1. YL Material Design & Development
Week 3
Tomlinson’s Introduction
Halliwell’s Young Learners 1

2. Attendance and homework
Check Tomlinson’s homework

3. Homework for Next Week
Read and answer the questions to Paul’s “Child Centered Learning” p. 173 (Qs) pp (reading)

4. Halliwell’s Young Learners
Discuss the homework in small groups or with a partner

5. Discussing Halliwell
Can you think of examples of how children are good at:
Interpreting meaning
Using language creatively
Learning indirectly
Having fun
Using their imagination
No fear of talking/Desire for interaction

6. Discussing Halliwell
The author talks about content and attitude goals;
What are content and attitude goals
Why does the author say attitude goals are to prioritized?

7. Discussing Haliwell Summarize the following in your groups
Special nature of language (2.2)
Checking understanding (2.3)
Treating Mistakes (2.4)
Real exchanges (2.5)
Teaching in the target language (2.6)

8. Questions about Tomlinson?
Which of the 16 features of good materials do you have questions about?

9. YL Class Results # Class D Class E 1 6 5 9 2 3 10 4 11 12 13 14 7 15 816

10. Materials should achieve impact
Materials should help learners to feel at ease
Materials should help learners develop confidence
What is being taught should be perceived as relevant and useful
Materials should facilitate learner self-investment and discovery
Learners must be ready to acquire the points being taught
Materials should expose the learners to language in authentic use
Learner’s attention should be drawn to the linguistic features of the input
Materials should provided opportunities to use the TL for communicative purposes
Materials should take into account that the positive effects of instruction are usually delayed
Materials should take into account that learners have different learning styles
Materials should take into account that learners differ in affective attitude
Materials should permit a silent period at the beginning of instruction
Materials should maximize learning potential
Materials should not rely too much on controlled practice
Materials should provide opportunities for outcome feedback

11. 1. Materials should achieve impact

12. 2. Materials should help learners to feel at ease
Use lots of white space
illustrations that learners can relate to
balance Ss academic and emotional needs, so….
materials seem helpful rather than test like
use active voice rather than passive
Concrete examples and stories that connect to Ss and real world
Language should be inclusive  It’s the learner’s language, too! The Target Language shouldn’t make Ss feel inferior

13. Build rapport by sharing aspects of yourself 

14. 3. Materials should help learners develop confidence
Challenge level (i+1)
Staging and task sequencing
Removing scaffolding and support language
Success builds success and success = confidence

15. 4. What is being taught should be perceived as relevant and useful
Find out what your Ss like and want to learn through needs analysis
Make task and activities “real” & “meaningful”
Allow for Ss personalization of learning
Use games and competitions to create materials that seem relevant

16. 5. Materials should facilitate learner self-investment and discovery
Learning situations are often implicit
Inductive methods are used
Learner-centered, task-based, learn by doing
Ss-Ss collaboration and peer learning maximized
Teacher Talk Time (TTT) minimized

17. Classroom that facilitate learner self- investment and discovery often look like this.
Where’s the teacher?
Present, but not directly involved.

18. 6. Learners must be ready to acquire the points being taught
Materials are developed so teachers can easily do initial and ongoing assessment
Materials are created with the understanding that Ss learn at different rates, and not all Ss are necessarily ready to acquire what is being taught
Developmental sequence is taken into account

19. Developmental Sequence
The developmental sequence for L2 learners learning English is very similar to the developmental sequence for L1 learners of English. We learn basic words and phrases before learning more complex ones.

20. 7. Materials should expose the learners to language in authentic use
Authentic Input: listening and reading texts created by native speakers for native speakers
Authentic Output: Tasks and activities that have a real context of use

21. 8. Learner’s attention should be drawn to the linguistic features of the input
Meaning before form
Materials help students to notice gap in interlanguage
Introduce key points/features many times to assure that Ss notice and acquire
Use enhanced input techniques to drawn Ss attention to features of input
Schema activation

22. Enhanced Input Jane plans to marry Tom.
She likes Tom, but Tom doesn’t like her.
Tom always runs when he sees her.
She catches Tom.
Tom falls in love.
It ends happily.
What do I want my Ss to notice?
How is their attention drawn to the input?

23. Schema Theory & Schema Activation
schema activation - preparing Students to learn new concept or vocabulary
The brain works like a computer with folders and files
People use schemata to organize knowledge and provide a framework for future understanding.

24. 9. Materials should provided opportunities to use the TL for communicative purposes
Information and opinion gaps
Surveys
Mingle activities

25. 10. Materials should take into account that the positive effects of instruction are usually delayed
Give students multiple chances to use previously taught language and structures
Peer learning – let students teach each other
Extensive reading
This goes beyond lesson planning = unit planning

26. 11. Materials should take into account that learners have different learning styles
This will be discussed in detail later in the lesson.

27. 12. Materials should take into account that learners differ in affective attitude
provide choice of texts, activities
provide optional extras for highly motivated learners
Discuss the value of learning English & feelings about the course and materials
cultural sensitivity
give Ss opportunities to connect topics to lives
provide roles for reluctant learners

28. 13. Materials should permit a silent period at the beginning of instruction
Input before output
Peer learning (in TL or L1 to learn TL)
Use TPR (Total Physical Response)
Respond to Qs by using visuals

29. 14. Materials should maximize learning potential
Left Brain
uses logic
detail oriented
facts rule
words and language
present and past
math and science
can comprehend
Knowing
Acknowledges
order/pattern perception
knows object name
Right Brain
uses feeling
"big picture" oriented
imagination rules
symbols and images
present and future
philosophy & religion
can "get it" (i.e. meaning)
believes
appreciates
spatial perception
knows object function

30. 15. Materials should not rely too much on controlled practice
Opportunities for meaningful use
Remove scaffolding/support
Allow personalization and creativity

31. 16. Materials should provide opportunities for outcome feedback
Feedback is important for students, especially if they aren’t successful in communicating.
Just correcting them is