Chapter 1: Materials

Development
MULDONG, FERNAN B.
Chapter Objectives:
 After discussing the whole information in this module,
the participants are expected to:
 explain the definition of materials development
 Differentiate between past and present trends in
materials development
 identify principles in developing materials
 identify types of teaching materials
 identify the characteristics of authentic and created
materials
 identify the strengths and limitations of authentic and
created materials.
 What is Materials Development?

 Nunan (1992, p . 227) states that teaching

materials are often the most substantial and
observable component of pedagogy. They
determine the quality of language input and
the language practices during the learning
process in the classroom. In addition,
Cunningsworth (Richards, 2003, p.251) has also
summarized the role of materials (particularly
textbook) in language teaching as: a resource
for presentation materials (spoken and
written)
Why Materials in Education Important?
 Teaching and learning materials can also add
important structure to lesson planning and the
delivery of instruction.
 Learning materials act as a guide for both the
teacher and the learner. They can provide a
valuable routine in the teaching and learning
process.
 The purpose and importance of teaching and
learning materials is to make lessons interesting,
learning easy and enable teachers to easily express
concepts. Learning materials can significantly
increase learners' achievement by supporting
learning.
❖a source of activities for learners
practice and communicative
interaction
❖a reference source for learners
on grammar, vocabulary,
pronunciation, and so on
❖a source of stimulation and ideas
for classroom activities a syllabus
(where they reflect learning
objectives that have already been
determined)
❖a support for less experience
teachers who have yet to gain in
confidence
 Generally, teachers tend to use all
guidance provided by a textbook.
 However, it is a fact that a textbook does
not always meet the variety conditions in a
language class (Ur, 1996, p.185; Richards,
2003, p. 251). Sometimes, teachers need
to explore teaching materials outside
textbooks and modify them in order to be
relevant to particular group of students.
Teachers’ experiences and
understanding of their students
are very important in materials
development, so that the
students will be motivated in
learning the target language.
Materials Development?

 Accordingto Tomlinson (1998, p. 2)

materials development refers to
anything which is done by writers,
teachers or learners to provide
sources of language input in ways
which maximize the likelihood of
intake.
Who IS TOMLINSON?
Brian Tomlinson
 Brian Tomlinson (22 August 1940 – 30 June 2022
 Dr. Brian Tomlinson is considered to be one of the world’s
leading experts on materials development for language
learning. Throughout his career, Brian has worked as a
teacher, teacher trainer, curriculum developer and
university lecturer in Japan, Indonesia, Nigeria,
Singapore, the UK, Vanuatu, and Zambia. He is also
founder and president of the Materials Development
Association (MATSDA) a non-profit making international
association that brings together researchers, publishers,
writers, and teachers to work together towards the
development of high quality materials for the learning of
languages.
Principles in developing materials

Tomlinson (Richards, 2001, p. 263)

suggests the basic principles in
conducting materials development
for the teaching of language as
follows:
❖Material should achieve impacts
❖ Material should help learners to
feel at ease
❖Materials should help learners
to develop confidence
❖What is being taught should be
perceived by learners as relevant
and useful.
❖Materials should require and
facilitate learner self-
investment.
❖ Learners must be ready to
acquire the point being taught
❖Materials should provide the learners
with opportunities to use the target
language to achieve communicative
purposes.
❖Materials should take into account that
the positive effects of instruction are
usually delayed.
❖Materials should take into account that
learners have different learning styles.
❖Materials should take into account that
learners differ in affective attitudes
❖Materials should permit a silent period
at the beginning of instruction
❖Materials should not rely too much on
controlled practice
❖Materials should provide opportunities
for outcome feedback
In addition, Crawford (Richards &
Renandya, 2002, p. 84-87) states that
materials obviously reflect the writers’
views of language and learning, and
teachers (and students) will respond
according to how well these match
their own beliefs and expectations.
Thus, she suggests some points to be
considered in providing effective
materials:
❖Language is functional and must be
contextualized
What does it mean to be functional in a
language?
Functional language is language that you
need in different day-to-day situations. For
example: greeting, introducing yourself,
asking for or giving advice, explaining rules,
apologizing, or agreeing and disagreeing
❖Language is functional and must be
contextualized
What is contextualization in language?

Contextualization is putting language items

into a meaningful and real context rather than
being treated as isolated items of language
for language manipulation practice only.
Contextualizing language tries to give real
communicative value to the language that
learners meet.
Language development requires learner
engagement in purposeful use of
language
What is the purposeful use of language?
The primary purpose of language is to
communicate between individuals, but
language can be used in several specific
ways to get certain kinds of ideas across.
Language allows people to: express emotion
❖The language used should be
realistic and authentic
What is authentic use of language?
Authentic language is the
communication of real messages as
opposed to artificial practices and
drills.
❖Classroom materials will usually seek to
include an audio visual component .
❖What is audio-visual materials in teaching?
❖In another development Rather (2004)
defines audio-visual materials as any
instructional aids such as map, chart,
models, projector, television and so on used
in the classroom to aid learning and thereby
making it easier and interesting to students
to understand.
❖Second language learners need to
develop the ability to deal with
written as well as spoken genres
 What skills are developed in second language
classrooms?
 By learning a new language, you gain a better
understanding of your own language. According
to the Impact of Second Language Education
the study of a second language significantly
increases first language skills with reading,
vocabulary, grammar and communication.
❖Effective teaching materials foster
learner autonomy
 What is foster autonomy?
 Fostering learner autonomy may be defined
in simple terms as helping learners to
become more independent by training
them to use language learning strategies
effectively in their language learning
process, thus taking the responsibility to
control, evaluate and monitor their language
learning process.
❖Materials need to be flexible enough
to cater to individual and contextual
differences
 What are the individual differences of learners?
 The most common differences of learners
are gender, age, intelligence, ability, interest,
prior knowledge, learning style, motivation,
locus of control, self-efficacy, and
epistemological beliefs (Kuzgun and
Deryakulu 2004). Gender is not only about
biological sex of learners.
❖Learning needs to engage learners
both affectively and cognitively
 Why is it important to engage students in
learning?
 Research has demonstrated that engaging
students in the learning process increases
their attention and focus and motivates
them to engage in higher-level critical
thinking.
 MATERIALS AND DIFFERENT METHODS
AND APPROACHES IN ELT

