus to learning

Help to organise the teaching/learningprocess

Provide models of correct and appropriateuse of language

Enable learners to practice and use thelanguage

Embody a view of language teaching andlearning

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Factors to Consider indesigning of teaching materials


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Definition of A LanguageTask

refers to any proposal containedwithin the materials for actions tobe undertaken by the learners,which has the direct aim of bringingabout the learning of a foreign

language- Breen (1987)


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What is the learner expected to do?- a process through which learners andteachers are to go

What input is given to the learner?

- content and language the learner is

expected to focus on

What does the task focus on?

- form focussed 17

Key aspects of A Task


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Key aspects of ATask

With whom does the learner interact?Classroom participation concerning withwhom (if anyone) learners are to work

with

What is the expected product from thelearner?

E.g., a letter, problem solving exercise, aam hlet a conversation etc.


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1. Listing: brainstorming and/or fact finding e.g. things,qualities, people, places, features, things to do,reasons.

2. Ordering and sorting: sequencing, ranking, classifyinge.g. sequencing story pictures, ranking items accordingto cost, popularity, negative or positive.

3. Matching e.g. Listen and identify, listen and do (TPR),match phrases/descriptions to pictures, matchdirections to maps.

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Seven types of tasks


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4. Comparing: finding similarities orDifferences -e.g. comparing ways ofgreetings or local customs, playing Spot

the difference, contrasting two differentpictures.

5. Problem-solving: logic puzzles, real-lifeproblems, case studies, incomplete textse.g. logic problems, giving advice,proposing and evaluating solutions,

predicting a story ending. 21

Seven types of task


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6. Projects and creative tasks e.g. doingand reporting a survey, producing a classnewspaper, planning a radio show,

designing a brochure.

7. Sharing personal experiences: story-

telling, anecdotes, reminiscences,opinions, reactions e.g. early schooldays,terrible journeys, embarrassingmoments, personality quizzes.

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Seven types of tasks


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Form Focussed

Meaning Focussed

Form and Meaning Focussed

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Task Focus


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Material Evaluation for Listening and Speaking(Primary 3 Pupils Book, Pp. 72-75)

Evaluate and adapt the material based onthe

following 6 aspects (see the checklist):

A.The Task

B.The RubricsC.The Visuals

D.Authenticity

E. Model of Language Use


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Rubrics

Clarity

Short concise sentences

Task breakdown

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Text produced

Audience

Purpose

Rubrics


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Text produced

Audience

Purpose

Why?

Who?

What?

Rubrics


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Analyse the Task using PAT

Task One Write a book report.

Task TwoYour friend Hasan has decided to come to

your town for his holiday. He is driving to

your town. Write him an email giving

Rubrics

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Purposes To increase comprehension of a text

To provide information about places To help learners visualise people, places and

objects To focus on specific meanings

To elicit ideas and language For decoration purposes To fill space gaps in textbooks

The Use of Visuals inLanguage Teaching Materials


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Culture specific or culture neutral?

Can language be culturally neutral?

Cross-cultural considerations

Representation of Culture


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It is the teacher's job to equip the studentto express her/himself in exactly the wayss/he chooses to do so-rudely, tactfully, orin an elaborately polite manner. What wewant to prevent is her/his being

unintentionally rude or subservient.

Culture and Teaching


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Authentic text

Authentic tasks

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Authentic materials


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What areAuthentic Texts?

Texts which have been producedfor purposes other than to teachlanguage (Nunan 1988, Wong,Kwok & Choi 1995)

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An authentic text is a stretch of reallanguage, produced by a real speaker orwriter for a real audience and designed toconvey a message of some sort (Morrow1977:13)

Authenticity


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Reasons for The Use ofAuthentic Texts

Gives learners exposure to language asit is used

Models for learners language useespecially in listening and speaking

Motivates learners

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The Use of Authentic Texts-Challenges

Authentic listening texts- would not bescripted or edited

In reality poor quality of recordings,length and other pedagogicconsiderations lead to spoken textsbeing re-recorded or edited

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Criteria for Selection ofAuthentic Texts

Relevance

Intrinsic interest of topic/ theme

Linguistic demands

Cognitive demands

Logistical considerations- length/ legibility/

audibility Quality- model of use or representative of text

type

Exploitability40


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Widdowson(1984) argues that pedagogicpresentation of language... necessarilyinvolves methodological contrivance whichisolates features of the language from

their natural surroundings.

