CLASS/TIME/SUBJECTCONTENTIMPACT

Monday

1 Cerdas

10.00 11.30 a.m.

EnglishLanguage

DAY 2

Focus : ReadingTheme : World Of StoriesUnit : Chad the Milkman

Content Standard : 2.1, 2.2

Learning Standard :2.1.2 Able to recognize and articulate initial and the final sounds in single syllable words within given context. 2.1.4 Able to segment words into phonemes to spell.2.2.3 Able to read and understand sentences (3 5 words) in linear and non-linear texts with guidance.2.2.4 Able to read a paragraph of 3 5 simple sentences.

Objectives :By the end of the lesson, pupils will be able to :Pronounce words and speak confidently with the correct stress, rhythm and intonation.

Activities :1. Teacher introduces phonemes.2. Teacher asks the pupils to sound the phonemes. 3. Pupils sound the phonemes as individual or as a whole class.4. Teacher introduces words using word cards. 5. Teacher distributes worksheet.6. Pupils match the words to the correct picture.7. Pupils name the pictures.

Teaching Aids : TextbookTeaching and learning strategies :Multiple intelligenceAdded Value: Knowledge Acquisition

Assessment :Observe pupils can name the pictures correctly.

REFLECTION

Attendance:___ /___

___/___ of the pupils able to achieve the objectives ___/___ of the pupils able to answer the questions correctly ___/___ of the pupils need extra guidance ___/___ of the pupils able to master today's lesson

Teachers action :

______________________

______________________

* Today's lesson will be carried forward due to

______________________

______________________

Tuesday

1 Cerdas

10.00 11.00 a.m.

EnglishLanguage

DAY 3

Focus : WritingTheme : World Of StoriesUnit : Chad the Milkman

Content Standard : 3.1, 3.2

Learning Standard :3.1.2 Able to copy and write in neat, legible print: f) simple sentences.3.2.1 Able to complete with guidance: b) lists.3.2.2 Able to

Objectives :By the end of the lesson, pupils will be able to :Write the story of Chad the Milkman with teachers guidance.

Activities :1. Teacher jumbles up the picture cards on the story. 2. Teacher retells the story and asks the pupils to rearrange the picture cards accordingly. 3. Teacher distributes worksheet.4. Pupils list down Chads wishes based on the pictures.5. Pupils rearrange the story of Chad the Milkman and rewrite it as a paragraph.

Teaching Aids : TextbookTeaching and learning strategies :Multiple intelligenceAdded Value: Knowledge Acquisition

Assessment :Observe pupils can name the picture cards and rearrange the story as they have heard correctly.

REFLECTION

Attendance:___ /___

___/___ of the pupils able to achieve the objectives ___/___ of the pupils able to answer the questions correctly ___/___ of the pupils need extra guidance ___/___ of the pupils able to master today's lesson

Teachers action :

______________________

______________________

* Today's lesson will be carried forward due to

______________________

______________________

Wednesday

1 Cerdas

10.00 11.30 a.m.

EnglishLanguage

DAY 4

Focus : Language ArtsTheme : World Of StoriesUnit : Chad the Milkman

Content Standard : 4.2, 4.3

Learning Standard :4.2.2 Able to respond to: a) book covers. b) pictures in books with guidance.4.3.1 Able to produce simple creative works with guidance based on: c) stories.

Objectives :By the end of the lesson, pupils will be able to :Produce Chad wishes book.

Activities :1. Revising Chad the Milkman Story.2. Teacher asks questions on Chads wishes. 3. Teacher distributes color papers and worksheet.4. Pupils color and cut the pictures.5. Teacher paste the pictures into booklet distributes by teacher.6. Pupils decorate the booklet.7. Pupils can refer to the textbook page 106.

Teaching Aids : TextbookTeaching and learning strategies :Multiple intelligenceAdded Value: Knowledge Acquisition

Assessment :Observe pupils can being creative and innovative in producing the Chads wishes book.

