ENG519 Final Term Treasure

ENG519

ABSTRACT This comprehensive collection of notes is accurately crafted to empower students to excel academically, ensuring they achieve a minimum of 80% marks in their examinations. The content is organized with clarity and precision, focusing on key concepts, critical analyses, and practical applications tailored to the syllabus. These notes serve as a reliable resource for both thorough preparation and last-minute revision. Designed to inspire confidence and mastery, this guide is an essential tool for students striving for academic excellence.

Maha Malik Curriculum Design

Topic-123: Decisions in Materials Design

❖ Developing aims ❖ Developing objectives ❖ Developing a syllabus ❖ Organizing the course into units ❖ Developing a structure for units Sequencing units

Topic-126: Monitoring the Use of Materials

No matter what form of materials teachers make use of, whether they teach from textbooks, institutional materials, or teacher-prepared materials, the materials represent plans for teaching. They do not represent the process of teaching itself. As teachers use materials, they adapt and transform them to suit the needs of particular groups of learners and their own teaching styles. These processes of transformation are at the heart of teaching and enable good teachers to create effective lessons out of the resources they make use of. It is useful, therefore, to collect information on how teachers use course books and other teaching materials in their teaching. The information

collected can serve following purposes:

❖ To document effective ways of using materials. ❖ To provide feedback on how materials work. ❖ To keep a record of additions, deletions, and supplementary materials teachers may have used with the materials. ❖ To assist other teachers in using the materials.

Monitoring may take the following forms:

❖ Observation: classroom visits to see how teachers use materials and to find out how materials influence the quality of teaching and interaction that occurs in a lesson. ❖ Feedback sessions: group meetings in which teachers discuss their experience with materials. ❖ Written reports: the use of reflection sheets or other forms of written feedback in which teachers make brief notes about what worked well and what did not work well, or give suggestions on using the materials. ❖ Reviews: written reviews by a teacher or group of teachers on their experiences with a set of materials and what they liked or disliked about them. ❖ Students' reviews: comments from students on their experience with the materials.

Topic-128: Preplanned Materials – Usefulness

Possible negative aspects of preplanned materials are given below:

❖ Each group of students is unique so pre-made material cannot meet the needs of another group of students. ❖ Text books reduce teachers’ role. ❖ There are cultural prejudices. ❖ Some materials fail to present appropriate and realistic language examples. ❖ The teacher will follow material exclusively and not pay attention to student’s needs.

Possible positive aspects of preplanned materials are as follows:

❖ Source of information and support ❖ Suggestions for teachers ❖ An agent of change ❖ Convenient method of structuring the learning systems ❖ Collaboration among teachers

Topic-129: Effective Teachings Materials

Effective materials are likely to reflect the following:

❖ Language is functional and must be contextualized: materials must contextualize the language they present. ❖ Language development requires learners’ engagement in purposeful use of language: Some explicit discussion of language at the whole-text level is presumably useful. ❖ The language should be realistic and authentic: the problem is to find authentic materials. ❖ Classroom materials will usually seek to include an audio visual component. ❖ In our modern technologically complex world, second language learners need to develop the ability to deal with written as well as spoken genres.

Topic-130: Adopting and Adapting an Existing Course Book

❖ Add or omit content: The teacher adds exercises to give extra practice to items that are frequently used in the language or which require extra time to learn. The teacher skips over confusing or unimportant parts of a lesson, for example teaching only one item in pairs of words that might interfere with each other. ❖ Change the sequencing of the content: The teacher introduces some items earlier in the course because they are needed at that stage. ❖ Change the format: Instead of beginning the lesson with a dialogue, the teacher puts it towards the end of the lesson and uses the other exercises in the lesson to prepare for it. ❖ Change the presentation: The teacher uses different techniques than those used in the book. For example a 4/3/2 fluency activity is used to practise some of the dialogues. The activity involves the students usually to be paired with one half as listeners and the other half as speakers. It involves three rounds. In the first round the speaker is given four minutes to talk about the given subject. Then after a short pause where the listeners are changed the speakers talk again on the same subject for three minutes. In the third round the procedure is repeated and the speaker is given two minutes to talk again about the same subject. ❖ Add or omit monitoring: The teacher encourages the learners to make tests to check each other’s learning of what is in the lesson (Clarke, 1989). ❖ Add or omit assessment: The teacher introduces weekly tests to encourage learners to do homework or to let them see their progress. An example of the teacher adding content may be through the addition of an extensive reading component to the course. The teacher may decide