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Balancing authentictexts and scripted texts


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Authentic Tasks vsPedagogic tasks

An authentic task is a task that simulatesreal life reading, writing listening or

speaking tasks which often involves afocus on meaning.

A pedagogic task is a task the teacheruses to fulfil teaching-learning purposes

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Pedagogic Task

A h i


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Authentictask

Internationally Intelligible


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Internationally IntelligibleEnglish- Criteria

(Smith and Rafiqad 1983)

Intelligibility- word level recognition

Are the words used recognisable as English?

Comprehensibility- Degree to which a recipientfinds a text meaningful

Texts that contain references which are onlyculturally comprehensible poses a problem

E.g. Please dont sit there because the feng shuithere is not good.


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Internationally IntelligibleEnglish

Interpretability apprehension of intent,purpose or meaning behind an utterance.

Interpretability is at the core ofcommunication and is more importantthan the correct use of grammar.

What makes Spoken English


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What makes Spoken EnglishIntelligible?

-Jenkins

All the consonants are important except for 'th'sounds as in 'thin' and 'this

Consonant clusters are important at the

beginning and in the middle of words. Forexample, the cluster in the word 'string' cannotbe simplified to 'sting' or 'tring' and remainintelligible.

The contrast between long and short vowels isimportant. For example, the difference betweenthe vowel sounds in 'sit' and seat'


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What makes spoken EnglishIntelligible?

Nuclear (or tonic) stress is also essential. This isthe stress on the most important word (orsyllable) in a group of words.

For example, there is a difference in meaningbetween 'My son uses a computer' which is aneutral statement of fact and 'My SON uses a

computer', where there is an added meaning(such as that another person known to thespeaker and listener does not use a computer).


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Materials should be:

clearly linked to the syllabus

balanced between authentic task andpedagogic task

balanced between authentic text andpedagogically contrived text

allow learners to focus on StandardEnglish

encourage learners to develop learning

Summary of Principles inmaterials design

f l


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Encourage learners to apply theirlanguage learning skills to the world

beyond the class room

Be culturally representative

Sensitive to values

Avoid stereotyping

Summary of Principles inmaterials design


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It is that in writing textual materials for a state-level system in amultilingual and multicultural developing society it becomesnecessary to satisfy different sets of criteria which, in some cases, domake contradictory demands. Some of them may arise in the desireto make education a handmaiden to economic progress and socialreconstruction. A few important ones stem from the need to provide

for the less fortunate, poorer or historically abused sections ofsociety,,e.g. the lower classes or castes, women, farm hands or therural poor. To answer all of them cannot be an easy task.

(Tickoo1995:39 ) in Materials for a State-level System: Aretrospective record inA. Hidalgo et.alGetting started: Materials

writers on Material writing. SEAMEO RELC)


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MATERIALS ADAPTATION

C b k b d t hi


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Course book- based teaching vscourse book teaching

Teaching a book is very different fromteaching a course based on a book

Textbooks are written to be as relevant as

possible to as large a number of studentsas possible.

No one book can be suitable for all thestudents

Hence teachers have to select whichmaterials they will use in the class


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Objective of activity suitable?

Yes No

Omit or replaceMethods/ Taskappropriate?

No

Change or replac

Yes

Content/language

suitable?

YesNo

Use as it standsKeep objective and task

But change topic or language


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Purpose for adaptation

To make the material more suitable forthe learners it is being used with i.e.progression or grading

To compensate for deficiencies or whatthe material lacks. Can be linguistic, lackof variety or authenticity

To make it more relevant to learnersinterest and needs i.e. task authenticity,localising content/ cultural appropriacy

Selection of Teaching Mate ials fo


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Selection of Teaching Materials fora lesson

Selection of teaching material

Reordering

Rejection

Adding

Changing Replacing

Creative andevaluative

dimension


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Reasons for Adapting Materials

Personalise

Individualise

Localise

Modernise

Add real choice Cater for all sensory learner styles

Encourage higher-level thinking skills

Make the language input accessible

Make the language input more engaging

Make the language activity more interesting

McDonough and Shaw, Islam and Mares

Pre Listening Activity :


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Pre-Listening Activity :Prime for Reading

Get learners ready for listening byproviding a context to the text, a listeningpurpose and the necessary language input

TASK DESIGN:

Create a worksheet with the names of seacreatures and get students to match themwith the pictures


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Match the names of the sea creatures with their picturesand identify their colours.

