Adapting materials
Adapting materials
Adoption
Concerns with whole course books.
Adaptation
Concerns the parts that make up that whole.
A process of matching
To maximize the appropriacy of teaching materials in context.
Evaluation for adapting materials
An exercise to help to develop insights into different views of language and learning into the principle of materials design.
Process of adaptation
-Internal factors (what the material offers)
Content
Organization consistency Choice of topics
Skills covered
Proficiency level
Grading of exercise
-External factors (what we have)
Learner characteristics
Physical environment
Resources
Class size
Reasons for adapting
Aim to make the materials more communicative and authentic
Aspects of language use
Skills
Classroom organization
Supplementary materials
Principles and procedures
-Adding, including expanding (qualitative) and extending (quantitative)
Materials are supplemented by putting more into them.
Extensions of an existing aspect of content and bringing a qualitative and quantitative change.
Expanding adds methodology by moving outside it and developing it in new directions; e.g. putting in a different language skills or a new component.
Deleting or omitting
Reducing the length of materials as subtracting from it.
Small scale-over part of an exercise
Large scale-whole unit of a course book
Modifying
An internal change in the approach or focus of an exercise.
Rewriting
modify linguistic content and make it more communicative relate activities more closely to learners’ own backgrounds and interests introduce models of authentic language set more purposeful tasks
Restructuring classroom management design interactive exercise based on number of students and size of class
Simplifying
One type of modification, a ‘rewriting’ activity.
Simplify instructions and explanation of exercises and activities and as well as layout of activities
To make it becomes easier to be
Adoption
Concerns with whole course books.
Adaptation
Concerns the parts that make up that whole.
A process of matching
To maximize the appropriacy of teaching materials in context.
Evaluation for adapting materials
An exercise to help to develop insights into different views of language and learning into the principle of materials design.
Process of adaptation
-Internal factors (what the material offers)
Content
Organization consistency Choice of topics
Skills covered
Proficiency level
Grading of exercise
-External factors (what we have)
Learner characteristics
Physical environment
Resources
Class size
Reasons for adapting
Aim to make the materials more communicative and authentic
Aspects of language use
Skills
Classroom organization
Supplementary materials
Principles and procedures
-Adding, including expanding (qualitative) and extending (quantitative)
Materials are supplemented by putting more into them.
Extensions of an existing aspect of content and bringing a qualitative and quantitative change.
Expanding adds methodology by moving outside it and developing it in new directions; e.g. putting in a different language skills or a new component.
Deleting or omitting
Reducing the length of materials as subtracting from it.
Small scale-over part of an exercise
Large scale-whole unit of a course book
Modifying
An internal change in the approach or focus of an exercise.
Rewriting
modify linguistic content and make it more communicative relate activities more closely to learners’ own backgrounds and interests introduce models of authentic language set more purposeful tasks
Restructuring classroom management design interactive exercise based on number of students and size of class
Simplifying
One type of modification, a ‘rewriting’ activity.
Simplify instructions and explanation of exercises and activities and as well as layout of activities
To make it becomes easier to be