➢GRAMMAR
TRANSLATION METHOD
➢DIRECT METHOD
➢AUDIOLINGUAL
METHOD
GRAMMAR TRANSLATION METHOD

The grammar translation method

is a method of teaching foreign
languages derived from the classical
method of teaching Greek and Latin.
In grammar-translation classes, students
learn grammatical rules and then apply
those rules by translating sentences
between the target language and the native
language.
HOW IS GRAMMAR TRANSLATION
METHOD USED IN TEACHING?
1. FOCUSES ON READING AND
WRITING

The primary focus of GTM

is on reading and
writing with little or no
systematic attention to
listening and speaking.
2. USES VOCABULARY WORDS

Vocabulary words are chosen

from the reading text used.
Teachers teach vocabulary
words through memorization,
bilingual word list, and
dictionary.
3. USES THE SENTENCE AS THE BASIC
UNIT OF TEACHING

The basic unit of teaching and

language practice is the
sentence. Most of the lesson is
in sentence translation from
and into the target language.
4. ADOPTS A DEDUCTIVE APPROACH

Deductive method is used in

grammar. Rules are presented
and studied. Then, students
will practice through
translation exercises.
5. NEW TERMS ARE EXPLAINED IN
THE NATIVE LANGUAGE

New grammatical or vocabulary

items in the target language are
explained in students’ native
language to compare the target
language and the students’ native
language.
6. EMPHASIZES ACCURACY

Students are expected to

attain high standards in
translation. They must be
accurate in translating the
sentences into their target
language and vice-versa.
HOW TO USE THE GRAMMAR
TRANSLATION METHOD: SOME TEACHING
IDEAS
With the goals and characteristics of
the GTM, the following activities can
be done in the classroom:
HOW TO USE THE GRAMMAR
TRANSLATION METHOD: SOME TEACHING
IDEAS
1.Ask the students to take 5 vocabulary words
from their favorite song and then translate it
into English.
2.In teaching a particular lesson in grammar, ask
the students to memorize the rules, and they
should give their sentences as samples.
3.Ask the students to take down their friends’
conversations in their native language and then
translate it into English.
HOW TO USE THE GRAMMAR
TRANSLATION METHOD: SOME TEACHING
IDEAS
4. Ask students to write 10 verbs from the article
assigned to them, and then they should give the
synonyms and antonyms.
5. Ask students to memorize at least 5 words per
day in English and give their native language
equivalent.
Some school administrators or teachers
may disagree with the idea of using the
native language in explaining
vocabulary words or grammar rules
because they want the students to be
exposed only to the target language to
acquire and master it effectively.
However, there is no hard and fast
rule of what is the best method or
strategy. It would be best if the
teacher will use different ways
and find out what is suited to
his/her students by
conducting action research.
 MATERIALS AND DIFFERENT METHODS
AND APPROACHES IN ELT

➢GRAMMAR
TRANSLATION METHOD
➢DIRECT METHOD
➢AUDIOLINGUAL
METHOD
DIRECT METHOD

Definition. The direct method in teaching a

language is directly establishing an immediate
and audiovisual association between experience
and expression, words and phrases, idioms and
meanings, rules and performances through the
teachers' body and mental skills, without any
help of the learners' mother tongue.
WHAT LANGUAGE IS USED IN DIRECT
METHOD?
Direct method is one of the popular
method like Grammar translation
method or Bilingual method. Direct
method is a method of teaching English
which aims at introducing English
language directly to the students. In the
same way as the child learns mother
tongue.
WHAT ARE THE MAIN FEATURES OF
DIRECT METHOD?
• Facilitates Understanding of English. Learners can
learn English directly through what they hear or read. ...
• Establishes Command Over Language. ...
• Natural Method. ...
• Facilitates Acquisition of Vocabulary. ...
• Improves Fluency of speech. ...
• Focuses On Functional Grammar. ...
• No Use Of Mother Tongue.
WHAT ARE THE MAIN PRINCIPLES OF
DIRECT METHOD?

Its main principles are: learners

should be taught in the target
language; no translation should
be allowed; grammar should be
taught inductively; oral and
listening skills are the main focus
of instruction.
WHAT IS THE IMPORTANCE OF DIRECT
METHOD?