SeacreaturesSharkAngel FishOctopusTurtleSea HorseCrabStar fishSea snake

While Listening Task


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While-Listening Task

Provide the scaffolding of meaning andform by having learners listen to a story ofhow a baby shark was saved. Students

sequence the events in the story as theylisten.

Post Listening Task:


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Post-Listening Task:Form & Meaning Focus

1. One day Sammy the baby shark decided to go for adip in the ocean. He was a very special shark as hewas blue in colour.

2. He had a great time as he swam in the blue waterswith all the other sea creatures in the sea

3. All of a sudden, he felt someone tugging at his fins

4. Before he realised it, he found himself trapped in afishing net

Form: simple past tense

Meaning: sequencing of events in a story

A li t t th t th


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As you listen to the story, rearrange theevents in the sequence that you listened to

All of a sudden, he felt someonetugging at his fins

He had a great time as he swam in theblue waters with all the other sea

creatures in the sea

Before he realised it, he found himselftrapped in a fishing net

One day Sammy the baby shark

decided to go for a dip in theocean. He was a very special sharkas he was blue in colour.


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Post listening activity

Listen to an environmentalist speak on why sharksare endangered species and how we can protectthem. Take notes of the main points as you listen


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Integrating Speaking skills

Role play

You have been asked to campaign for the protection of sharks atyour school assembly

Use the notes you have made earlier and pictures provided,persuade your classmates to help save the sharks. Give reasons whythey need to do so

There will be a question and answer

session at the end of your talk.

Respond to their

questions.


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Notes and pictures

Ban the killing of sharks asthey are endangered species

Do not maim the shark

Stop serving shark fin soup atwedding dinners

Boycott allproducts thatare derived fromsharks

Speaking : Production


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Speaking : ProductionForm & Meaning Focus

Ban the killing of sharks as they are endangered species

Do not maim the shark

Stop serving shark fin soup at wedding dinners Boycott all products that are derived from sharks

Form: Use of the negative imperative

Meaning : Campaigning for saving the shark


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Recycle the text:

Listening

Get students to retell the story to their friend

They use the same forms but substitute with another

creature which needs to be protected

Speaking

Students work in pairs. Based on pictures and notes given,

Create a Pre-Reading Activity


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Create a Pre-Reading Activityto fit the Task Focus

Activity: Ordering and Sorting

Activity Design:

Create a questionnaire with 10 statements

about the major food groups. Get students

inpairs to say whether each one is true or

false.

Do not be too concerned about students

Work in Pairs to Answer


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Work in Pairs to AnswerThe Questionnaire (T/F)

STATEMENTS T/F

1. The four food groups are: carbohydrates, protein, fats and vitamins/minerals.

2. Carbohydrates and fats are energy-giving foods.

3. If we eat too much fats, we will become obese.

4. If we eat a meal rich in starch, we will get hungry very quickly.

5. Rice, noodle, bread and pasta are all contain sugar.

6. If we eat more calcium food, we will have better eyesight.

7. Carrots and eggs contain Vitamin A.

8. Protein food is necessary for the growth and repair of our muscles.

9. Cakes, biscuits and pastries are rich in protein.

10. Fruits with Vitamin C like oranges and lemons give us healthy teeth and gums.

Meaning Focussed: Introduce the content of


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Meaning Focussed: Introduce the content ofthe text and new vocabulary

STATEMENTS T/F

1. The four food groups are: carbohydrates, protein, fats and vitamins/minerals. T

2. Carbohydrates and fats are energy-giving foods. T

3. If we eat too much fats, we will become obese. T

4. If we eat a meal rich in starch, we will get hungry very quickly. F

5. Rice, noodle, bread and pasta are all contain sugar. F

6. If we eat more calcium food, we will have better eyesight. F

7. Carrots and eggs contain Vitamin A. T8. Protein food is necessary for the growth and repair of our muscles. T

9. Cakes, biscuits and pastries are rich in protein. F

10. Fruits with Vitamin C like oranges and lemons give us healthy teeth and gums. T

While-Reading Activities


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While-Reading Activities

Provide the scaffolding of meaning andform by having learners fill in graphicorganizer and/or a table as the students

read in pairs or individually, aloud orsilently.

