framework and material methods

The Framework of Materials and Methods

GROUP IV:1. LINA SIRINGO-RINGO2. NOVA ANGELIA SIRAIT3. DENTY SIMANJUNTAK4. MENTARI MALAU5. ROMA TOGATOROP6. ELLIN SINAGA

Introduction : Setting the scene

As Richards (1985) says, “the current status of English has turned a significant percentage of the world’s population into part-time users or learners of English”

Special Problems

Difficulties

Teacher

Geographical isolation

Different Country have widely different

educational systems and philosophies

Setting the scene

context

syllabus

1.the various wide-ranging criteria on

which decisions about language teaching

proggrammes are based

2. The pedagogical principles according to which materials and methods are actually designed

framework

The Framework : Context & Syllabus

The reason why a group of learners in a particular environment needs to learn English

A Language Teaching Programme

The Framework learners

Context Implementations of goals

Educational settings Syllabus construction

Materials, classroom methods,(lessons,tests…..)

Fundamental Concept of Language teaching (Stern.1983)

1.Views of the nature of language

2.Views of the learner and of language learning

3.Views of teaching and the language teacher

4.The whole context

The Chief characteristics of the model

Comprehensive

Interdependent

Multidisciplinary

1.

2.

3.

Contextual Factors1. Learners

1.Age2.Interest3.Level of proficiency4.Aptitude5.Mother tongue6.Academic and educational level

7.Attitudes 8.Motivation9.Reasons for learning10.Preferred learning styles

11.Personality

2. SettingThe whole teaching and learning environment that will determine whether the aims of a language programme, defined with reference to the learner’s needs and characteristics,

are actually feasible and realistic

1.The role of English in the country

2.The role of English in the school

3.The teachers4.Management and administration

5.Resources available6.Support personnel

7. The number of pupil8. Time9. Physical environment10. The socio-cultural environment11.The types of tests used12. Procedures for monitoring and evaluating

The Syllabus

1. Approach

Richard and Rogers (2001) have proposed a useful framework for the comparison of language teaching methods that illustrates the place of the syllabus in programme planning

2. Design

3.Procedure

Three distinct Levels

We can identify 6 broad types of syllabus:

1. Grammatical or structural

2. Functional-notional

3. Situational4. Skill based5. Topic-based6. Task-based

DESIGN OF MATERIALS AND METHODSSimple past;

irregular verbs the passive. (1) Formation of adverbs

type 3 conditionals Gerunds and infinitives.

In the restaurant At the hotel,

(3) In the post office,

At a garage.

TSpace travel,

(5) Intelligence tests, Smoking, The weather.

2a). Making suggestions asking for directions, Giving advice, Introducing yourself.2b). Location,

Duration, Ability.

Making notes from a talk,

Reading for information,(4) Using a dictionary,

Writing an exam answerLanguage focus: question

forms, Vocabulary: meeting people,

Skills: speaking, listening, (6) Task preparation: listen to the people meeting,

Task: interviews Task follow-up.

1. Grammatical or structural

2. Functional-notional

3. Situational 4. Skill based

5.Topic-based

6. Task-based

Two explanatory points :

1. Most syllabuses are based on a combination of two or more of the types we have illustrated.

2. To bear in the mind here is the need to distinguish between the syllabuses itself, and what we might calls a ‘syllabus inventory’. The inventory is simply a list of the contents to be covered in the language programme whether that is a list of functional or grammatical items, or of skills, or of topics and situations.

The ‘syllabus’ is the way in which that content is organized and broken down into a set of teachable and learnable units, and will include consideration of pacing, sequencing and grading of items, methods of presentations and practice and so on.