To sum up, vocabulary is of more

importance than grammar, and the most
important is speaking. The direct
method puts strong emphasis on
practice and oral training – listening
and speaking.
WHAT IS THE ADVANTAGE OF DIRECT
METHOD?
As there is direct relation between thought
and expression, it helps the learners in
having good fluency. Using direct method,
a teacher helps students having good
command over English.
 In this method, the teacher proceeds from
particular to general and from concrete to
abstract.
WHAT IS THE ROLE OF TEACHER IN
DIRECT METHOD?

In this method, the role of the

teacher is to direct the class
activities, encourage students to
participate in class by asking
them questions constantly, and
corrects their mistakes
immediately.
3 WAYS TO MAKE DIRECT INSTRUCTION
GREAT
 Sometimes Direct Instruction is
the best or only method
available to you, and yet it so
often feels ineffective. Students
zone out, they don’t seem to
retain the information, and you
end up feeling very far removed
from their experience.
IMAGES ONLY

Use images on your slide, not text, then

support that image with what you say.
When students are reading a lot of text and
listening to you at the same time, they
actually learn and retain less then if they
were just listening to you without visual
aides. But a single, relevant image helps
students remember more.
CEMENT THEIR KNOWLEDGE

Take a pause and let students reflect.

Ask a quick formative assessment
question, or have them write down their
thoughts. When students take time to
process what you’ve been saying and
put it in their own words, they will stay
alert, and remember more later.
MAKE IT PERSONAL

Tell personal stories or directly tie

what you are saying to the
experiences of your students. This
will help students retain the
information because it is
connected to other memories and
context.
 MATERIALS AND DIFFERENT METHODS
AND APPROACHES IN ELT

➢GRAMMAR
TRANSLATION METHOD
➢DIRECT METHOD
➢AUDIOLINGUAL
METHOD
AUDIOLINGUAL METHOD

Audio-lingualism is a method of foreign

language teaching where the emphasis is
on learning grammatical and
phonological structure, especially for
speaking and listening. It is based on
behaviorism and so relies on formation as a
basis for learning, through a great deal of
mechanical repetition
HOW IS AUDIO-LINGUAL METHOD
USED IN TEACHING?

Audio Lingual Method uses repetition,

replacement, and question answer to drill
speaking skill especially student's
vocabulary. The teacher is easier to control
the student's behavior and student's
vocabulary. After that, the teacher can know
the memorization of the students'
vocabulary.
WHAT IS THE IMPORTANCE OF AUDIO-
LINGUAL METHOD?
In the execution of learning process, Audio
Lingual method give more practice, drill,
memorize vocabularies, and the
students inviting to learn directly
without teacher of native language.
Richards and Rogers (1986: 47) also say
that skill of language taught with the
sequence: listening, speaking, reading, and
writing.
WHAT ARE THE ELEMENTS OF ALM IN
CLASSROOM?

This method has been characterized by

many things such as the development of
skills: listening, speaking, reading and
writing. Also, in this method the vocabulary
is presented by dialogs that are learned
through imitation and repetition, and
grammatical rules are used by examples but
it is no explicitly.
THE TECHNIQUES OF ALM

Dialogues and pattern practice form the

basis of audiolingual classroom practice.
The use of them is a distinctive feature
of the Audiolingual Method. The
techniques used by the Audiolingual
Method are:
 REPETITION DRILL

This drill is often used to teach the lines of the

dialogue. Students are asked to repeat the
teacher’s model as accurately and as quickly as
possible. e.g.:
T S
 This is a book → This is a book.
 Students do this without looking at their book.
They have to produce the appropriate sounds
first.
 SUBSTITUTION DRILL

The students repeat the line from the dialogue which the
teacher has given them, substituting the cue into the line
in its proper place. e.g.:
T S
They drink wine. → beer → They drink beer.
→ coffee → They drink coffee.
→ tea → They drink tea.
The major purpose of this drill is to give the students
practice in finding and filling in the slots of a sentence.
QUESTION-AND-ANSWER DRILL

The drill gives students practice with answering questions.

The students should answer the teacher’s question very
quickly. It is also possible for the teacher to cue the students
to ask questions as well. This gives students practice with the
question pattern. e.g.
1. T: Are there any questions? Ss: No, there
aren’t any.
T: Is there any milk? Ss: No, there isn’t any.
T: Are there any sandwiches? Ss: No, there aren’t any.
T: Is there any wine? Ss: No, there isn’t any.
QUESTION-AND-ANSWER DRILL

2. T: he read The Times Ss: What did he read?

T: He said “Good morning.” Ss: What did he say?
T: He saw “The Sound of Music. ” Ss: What did he see?
 EXPANSION DRILL

1.This drill helps students to produce longer sentence bit by bit, gradually
achieving fluency. The main structure is repeated first, then students have
to put cue phrase in its proper place. e.g.
 T: They go to the cinema.
 Ss: They go to the cinema.
 T: On Sundays
 Ss: They go to the cinema on Sundays.
 T: Always.
 Ss: They always go to the cinema on Sundays.
 T: Nearly.
 Ss: They nearly always go to the cinema on Sundays.
CLAUSE COMBINATION DRILL

1.Students learn to combine two simple sentences into

a complex one. e.g.
 T: It may rain. He’ll stay at home.
 Ss: If it may rain, he’ll stay at home.
 T: It may be sunny. We’ll go to the beach.
 Ss: If it may be sunny, we’ll go to the beach.
 T: It may snow. They’ll go skating.
 Ss: If it may snow, they’ll go skating.
BACKGROUND BUILD-UP DRILL

