CLASS/

TIME/
SUBJECT

CONTENT

IMPACT

DAY 2
REFLECTION
Focus : Reading
Theme : World Of Stories
Unit : Chad the Milkman
Content Standard : 2.1, 2.2

Monday
1 Cerdas
10.00
11.30 a.m.
English
Language

Learning Standard :
2.1.2 Able to recognize and articulate initial and the final
sounds in single syllable words within given context.
2.1.4 Able to segment words into phonemes to spell.
2.2.3 Able to read and understand sentences (3 5 words)
in linear and non-linear texts with guidance.
2.2.4 Able to read a paragraph of 3 5 simple sentences.
Objectives :
By the end of the lesson, pupils will be able to :
Pronounce words and speak confidently with the correct
stress, rhythm and intonation.
Activities :
1. Teacher introduces phonemes.
2. Teacher asks the pupils to sound the phonemes.
3. Pupils sound the phonemes as individual or as a whole
class.
4. Teacher introduces words using word cards.
5. Teacher distributes worksheet.
6. Pupils match the words to the correct picture.
7. Pupils name the pictures.
Teaching Aids : Textbook
Teaching and learning strategies :
Multiple intelligence
Added Value: Knowledge Acquisition
Assessment :
Observe pupils can name the pictures correctly.

Attendance:___ /___
-

___/___ of the pupils

able to achieve the
objectives

___/___ of the pupils

able to answer the
questions correctly

___/___ of the pupils

need extra guidance

___/___ of the pupils

able to master today's
lesson

Teachers action :
______________________
______________________
* Today's lesson will be
carried forward due to
______________________
______________________

DAY 3
REFLECTION
Focus : Writing
Theme : World Of Stories
Unit : Chad the Milkman
Content Standard : 3.1, 3.2

Tuesday
1 Cerdas
10.00
11.00 a.m.
English
Language

Learning Standard :
3.1.2 Able to copy and write in neat, legible print:
f) simple sentences.
3.2.1 Able to complete with guidance:
b) lists.
3.2.2 Able to
Objectives :
By the end of the lesson, pupils will be able to :
Write the story of Chad the Milkman with teachers
guidance.
Activities :
1. Teacher jumbles up the picture cards on the story.
2. Teacher retells the story and asks the pupils to rearrange
the picture cards accordingly.
3. Teacher distributes worksheet.
4. Pupils list down Chads wishes based on the pictures.
5. Pupils rearrange the story of Chad the Milkman and
rewrite it as a paragraph.
Teaching Aids : Textbook
Teaching and learning strategies :
Multiple intelligence
Added Value: Knowledge Acquisition
Assessment :
Observe pupils can name the picture cards and rearrange the
story as they have heard correctly.

Attendance:___ /___
-

___/___ of the pupils

able to achieve the
objectives

___/___ of the pupils

able to answer the
questions correctly

___/___ of the pupils

need extra guidance

___/___ of the pupils

able to master today's
lesson

Teachers action :
______________________
______________________
* Today's lesson will be
carried forward due to
______________________
______________________

DAY 4
REFLECTION
Focus : Language Arts
Theme : World Of Stories
Unit : Chad the Milkman
Content Standard : 4.2, 4.3

Wednesday
1 Cerdas
10.00
11.30 a.m.
English
Language

Learning Standard :
4.2.2 Able to respond to:
a) book covers.
b) pictures in books with guidance.
4.3.1 Able to produce simple creative works with guidance
based on:
c) stories.
Objectives :
By the end of the lesson, pupils will be able to :
Produce Chad wishes book.
Activities :
1. Revising Chad the Milkman Story.
2. Teacher asks questions on Chads wishes.
3. Teacher distributes color papers and worksheet.
4. Pupils color and cut the pictures.
5. Teacher paste the pictures into booklet distributes by
teacher.
6. Pupils decorate the booklet.
7. Pupils can refer to the textbook page 106.
Teaching Aids : Textbook
Teaching and learning strategies :
Multiple intelligence
Added Value: Knowledge Acquisition
Assessment :
Observe pupils can being creative and innovative in
producing the Chads wishes book.

