Last Updated 26 Jan 2021

Adapting materials

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Adoption Concerns with whole course books. Adaptation Concerns the parts that make up that whole. A process of matching To maximize the appropriate of teaching materials In context. Evaluation for adapting materials An exercise to help to develop insights into different views of language and learning into the principle of materials design.

Process of adaptation -Internal factors (what the material offers) Content Organization consistency Choice of topics Skills covered Proficiency level Grading of exercise External factors (what we have) Learner characteristics Physical environment Resources Class size Reasons for adapting Aim to make the materials more communicative and authentic Aspects of language use Skills Classroom organization Supplementary materials Principles and procedures -Adding, including expanding (qualitative) and extending (quantitative) Materials are supplemented by putting more into them.

Extensions of an existing aspect of content and bringing a qualitative and quantitative change. Expanding adds methodology by moving outside It and impotent. Deleting or omitting Reducing the length of materials as subtracting from it. Small scale-over part of an exercise Large scale-whole unit of a course book Modifying An internal change in the approach or focus of an exercise.

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Rewriting modify linguistic content and make it more communicative relate activities more closely to learners' own backgrounds and interests introduce models of authentic language set more purposeful tasks Restructuring classroom management design interactive exercise based on number of students and size of class Simplifying One type of modification, a 'rewriting' activity.

Simplify instructions and explanation of exercises and activities and as well as layout of activities To make it becomes easier to be understood Simplification of content and the ways in which that content is presented This technique is mostly use for to reading passages to change various sentence-bound elements to match text more closely to the proficiency level of a particular group of learners. - One can simplify according to Sentence structure. Sentence length is reduced Complex sentence is rewritten as a number of simpler ones.

Lexical content Number of new vocabulary items is controlled. Grammatical structures Passives are converted to actives. Reordering Adjusting the sequence of presentation within a unit. Taking units in a different sequence from that originally intended. Separating items of content from each other Regrouping them and putting them together Conclusion work more relevant to the learners. Reference McCullough, J. & Shaw, C. (2003). Materials and methods in LET. (2nd De. ). Australia: Backfill Publishing.

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