This drill is used when a long line of dialogue is giving students

trouble.
The teacher breaks down the line into several parts.
The students repeat a part of the sentence, usually the last phrase
of the line.
Then, following the teacher’s cue, the students expand what they
are repeating part by part until they are able to repeat the entire
line. The teacher begins with the part at the end of the sentence
(and works backward from there) to keep the intonation of the
line as natural as possible.
This also directs more student attention to the end of the
sentence, where new information typically occurs. e.g.
BACKGROUND BUILD-UP DRILL

 T: the flowers
 Ss: the flowers
 T: watering the flowers
 Ss: watering the flowers
 T: is watering the flowers
 Ss: is watering the flowers
 T: Ian is watering the flowers.
 Ss: Ian is watering the flowers.
CHAIN DRILL

1.A chain drill gets its name from the chain of conversation that forms around
the classroom as students, one-by-one, ask and answer questions of each
other. The teacher begins the chain by greeting a particular student, or
asking him a question. That student responds, and then turns to the student
sitting next to him. e.g.
 T: Hello, what’s your name?
 S1: My name is John Smith. (He turns to the student next to her.) Hello,
what’s your name?
 S2: My name is Mary Clinton. (She turns to the student next to her.) Hello,
what’s your name?
 S3: My name is Peter.
COMPLETION

1.Students hear an utterance that is complete

except for one word, and then repeat the
utterance in completed form. e.g.
 T: I’ll go my way and you go_____
 Ss: I’ll go my way and you go yours.
 T: We all have____own troubles.
 Ss: We all have our own troubles.
 USE OF MINIMAL PAIRS

1.The teacher works with pair of words which differ in only one sound;
students are first asked to find the difference between the two word and
later to say the two words. e.g.
 ship—sheep live—leave leap—lip bit—beat
 IN A TYPICAL AUDIOLINGUAL LESSON
THE FOLLOWING PROCEDURES WILL BE
OBSERVED:
1. Recognition: Students first hear a
model dialogue (either read by the teacher
or on the tape) containing the key
structures that are the focus of the lesson
and try to understand the meaning of the
dialogue with the help of the teacher’s
gestures, mime, and context or situation
established in advance.
 IN A TYPICAL AUDIOLINGUAL LESSON
THE FOLLOWING PROCEDURES WILL BE
OBSERVED:
 2. Imitation and repetition: The students
repeat each line of the dialogue, individually and
in chorus. The students must imitate the right
pronunciation, intonation and fluency.
 3. Pattern drills: Certain key structures from
the dialogue are selected and used as the basis for
pattern drills of different kinds.
 IN A TYPICAL AUDIOLINGUAL LESSON
THE FOLLOWING PROCEDURES WILL BE
OBSERVED:
4. Follow-up activities：The students
now are allowed to look at their textbooks.
They are usually asked to do some follow-up
reading, writing or vocabulary activities.
This will guide their use of the language.
 Materials and Different
Methods and Approaches
in ELT
Materials and different methods and
approaches in ELT

➢SILENT WAY
➢DESUGGESTOPEDIA
➢COMMUNITY
LANGUAGE LEARNING
Silent Way

 The Silent Way, invented by Dr. Caleb

Gattengo, is a discovery learning-based
approach to second language
acquisition. It was given its name because
the students learn by authentic experience,
with minimal direct input by the teacher. It
is a radical and revolutionary approach to
second language teaching.
What is the role of students in silent way
method?
 Withthe Silent Way, students are engaged
in the learning process, discovering
words and sounds instead of having
these drilled into them. Students become
more engaged and invested in the process
as they assume more responsibility for their
own learning, and tasks have more
relevance.
What are the characteristics of silent
way method?

 The Silent Way is characterized by

its focus on discovery, creativity,
problem solving and the use of
accompanying materials.
 Richards and Rodgers (1986:99)
summarized the method into three
major features.
Learning is facilitated if the learner
discovers or creates.
 The Silent way belongs to the tradition of
teaching that favors hypothetical mode of
teaching (as opposed to expository mode of
teaching) in which the teacher and the
learner work cooperatively to reach the
educational desired goals. (cf Bruner 1966.)
The learner is not a bench bound listener
but an active contributor to the
learning process.
Learning is facilitated by accompanying
(mediating) physical objects.

 The Silent Way uses colorful charts

and rods (Cuisenaire rods) which are of
varying length. They are used to introduce
vocabulary ( colors, numbers, adjectives,
verbs) and syntax (tense, comparatives,
plurals, word order …)
Learning is facilitated by problem solving
involving the material to be learned.
 This can be summarized by Benjamin Franklin’s words:
“Tell me and I forget
Teach me and I remember
Involve me and I learn”

A good silent way learner is a good problem solver. The

teacher’s role resides only in giving minimum repetitions
and correction, remaining silent most of the times, leaving
the learner struggling to solve problems about the language
and get a grasp of its mechanism.
Disadvantages

• The Silent Way is often criticized of being a harsh

method. The learner works in isolation
and communication is lacking badly in a Silent Way
classroom.
• With minimum help on the part of the teacher, the
Silent Way method may put the learning itself at stake.
• The material ( the rods and the charts) used in this
method will certainly fail to introduce all aspects of
language. Other materials will have to be introduced.
Advantages
• Learning through problem solving looks attractive especially
because it fosters:
• creativity,
• discovery,
• increase in intelligent potency and
• long term memory.
• The indirect role of the teacher highlights the importance
and the centrality of the learner who is responsible in
figuring out and testing the hypotheses about how language
works. In other words teaching is subordinated to
learning
What areas of language are emphasized
in silent way?