Attendance:___ /___
-

___/___ of the pupils

able to achieve the
objectives

___/___ of the pupils

able to answer the
questions correctly

___/___ of the pupils

need extra guidance

___/___ of the pupils

able to master today's
lesson

Teachers action :
______________________
______________________
* Today's lesson will be carried
forward due to
______________________
______________________

DAY 1

REFLECTION

Focus : Listening and Speaking

Theme : World Of Stories
Unit : Chad the Milkman

Attendance:___ /___
-

Content Standard : 1.1, 1.3

___/___ of the pupils

able to achieve the

Learning Standard :
1.1.4 Able to talk about a stimulus with guidance.
1.1.2 Able to listen to and enjoy simple stories.
1.3.1 Able to listen to and demonstrate understanding of oral
texts by:
a) Giving Yes/No replies.
b) Answering simple Wh- questions.
Objectives :
By the end of the lesson, pupils will be able to :
Listen to the story of Chad the Milkman and enjoy it.
Activities :
1. Teacher shows a picture of Chad cover.
2. Pupils talk about the picture.
3. Teacher encourages pupils to talk about the picture.
4. Teacher tells story on Chad the Milkman using the
picture cards.
5. Pupils listen to the story attentively.
6. Teacher divides pupils into a group of 4.
7. Teacher distributes picture puzzle and asks pupils to
complete it.
8. Teacher distributes worksheet and asks pupils to cut and
paste it into the exercise book.

objectives
-

___/___ of the pupils

able to answer the
questions correctly

___/___ of the pupils

need extra guidance

___/___ of the pupils

able to master today's
lesson

Teachers action :
______________________
______________________
* Today's lesson will be carried
forward due to
______________________

Teaching Aids : Textbook

Teaching and learning strategies :
Multiple intelligence
Added Value: Knowledge Acquisition

______________________

Assessment :
Observe pupils can recognize Chad and all his dreams.

CLASS/
TIME/
SUBJECT

CONTENT

IMPACT

Structured Response
1. Choose three types of materials which can be used to teach the English language and state the
strengths and weaknesses in every material chosen [15m].
Type of material 1: CD (audio materials)
Strength:
An authentic material
Can be choosen based on our topic, students level (settle and pick)
Easily available
Weaknesses:
Unable to chatter the needs of visual learners
Must have IT and fully equipment support
Type of material 2: textbook (visual materials)
Strength:
Helpful for beginning teachers
Weaknesses:
unattractive
Type of material 3: computer with internet access(interactive materials)
Strength: attractive
Weaknesses: must have at least basic IT knowledge
2.
In selecting his teaching aids, Mr. Heng always makes sure that his
teaching aids can be exploited to teach many skills. He also makes sure
that they can withstand wear and tear. If possible, the teaching aids should
resemble materials which students will encounter in their daily lives.
a. Analyze the stimulus above and identify three factors which Mr. Heng uses in selecting materials for
his English class[3m].
i.
ii.
iii.

versatility
durability impact
practicality

b. Provide additional four factors which are different from those mentioned in 2a and briefly explain their
significance in guiding a teacher in selecting materials in an ESL classroom[12m].
Factor

Significance

level

age
interest
ability
clear to see or hear

realia

related to season and festival

students understanding of and on the culture

Clarity
authenticity
Content

3. a.
i.
ii.
iii.
iv.
v.
b.

Identify three criteria which can be used to evaluate a coursebook for an ESL class[3m].
contents
levels
grammar focus
materials
methodology/ activity
Using the criteria stated in (a), develop items for a checklist which you can use to evaluate an
ESL learning material[12m].
Criteria

Support materials

Methodology/ activities

contents

i.
ii.
iii.
iv.
i.
ii.
iii.
iv.
i.
ii.
iii.
iv.

Items in checklist
available but not essentials
teachers book
test book/ CD
student workbook(consumable)
practical
communicative
opportunities to practice
opportunities of personalization
suitable of this culture
in line with appropriate syllabus
suitable for difference learning styles
clear scope and sequence page

4a. Analyse illustration 1 and give three reasons why this material is suitable to be used in a Year 3
English class[6m].
i.
ii.
iii.

