ST.
THOMAS MORE
SCHOOL OF LAW AND BUSINESS
Doctolero Avenue, Brgy. Magugpo East, Tagum City
Website: www.stms.edu.ph Tel.No (084) 216-3866
Course Code: ENG 24
Course Title: PREPARATION OF LANGUAGE LEARNING MATERIALS
I.
Institutional Outcomes:
1. Graduate Attributes
LEARNER
•Learns and works independently as well as collaboratively.
•Translates knowledge generated from research and other sources to improve quality of life.
•Creates new ideas to better understand society
•Evaluates own thinking, behavior and spirituality for self-growth
REFLECTIVE AND CREATIVE THINKER
•Thinks critically and creatively.
•Open-minded.
•Solves problems systematically.
•Loves art and shows artistic sensibility.
CARING AND TRUSTWORTHY CITIZEN
•Values people and acts in unity with others.
•Commits to social justice and principles of sustainability and respect for diversity.
•Practices good stewardship and accountability
•Manifests social responsibility by helping improve conditions of those who have less in life or circumstance.
PROFICIENT COMMUNICATOR
•Articulates ideas clearly for varied purposes and audiences of diverse culture.
•Listens attentively, engages in meaningful exchange and shares knowledge, values, attitudes and intentions.
•Utilizes
effectively appropriate media
and information technologies.
COMPETENT AND PRODUCTIVE PROFESSIONAL
•Initiates,
innovates
better ways of
doing things and accountability.
•Promotes quality and productivity.
2. Vision
A home for quality education where knowledge and character go together.
3. Mission
We, the members of the St. Thomas More School of Law and Business, community, commit ourselves to:
a.
develop and form integrated individuals following the values of St. Thomas More; and
b.
provoke transformative, liberating and relevant academic programs responsive to the growing and changing needs of the local, national and global communities.
4. Goals
5. To develop socially responsible, competent, honest and effective professionals in the field of law and other allied courses.
6. To attain professional skills and competence necessary for the performance of the assigned tasks.
To strengthen placement programs to address the unemployment issues of our country.
II.
Program Outcomes
a. Apply the basic and higher-level literacy, communication, numeracy, critical thinking, and learning skills needed for teaching and for learning.
b. Create a conducive learning environment based on learner-centered principles.
c. Implement educational processes which relate to larger historical, social, cultural and political systems.
d. Show mastery of subject matter they will teach.
e. Utilize a wide range of teaching process skills including curriculum development, lesson planning, materials development, and teaching
approaches.
f. Demonstrate metacognitive skills (reflection) in the practice of the teaching profession.
g. Practice the professional and ethical principles/standards of the teaching profession.
h. Use a wide range of teaching knowledge and skills to facilitate learning of diverse types of learners.
i. Integrate the subject matter, the teaching- learning processes and the broader social forces to enhance knowledge, skills and practices in teaching.
j. Utilize information and communications technology (ICT) in the various aspects of the teaching-learning process.
k. Engage in self-directed learning with the passion to keep abreast with national and global developments relevant to education.
l. Demonstrate information literacy and analytical skills in conducting research in one’s field and in utilizing and sharing results.
m. Employ a variety of appropriate assessment tools and strategies, utilize results and report them to learners, parent and superiors.
n. Collaborate with various sectors of the community to tap resources for learning and respond to the needs of the community.
III.
Course Information:
1. Course Number: ENG 24
2. Course Title: PREPARATION OF LANGUAGE LEARNING MATERIALS
3. Course Description: Preparation of language learning materials give students advanced instruction and practice in writing and creating learning
materials within an academic discipline and make students aware of the development and administration of language learning programmes in
either educational or workplace settings will need little persuading that materials evaluation and design, along with for example, syllabus design,
learner assessment and the study of classroom processes are centrally important applied-linguistic activities.
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Students will
identify an important learning objective that learners have difficulty achieving in a given learning situation, then develop a needs analysis tool
about the source of the problem, design instructional materials and ways to implement them in order to address the problem in an inclusive
way, and design an evaluation plan. At each step the process will be grounded in the foundational knowledge that exists in the disciplinary and
educational literature.