 According to oxford learners

dictionaries the silent way is a method
of teaching a foreign language in
which the teacher does not speak
much, but uses movement, pictures
and wooden rods to explain meaning.
What materials are used in silent way?

 The Silent Way makes use of some

specialized teaching materials: colored
Cuisenaire rods, the sound-color
chart, word charts, and Fidel charts.
Fidel charts

 The Spelling chart (Fidel) shows the

complete relationship between
sounds and spelling in English. Its
overall organisation is the same as that
of the rectangle chart, so sounds
appear in the same colour and in the
same location on each.
Word Chart

 Word charts – to explore the function words

and reduce the memory burden. The Silent
Way Word charts present the function
words of the language: the prepositions,
pronouns, conjunctions and certain
adverbs and adjectives and what is
necessary for expressing verb forms.
What is sound color chart?

 Sound/Color Charts have been created for

many languages and have been used by
teachers around the world for more than 20
years.
 Each Sound/Color Chart contains a certain
number of colored rectangles, each
rectangle representing a sound or
sounds in the target language.
HOW TO USE SILENT WAY?
Materials and different methods and
approaches in ELT

➢SILENT WAY
➢DESUGGESTOPEDIA
➢COMMUNITY
LANGUAGE LEARNING
What is the nature of student teacher
interaction in Desuggestopedia?

 What is the nature of student-student

interaction? The teacher initiates
interactions with the whole group of
students with individual's right from the
beginning of a language course. Initially,
the students can only respond nonverbally
or with a few target language words they
have practiced.
Principles of Desuggestopedia
 There are five main principles that govern
Desuggestopedia:
1. Learning should be characterized by the joy and
the absence of tension and it is facilitated in a
cheerful environment.
2. Humans operate on a conscious and Para
conscious level. A student can learn from what is
present in the environment even if his attention is
not directed to it.
Principles of Desuggestopedia
 3. Suggestion is the means to use the normally
unused mental reserves for learning.
 4. The teacher should recognize that learners
bring certain psychological barriers with them to
the learning situation, and she should attempt to
desuggest them.
 5. If students are relaxed and confident, they will
not need to try hard to learn the language. It will
just come naturally and easily
There are major concepts of Desuggestopedia
according to Lozanov and Gatave (1988).
1. Mental Reserve Capacities (MRC)

 Human beings uses 5-10% of brain

capacity at the most. In order to make
better use of this reserve capacity, the
limitations, obstacles and barriers to
learning should be desuggested.
Desuggestopedia helps students to
eliminate the feeling that they cannot be
successful.
Psychological Set-Up:

 The response to every stimulus is very

complex, involving many unconscious
processes which have become automatic
responses. Only when a teacher is able to
penetrate the set-up, engaging it in a way
which allows it to be accepted and open to
extensions and transformation, will the real
potential of a student begin to open up
Suggestion
 There are two basic kinds of suggestion: direct and
indirect. Direct suggestions are directed to
students’ consciousness. In the learning
experience, direct suggestions can be made in
printed announcements, orally by the teacher, and
by text materials (i.e. A teacher tells students that
they are going to be successful). Direct suggestion
should be used sparingly, for it is most vulnerable
to resistance from the setup. Indirect suggestion
appeals to the students’ subconscious and is
actually the more powerful of the two.
Successful classroom atmosphere:

 The challenge for a teacher is to create a classroom

environment that is bright and cheerful. A positive
environment must be created. Classroom atmosphere
is focused on three aspects.
 a) Psychological: A nurturing, supportive atmosphere in
which the student feels free to try out the new
information, be inventive with it, make mistakes without
being put down, and, in general, enjoy the learning
experience
Successful classroom atmosphere:

 b) Educational: The material should be presented in a

structured fashion, combining the big picture, analysis
and synthesis. Every moment should be a didactic
experience even when the learning process is not that
apparent.
 c) Artistic: The classroom should not be cluttered with
too many posters and unnecessary objects otherwise
the students don’t see them. Good quality pictures
should be displayed and changed every few days.
Peripheral Learning
 This concept is based on the idea that we perceive
much more in our environment that we consciously
notice. It is claimed that by putting posters
containing grammatical information about the
target language on the classroom walls, students
will absorb the necessary facts effortlessly. The
teacher may or may not call attention to the
posters. They are changed from time to time to
provide grammatical information that is appropriate
to what the students are studying.
Music
 Music can be a powerful facilitator of holistic full-
brain learning and it is a suggestive, relaxing
medium. Music is ideal for creating a mentally
relaxed state. Lozanov (1992) researched a wide
variety of means for presenting material to be
learned with background music which would
facilitate the mentally relaxed, receptive state of
mind that he found to be optimal for learning.
Lozanov concluded that music stimulates, invites
alertness, and its harmony and order evoke ease
and relaxation.
How is evaluation accomplished in
Desuggestopedia?