Content- Familiar to their knowledge

Clarity- illustration is clear and font size is big
Level- appropriate to their level either their language or ability of grammar/vocabulary

b. Based on illustration 1, describe three skills or language focuses that a teacher can teach by
exploiting the material above. Justify the suitability of the material above in teaching the skill or
language focuses. [9m]
Skill/Language Focus
Lesson 1

Justification
Listening and speaking
The content of the story is familiar to their knowledge
Easily to understand

Lesson 2

Reading
- the text is appropriate to the students level
- less of tough vocabulary

Lesson 3

Writing
Sentences or grammar is repeated. E.g.: big nose, big eyes,
.
Simple sentences.3-5 words in a sentence. E.g.: He got in to
bed.

Easily to conduct the writing skill.

Essay ( pick 2 of 4Q)

1. In teaching primary ESL classroom, we need to select the best, the most appropriate and the most
cost-efficient materials available.
To what extent does the knowledge of selecting ESL materials help teachers in their teaching? [20m]
Factors of selecting materials:
Level
Authenticity
Clarity
Durability impact
Cost effectiveness
Practicality
Versatility
Accessibility
Content-cultural/ knowledge
2. ESL teachers are fortunate as there is a variety of print resources on the internet which can be used
for teaching and learning purposes.
Discuss some of the criteria which can help a teacher evaluate ESL materials from the internet.
Justify how these criteria can help a teacher make an informed decision in choosing the most
appropriate teaching aids. [20m]
Criteria of the checklist
3. Mr Azhar has decided to create a big book using raw materials. He intends to use the big book to
teach a Year 3 Language Arts lesson.
What advice would you give Mr Azhar in producing the big book? Provide appropriate examples to
substantiate you advice. [20m]
Assembling or raw materials
4.
Year

: 3 Cemerlang

Skills
No. of students
Language proficiency
Learning Standards
appropriately

: Grammar
: 45
: Medium to low
: 5.1.5 Able to use proposition correctly and
(a) in
(c) under
(e) in front of
(f) behind

You have decided to create two teaching and learning materials which you will use to teach the
lesson above.

Describe the materials that you would develop for this lesson, justify your decision of using the
materials developed and explain how you would use the materials to teach the lesson above. [20m]
Types of materials

TSL3112- SAMPLE QUESTIONS

SECTION A (60 marks) Answer all questions.
1. Country X has issues with the obsession of test scores among parents and
students. Studies have shown that test scores severely hamper students
development as a whole person. Students are not able to be creative, lack social
responsibilities and practical abilities.
Based on the stimulus above answer the following questions.
i. Provide two reasons for the importance of test scores in the students
development. (5 marks)
* As a vehicle to empower students to be self-reflective learners who monitor and
evaluate their own progress as they develop the capacity to be self-directed
learners.
* Developing learners with the ability to guide their own instruction, assessment data
can be used by a school district to measure students achievement, examine the
opportunity for children to learn, and provide the basic for the evaluation of the
districts language programs
ii. Based on the stimulus above, identify and discuss two washback effect on
students development. (5 marks)
* A test can positively influence what and how teachers teach, student learn, offer
learners a chance to adequately prepare, give learners feedback that enhance their
language development is more formative than summative.
* Washback enhances a number of basic principle language acquisition namely
intrinsic motivation, autonomy, self-confidence, language ego, inter-language and
strategic investment.

iii. How can authentic assessment help to solve the problems mentioned in the
stimulus above?
* Citing Bachman and Palmer (1996) in Brown (2010) authenticity is the degree of
correspondence of the characteristics of a given language test task to the features
of a target language task.
* Language learners are motivated to perform when they are faced with tasks that
reflect real world situations and contexts.
* Good testing or assessment strives to use formats and tasks that reflect the types
of situation in which students would authentically use the target language.

2. Commenting on student writing can really frustrating and time

consuming. I have to spend a lot of time reading each line of
students
answers. I also have to make comments on their writing and on
the
errors performed by the students.
a. i. Based on the above comments, identify the type of scoring
method
used by the teacher. (1 mark)
* Holistic approach
* Normally this score is on a scale of 1-4, 1 -6 or even 1-10 ( Bailey,
1998 )
* Each score will be accompanied with the general descriptors of
ability
* Each scales are expected to pay attention to vocabulary,
mechanics etc.
* Mechanics such as punctuation or secondary to communication.
ii. Explain two characteristics of the scoring method mentioned
above.
(4 marks)
b. In your opinion, what are the weaknesses of the scoring method
mentioned above? (5 marks)
* The single score may actually mask differences across individual
compositions.
* Does not provide a lot of diagnostic feedback.

