Republic of the Philippines

Department of Eucation
Region III
Division of Nueva Ecija
MALLORCA NATIONAL HIGH SCHOOL
San Leonardo, Nueva Ecija

SPECIALIZED TRAINING FOR

TEACHERS IN ENGLISH
PHASE II
DIVISION ROLLOUT
 INTEGRATING LANGUAGE
WORK (ILW)
Based on the Material Design Model (MDM)
of Hutchinson and Waters

Presented by: MS. DIVINA V. QUIROZ

Mallorca National High School
 MATERIAL DESIGN MODEL
This aims to provide a coherent
framework for the integration of
various aspects of learning.
This model consists of four elements:
1. Input
2. Content Focus
3. Language Focus
4. Task
 MATERIAL DESIGN MODEL

INPUT

CONTENT LANGUAGE
FOCUS FOCUS

TASK
 INPUT
It can be a text, a dialogue, videos or any
other information, considering the needs
of learners defined by analysis.
The input will result in:
*Materials to perform activities
*Models on the use of language
*Presentation of topics for
communication
*Opportunity for students to use their prior
knowledge
 CONTENT FOCUS
The language does not have an end in
itself, feelings and other information
are also necessary for learning.
This focuses on conveying information
and feelings about something.

The content focus usually includes

lessons about literature.
 LANGUAGE FOCUS
The aim is to make the student able to
use the language in focus, but
communicative activities that are
beyond the students’ domain
knowledge should not be presented to
them.
Students should have the opportunity to
take the language to pieces, to study
how it works and practice putting the
language back together again.
 TASK
The goal is to use the target language.
Materials should aim communicative
situations/tasks in which the learner
should use language and content as a
unit.
By using the model, the primary goal is
to practice the acquired knowledge.
The model acts as a means for the
student to be able to develop the step
that is considered as a task.
 USING THE MODEL
Stage 1.
Find your text (for getting subject – content
knowledge)
Stage 2.
Think of a task the learners could do at the
end of the unit.
Stage 3.
Is the task the kind of activity that will benefit
your students according to the curriculum?
Stage 4.
Decide what language structures, vocabulary,
functions and content the input should
contain.
Stage 5.
Think of some exercises for the students to
practice.
Stage 6.
Decide the input according to the product.
Stage 7.
Go through stages 1 – 6 again with the revised
input.
Stage 8.
Check new materials against the curriculum
and amend accordingly.
Stage 9.
Try the materials in the classroom.
Stage 10.
Revise the materials in the light of classroom
use.
INTEGRATING LANGUAGE
WORK (ILW)
EXAMPLES
OF
ACTIVITIES
 ILW Activity 1
Complete the summary of the
Japanese folktale "The Wise Old
Woman“ by Yoshiko Uchida by
choosing the correct verb from the
choices in the parentheses.
Uchida tells the story of a village where old people
are taken to the mountains and left to die. One
young farmer 1.(refuse, refuses) to let his mother
die, so instead he 2.(build, builds) a secret
basement in his home and hides his mother there
for years.
Then one day, Lord Higa 3.(send,sends) word that
the entire village will be conquered unless they
can solve three impossible tasks.
For days, the wise men of the village 4.(struggle,
struggles), but they cannot solve these riddles.
Then the young farmer tells his mother of how the
village will be destroyed if they cannot
accomplish the impossible tasks.
She 5.(ask, asks) them bring her supplies, and when
they do, she proceeds to solve each of the riddles
in turn. She makes the rope of ash by taking a
rope, soaking it in salt water, then drying it and
burning it. The rope 6.(maintain, maintains) its
shape, though its composition turns to ash. She
puts honey on one end
of a log and ties a thread to an ant. The ant pulls
the thread through to the other end. She takes a
small drum and puts a bee inside. As the bee
flies around, it 7.(make, makes) noise on the
drum without anyone having to beat it.
The wise old woman 8.(save, saves) the village.
Everyone in the place 9.(recognize, recognizes)
her deed. And from that day forward, all the old
people 10.(is, are) no longer forced to the
mountains to die. They are instead respected
and revered for their experience and wisdom.
Uchida, Y. (1994). The wise old woman. New York, NY: Macmillan.
ILW ACTIVITY 2
 IMPORTANCE OF ILW
The process of materials writing may
help to make the teachers more
aware of what is involved in
teaching and writing.

This may also enable the teachers to

incorporate reading with writing.
 References…

https://www.slideshare.net/Melikarj/material
s-design-hutchinson

https://prezi.com/qtzlwohgoxnu/copy-of-
materials-design-hutchinson-waters-1987/