Evaluation is accomplished usually

is conducted on students'
normal in-class performance, not
through tests. The errors of the
students are corrected gently, with
the teacher using a soft voice.
HOW DESUGGESTIOPEDIA WORKS?
Materials and different methods and
approaches in ELT

➢SILENT WAY
➢DESUGGESTOPEDIA
➢COMMUNITY
LANGUAGE LEARNING
COMMUNITY LANGUAGE LEARNING

 Community language learning (CLL) is a

language-teaching approach focused on
group-interest learning. It is based on the
counselling-approach in which the teacher
acts as a counselor and a paraphraser, while
the learner is seen as a client and
collaborator.
What is the goal of Community Language
Learning?

CLL is based on interaction

between learners and between
learners and knowers. The goal
is to strengthen social ties in
order to establish a
community
What are characteristics of Community
Language Learning?

 Typical features of a CLL lesson:

 target language/mothertongue.
 teacher/learner-centred.
 counselling role for teacher;
 client roles for learners.
 in-a-circle seating for learners.
Why CLL is the best method?

CLL activities are most effective

when they allow students to work
together in pairs or groups. This
mimics realistic communication that
encourages fluency over
grammatical competence.
 Materials and Different
Methods and Approaches
in ELT
Materials and different methods and
approaches in ELT
➢TOTAL PHYSICAL
RESPONSE
➢COMMUNICATIVE
LANGUAGE TEACHING
➢CONTENT BASED AND
TASKED-BASED
INSTRUCTIONS
TOTAL PHYSICAL RESPONSE (TPR)

 Total Physical Response (TPR) is a

method of teaching language or
vocabulary concepts by using physical
movement to react to verbal input. The
process mimics the way that infants
learn their first language, and it reduces
student inhibitions and lowers stress.
TOTAL PHYSICAL RESPONSE (TPR)

 The purpose of TPR is to create a brain

link between speech and action to
boost language and vocabulary
learning.
How to Use TPR

 1. Prepare
 2. Teacher Modeling
 3. Student Modeling
 4. Student Participation
 5. Writing
 6. Repetition and Practice
1. Prepare

Select the vocabulary that you are

going to teach. Gather any
equipment, props or pictures you
will need to illustrate the meaning
of the words.
2. Teacher Modeling

Say the new vocabulary word for

the students. As you do this, use
gestures, facial expressions, props
or body movement to illustrate the
meaning of the word.
3. Student Modeling

Have student volunteers mimic

the same gestures, facial
expressions, use of props or
body movement modeled as
you say the word.
4. Student Participation

 Have all students mimic the same

gestures, facial expressions, use of props
or body movement modeled by the teacher
and student volunteers. Ask them to say
the word as they are making the
movement. Vary this activity by then doing
the action and while students say the word.
5. Writing

Write the word or phrase where

all students can see it so that
students can make the
connection between oral and
written words.
6. Repetition and Practice

 Teach the next word or phrase using

the same method. Review and practice
words with students multiple times to
ensure learning. Recycle words
regularly to make sure that students do
not forget old words.
When to Use

 TotalPhysical Response (TPR) may be

used to teach many types of vocabulary
but works best when teaching vocabulary
connected with action. It is an effective
strategy to use with English Language
Learners as well as with native speakers
when learning new words.
Variations

TPR Circles
TPR Simon Says
TPR Sounds
TPR Circles

 Organize the students into a circle

around the teacher. The teacher says
the word and the last person to do
the action is out. This person then
stands behind the teacher and
watches for the student who does the
action last. Eventually there is only
one student, he or she is the winner.
TPR Simon Says
 Play Simon Says. The teacher gives a
command and students should only do it if
the teacher "Simon says..." at the start.
The teacher might say, "Simon says, 'slice
some bread'" or "Simon says, 'chop an
onion'" and the students must do the
action. However if the teacher says,
"Whisk an egg" the students shouldn't do
this. If anyone does the action that Simon
doesn't say then they are out and have to
watch for the mistakes of the other
students.
TPR Sounds

 The teacher will first get the students to

do the actions connected with each
vocabulary word. Then, the teacher
adds a sound related to the word and
the students practice hearing the word
and doing the action along with making
the sound. The students are then ready
to give commands to each other.
Materials and different methods and
approaches in ELT
➢TOTAL PHYSICAL
RESPONSE
➢COMMUNICATIVE
LANGUAGE TEACHING
➢CONTENT BASED AND
TASKED-BASED
INSTRUCTIONS
COMMUNICATIVE LANGUAGE TEACHING

 Communicative language teaching (CLT),

or the communicative approach (CA) , is
an approach to language teaching that
emphasizes interaction as both the means
and the ultimate goal of study.
COMMUNICATIVE LANGUAGE TEACHING

 Learners in environments using

communication to learn and practice the
target language by interactions with one
another and the instructor, the study of
"authentic texts" (those written in the target
language for purposes other than language
learning), and the use of the language both
in class and outside of class..
COMMUNICATIVE LANGUAGE TEACHING

 Learners converse about personal experiences

with partners, and instructors teach topics
outside of the realm of traditional grammar to
promote language skills in all types of
situations. That method also claims to
encourage learners to incorporate their
personal experiences into their language
learning environment and to focus on the
learning experience, in addition to the learning
of the target language.
COMMUNICATIVE LANGUAGE TEACHING

 According to CLT, the goal of language

education is the ability to communicate in
the target language.This is in contrast to
previous views in which grammatical
competence was commonly given top
priority.
COMMUNICATIVE LANGUAGE TEACHING