REFLECTION

Attendance:___ /___

___/___ of the pupils able to achieve the objectives ___/___ of the pupils able to answer the questions correctly ___/___ of the pupils need extra guidance ___/___ of the pupils able to master today's lesson

Teachers action :

______________________

______________________

* Today's lesson will be carried forward due to

______________________

______________________

DAY 1

Focus : Listening and SpeakingTheme : World Of StoriesUnit : Chad the Milkman

Content Standard : 1.1, 1.3

Learning Standard :1.1.4 Able to talk about a stimulus with guidance.1.1.2 Able to listen to and enjoy simple stories.1.3.1 Able to listen to and demonstrate understanding of oral texts by: a) Giving Yes/No replies. b) Answering simple Wh- questions.

Objectives :By the end of the lesson, pupils will be able to :Listen to the story of Chad the Milkman and enjoy it.

Activities :1. Teacher shows a picture of Chad cover.2. Pupils talk about the picture. 3. Teacher encourages pupils to talk about the picture. 4. Teacher tells story on Chad the Milkman using the picture cards. 5. Pupils listen to the story attentively.6. Teacher divides pupils into a group of 4.7. Teacher distributes picture puzzle and asks pupils to complete it.8. Teacher distributes worksheet and asks pupils to cut and paste it into the exercise book.

Teaching Aids : TextbookTeaching and learning strategies :Multiple intelligenceAdded Value: Knowledge Acquisition

Assessment :Observe pupils can recognize Chad and all his dreams.

REFLECTION

Attendance:___ /___

___/___ of the pupils able to achieve the objectives ___/___ of the pupils able to answer the questions correctly ___/___ of the pupils need extra guidance ___/___ of the pupils able to master today's lesson

Teachers action :

______________________

______________________

* Today's lesson will be carried forward due to

______________________

______________________

CLASS/TIME/SUBJECTCONTENTIMPACT

Structured Response

1. Choose three types of materials which can be used to teach the English language and state the strengths and weaknesses in every material chosen [15m].

Type of material 1: CD (audio materials)

Strength: An authentic material Can be choosen based on our topic, students level (settle and pick) Easily available

Weaknesses: Unable to chatter the needs of visual learners Must have IT and fully equipment support

Type of material 2: textbook (visual materials)

Strength: Helpful for beginning teachers

Weaknesses: unattractive

Type of material 3: computer with internet access(interactive materials)

Strength: attractive

Weaknesses: must have at least basic IT knowledge

2.In selecting his teaching aids, Mr. Heng always makes sure that his teaching aids can be exploited to teach many skills. He also makes sure that they can withstand wear and tear. If possible, the teaching aids should resemble materials which students will encounter in their daily lives.

a. Analyze the stimulus above and identify three factors which Mr. Heng uses in selecting materials for his English class[3m].

i. versatilityii. durability impactiii. practicality

b. Provide additional four factors which are different from those mentioned in 2a and briefly explain their significance in guiding a teacher in selecting materials in an ESL classroom[12m].

FactorSignificance

level

age interest ability

Clarity clear to see or hear

authenticity realia

Content related to season and festival students understanding of and on the culture

3. a.Identify three criteria which can be used to evaluate a coursebook for an ESL class[3m].

i. contentsii. levelsiii. grammar focusiv. materialsv. methodology/ activity

b. Using the criteria stated in (a), develop items for a checklist which you can use to evaluate an ESL learning material[12m].

CriteriaItems in checklist

Support materialsi. available but not essentials

ii. teachers book

iii. test book/ CD

iv. student workbook(consumable)

Methodology/ activitiesi. practical

ii. communicative

iii. opportunities to practice

iv. opportunities of personalization

contentsi. suitable of this culture

ii. in line with appropriate syllabus

iii. suitable for difference learning styles

iv. clear scope and sequence page

4a. Analyse illustration 1 and give three reasons why this material is suitable to be used in a Year 3 English class[6m].

i. Content- Familiar to their knowledgeii. Clarity- illustration is clear and font size is bigiii. Level- appropriate to their level either their language or ability of grammar/vocabulary

b. Based on illustration 1, describe three skills or language focuses that a teacher can teach by exploiting the material above. Justify the suitability of the material above in teaching the skill or language focuses. [9m]

Skill/Language FocusJustification

Lesson 1Listening and speaking The content of the story is familiar to their knowledge Easily to understand

Lesson 2Reading- the text is appropriate to the students level- less of tough vocabulary

Lesson 3Writing Sentences or grammar is repeated. E.g.: big nose, big eyes, . Simple sentences.3-5 words in a sentence. E.g.: He got in to bed. Easily to conduct the writing skill.