4. Course Credit: 3
5. Pre-requisites: NONE
IV.
Course Outcomes
A. Cognitive (Knowledge):
o Define and discuss the purposes of instructional materials.
o Explain the basis for choosing an appropriate instructional material.
o Analyze and systematize the approaches to materials evaluation.
o Identify, analyze, and evaluate the process of supplementary materials design.
o Plan, organize, revise, practice, edit, and proofread to improve the development and clarity of ideas.
B. Affective (Attitude):
o Show appreciation of the availability of textbooks.
o Respect other people’s creativity and uniqueness.
o Show understanding of the advantages and disadvantages of a ready-made IM.
o Work harmoniously with group members.
C. Psychomotor:
V.
o Conduct needs analysis.
o Design an instructional material.
o Write clear and effective coursebook in language, using conventions appropriate to the target students.
o Design worksheet exercises, grammar exercises and vocabulary exercises out of the coursebook.
o Pilot test the instructional material.
Course Outline/Learning Plan
Specific Learning
Outcomes
I. Introduction to
Materials
Development
1. Principles of
Second
Language
Acquisition
Relevant to Materials
Development
2. IMs for Teaching
Language
3. Role of
Instructional
Materials
4. Basic Principles
and
Procedures in
Materials
Development
5. Benefits of
instructional
Materials
Topics for Coverage
By the end of this chapter,
students will
be able to:
o Understand the principles in
second language when
developing
materials
o Distinguish the learning
materials
from other teaching language
materials
o Determine the roles of
instructional materials in a
language –learning classroom
o Apply the principles of
materials
in developing languagelearning
materials
o Identify the benefits of
instructional materials
Teaching/ Learning
Activities
Video Lectures
○ Handouts
○ Interactive
discussion
○ Oral Reports
○ Hands-on
activities
Resources
LAPTOP
TV
WORKSHEET
Assessment Tasks
Common
assessment
methods that will
be use are:
○ ePortfolio
○ Exit Ticket
○ Recitation
○ Quizzes
○ Graphic
Organizer
○ Requirement
PRELIM EXAM
II. Preparation of
Materials
1. Types of
Instructional
Materials
2. Classification of
Materials
3. Advantages
Claimed
for Authentic and
Created Materials
4. Qualities of a
Good
Material
5. Factors to
Consider in
Writing Instructional
Materials
6. Factors to
Consider in
Writing IMs
7. Principles in
Materials
Design
8. Design,
Development
and Dissemination of
Materials
9. Guidelines for
Developing
Materials
By the end of this chapter,
students will
be able to:
o Distinguish instructional
materials form other types used
in the
language classroom
o Differentiate authentic
materials
from created material
o Distinguish authentic
materials
from created materials used in
language teaching
○ Video Lectures
○ Handouts
○ Interactive discussion
○Oral Reports
○Hands-on
activities
LAPTOP
TV
WORKSHEET
Common
assessment
methods that will be use are:
○ ePortfolio
○ Exit Ticket
○ Recitation
○ Quizzes
○ Graphic
Organizer
○ Requirement
By the end of this chapter,
students will
be able to:
o Familiarize with the proper
use of
words in the worksheets in
relation to the context
o Practice integrating the
language
skills
o Plan, organize, and design a
suitable exercises
○ Video Lectures
○ Handouts
○ Interactive
discussion
○Oral Reports
○Hands-on
activities
LAPTOP
TV
WORKSHEET
Common
assessment
methods that will
be use are:
○ ePortfolio
○ Exit Ticket
○ Recitation
○ Quizzes
○ Graphic
Organizer
○ Requirement
IV. Materials
Evaluation
1. Definition and
Principles in
Materials
Evaluation
2. Qualities of Each
Unit
of Materials should
Reflect
3. Types of Materials
Evaluation
V. Materials
Adaptation
1. Principles and
Procedures for
Adapting Materials
2. Teacher-centered
and
Learner-centered
Approach to
Adaptation
3. Key Features of
Materials Adaptation
4. Materials and
Digital
Technology
o Revise, practice, edit, and
proofread to improve the
development of the
worksheets.
