Material design and lesson planning

Activity 6 10 min	2.6 teacher cuts handout 6 into cards and distributes among students who have been divided into three groups and asks students to match the sequence of the lesson.. Teacher draws conclusion, summarizing the ideas of students.
Handout 6 The whole group discussion
Conclusion 10 min	3.1 Teacher summarizes the main points of the lesson and grades students’ participation. 3.2 Teacher gives instruction for homework (read and retell the text- handout 8)	3.1 handout 7 speaking

Handout 1

Teaching materials as tools for representing aims values and methods in teaching a foreign language

Handout 2.

1. 
   A good lesson is like a film because ...
   
2. 
   A good lesson is like a football match because ...
   
3. 
   A good lesson is like a meal because ...
   
4. 
   A good lesson is like a symphony because ...
   

Handout 2

Match the values 1- 4 given in the table with the descriptions A-E. note: TWO DESCRIPTIONS CAN BE REFERRED TO ONE VALUE

1	Gender issues	A	If your book is illustrated, look through the pictures and count the number of adults clearly over the age of 40 as compared with ‘young’ adults (not counting pictures of children). Does the division reflect what you would estimate to be the proportion of young/older adults in society? If not, do you approve or disapprove of the book’s distorted picture? If you approve, can you justify your approval?
2	Ageism	B	Again, using either illustrations or texts, look at the occupations which are assigned to men and women. Was there a consistent ‘type’ of occupation assigned to either? If so, do you find such a division acceptable?
3	Social orientation	C	Again look at texts and try to assess the kinds of things seen as desirable by the characters or writer. For example, are the characters mainly interested in material benefits (travel, cars, clothes, entertainment)? Or are they mostly concerned with personal relationships? Or do they care about social or moral issues such as the environment, peace, justice/injustice? Or do they have some other consistent dominant aspiration? (In some cases you may even be able to discern a clear political orientation.) Whatever you find: ask yourself if you approve of the values the book conveys and – particularly if you are a schoolteacher – if the educational message is an acceptable one for your students.
4	Values	D	Read a selection of texts and exercises. What kinds of people are shown in them? Look at aspects such as wealth, social class, ethnic affiliation, occupation, cultural background. Do the kinds of people shown in these texts reflect more or less the social background of most of your students? If not, is the picture shown misleading or disturbing? Or positive, in that it presents acceptable role models for your students?
		E	If your book is illustrated, look at the first 30 pictures. Count the number of men and the number of women featured in them. If there are no pictures, look at the grammar or vocabulary exercises, and do the same count on pronouns or nouns with clear gender. In either case, was there a significant difference? If so, what is the implication?

Handout 4