Essay ( pick 2 of 4Q)

1. In teaching primary ESL classroom, we need to select the best, the most appropriate and the most cost-efficient materials available.To what extent does the knowledge of selecting ESL materials help teachers in their teaching? [20m]

Factors of selecting materials: Level Authenticity Clarity Durability impact Cost effectiveness Practicality Versatility Accessibility Content-cultural/ knowledge

2.ESL teachers are fortunate as there is a variety of print resources on the internet which can be used for teaching and learning purposes.

Discuss some of the criteria which can help a teacher evaluate ESL materials from the internet. Justify how these criteria can help a teacher make an informed decision in choosing the most appropriate teaching aids. [20m]

Criteria of the checklist

3. Mr Azhar has decided to create a big book using raw materials. He intends to use the big book to teach a Year 3 Language Arts lesson.What advice would you give Mr Azhar in producing the big book? Provide appropriate examples to substantiate you advice. [20m]

Assembling or raw materials

4. Year : 3 Cemerlang

Skills: GrammarNo. of students: 45Language proficiency: Medium to lowLearning Standards: 5.1.5 Able to use proposition correctly and appropriately(a) in(c) under(e) in front of(f) behind

You have decided to create two teaching and learning materials which you will use to teach the lesson above.Describe the materials that you would develop for this lesson, justify your decision of using the materials developed and explain how you would use the materials to teach the lesson above. [20m]

Types of materialsTSL3112- SAMPLE QUESTIONSSECTION A (60 marks) Answer all questions.1. Country X has issues with the obsession of test scores among parents and students. Studies have shown that test scores severely hamper students development as a whole person. Students are not able to be creative, lack social responsibilities and practical abilities.

Based on the stimulus above answer the following questions.

i. Provide two reasons for the importance of test scores in the students development. (5 marks)* As a vehicle to empower students to be self-reflective learners who monitor and evaluate their own progress as they develop the capacity to be self-directed learners.* Developing learners with the ability to guide their own instruction, assessment data can be used by a school district to measure students achievement, examine the opportunity for children to learn, and provide the basic for the evaluation of the districts language programs

ii. Based on the stimulus above, identify and discuss two washback effect on students development. (5 marks)* A test can positively influence what and how teachers teach, student learn, offer learners a chance to adequately prepare, give learners feedback that enhance their language development is more formative than summative.

* Washback enhances a number of basic principle language acquisition namely intrinsic motivation, autonomy, self-confidence, language ego, inter-language and strategic investment.

iii. How can authentic assessment help to solve the problems mentioned in the stimulus above? * Citing Bachman and Palmer (1996) in Brown (2010) authenticity is the degree of correspondence of the characteristics of a given language test task to the features of a target language task.* Language learners are motivated to perform when they are faced with tasks that reflect real world situations and contexts.* Good testing or assessment strives to use formats and tasks that reflect the types of situation in which students would authentically use the target language.

2. Commenting on student writing can really frustrating and time consuming. I have to spend a lot of time reading each line of students answers. I also have to make comments on their writing and on the errors performed by the students.

a. i. Based on the above comments, identify the type of scoring method used by the teacher.(1 mark)* Holistic approach* Normally this score is on a scale of 1-4, 1 -6 or even 1-10 ( Bailey, 1998 )* Each score will be accompanied with the general descriptors of ability* Each scales are expected to pay attention to vocabulary, mechanics etc.* Mechanics such as punctuation or secondary to communication.

ii. Explain two characteristics of the scoring method mentioned above.(4 marks)

b. In your opinion, what are the weaknesses of the scoring method mentioned above?(5 marks)* The single score may actually mask differences across individual compositions.* Does not provide a lot of diagnostic feedback.