o Identify the different ways of
evaluating materials
o Apply the principles on
evaluating
the materials
o Differentiate the different
types of
evaluating materials
be able to:
o Discuss the principles of
materials
adaptation
o Identify the techniques for
materials adaptation
o Explain reason in adapting
materials
o Apply the evaluation
processes in
adapting materials
o Differentiate teacher-centered
from learner-centered
instruction
o Determine the advantages
and
disadvantages of teacher and
leaner-centered approach
○ Video Lectures
○ Handouts
○ Interactive
discussion
○Oral Reports
○Hands-on
activities
Video Lectures
○ Handouts
○ Interactive
discussion
○Oral Reports
○Hands-on
activities
LAPTOP
TV
WORKSHEET
LAPTOP
TV
WORKSHEET
Common
assessment
methods that will
be use are:
○ ePortfolio
○ Exit Ticket
○ Recitation
○ Quizzes
○ Graphic
Organizer
○ Requirement
MIDTERM EXAM
Common
assessment
methods that will
be use are:
○ ePortfolio
○ Exit Ticket
○ Recitation
○ Quizzes
○ Graphic
Organizer
○ Requirement
IV. Developing
Specific Types
of Materials
1. Teaching
Grammar
2. Teaching
Vocabulary
3. Developing
Reading Skills
4. Developing
Writing
Skills
5. Developing
Speaking
Skills
6. Developing
Listening
Skills
o Identify the significant
features in
adapting materials
o Integrate digital technology
in a
language-learning classroom
o Incorporate social media
interactive tools in language
teaching
o Design games for interactive
learning
o Create their own e-learning kit
By the end of this chapter,
students will
be able to:
o Develop an instructional
materials suitable for every
macro skills
language teaching
o Create a specific material that
caters for the students different
learning styles and cultural
differences
Video Lectures
○ Handouts
○ Interactive
discussion
○Oral Reports
○Hands-on
activities
LAPTOP
TV
WORKSHEET
Common
assessment
methods that will
be use are:
○ ePortfolio
○ Exit Ticket
○ Recitation
○ Quizzes
○ Graphic
Organizer
○ Requirement
FINAL EXAM
7. Developing
Viewing
Skills
8. Developing for
Cultural
Awareness
VI.
Textbooks: NONE
VII. References:
Masuhara, H., Mishan F., & Tomlinson, B. (Eds.). (2017). Practice and Theory for Materials Development in L2 Learning. Newcastle
upon Tine: Cambridge Scholars
Tomlinson, B. (Ed.). (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press
The Bridge School (2008). Instructional framework for effective learning.
Retrieved on December 10,
http://www.bridgeschool.org/activities/framework.php
VIII. E-journal/s: NONE
IX.
Course Requirements:
Reflection Paper
ePortfolio
Performance Task
Oral Reports
eLearning Kit
X.
Grading System:
Performance Tasks
35%
Assessment/Quizzes
15%
Attendance
10%
Exam
40%
____
100%
XI.
Classroom Policies:
1. Regular attendance is required for all students; three (3) unexcused absences will mean automatically dropped from the
course.
2. A student is responsible for his/her absence; no make-up projects will be given.
3. Wearing of the College students’ ID and uniform at all times is required for all the students except when having field
activities.
4. Active participation individually or in group is expected.
5. Fifteen (15) minutes of tardiness is equivalent to one (1) period of absence.
6. Student shall abide the instructor/professor’s policy on the submission of learning outputs based on the metrics and
deadlines given.
7. Others (agreed upon by the class)
Prepared by: SOPPHIA FAYE CHLOE F. CALOPE, LPT
Reviewed by: SILVER FEB J. AUMENTADO, LPT
Approved by: VINA M. ZARAGOZA, ED. D