07/01/2025

Some Ss cannot complete the tasks or disengage in her lesson. She should not rely
too much on the textbook
Magazine, song, video, game,
Materials Development for Language Learning
 Why: levels, expected outcomes

Addressing learners’ needs

Contextual relevance
Promoting laguage skills integration
Fostering motivation and engagement
Encourage learner autonomy
Aligning with pedagogical goals
Adapting to challenges in language use
Reflecting inclusice practices
Suppoering teacher creativity
Filling gaps in published resources
Etc.

WHAT: Materials + Development + for Language Learning

- What are materials?
anything which can be used to help learners acquire and use a language effectively
- What is Materials development?
processes of materials selection, evaluation, materials adaptation, materials design,
materials production, materials exploitation and materials research.
All interacting in the making of any materials designed to help learners to acquire
and use a language effectively (Tomlinson, 2012).
- Why language learning not teaching?
 Learners do not always learn what teacher teach but what they want and need to
learn.
SLA research which demonstrates the need for language learners to expericence a
rich and massive exposure to the target language in use, to be affectively and
cognitively engaged, to gain opportunities to use the language for communication, and
to be given opportunities to make discoveries for themselves.
- How can mateials help learners acquire and use a language effectively?
Informatice (in that they inform the learner about the target language)
Instructional (in that they guide the learner to practise the language)
Experimential (in that they provide the learner with experience of the language in
use)
Eliciting (in that they encourage the learner to use the language)
Or exploratory (in that they help the learner to make discoveries about the language)
(Tomlinson, 2012, p.43)

14/01/2025

- Syllabus construction
 relevant to the learners (needs, interests, and abilities)
 appropriate to the educational setting/situation
 fulfilling the aims as closely as possible
- Syllabus construction framework
Rodgers (2001) proposed a three-level model: approach, design and procedure
 - What are approach, design, and procedure?
Approach: refers to the views and beliefs – or theories – of language and language
learning on which planning is based.
e.g. viewing language as a set of grammatical structures.
Design: the arrangement of content to be taught and learnt, the choice of topics,
language items to be included
e.g. Topics are arranged in order of grammatical complexity, starting with simple
present tense and progressing to conditionals and passive voice, Vocabulary is tied to
each grammar point.
Procedure: refers to techniques and the management of the classroom itself.
e.g. The teacher explains a grammar rule (e.g., subject-verb agreement). Students
complete drills, and practice with sentence transformations before applying the rule in
writing.
- Function (Communication)-based approach: Language is viewed as a means of
communication.
e.g. Focus on functional language for real-life use, such as making requests,
expressing opinions, or asking for information.
Design: Content is organized around communicative tasks like planning trips, role-
playing, or writing letters.
e.g. Grammar and vocabulary are integrated into the tasks as tools to achieve
specific outcomes.
Procedure: Ss engage in communicative activities, such as pair work or group task,
to practice dialogues and solve problems.
e.g. T monitors interactions, facilitates communication, and provides feedback on
effectiveness.
- Theme/Topic-based approach: Language is viewed as being learned most
effectively through relevant topics or themes.
e.g. Emphasis on integrating vocabulary, phrases, and expressions withing
meaningful thematic contexts.
Design: Topics are organized thematically, such as “cultural festivals”, “health”, or
“technology”.
 e.g. Language items are taught within the context of these themes to provide
relevance and connection to real-world experiences.
Procedures: Lessons begin with authentic input(e.g., a video or text about a
fesstival), followed by group discussions or creative tasks.
e.g. Ss create outputs like presentations or written essays based on the thematic
content.
- Six broad types of syllabus
1. grammatical or structural
2. functional-notional
3. situational
4. skills-based
5. theme/topic based
6. task-based
 1. Challenges:
1. Ss in large class with limited attention from Lan and communication with friends,
and struggle to see the relevance of learning English in their daily lives.
2. Exam pressure with government-design textbooks shapes learning but risks
prioritizing rote memorization for accurucy over meaningful engagement.
 3. Exposure to authentic English use is limited, as Lan has minimal international
experience and Ss rarely use English daily.
2. Opportunities:
1. The school provides a language lab and a teacher support network.
2. Lan can use textbooks as a foundation while adapting materials to better engage
Ss.
- Approach
The syllabus integrates:
1. Grammar-focused learning for building linguistic accuracy and exam preparation.
2. Communicative approach to develop practical, real-life application of language
skills.
3. Theme-and Task-based approach to contextualize learning in relevant, relatable
topics while fostering engagement, collaboration, and creativity.
+ Design
 Structure and units
o The syllabus is divided into 10 thematic units, each addressing a
specific theme (e.g., “Technology in daily life”, “cultural traditions”, “my dream
career”)
o Each unit combines grammar instruction with communicative and
task-based learning.
 Core components per unit
o Grammar focus: Explicit teaching of one or two key grammar points
per unit, aligned with the theme.
o Communication practice: Role-plays, mock interviews, or dialogues
that apply the grammar in real-world contexts.
o Task-based projects: collaborative tasks such as creating posters,
delivering presentations, or producing video blogs (vlogs).
o Integrated skills: Listening, speaking, reading, and writing activities
tied to the theme.
- Resources and materials
 Use existing textbooks for grammar exercises as a foundation.
 Supplement with:
 Teacher-created handouts for communicative tasks.
  Multimedia resources (video, podcasts, images).
 Digital tools (language labs, apps).
 Etc.
- Procedures
 Introduction Phase
o Theme launch: Begin each unit with engaging materials (e.g., a short
video, a picture, or a class discussion) to introduce the theme.
o Set learning goals: Set specific grammar and communication
objectives for the unit.
- Core lesson sequence
 Step 1: Grammar foundation
o Conduct explicit grammar instruction using textbook exercises and
examples.
o Check understanding through controlled practice.
 Step 2: Communicative practice
o Transition to activities like role-plays, or pải conversations.
o Emphasize using the grammar point naturally in context.
 Step 3: Task-based learning
o Assign tasks that require active participation, such as planning an
event or debating a theme-related issue.
o Use peer feedback and self-assessment for engagement.
 Closing
o Reflect on task outcomes and language use.
o Provide error correcting focused on common challenges observed
during tasks.
o End with a brief quiz or task to consolidate.