c. If you are the teacher, what would you do to maximize the effectiveness of the scoring method for the students? (5 marks)

3. Read the stimulus below and answer the questions 3a and 3b.

After teachers have assessed and evaluate a students performance, they are faced with the questions of how this information can best be summarized and presented to students, parents and administrators. Source:MOE 2009

a. Discuss three purposes of reporting assessment data.(5 marks)* The main purpose of test is to obtain information concerning a particular behaviour or characteristics.* Instructional decisions are made based on test results when e.g. teachers decide to change or maintain their instructional approach.* This information helps identify students for targeted intervention and can inform school improvement programs.* They can discuss how to overcome their problems in learning process in order to master certain topic.b. A teacher decides to share assessment results with her students Describe two benefits of her decision.(5 marks)* Buku Brown : offer the student only a modest sense of where that student stands and a vague idea of overall performance.* Identify their areas of success and challenge.- when a test become a learning experience, it achieves washback.c. Discuss the advantages of two methods in reporting assessment data to parents.(6 marks)* Actively involves parents schools & communities are responsible for jointly developing assessment and reporting practices and policies.* Helps identify students for targeted intervention.* Can inform school improvement programs.* Will enable parents to know how their children are progressing.* Can be reported by comparing parents work against a standards framework of syllabus outcomes, comparing their prior and current learning achievements or comparing their achievements to those of other students.4. a. Define School Based Assessment (SBA) and identify its four main components.Definition of School Based Assessment (SBA): ________________________ (2 marks)* it is holistic and assesses the cognitive, affective and psychomotor domains, encompassing the intellectual, emotional, spiritual and physical aspects. It is also embraces both academic and non academic fields.* Teacher are given due recognition and have the autonomy to conduct formative assessment during the learning process and also summative assessment at the conclusion of a learning unit or any other suitable time during the school year at their own, discretion, taking into account their pupils readiness.

Components:i. School assessment ( using Performance Standards )ii. Centrelized assessmentiii. Physical activities, sports and co-curricular assessment ( Pentaksiran Aktiviti Jasmani, Sukan dan Ko-kurikulum PAJSK ) iv. Psychometric / psychology tests. (4 marks)b. Provide and explain three reasons why School Based Assessment results conducted by teachers are reliable.(6 marks)c. Explain why School Based Assessment is introduced in the Malaysian schools. (3 marks)SECTION B (40 MARKS) Answer only two questions1. Reliability and validity A are generally important for a ll types of evaluation. However, some may argue that for formative evaluation, more emphasis could be given for validity than reliability Discuss the arguments that can be used to justify this position. To what extent do you agree with the above statement? (20 marks)2. Read the scenario below and answer the question that follows: Scenario: reading quiz The context is a mixed ability class for year 5 primary school pupils in an English class in Malaysia. The teacher has decided to begin her class with a brief 30 minutes pop quiz consisting of 5 comprehension questions that require short written answers. The quiz will:a) Give pupils a sense of how well they understood the story andb) Act as a starting point for a teacher-led discussion on each of the items. Results of the quiz will not be recorded in the teachers record book. Below is the text.3. Study the scenario above and analyse the suitability and difficulty level of questions 1-5 with regards to Blooms Taxonomy of Educational Objectives. (20 marks)

3. The KSSR learning standards for reading addresses basic literacy using the strategies of phonics and moves on to enable pupils to become independent readers. (Source: Curriculum Specifications for Year 2 SK)Elaborate on the statement above and design at least three techniques that you would apply in assessing word attack skills and sentence comprehension for beginners in a Year 2 class of a rural primary school. (20 marks)