c. If you are the teacher, what would you do to maximize the

effectiveness
of the scoring method for the students? (5 marks)
3. Read the stimulus below and answer the questions 3a and 3b.
After teachers have assessed and evaluate a students performance, they
are faced with the questions of how this information can best be
summarized and presented to students, parents and administrators.
Source:MOE
2009

a. Discuss three purposes of reporting assessment data. (5 marks)

* The main purpose of test is to obtain information concerning a
particular
behaviour or characteristics.
* Instructional decisions are made based on test results when e.g.
teachers
decide to change or maintain their instructional approach.
* This information helps identify students for targeted intervention
and can
inform school improvement programs.
* They can discuss how to overcome their problems in learning
process in
order to master certain topic.
b. A teacher decides to share assessment results with her students
Describe two benefits of her decision. (5 marks)
* Buku Brown : offer the student only a modest sense of where that
student

stands and a vague idea of overall performance.

* Identify their areas of success and challenge.- when a test become
a
learning experience, it achieves washback.
c. Discuss the advantages of two methods in reporting assessment
data to
parents. (6 marks)
* Actively involves parents schools & communities are responsible
for
jointly developing assessment and reporting practices and
policies.
* Helps identify students for targeted intervention.
* Can inform school improvement programs.
* Will enable parents to know how their children are progressing.
* Can be reported by comparing parents work against a standards
framework of syllabus outcomes, comparing their prior and current
learning achievements or comparing their achievements to those
of other
students.
4. a. Define School Based Assessment (SBA) and identify its four
main
components.
Definition of School Based Assessment (SBA):
________________________
(2 marks)
* it is holistic and assesses the cognitive, affective and psychomotor

domains, encompassing the intellectual, emotional, spiritual and

physical
aspects. It is also embraces both academic and non academic
fields.
* Teacher are given due recognition and have the autonomy to
conduct
formative assessment during the learning process and also
summative
assessment at the conclusion of a learning unit or any other
suitable time
during the school year at their own, discretion, taking into account
their
pupils readiness.
Components:
i. School assessment ( using Performance Standards )
ii. Centrelized assessment
iii. Physical activities, sports and co-curricular assessment
( Pentaksiran Aktiviti Jasmani, Sukan dan Ko-kurikulum PAJSK )
iv. Psychometric / psychology tests.
(4 marks)
b. Provide and explain three reasons why School Based Assessment
results
conducted by teachers are reliable. (6 marks)
c. Explain why School Based Assessment is introduced in the
Malaysian

schools.

(3 marks)

SECTION B (40 MARKS)

Answer only two questions

1. Reliability and validity A are generally important for a ll types of

evaluation. However, some may argue that for formative
evaluation, more emphasis could be given for validity than
reliability
Discuss the arguments that can be used to justify this position. To
what
extent do you agree with the above statement?

(20 marks)

2. Read the scenario below and answer the question that follows:
Scenario: reading quiz
The context is a mixed ability class for year 5 primary school pupils
in an English class in Malaysia. The teacher has decided to begin
her class with a brief 30 minutes pop quiz consisting of 5
comprehension questions that require short written answers. The
quiz will:
a) Give pupils a sense of how well they understood the story and
b) Act as a starting point for a teacher-led discussion on each of the
items.
Results of the quiz will not be recorded in the teachers record book.
Below is the text.
3.
Study the scenario above and analyse the suitability and difficulty
level of questions 1-5 with regards to Blooms Taxonomy of
Educational Objectives.
(20 marks)
3. The KSSR learning standards for reading addresses basic literacy
using the strategies of phonics and moves on to enable pupils to
become independent readers.

(Source: Curriculum Specifications for Year 2 SK)