1. Hierarchy Graphic Organizer:


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To show the relationship between food groups

4 food groupsVitamins &

Minerals

Calcium

VitaminA, B, C

Fats

PlantAnimal

Protein

PlantAnimal

Carbohydrates

SugarStarch


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How can we improve these questions


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How can we improve these questionsto make them more meaning focused ?

Post-Reading Activity:


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Post Reading Activity:Form & Meaning Focus

1. If we eat a meal rich in starch, we should not behungry too quickly.

2. If we eat too much fats, we may become obese.

3. If people are obese, they can get heart diseases.

4. If we eat carrots and eggs, we will have good

eyesight.

Form: conditional tense (modals)

Meaning: Cause-and-effect


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Recycle the text: Running Dictation

Purpose: Get students to recall what they have read. Prepare a number of copies of a section of the text. Pin these to the walls round the classroom. Divide students into groups Members of the group take it in turns to run to the

wall and remember as much of the text as they can. They then run back to the group and dictate what

they have remembered. As soon as a group believe they have completed the

task they take it to the teacher.

Teacher notes down time taken on their paper. Mark paper and add thirty seconds for each mistake.

Material Evaluation for Writing:


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Material Evaluation for Writing:Primary 6 Workbook, Pp. 39-40

Evaluate and adapt the material based onthe

following 6 aspects (see the checklist):

A.The Task

B.The Rubrics

C.The Visuals

D.Authenticity

E. Model of Language Use

d ll k


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Choice of Task: Creative Group Project

What is the learner expected to do?- to create a meaningful information text on keeping fit and healthy

What language input is given to the learner?- the cause of obesity- advice on how to keep fit and healthy

What does the task focus on? - form and meaning

With whom does the learner interact?- individual and group work

What is the expected product from the learner?

- writing of the information text with visuals (a poster) 78

Modelling a Writing Task

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Material Adaptation :


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Material Adaptation :A Pre-Writing Activity

Do you think Bertha looked better when she wasfat or when she was slim? Write a list of 3 reasonsto support your answer.

S ff ldi b C i


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Scaffolding by Comparison

How Bertha looks now How Bertha will look when she is slim

1. She lost her teeth

2. She has spots on her face

3. She is over-weight

What Bertha should not eat and not do What foods Bertha should eat and do1. 1. Eat fruit, fresh vegetables, healthy snacks

2. Drink fizzy drinks 2.

3. Be a potato couch 3. Do more exercises like: ..

Writing Task Selection:


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Writing Task Selection:Creative Project

Design a poster with tips to help students in yourschool keep fit and heaIthy.


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BRUNEI ENGLISH LANGUAGE


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BRUNEI ENGLISH LANGUAGECURRICULUM FRAMEWORK, P.20



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3.11 Thinking Skills and Questioning

Thinking skills is one of the essential skills highlighted in the new NationalEducation System for the 21st century or Sistem Pendidikan Negara AbadKe-21(SPN 21). It is to be made explicit in the teaching and learning for alllevels of schooling, either at primary or secondary level. Thinking skills andthinking strategies should be integrated in the teaching and learning

processes.

The Thinking Skills our students need to develop: Blooms Six Taxonomy (know, comprehend, apply, analyze, synthesize,

evaluate), Observe (speculate, collect data, organize),

Reflect (compare/contrast, identify relationships, drawinferences/assumptions),

Resolve (values with new materials, personal assumptions, andpreferences), and

Evaluate (evidence, premises, statements of policy and value, agendas).

It is recommended that schools give priority to the development ofcommunication skills, creativity and critical thinking skills (3Cs). To enhance



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STANDARD DESCRIPTORS for standard 4 (WRITING)

Enjoy writing strings of sentences and show satisfaction onthe finished products.

Reread their own writing, checking that it makes sense.

Use of strategies to revise writing; for example, readingaloud, use of feedback from others.

Apply combination of writing with drawings or computergraphics to support meaning.

Show enthusiasm to edit writing independently for correctgrammar, capitalization, spelling, punctuation, and sentence

structure.



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By the end of their primary schooling,learners should be able to write lists,messages, letters, instructions, directions,

simple poems and stories, descriptions,simple recounts and simple reports forvarious purposes.

Documents

Language Curriculum and MaterialsDevelopment Workshop for PrimarySchool English Teachers of BruneiDarussalam - Sharing Session