TOPIC 3 :

SELECTION AND
ADAPTATION
OF MATERIALS AND
ACTIVITIES
ABOHS, FIZI, SYAFIQ

PRINCIPLES OF SELECTION AND

ADAPTATION

SPEAKING

1.

Take account of the student as a person select

materials that is motivating and within the ability
of students (their age, interest, experience and
knowledge)

2.

Reduce anxiety by using from easy to more

difficult materials (a familiar environment, within
their experience and understanding)

3.

Provide a context for ss to listen and to talk

about when people choose to speak, it is
always about something. They have
communicative needs and purpose and as
teachers, we need to attend to this. Provide
interesting topics.

4. Maintain a careful balance between fluency and

accuracy. First accuracy, then fluency
-Fluency speak smoothly but not necessarily
grammatically
- Accuracy control and use the rules of the
language

5.

Able to provide a good model for ss to imitate use

the target stress and intonation, correct
pronunciation

6.
7.

Provide appropriate stimuli for eliciting speech

Encourage learners to take reasonable risks in
English get them to explore further and willing to
take risks in speaking English.

8. Create opportunities for ss to interact by using

groupwork or pairwork
Use personalisation of exercises by using the sss
names, hobbies, interests, etc. Plan and respond
creatively during activities.

9. Provide opportunities for learners to notice the

gap
- notice the gap describes the sss experience
when they interact in a second / foreign
language in the target language differs from the
way the native or proficient speakers say it.
- to make them realise the difference between
what they want to say and what they can say.

PRINCIPLES OF SELECTION
AND ADAPTATION
Thus, when you create a task and activities for your
students, you must think about:

The purpose of the lesson

Your objective / target language
Your students level and abilities
How to motivate them to use the language
Provide sufficient platform for the ss to explore
and learn the language

CRITERIA FOR EVALUATION OF

MATERIALS
Why use materials?

As a source of language
For support in learning
As a stimulus for student production
As a record of learning

Why do we need to evaluate the materials?

- to determine the suitability of specific
materials

 Some points to consider:

a. Instructions - alter/ignore/add
b. time (especially preparation time and execution
time)
c. Is it enough or do you need to add extra stages
d. interesting and able to motivate your students
e. tackle the target language
f. suitable for the students levels, abilities and
learning styles (Mixed level groups may need
different materials, Look for texts with a wide
range of activities targeting multiple learning
styles.)

g. able to motivate the ss to learn more

h. suit your learning styles
i. Provide rooms for ss to practise
pronunciation, stress, intonation or other
speaking and listening skills group. An oral
English class should have materials with
copious speaking activities.

j. material is flexible enough to adapt to

multiple levels, as larger classes tend to hold a

broader range of abilities.
k. available to you. If you require access to a
internet, DVD player and projector, make sure
these items are available to you.

l. Look for materials that facilitate student-

centered lessons. An effective English class i

one where the students do the majority of
the activity and the teacher serves as the
assistant.

REMEMBER :
Motivation to learn English
High motivation facilitates better language
learning

The activities chosen will increase or expand

the skills which are already mastered by the
ss

When teaching please be aware of how the

language is being used and exposed

THANK YOU
LISTENING & SPEAKING