Elaborate on the statement above and design at least three
techniques that you would apply in assessing word attack skills and
sentence comprehension for beginners in a Year 2 class of a rural
primary school.
(20 marks)
4. Item Analysis (IA) can further enhanced the design and
preparation of multiple-choice questions.
(Brown, 2010)
Analyse and explain how Item Analysis (IA) can be used in the
appropriate selection and arrangement of multiple-choice questions.
Based your discussion on the three main indices of Item Analysis
(IA).
Ms Rhombus entered the class for her mathematics lesson. She began
teaching but the pupils did not pay attention to her. While some of the
pupils were quiet, the other pupils were making a lot of noise. Ms Rhombus
tried to get the pupils attention but none of them listened to her. Then,
Ms Rhombus gave the pupils a warning and left the classroom. The pupils
waited for a while. When Ms Rhombus did not return to the classroom, a
few pupils decided to look for her. Ms Rhombus left a trail for them. The
pupils followed the clues and solved some mathematical problems. Finally,
they found her in the gymnasium. Ms Rhombus rewarded the pupils who
found her.
Answer the questions below.
1. What subject did Ms Rhombus teach?
2. The synonym of the word, quiet n line 3 , is ________________________
3. Make a list of the main events of the story.
4. In your opinion, what was the reward Ms Rhombus gave to the pupils who
found her?
5. Do you think Ms Rhombus made the right decision? If you were one of the
what pupils, what would you do?
Adapted from: The case of the Missing Maths Teacher written by Suzanne
Weyn

(20 marks)
* The appropriate selection and arrangement of suitable multiple
choice items on a test can be best accomplished by measuring
items using the 3 indices: item Difficulty, Item Discrimination,
Distractors Analysis.
* Measuring these factors on classroom test would be useful.

* Are a must for standardized norm-referenced tests that are

designed to be administered a number of times and / or
administered in multiple forms.
* Item Difficulty is the extent to which an item is easy or difficult for
the purposed group of test-takers.
* It is important if in your estimation the item achieves validity. The
answer is that an item that is too easy or too difficult really does
nothing to separate high-ability and low-ability takers.
* Two good reasons for accosionally including a very easy item are
to build in some effective feelings of success among lower-ability
students and to serve as warm up items.
* Very difficult items can provide a challenge to the highest-ability
students.
* Item discrimination is extent to which an item differentiates
between high and low ability test-takers.
* An item on which high ability students and low-ability students
score equally well would have poor Item Discrimination because it
did not discriminate between the two groups.
* Distractor Analysis is to measure of a multiple-choice items value
in a test, and one that is related to Item Discrimination.
* The efficiency of distracters is the extent to which the distracters
lure a sufficient numbers of test-takers especially lower-ability one
and those
responses are somewhat evenly distributed across all distractors.
1.

SECTION A
Choose three types of materials which can be used to teach English
language and state the
strengths and weaknesses in every material chosen.

2.

i. ii. iii.
.
In selecting his teaching aids. Mr Hong always makes sure that his
teaching aids can be exploited to teach many skills. He also
makes sure that they can withstand wear and tear. If possible, the
teaching aids should resemble materials which students will
encounter In their daily lives.
Analyse the stimulus above and identify three factors which Mr Heng uses in
selecting materials for his English class.
i
II.
III.
b .Provide additional four factors which are different from those mentioned in
2a and briefly explain their significance in guiding a teacher in selecting
materials In an ESL classroom.(12m)
factor

3.

significance

A. Identify three criteria which can be used to evaluate a ccursebook for

an ESL class.
b. Using the criteria stated In (a), develop items for a checklist which you
can use to evaluate an ESI learning material.
criteria

Items in checklist
i
ii
iii

i
ii
iii
Little Red Riding Hood

4.

Little Red Riding Hood was going to her Granny's house. A big bad wolf heard
about this. He quickly ran to Granny's house. He locked Granny in a cupboard. He
dressed like Granny. He got into her bed. Finally, Little Red Riding Hood arrived. She
saw Granny on the bed. She thought to herself, Granny looks different. She has big
eyes, big ears, a big nose and big teeth."
The wolf could not wait any longer. He jumped out of the bed. He tried to
grab Little Red Riding Hood. She screamed loudly, "Help! Help!"A woodcutter heard
her screams. He ran towards the house. He hit the wolf hard. The wolf ran away.
The woodcutter let Granny out of the cupboard.Little Red Riding Hood and
her Granny thanked the woodcutter. They never saw the big bad wolf ever again .

a. Analyse illustration 1 and give three reasons why this material is suitable
to be used in a Year 3 English class?
i

ii.

..
iii.