 CLT also positions the teacher as a

facilitator, rather than an instructor.
Furthermore, the approach is a non-
methodical system that does not use a
textbook series to teach the target language
but works on developing sound oral and
verbal skills prior to reading and writing.
Classroom activities

 CLT teachers choose classroom activities based on what

they believe is going to be most effective for students
developing communicative abilities in the target language
(TL).
 Oral activities are popular among CLT teachers, as
opposed to grammar drills or reading and writing activities,
because they include active conversation and creative,
unpredicted responses from students. Activities vary based
on the level of language class they are being used in. They
promote collaboration, fluency, and comfort in the TL. The
six activities listed and explained below are commonly used
in CLT classrooms
Role-play

Role-play is an oral activity

usually done in pairs, whose
main goal is to develop
students' communicative
abilities in a certain setting.
EXAMPLES OF ROLE PLAY

1. The instructor sets the scene: where is the

conversation taking place? (E.g., in a café, in a park,
etc.)
2. The instructor defines the goal of the students'
conversation. (E.g., the speaker is asking for
directions, the speaker is ordering coffee, the speaker
is talking about a movie they recently saw, etc.)
3. The students converse in pairs for a designated
amount of time.
EXAMPLES OF ROLE PLAY
 This activity gives students the chance to improve their
communication skills in the TL in a low-pressure
situation. Most students are more comfortable
speaking in pairs rather than in front of the entire class.
 Instructors need to be aware of the differences
between a conversation and an utterance. Students
may use the same utterances repeatedly when doing
this activity and not actually have a creative
conversation. If instructors do not regulate what kinds
of conversations students are having, then the
students might not be truly improving their
communication skills.[
Interviews

An interview is an oral activity

done in pairs, whose main goal
is to develop students'
interpersonal skills in the TL.
EXAMPLES OF INTERVIEWS
1. The instructor gives each student the same
set of questions to ask a partner.
2. Students take turns asking and answering
the questions in pairs.
 This activity, since it is highly structured,
allows for the instructor to more closely
monitor students' responses. It can zone in
on one specific aspect of grammar or
vocabulary, while still being a primarily
communicative activity and giving the
students communicative benefits
EXAMPLES OF INTERVIEWS
This is an activity that should be used
primarily in the lower levels of language
classes, because it will be most beneficial
to lower-level speakers. Higher-level
speakers should be having unpredictable
conversations in the TL, where neither the
questions nor the answers are scripted or
expected. If this activity were used with
higher-level speakers it wouldn't have many
benefits.
Group work

Group work is a collaborative

activity whose purpose is to
foster communication in the TL,
in a larger group setting.
Examples of Group work
1. Students are assigned a group of no more than six
people.
2. Students are assigned a specific role within the group.
(E.g., member A, member B, etc.)
3. The instructor gives each group the same task to
complete.
4. Each member of the group takes a designated amount
of time to work on the part of the task to which they are
assigned.
5. The members of the group discuss the information
they have found, with each other and put it all together
to complete the task.
Examples of Group work
 Students can feel overwhelmed in language classes,
but this activity can take away from that feeling.
Students are asked to focus on one piece of
information only, which increases their comprehension
of that information. Better comprehension leads to
better communication with the rest of the group, which
improves students' communicative abilities in the TL.
 Instructors should be sure to monitor that each student
is contributing equally to the group effort. It takes a
good instructor to design the activity well, so that
students will contribute equally, and benefit equally
from the activity
Information gap

Information gap is a
collaborative activity, whose
purpose is for students to
effectively obtain information
that was previously unknown to
them, in the TL
Examples of Information gap
1. The class is paired up. One partner in each pair is Partner
A, and the other is Partner B.
2. All the students that are Partner A are given a sheet of
paper with a time-table on it. The time-table is filled in half-
way, but some of the boxes are empty.
3. All the students that are Partner B are given a sheet of
paper with a time-table on it. The boxes that are empty on
Partner A's time-table are filled in on Partner B's. There are
also empty boxes on Partner B's time-table, but they are
filled in on Partner A's.
4. The partners must work together to ask about and supply
each other with the information they are both missing, to
complete each other's time-tables.
Examples of Information gap
 Completing information gap activities improves
students' abilities to communicate about unknown
information in the TL. These abilities are directly
applicable to many real-world conversations,
where the goal is to find out some new piece of
information, or simply to exchange information.
 Instructors should not overlook the fact that their
students need to be prepared to communicate
effectively for this activity. They need to know
certain vocabulary words, certain structures of
grammar, etc. If the students have not been well
prepared for the task at hand, then they will not
communicate effectively.
Opinion sharing

Opinion sharing is a content-

based activity, whose purpose is
to engage students'
conversational skills, while
talking about something they
care about.
Examples of Opinion sharing
1. The instructor introduces a topic and asks students to
contemplate their opinions about it. (E.g., dating, school
dress codes, global warming)
2. The students talk in pairs or small groups, debating their
opinions on the topic.
 Opinion sharing is a great way to get more introverted
students to open up and share their opinions. If a student
has a strong opinion about a certain topic, then they will
speak up and share.[12]
 Respect is key with this activity. If a student does not feel
like their opinion is respected by the instructor or their
peers, then they will not feel comfortable sharing, and they
will not receive the communicative benefits of this activity.
Scavenger hunt