4. Item Analysis (IA) can further enhanced the design and preparation of multiple-choice questions. (Brown, 2010) Analyse and explain how Item Analysis (IA) can be used in the appropriate selection and arrangement of multiple-choice questions. Based your discussion on the three main indices of Item Analysis (IA).Ms Rhombus entered the class for her mathematics lesson. She began teaching but the pupils did not pay attention to her. While some of the pupils were quiet, the other pupils were making a lot of noise. Ms Rhombus tried to get the pupils attention but none of them listened to her. Then, Ms Rhombus gave the pupils a warning and left the classroom. The pupils waited for a while. When Ms Rhombus did not return to the classroom, a few pupils decided to look for her. Ms Rhombus left a trail for them. The pupils followed the clues and solved some mathematical problems. Finally, they found her in the gymnasium. Ms Rhombus rewarded the pupils who found her.Answer the questions below. 1. What subject did Ms Rhombus teach?2. The synonym of the word, quiet n line 3 , is ________________________3. Make a list of the main events of the story.4. In your opinion, what was the reward Ms Rhombus gave to the pupils who found her?5. Do you think Ms Rhombus made the right decision? If you were one of the what pupils, what would you do?Adapted from: The case of the Missing Maths Teacher written by Suzanne Weyn

(20 marks)* The appropriate selection and arrangement of suitable multiple choice items on a test can be best accomplished by measuring items using the 3 indices: item Difficulty, Item Discrimination, Distractors Analysis.* Measuring these factors on classroom test would be useful.* Are a must for standardized norm-referenced tests that are designed to be administered a number of times and / or administered in multiple forms.* Item Difficulty is the extent to which an item is easy or difficult for the purposed group of test-takers.* It is important if in your estimation the item achieves validity. The answer is that an item that is too easy or too difficult really does nothing to separate high-ability and low-ability takers.* Two good reasons for accosionally including a very easy item are to build in some effective feelings of success among lower-ability students and to serve as warm up items.* Very difficult items can provide a challenge to the highest-ability students.* Item discrimination is extent to which an item differentiates between high and low ability test-takers.* An item on which high ability students and low-ability students score equally well would have poor Item Discrimination because it did not discriminate between the two groups.* Distractor Analysis is to measure of a multiple-choice items value in a test, and one that is related to Item Discrimination.* The efficiency of distracters is the extent to which the distracters lure a sufficient numbers of test-takers especially lower-ability one and those responses are somewhat evenly distributed across all distractors.SECTION A1.

Choose three types of materials which can be used to teach English language and state the strengths and weaknesses in every material chosen.

i. ii. iii. .2.a

In selecting his teaching aids. Mr Hong always makes sure that his teaching aids can be exploited to teach many skills. He also makes sure that they can withstand wear and tear. If possible, the teaching aids should resemble materials which students will encounter In their daily lives.

Analyse the stimulus above and identify three factors which Mr Heng uses in selecting materials for his English class.iII.III.

b .Provide additional four factors which are different from those mentioned in 2a and briefly explain their significance in guiding a teacher in selecting materials In an ESL classroom.(12m)

factorsignificance

3.

A. Identify three criteria which can be used to evaluate a ccursebook for an ESL class.

b. Using the criteria stated In (a), develop items for a checklist which you can use to evaluate an ESI learning material.

criteriaItems in checklist

i

ii

iii

i

ii

iii

Little Red Riding Hood4.

Little Red Riding Hood was going to her Granny's house. A big bad wolf heard about this. He quickly ran to Granny's house. He locked Granny in a cupboard. He dressed like Granny. He got into her bed. Finally, Little Red Riding Hood arrived. She saw Granny on the bed. She thought to herself, Granny looks different. She has big eyes, big ears, a big nose and big teeth."The wolf could not wait any longer. He jumped out of the bed. He tried to grab Little Red Riding Hood. She screamed loudly, "Help! Help!"A woodcutter heard her screams. He ran towards the house. He hit the wolf hard. The wolf ran away. The woodcutter let Granny out of the cupboard.Little Red Riding Hood and her Granny thanked the woodcutter. They never saw the big bad wolf ever again.

a. Analyse illustration 1 and give three reasons why this material is suitable to be used in a Year 3 English class?

iii. ..iii. .b. Based on illustration I, describe three skill or language focuses that a teacher can teach by exploiting the material above. Justify the suitability of the material above In teaching the skill or language focuses. (9 m)

Skill/language focusjustification

Lesson 1

Lesson 2

Lesson 3

SECTION BAnswer only two questions1. In teaching primary ESL classroom, we need to select the best, the most appropriate and the most cost-efficient materials available.