.
b. Based on illustration I, describe three skill or language focuses that a
teacher can teach by exploiting the material above. Justify the suitability of
the material above In teaching the skill or language focuses. (9 m)
Skill/language focus
Lesson 1
Lesson 2
Lesson 3

justification

SECTION B
Answer only two questions
1. In teaching primary ESL classroom, we need to select the best, the
most appropriate and the most cost-efficient materials available.
To what extent does the knowledge of selecting ESL materials help
teachers in their teaching?
2. ESL teachers are fortunate as there is a variety of print resources on
the internet which can be used for teaching and learning purposes.
Discuss some of the criteria which can help a teacher evaluate ESL
materials from the internet Justify how these criteria can help a teacher
make an Informed decision in choosing the most appropriate teaching
aids.
3. Mr Aite has decided to create a big book using raw materials. He
intends to use the big book to teach a Year 3 Language Arts lesson.
What advice would you give Mr Azu In producing his big book? Provide
appropriate examples to substantiate your advice.
4.

Year 3 Cemerlang
Skills: Grammar
No. of students: 45
Language proficiency: Medium to low
Learning Standards: 5..1.S Able to use prepositions correctly and
appropriately:
a.In
b.under
c.in front of
d.behind
You have decided to create two teaching and learning materials which
you will use to teach the lesson above.
Describe the materials that you would develop for this lesson, justify
your decision of using the materials developed and explain how you
would use the materials to teach the lesson above.

TOPIC 1

T&L MATERIALS IN C/ROOM

1. Types of T&L materials

1.1.
Textbooks
-helpful 4 bginning Trs
-provide organized unit of work
-a detailed sequence of tchng procedures (what/when to do it)
-provide admins n Trs with a complete prog.
-good tb r excellent tchng aids.
1.2.
i.
ii.
iii.
iv.
v.
vi.
vii.

Other rsources
Resource cntre
Lang games
NITE
b/board sketches
radio/tv
intrnet
ICT (pwrpoint/CD)

1.3.
i.
ii.
iii.
iv.
v.

Purpose of T&L materials

Sources of input 4 lang learning
Ways of promoting output
Provide scaffolding(guidance) for learning
Can b used to stimulate reflection
To hv resources which open up multiple possible uses. Allow 4
flexibility creativity in T&L

1.4.
Advantges n Disadvantages
a. Advantages
i.Relevance
mtrialscan b produced directly relevant to d Ss n institutional needs
ii. develop expertise
can help develop xpertise among staff in producing/selecting matrials
iii. Reputation
enhance d reputation of d institution dmonstrating its commitment to
provide mtrials
iv. Flexibility
mtrials can b revised/adpted as needed. Give greater flexibility than a
commercial course book
b. Disadvantages
i.
Cost Quality n durable/commercial materials normally cost more
money
ii.
Quality tr-made mtrials hv different stndrd of dsign n production
as commercial materials
iii.
Training-Trs need to b given adequate training to prepare materials
writing project
iv.
Time preparation takes time while teaching period goes on with
other tasks to b implemented.

i.
ii.
iii.

ONLINE RESOURCES
Xpose to inappropriate material of a sexual/violent nature
Encounter d harassing or demeaning email/bulletin board
Create a risky of a persons safety (arranging a meeting with
someone to solve their problems).

TOPIC 2-FACTORS IN SELECTION N EVALUATION

1. Level
Consider Ss age, interests n ability.
2. Content (cultural/knowledge)
ESL materials ->USA/UK Ss.
Topic/content r related to seasons n festivals in those countries. Good 4 our
Ss to learn about other cultures but too much -> boring/offensive
3. Clarity (Clear)
Clear to see (visual) or hear(audio). Meaning of texts-clear. Not overwhelmed
with idiomatic expressions etc.
Font size.
4. Accessibility
Need to b well organized. Can find a way around d contents of d books easily.
-easy to c their progress
-can use/manage d mtrials easily with/without Tr watching.
5. Practicality
-consider d possibility of d use/construction of d materials to d Ss.
-duration of usage -> time/cost preparing
-do d acts/exercise planned -> Ss input/knowledge
6. Versatility
-can d materials b used in more than 1
much difficulty to adapt.

situation? (Yr 3 = Yr 5). Without

7. Cost effectiveness
-whether u /school can afford d materials
-expnsive but photocopiable=worth
8. Durability impact
-maximum n hyper usage of materials by d young learners. Materials need to
b durable/last longer

