Chapter 1:

• EFL: taught outside English speaking regions.

• ESL: taught inside English speaking regions.
• EYL: taught as an additional language to young learners.
• ESP: English for a specific purpose.
• EAP: English for academic purposes.
• CLIL: content and language integrated learning.

• Framework of language teaching:

•
• Contextual factors:
• Learners:
• age
• level of proficiency
• aptitude
• mother tongue
• academic and educational level
• attitudes to learning
• motivation
• reasons for learning
• preferred learning styles
• personality

• influence on course planning, syllabus design, the selection of

materials and resources, and the appropriateness of methods:
• role of English in the country
• role of English in the school
• the teachers
• management and administration
• resources available
• support personnel
• number of pupils
• time
• physical environment
• socio-cultural environment
• types of tests used
• procedures for monitoring and evaluating

• syllabus inventory:
• list of contents to be covered in the program
chapter 2:
• The shift in focus towards the “real-world” use of language
required considering the dimensions of context, topic, and roles of
the people involved.

• ‘Being communicative’ has to do with what a language has the

potential to mean, as well as with its formal grammatical
properties.

• Communicative function- structural exponents

• Grammatical structure- functional possibilities

• Implication 2
• Real-world language in use does not operate in a vacuum.

• Implication 3
• Once we move away from the idea that mastery of grammar =
mastery of a language, we are obliged at the same time to move
away from evaluating our learners’ proficiency on the basis of
accuracy alone
• We should concern ourselves with appropriacy in relation to the
context.

• Implication 4
• Materials based on an approach to teaching that takes mastery of
the formal system of a language as its major objective are likely to
 use the grammatical concept of the sentence as the basis for
exercises

• Language may be coherent but doesn’t contain cohesion.

• May be cohesive but makes no sense.

• Implication 5
• in the early phase of the ‘communicative revolution’, it was
sometimes assumed – mistakenly – that the approach was only
really valid for teaching the spoken language, when learners
needed to make conversation in English.
• ‘communicative’ can in fact refer to all four language skills
• ‘productive’ (speaking and writing) and ‘receptive’ (listening and
reading)

• Implication 6
• language is seen to have inherent communicative as well as
grammatical properties
• a communicative approach also implies a concern with behaviour,
with patterns of interaction as well as linguistic content.

• current coursebooks are concerned:

• to rationalize vocabulary as content
• to base teaching on an understanding of the psychological
mechanisms whereby people learn and remember lexical items.

• TBL: accuracy and fluency.

 • 1 the pre-task phase, which includes work on introducing the topic,
finding relevant language
• 2 the task cycle itself
• 3 language focus.

• Key learner variables:

• Personality
• Motivation
• Attitude
• Aptitude
• Preferred learning style
• Intelligence

• Subskills of comprehension:
• Reading or listening for a general idea (skimming)
• Looking for a specific item (scanning)
• Predicting what is coming next
• Making inferences or deductions when a fact cant simply be
identified

Chapter 3:
• Basic principles:
• prerequisite for language acquisition is that the learners are
exposed to a rich, meaningful, and comprehensible input of
language in use.
• For the learners to maximise their exposure to language in use,
they need to be engaged both affectively and cognitively in the
language experience.
• Language learners who achieve positive affect are much more
likely to achieve communicative competence than those who do
not.
• L2 language learners can benefit from using those mental
resources which they typically utilise when acquiring and using
their L1
• Language learners can benefit from noticing salient features of the
input and from discovering how they are used.
• Learners need opportunities to use language to try to achieve
communicative purposes.

• Materials can achieve impact through:

• Novelty
• Variety
• Attractive presentation
• Appealing content
• Achievable challenge

• Materials can ease learners:

• Some feel more comfortable with written materials.
• More ease at texts and illustrations that relate to their own culture.
• Materials that are obviously helping them to learn rather than
materials that test them.

• Materials should achieve personal voice through:

• Informal discourse features
• Active voice rather than the passive voice
• Concreteness
• Inclusiveness

• To achieve learner investment:

• Mini-projects
• Find supplementary material for particular units in a book
• Make decision about which texts to use and how to use them

• Interaction can be achieved through:

• Opinion gap activities
• Post-listening and post-reading activities
• Creative writing and creative speaking activities
• Formal instruction given in the target language either on the
language itself or on another subject. Formal instruction serves as
interaction and exposes learner to features which aren’t the focus
of the lesson.

• Styles of learning:
• Visual
• Auditory
• Kinaesthetic
• Studial: attention to linguistic features
• Experiential: communication over correctness
• Analytic: discrete bits of language
• Global
• Dependent
• Independent
• Diversify language instruction as much a possible based upon the
variety of cognitive styles

• To do this:
• Providing choices for different types of texts
• Providing choices for activities
• Providing optional extras
• Providing variety
• Include units in which the value of learning English is a topic for
discussion
• Include activities which involve the learners in discussing their
attitudes and feelings about the course and materials
• Researching and catering for diverse interests of the identified
target learners
• Being aware of cultural sensitivities
• Giving general and specific advice in the teacher’s book on how to
respond to negative learners

• Ways for learning to speak when they’re comfortable:

• TPR
• Listening comprehension
• Permitting learners to respond to target language questions by
using their L1 or through drawings and gestures
Chapter 4:
• Evaluation: ‘Materials evaluation is a procedure that involves
measuring the value (or potential value) of a set of learning
materials.

• Examine criteria in two stages:

• External evaluation (blurb, intro, and contents)
• Internal evaluation

• In the blurb and intro, we can find:

• Audience
• Proficiency
• Context
• How the language is presented and organised
• Author’s views

• Further questions:
• Are the materials to be used as the main ‘core’ course or to be
supplementary to it?
• Is a teacher’s book in print and locally available?
• Is a vocabulary list/index included?
• What visual material does the book contain?
• Is the layout and presentation clear or cluttered?
• Is the material too culturally biased or specific?
• Do the materials represent minority groups and/or women in a
negative way?
 • What is the cost of the inclusion of digital materials (e.g. CD,
DVD, inter active games, quizzes, and downloadable materials
from the web)?
• The inclusion of tests in the teaching materials (diagnostic,
progress, achievement); would they be useful for your learners?

• Internal:
• Presentation of skills in materials
• Grading and sequencing of materials
• Where reading skills are involved
• Where listening skills are involved, are recordings authentic?
• Relationship of tests and exercises to learner needs and what is
taught by the course material
• Is material suitable for different learning styles?
• Is it motivational?

3 categories for evaluation:

1. The learners’ needs, goals, and pedagogical requirements
2. The teacher’s skills, abilities, theories, and beliefs
3. The thinking underlying the materials writer’s presentation of the
content and approach to teaching and learning respectively

Further evaluation:
• Usability
• Generalizability
• Adaptability
• flexibility
Chapter 5:

• In service teacher education:

• Experienced teachers can predict how learners will cope with and
respond to certain types of published material.

• Language teachers need to:

• Make informed decisions about choice and use of materials
• Develop materials when existing materials are found to be
inadequate

• Materials: realia

• Why teachers and learners need a coursebook:

• It’s a map.
• Provides language samples
• Offers variety
• Why learners need a coursebook:
• Defines what needs to be learned
• Reinforces what the teacher has done

• Why teachers need a coursebook:

• Provides structure
• Saves time
• Offers linguistic, cultural and methodological support
• Easy to keep track of what you did