To what extent does the knowledge of selecting ESL materials help teachers in their teaching?

2. ESL teachers are fortunate as there is a variety of print resources on the internet which can be used for teaching and learning purposes.

Discuss some of the criteria which can help a teacher evaluate ESL materials from the internet Justify how these criteria can help a teacher make an Informed decision in choosing the most appropriate teaching aids.

3. Mr Aite has decided to create a big book using raw materials. He intends to use the big book to teach a Year 3 Language Arts lesson.

What advice would you give Mr Azu In producing his big book? Provide appropriate examples to substantiate your advice.

4. Year 3 CemerlangSkills: GrammarNo. of students: 45Language proficiency: Medium to lowLearning Standards: 5..1.S Able to use prepositions correctly and appropriately:a.Inb.underc.in front ofd.behind

You have decided to create two teaching and learning materials which you will use to teach the lesson above.

Describe the materials that you would develop for this lesson, justify your decision of using the materials developed and explain how you would use the materials to teach the lesson above.

TOPIC 1 T&L MATERIALS IN C/ROOM1. Types of T&L materials1.1. Textbooks-helpful 4 bginning Trs-provide organized unit of work-a detailed sequence of tchng procedures (what/when to do it)-provide admins n Trs with a complete prog.-good tb r excellent tchng aids.

1.2. Other rsourcesi. Resource cntreii. Lang gamesiii. NITEiv. b/board sketchesv. radio/tvvi. intrnetvii. ICT (pwrpoint/CD)

1.3. Purpose of T&L materialsi. Sources of input 4 lang learningii. Ways of promoting outputiii. Provide scaffolding(guidance) for learningiv. Can b used to stimulate reflection v. To hv resources which open up multiple possible uses. Allow 4 flexibility creativity in T&L

1.4. Advantges n Disadvantagesa. Advantagesi.Relevancemtrialscan b produced directly relevant to d Ss n institutional needsii. develop expertisecan help develop xpertise among staff in producing/selecting matrialsiii. Reputationenhance d reputation of d institution dmonstrating its commitment to provide mtrialsiv. Flexibilitymtrials can b revised/adpted as needed. Give greater flexibility than a commercial course book

b. Disadvantagesi. Cost Quality n durable/commercial materials normally cost more moneyii. Quality tr-made mtrials hv different stndrd of dsign n production as commercial materialsiii. Training-Trs need to b given adequate training to prepare materials writing projectiv. Time preparation takes time while teaching period goes on with other tasks to b implemented.

ONLINE RESOURCESi. Xpose to inappropriate material of a sexual/violent natureii. Encounter d harassing or demeaning email/bulletin boardiii. Create a risky of a persons safety (arranging a meeting with someone to solve their problems).TOPIC 2-FACTORS IN SELECTION N EVALUATION1. LevelConsider Ss age, interests n ability.

2. Content (cultural/knowledge)ESL materials ->USA/UK Ss.Topic/content r related to seasons n festivals in those countries. Good 4 our Ss to learn about other cultures but too much -> boring/offensive

3. Clarity (Clear)Clear to see (visual) or hear(audio). Meaning of texts-clear. Not overwhelmed with idiomatic expressions etc.Font size.