9. Authenticity
-authentic mtrials can b used 4 other skills/purposes
-n/paper can be used to learn grammar, reading, speaking, create dialogue,
writing note or detect errors etc.
TOPIC 4 SELECTION N ADAPTATION
1.1
Forms of Adaptation
a. Adding material to address an examination requirement
e.g: questions cn b MCQ,subjective rather than comprehension tasks
b. Extending to provide additional practice.
-add more input, examples, exercise on grammar or vocab related to d unit
taught to supplement d book.
c. Localizing
-adaptig or supplementing an act to address d specific needs of a group of
learners.
e.g: pronunciation is influenced by Ss first lang(mother tongue). So need
additional acts to solve d problems.
-content (weather/custom etc).
-need to b changedto suit d target learners coz of their age,gender,social
b/ground, occupation, religion or cultural b/ground
e. Modifying Tasks
-exercises/acts may need to b changed to gv them an additional focus.
-an act may b extended to provide opportunities 4 more personalized
practice.
f. Reorganizing content
-Tr may reorganize d syllabus/ units to consider a more suitable order.
-reorganize act/practice for a particular reason.
1.2 Factors Involved in Adapting Materials
A. Contextual
Contextual Factors
i.

Age

B. Setting

-particularly affect topics chosen n types of learning act.

ii.

interests
helps in d specification of topics n learning acts.

iii.

Lev Of proficiency in English

Tr needs to consider their prof in Eng mixed proficiency

iv.

Aptitude
it is thought of as a specific talent /what learners r good at.

v.

Mother tongue
may affect d treatment of errors or d selection of syllabus items areas
of grammar/ vocab etc.

vi.

Academic n educational level

help to determine intellectual content .

vii.

Attitudes to learning, Trs, institution, target lang n its speakers.

viii.
ix.

Motivation (intrinsic)
Can b anticipated
Reasons for learning if it is possible to state them-carry out
analysis of needs.

x.

Preferred learning style.

Whch will help with d evaluation of d suitability of different methods.

-problm solving/rote learning
-materials learned by heart
xi.

Personality

whch can affect methodological choices. Interactive c/room environment.

B. OTHER FACTORS
i. The role of Eng in d country
ii. The role of Eng in d school
iii. The teachers-their status
iv.Management n administration

v. Resources available
vi. No of pupils-size of class
vii. Time
viii. Physical environment
ix. socio-cultural environment
x. types of test used
xi. Procedures 4 monitoring n evaluating
TOPIC 5-TECHNICAL SKILLS N KNOWLEDGE
SELECTION OF RAW MATERIALS
STRENGTH
1. Comparison with using text or course books. Turn to Tr-produced materials.
limitation of using course books.
2. Contextualization-a key criticism of commercial materials.
3. Resources available-various resources produced for different purposes,
topic or needs. Tr-produced materials can b d best option for school n Ss
budget.
4. Individual needs-modern teaching methodology->individual needs. Trproduced material can b responsive to d heterogeneity inherent in d c/room.
5. Make decisions about d most appropriate organizing principle or focus 4 d
materials n acts.
6. Personalization-increase motivation n engagement in learning.
-greater choice freedom scope 4 spontaneity when trs develop own materials
7. timeliness-can respond to local n international events up-to-date, relevant
high interest topics n tasks. Teachable moment can b more readily seized.

IMPLICATION 4 DEVELOPING OWN MATERIALS

1. TPM lack overall coherence n a clear progression.
2. Physical organization n storage of materials.
3. Quality-TPM may seem ragged n unprofessional compared to those produced
by professionals.
4. Lack of xperience n understanding on d part of d Tr may result in important
elements being left out or inadequately covered.
5. Time-simply nor viable-at least not all d time. Tr deals with lots of other tasks
to do.
LIMITATIONS OF USING RAW MATERIALS

1. Trs need to know their learners need very well . (interest, motivation, social
b/groud etc)
2. D curriculum n d context r variables-significantly impact on decisions
about teaching materials. Tr need to follow d curriculum provided.
3. Context will impact d types of materials that may need to b designed.
4. Trs must b realistic about what they can achieve in terms materials
design n production within d limitations of available resources nfacilities.
5. Personal confidence n competence will determine an individual trs
willingness to embark on materials devlopmnt.
6. Copyright compliance-Trs need to b aware of d restrictions that copyright
laws place on copying d authentic materials/downloading/publishing mtrials.