A scavenger hunt is a
mingling activity that
promotes open interaction
between students.
Examples of Scavenger Hunt
1. Theinstructor gives students a sheet with
instructions on it. (e.g. Find someone who
has a birthday in the same month as
yours.)
2. Students
go around the classroom asking
and answering questions about each other.
3. The
students wish to find all of the answers
they need to complete the scavenger hunt.
Examples of Scavenger Hunt
 In doing this activity, students have the opportunity to
speak with a number of classmates, while still being in a
low-pressure situation, and talking to only one person at
a time. After learning more about each other, and getting
to share about themselves, students will feel more
comfortable talking and sharing during other
communicative activities.
 Since this activity is not as structured as some of the
others, it is important for instructors to add structure. If
certain vocabulary should be used in students'
conversations, or a certain grammar is necessary to
complete the activity, then instructors should incorporate
that into the scavenger hunt.
Materials and different methods and
approaches in ELT
➢TOTAL PHYSICAL
RESPONSE
➢COMMUNICATIVE
LANGUAGE TEACHING
➢CONTENT BASED AND
TASK-BASED INSTRUCTIONS
 In language teaching, the role of an approach for
students is really important to acquire English
capability and English acquisition. Anthony (1963)
states that an approach is approach is axiomatic. It
describes the nature of the subject matter to be
taught. Approach is discussing about underpinning
theory of language and language teaching nature,
and the application of both theory. Teachers have
to make the classroom to be a place where the
students can acquire the meaningful of
communicative learning.
 Moreover, the students also have to involve
themselves in teaching learning process based on
which is the approach that the teachers use so they
can develop their own skills in language learning.
There are many approaches that can be used by the
teachers in language teaching to make the students
achieving their aims in language learning.
 For example, the approach that focuses on
grammatical form or the approach that focuses on the
task which is given by the teachers to the students.
This essay will describe comparison and contrast
between task-based approach and content-based
approach in language teaching.
 Task-based approach and content-based
approach have the similarities in their utilization
in language teaching. The first similarity
between task-based approach and content-
based approach is both of them have the aim to
increase students’ English acquisition.
 It means that both of the approaches are able
being an instrument to help the students
increase their capabilities in English. Both of
these approaches will make students
developing their language skills and their critical
thinking in English learning.
 The second similarity is their function as an approach in
language teaching. The teachers utilize the approach in
language teaching is to make the classroom has
meaningful communication within it between students and
teachers or between students and other students.
 Task-based approach and content-based approach have a
role in language teaching to teach the students about their
needs in language until they are able to achieve what they
expected in language learning. All the students want to
develop and increase their capabilities in learning English
as a Second Language (ESL) or English as a Foreign
Language (EFL).
 The last similarity is the target. The target is
being learners-centered in teaching learning
process. The students have a role as learners-
centered in classroom and in the application of
teaching.
 The teachers only as the instructors giving the
materials and tasks to the students.
Furthermore, the students carry out the tasks
and learn the materials in teaching learning
process based on their own capabilities. They
are able to develop the materials or tasks with
their own manners and finally teachers only
assess the outcome what they have carried out.
 Besides have the similarities, task-based approach and
content-based approach also have the differences in
language teaching.
 The first difference is the concentrate. Task-based
approach concerns with communicative and cognitive
processes. The students are able to develop their language
skills naturally by talking with the target within the task that
they carry out.
 On the other side, content-based approach concerns with
information. The students focus on real-world content and
the understanding and communication of information
through language. In content-based approach, the subject
matter as a vehicle for language teaching. Students learn
based on the academic subject matter which is given by the
teachers and develop it by themselves to build language
skills simultaneously.
 The second difference between task-based
approach and content-based approach is the
activity. In task-based approach, the students
will carry out the task using their available
language resources and leading to real
outcome. For example, the students are able to
solve problem, share, and compare
experiences. The students are also able to
work in a group and then choose the interesting
topic. After that, they design the questionnaire,
analyze the data, interpret the data, and finally
present their findings in classroom.
 While in content-based approach, the
students’ activities are specific to the subject
matter being taught in the classroom. The
students are exposed to study skills and
learn a variety of language skills which
prepare them for the range of academic
tasks they will encounter. The students are
also able to do project work in content-based
approach which is focuses on the content
learning. Students are not only to do this in a
group, but they are also able to do this on
their own.
 The third difference is the outcome of the process both of the
approaches. In task-based approach, the students will acquire
the opportunities for meaningful language utilization in their real-
life. The students have a good interaction with others because
they often work in a group and have more negotiation or
interaction with their friends or targets than in teacher-fronted
classroom.
 Students develop language skills and they use so many forms of
the target language. They also have more communicative
context than contextualized learning. On the other side, in
content-based approach, the students will be skilled in academic
language and learning skills. The students are becoming more
knowledgeable and creating high-level thinking skills for
themselves. Students can learn more about how to express their
thoughts through language with their skills and create critical
thinking ability and English acquisition.
 Both of task-based approach and content-based approach
is the same as an approach to help the teachers in
language teaching. Both of them also help the students to
increase their English capability and English acquisition in
language learning. These approaches serve the meaningful
communication in classroom even though there are
advantages and disadvantages in each approach.
Therefore, teachers have to choose the appropriate
approach for students based on their needs in English
learning so the students are able to develop their skills.