4. AccessibilityNeed to b well organized. Can find a way around d contents of d books easily.-easy to c their progress-can use/manage d mtrials easily with/without Tr watching. 5. Practicality-consider d possibility of d use/construction of d materials to d Ss.-duration of usage -> time/cost preparing-do d acts/exercise planned -> Ss input/knowledge 6. Versatility-can d materials b used in more than 1 situation? (Yr 3 = Yr 5). Without much difficulty to adapt.7. Cost effectiveness-whether u /school can afford d materials-expnsive but photocopiable=worth8. Durability impact-maximum n hyper usage of materials by d young learners. Materials need to b durable/last longer9. Authenticity -authentic mtrials can b used 4 other skills/purposes-n/paper can be used to learn grammar, reading, speaking, create dialogue, writing note or detect errors etc.TOPIC 4 SELECTION N ADAPTATION1.1 Forms of Adaptationa. Adding material to address an examination requiremente.g: questions cn b MCQ,subjective rather than comprehension tasks b. Extending to provide additional practice.-add more input, examples, exercise on grammar or vocab related to d unit taught to supplement d book. c. Localizing-adaptig or supplementing an act to address d specific needs of a group of learners. e.g: pronunciation is influenced by Ss first lang(mother tongue). So need additional acts to solve d problems.-content (weather/custom etc).-need to b changedto suit d target learners coz of their age,gender,social b/ground, occupation, religion or cultural b/ground e. Modifying Tasks-exercises/acts may need to b changed to gv them an additional focus.-an act may b extended to provide opportunities 4 more personalized practice.f. Reorganizing content-Tr may reorganize d syllabus/ units to consider a more suitable order.-reorganize act/practice for a particular reason.1.2 Factors Involved in Adapting MaterialsA. ContextualB. SettingContextual Factorsi. Age-particularly affect topics chosen n types of learning act.ii. interestshelps in d specification of topics n learning acts.iii. Lev Of proficiency in EnglishTr needs to consider their prof in Eng mixed proficiencyiv. Aptitudeit is thought of as a specific talent /what learners r good at.v.Mother tonguemay affect d treatment of errors or d selection of syllabus items areas of grammar/ vocab etc.vi.Academic n educational levelhelp to determine intellectual content . vii.Attitudes to learning, Trs, institution, target lang n its speakers.viii. Motivation (intrinsic)Can b anticipated ix. Reasons for learning if it is possible to state them-carry out analysis of needs.x.Preferred learning style.Whch will help with d evaluation of d suitability of different methods.-problm solving/rote learning-materials learned by heartxi.Personalitywhch can affect methodological choices. Interactive c/room environment.B. OTHER FACTORSi. The role of Eng in d countryii. The role of Eng in d schooliii. The teachers-their statusiv.Management n administrationv. Resources availablevi. No of pupils-size of classvii. Timeviii. Physical environmentix. socio-cultural environmentx. types of test usedxi. Procedures 4 monitoring n evaluatingTOPIC 5-TECHNICAL SKILLS N KNOWLEDGESELECTION OF RAW MATERIALSSTRENGTH1. Comparison with using text or course books. Turn to Tr-produced materials. limitation of using course books.2. Contextualization-a key criticism of commercial materials.3. Resources available-various resources produced for different purposes, topic or needs. Tr-produced materials can b d best option for school n Ss budget.4. Individual needs-modern teaching methodology->individual needs. Tr-produced material can b responsive to d heterogeneity inherent in d c/room.5. Make decisions about d most appropriate organizing principle or focus 4 d materials n acts.6. Personalization-increase motivation n engagement in learning.-greater choice freedom scope 4 spontaneity when trs develop own materials7. timeliness-can respond to local n international events up-to-date, relevant high interest topics n tasks. Teachable moment can b more readily seized.

IMPLICATION 4 DEVELOPING OWN MATERIALS1. TPM lack overall coherence n a clear progression.2. Physical organization n storage of materials.3. Quality-TPM may seem ragged n unprofessional compared to those produced by professionals.4. Lack of xperience n understanding on d part of d Tr may result in important elements being left out or inadequately covered.5. Time-simply nor viable-at least not all d time. Tr deals with lots of other tasks to do.LIMITATIONS OF USING RAW MATERIALS1. Trs need to know their learners need very well . (interest, motivation, social b/groud etc)2. D curriculum n d context r variables-significantly impact on decisions about teaching materials. Tr need to follow d curriculum provided.3. Context will impact d types of materials that may need to b designed.4. Trs must b realistic about what they can achieve in terms materials design n production within d limitations of available resources nfacilities. 5. Personal confidence n competence will determine an individual trs willingness to embark on materials devlopmnt.6. Copyright compliance-Trs need to b aware of d restrictions that copyright laws place on copying d authentic materials/downloading/publishing mtrials.