Material development Final Exam

True

False

An Adele song

A real orange

a workbook

a whiteboard

authentic

published

Headway coursebook

An Adele Song

A graded reader

A vocabulary book

Adopting

Adapting

Developing

concordance

We save money by doing it

We find out merits and demerits of Coursebook

Students learn more

They show authentic language

They help train to teachers

are economic to students

Make use of activities which get the learners to think about what they are reading or

listening to and to respond to it personally.

Make sure the texts and tasks are as interesting, relevant and enjoyable as possible so as to exert a positive influence on the learners’ attitudes to the language and to the

process of learning it.

Make sure that the materials contain a lot of spoken and written texts which provide

extensive experience of language

Make use of activities which get learners to visualise and/or use inner speech before

during and after experiencing a written or spoken text.

Make use of activities which get the learners to think about what they are reading or listening to and to respond to it personally.

Make sure the texts and tasks are as interesting, relevant and enjoyable as possible so as to exert a positive influence on the learners’ attitudes to the language and to the process of learning it.

Make sure that the materials contain a lot of spoken and written texts which provide

extensive experience of language

Make use of activities which get learners to visualise and/or use inner speech before during and after experiencing a written or spoken text.

Make use of activities which get the learners to think about what they are reading or listening to and to respond to it personally.

Prioritise the potential for engagement by basing a unit on a text or a task which is likely to achieve affective and cognitive engagement.

Make sure the texts and tasks are as interesting, relevant and enjoyable as possible so as to exert a positive influence on the learners’ attitudes to the language and to the process of learning it.

Make use of activities which get learners to visualise and/or use inner speech before during and after experiencing a written or spoken text.

Make use of activities which get the learners to think about what they are reading or listening to and to respond to it personally.

Prioritise the potential for engagement by basing a unit on a text or a task which is likely to achieve affective and cognitive engagement.

Make sure the texts and tasks are as interesting, relevant and enjoyable as possible so as to exert a positive influence on the learners’ attitudes to the language and to the process of learning it.

Make use of activities which get learners to visualise and/or use inner speech before during and after experiencing a written or spoken text.

Make use of activities which get the learners to think about what they are reading or listening to and to respond to it personally.

Prioritise the potential for engagement by basing a unit on a text or a task which is likely to achieve affective and cognitive engagement.

It is much more powerful to help the

learners (preferably in collaboration) to make discoveries for themselves.

Make use of activities which get learners to visualise and/or use inner speech before during and after experiencing a written or spoken text.

Make use of activities which get the learners to think about what they are reading or listening to and to respond to it personally.

Provide many opportunities for the learners to produce language in order to achieve intended outcomes.

It is much more powerful to help the

learners (preferably in collaboration) to make discoveries for themselves.

Make use of activities which get learners to visualise and/or use inner speech before during and after experiencing a written or spoken text.