MATERIALS DEVELOPMENT FOR LANGUAGE TEACHING
GUIDELINES
Instructor’s email address: [email protected]
1. TENTATIVE SCHEDULE (11-SESSION CLASSES)
Session Planned learning activities and
Course contents Required readings
s teaching methods
Course introduction Tomlinson, B. (2014)
Introduction, pp. 1 - 17 Lecture + Discussion
Introduction to materials Assignment of group work
development
The coursebook package Cunningsworth, A.
1
(1995)
Chapter 3, p. 25 – 29
Lecture + Discussion
Principles of materials Tomlinson, B. (2014)
development Chapter 4, pp. 95 – 118
Tomlinson, B. (2014)
Approaches to & principles
Chapter 1, pp. 21 – 48
of materials evaluation
Cunningsworth, A.
2 Constructive Alignment – Lecture + Discussion
(1995)
Course learning outcomes
Chapter 1, p. 1 – 7
Practice
Tomlinson, B. (1996)
Materials adaptation
Tomlinson, B. (2014)
3 Lecture + Discussion
Chapter 2, pp. 49 – 62
Practice
Tomlinson, B. (2014)
Materials for the
Chapters 16, pp. 337 – Lecture + Discussion
teaching of grammar
350
4
Group presentation:
Adapting materials for Group presentation – Group 1 (A1)
teaching grammar
Materials for the Tomlinson, B. (2014)
teaching of Chapters 17, pp. 351 – Lecture + Discussion
vocabulary 364
5
Group presentation:
Adapting materials for Group presentation – Group 2 (A1)
teaching vocabulary
Materials for Tomlinson, B. (2014)
developing reading Chapters 18, pp. 365 – Lecture + Discussion
skills 389
6
Group presentation:
Adapting materials for Group presentation – Group 3 (A1)
teaching reading
Materials for Tomlinson, B. (2014)
developing writing Chapters 19, pp. 391 – Lecture + Discussion
skills 406
7
Group presentation:
Adapting materials for Group presentation – Group 4 (A1)
teaching writing
8 Coursebook listening Tomlinson, B. (2014) Lecture + Discussion
Chapters 20, pp. 429 –
activities
442
Group presentation:
Adapting materials for Group presentation – Group 5 (A1)
teaching listening
Tomlinson, B. (2014)
Developing material
Chapters 21, pp. 407 – Lecture + Discussion
for speaking skills
428
9
Group presentation:
Adapting materials for Group presentation – Group 6 (A1)
teaching speaking
Group project presentation
10 Group project presentation (A2)
Consolidation
Group project presentation
11 Group project presentation (A2)
Consolidation (cont.)
2. ASSESSMENT SCHEME
Assessment tasks Scores Weighting
A1. Group presentation 40% Midterm score
30%
A2. Group project 60%
A3. Reflection paper 30% Final score
70%
A4. Individual project 70%
100% (Passing Grade: 5/10)
Guidelines for the group presentation, group project, quizzes/ midterm exam and final exam:
A1. Group presentation:
● Students work together in groups of 4 to 6 and choose a piece of authentic materials to design a
lesson plan (either on grammar, vocabulary, reading, listening, writing, or speaking). Each group has
20 minutes to present and 10 minutes to answer questions by the instructor and peers.
● The presentation should include information about
o description of learners (target level, age, needs, etc.)
o authentic materials for use
o target skill/aspect
o learning outcomes
o description of activity sequence
A2. Group project:
Each group is assigned with a textbook unit/chapter (in week 5) for which they will provide their
analysis/evaluation in terms of the materials’ strengths & weaknesses and then propose the way they
will adapt the materials to facilitate teaching and learning.
The project should be about 10-15 pages in length, using 1.5 line spacing, and 13-point Times New
Roman font.
Each group will present their final project in Week 9.
A suggested outline of the group project paper can be:
i. Theoretical framework for analysis & adaptation (briefly summarizes the key theories,
principles or framework that you will use in your analysis & adaptation of the
coursebook; and explain why you choose them as your theoretical framework)
ii. Analysis/evaluation of the coursebook (in light of the key theories, principles or
framework as synthesized in section (i); identifying both strengths and weaknesses of the
chosen chapter)
iii. Adaptation of the coursebook (based on the analysis, especially the identified
weaknesses, present what and how you, as a teacher, will explore and adapt the chosen
coursebook/unit by designing a lesson plan; further explain why you propose such a way
of adapting the coursebook and/or supplement it with additional materials through the
design of the lesson plans)
iv. References
v. Appendices (if any)
A3. Reflection paper:
Each student is required to write a reflection paper on:
what they have learned in terms of theories (concepts & principles) and practice of selecting,
evaluating, and adapting the materials upon the completion of the course
how the tasks in the project assist their future teaching practice
The reflection paper should be at least 500 words long. (1.5-line spacing, font size 13, Times New
Roman font style).
A4. Individual project:
- Each student chooses TWO LESSONS in a published textbook to analyze and evaluate its strengths
and weaknesses in TWO chosen areas (grammar, vocabulary, reading, listening, writing, and
speaking), and then designs TWO (informal) lesson plans in which the materials are adapted to teach
the chosen areas.
- The project should include:
o description of learners (target level, age, needs, etc.)
o target skill/aspect and learning outcomes
o evaluation/analysis of the materials (strengths & weaknesses)
o description of sequence based on the adaptation of the selected materials
- The project should be about 10-15 pages in length, using 1.5 line spacing, and 13-point Times New
Roman font.
- Due date: 2 weeks after the course ends.
VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
FACULTY OF ENGLISH LINGUISTICS & LITERATURE
FULL-TIME PROGRAMME
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INDIVIDUAL PROJECT
Course: Materials Development for Language Teaching
Class code:
Student’s full name:
Student ID:
Instructor: Mr. Bui Manh Bao (M.A.)
Instructor’s signature In figures: In words:
& full name
Ho Chi Minh City, (Date)
