Materials Selection, Adaptations and Activity Types

Day 2 : Thursday, 9 October 2014

Session 2 : 11.00am – 12.30pm

Slot : Materials selection, adaptations and activity types

Tutor : Bill

By the end of the lesson, lecturers should be able to:

• Select and adapt the appropriate CLIL materials for the classroom
• Prepare the appropriate activity types based on the materials chosen

Activities done in class:

1. The students were given a worksheet with Task 1 and 2. Together with the worksheet are the three reading text samples of varying length, task accompaniment and also difficulty level.
2. In their respective groups, Bill instructed that each group to look at the samples, analyse the samples, and to evaluate each sample according to the criteria given in the Task 1 of the Worksheet.
3. The groups were then asked to present and share their findings to the class discussion.
4. Next, the groups were then asked to look at Task 2 of the Worksheet.
5. In Task 2, the students in their respective groups were asked to match the activity types with its equivalent purpose.

Outcome

For this class, the students were exposed to different types of reading materials, and more importantly the students were able to select the appropriate materials for the intended lesson. In addition, the students were also able to link the appropriate activity types with the intended materials used.

Suggestion

In order for this to become fruitful, the lecturer has to make sure the intended learning outcome of the class. Coupled with the knowledge of the students’ ability, the lecturer would be able to come up with an authentic reading material, but the lecturer should be making due allowances by adapting it to the lecturer’s classes.

Teaching tips

1. Divide the class into two.
2. Give two different hand-outs; one about how you as a student would like changes to be made to a particular book in order to make it appealing.
3. The other hand-out is to be given to the other group; as the author you would try your best in defending the quality of the book.
4. The two groups now can try to persuade each other to agree to their stand.

Reflection

As an educator, it is my hope that the students will be benefitting from my lesson, especially in terms of the materials employed in class. Nothing beats the sensation of knowing that I have managed to provoke and arouse their senses and imaginations, while at the same time managed to adhere to the learning outcome of the lesson.

Prepared by:

Putra Shazly bin Rosman  

Politeknik Merlimau Melaka