11/02/2025
CLT and its influence on Materials Development
What is CLT?
- CLT is an approach to language teaching that emphasize real-life
communication, interaction, and meaningful use of language rather than just grammar
rules or memorization. CLT focuses on fluency over accuracy, encouraging learners to
use language in practical and engading ways.
- Key principles of CLT:
  Communication is the goal: Language is learned through meaningful
interaction.
 Fluency before accuracy: Mistakes are tolerated if meaning is
conveyed.
 Authentic and functional language: Lessons should reflect real-world
use.
 Learner-centered approach: Activities should be engaging and
relevant to learners.
 Integration of components and skills: Vocabulary, grammar,
pronunciation, listening, speaking, reading, and writing should be combined.
Use CLT principles to design Materials
Communication as the goal: Activity: “Find someone who…” (Icebreaker Survey)
 Objective: Ss practice asking and answering personal questions naturally.
 Procedure: Give Ss a worksheet with prompts like
Find someone who gets up early/late, walks to work/school, has lunch at school,
etc…(Simple present/Communicative grammar) or who loves vegerables, meat, fish,
etc…(Foods/vocabulary)
Ss walk around the class and ask each other questions. If the person answers yes,
they ask a follow-up question.
At the end, Ss share what they learned.
Meaning over Form
 Activity: “Lost in Hanoi” (Survival Speaking Challenge)
 Objective: Ss communicate meaningfully even with grammar mistakes.
 Procedure:
o Ss role-play lost tourists in Hanoi asking for directions.
o One Ss is a tourist, the other is a local.
o The local can only answer in simple English, forcing the tourist to negotiate
meaning.
o Example: “Where is Hoan Kiem Lake?” => “You go straight. Left. Near
coffee shop”
o Tourists must rephrase if they don’t understand (e.g., “Do you mean turn
left after the coffee shop?”).
 Why it works? Encourages fluency and understanding despite imperfect language.

Task-Based Learning (TBL)

  Activity: “Plan a weekend in Vietnam”
 Objective: Ss practice speaking and writing while planning a real trip.
 Procedure:
o Groups of 3-4 choose a city in Vietnam (Da Nang, Sapa, etc…)
o They research: How to get there, where to stay, what to eat, top attractions
o Each group presents their plan as travel agents trying to “sell” their trip to
the class.
o Other Ss ask questions (e.g., “What is the best local food there?”).
 Why it works? Uses real-world materials, collaboration, and negotiation of
meaning.
Interaction & Negotiation of Meaning
 Activity: “Information Gap - Missing Recipe”