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n\paperw12240\paperh15840\pard\sb0\sl-240{\bkmkstart Pg1}{\bkmkend Pg1}\par\pard
\ql \li6430\sb0\sl-230\slmult0 \par\pard\ql\li6430\sb0\sl-230\slmult0 \par\pard\
ql\li6430\sb10\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\
f2\fs20 1 \par\pard\ql \li5357\sb231\sl-253\slmult0 \up0 \expndtw0\charscalex100
\ul0\nosupersub\cf2\f3\fs22 Materials Adaptation \par\pard\ql \li1728\sb0\sl-25
3\slmult0 \par\pard\ql\li1728\sb0\sl-253\slmult0 \par\pard\ql\li1728\sb81\sl-253
\slmult0 \up0 \expndtw0\charscalex108 Learning Objectives: \par\pard\qj \li1728\
ri1131\sb23\sl-380\slmult0 \up0 \expndtw0\charscalex102 \ul0\nosupersub\cf3\f4\f
s22 By the end of this section, you should be able to \ul0\nosupersub\cf4\f5\fs2
2 \ul0\nosupersub\cf3\f4\fs22 demonstrate an adequate understanding \line \up0
\expndtw-4\charscalex100 of \par\pard\ql \li1728\sb105\sl-253\slmult0 \up0 \exp
ndtw-2\charscalex100 1 ] the meaning of adaptation; \par\pard\ql \li1728\ri3721\
sb63\sl-500\slmult0 \up0 \expndtw-8\charscalex100 2] why adaptation is carried
out; \line \up0 \expndtw-4\charscalex100 3] techniques of adaptation and \line
\up0 \expndtw-4\charscalex100 4] how to adapt materials. \par\pard\ql \li1728\sb
0\sl-377\slmult0 \par\pard\ql\li1728\sb0\sl-377\slmult0 \par\pard\ql\li1728\ri92
4\sb108\sl-377\slmult0 \up0 \expndtw0\charscalex107 You have now been exposed to
needs analysis, materials selection and evaluation. The \line \up0 \expndtw0\ch
arscalex107 activities which you have completed will have given you an insight i
nto the strengths and \line \up0 \expndtw0\charscalex104 weaknesses of the textb
ooks and materials currently in use. Does it mean that you will \line \up0 \expn
dtw0\charscalex103 need to ignore or discard units, activities, tasks or exercis
es which have been found to be \line \up0 \expndtw0\charscalex104 unsuitable, to
o difficult, too simple or inadequate or even not culturally appropriate? The \l
ine \up0 \expndtw0\charscalex107 answer to that is certainly ro. What you may wa
nt to do then is to adapt or make some \line \up0 \expndtw0\charscalex104 modifi

cations where appropriate and necessary to the texts as you probably may have \l
ine \up0 \expndtw0\charscalex102 found a number of plus points in the text selec
ted. On the other hand you may want to adapt \line \up0 \expndtw0\charscalex105
selected materials from elsewhere (eg. brochures) to add to or supplement the ex
isting \line \up0 \expndtw0\charscalex105 texts. \par\pard\ql \li1728\sb0\sl-253
\slmult0 \par\pard\ql\li1728\sb0\sl-253\slmult0 \par\pard\ql\li1728\sb220\sl-253
\slmult0 \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf2\f3\fs22 What is Adapt
ation ? \par\pard\qj \li1728\ri843\sb23\sl-380\slmult0 \up0 \expndtw-1\charscale
x100 \ul0\nosupersub\cf3\f4\fs22 A good point to begin with when considering the
relationship between evaluation and adaptation \line \up0 \expndtw0\charscalex1
13 is to think of the terms 'adopting' and "adapting'. The previous Units on sel
ection and \line \up0 \expndtw0\charscalex105 evaluation gave you practice o
n how to make a decision about whether a particular \line \up0 \expndtw
0\charscalex109 textbook should be used in a specific teaching learning situatio
n was taken on the basis \line \up0 \expndtw0\charscalex111 of a number of evalu
ative criteria. These criteria were formulated as a set of questions \line \up0
\expndtw0\charscalex105 to ask about the materials, provide answers that
will lead to acceptance or perhaps \line \up0 \expndtw0\charscalex109 reje
ction. For instance, typical questions concerned aspects of 'skills', the differ
ent ways \line \up0 \expndtw0\charscalex109 in which the content is approac
hed and dealt with and the authenticity of both the \line \up0 \expndtw0\c
harscalex107 language and tasks etc. However, it does not mean that if we make a
decision to adopt a \line \up0 \expndtw0\charscalex107 text or a set of materia
ls initially that we do not need to do any adaptation. As you \par\p
ard\ql \li6430\sb0\sl-230\slmult0 \par\pard\ql\li6430\sb34\sl-230\slmult0 \up0 \
expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs20 1 \par\pard\sect\sectd\fs24\
paperw12240\paperh15840\pard\sb0\sl-240{\bkmkstart Pg2}{\bkmkend Pg2}\par\pard\q
l \li6430\sb0\sl-230\slmult0 \par\pard\ql\li6430\sb0\sl-230\slmult0 \par\pard\ql
\li6430\sb10\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2
\fs20 2 \par\pard\qj \li1728\ri818\sb127\sl-380\slmult0 \up0 \expndtw0\charscale
x107 \ul0\nosupersub\cf3\f4\fs22 already know by now, realistically no matter ho
w careful the design of the materials and \up0 \expndtw0\charscalex105 the evalu
ation process, may appear to be some changes or adaptation will have to be
\up0 \expndtw0\charscalex108 made at some level in most teaching contexts. Adapt
ation\ul0\nosupersub\cf5\f6\fs22 , \ul0\nosupersub\cf3\f4\fs22 then is\ul0\nos
upersub\cf5\f6\fs22 \ul0\nosupersub\cf3\f4\fs22 a process whereby \up0 \expndtw
0\charscalex109 certain parts of' a whole textbook or a set of materials need to
be modified to meet the \up0 \expndtw0\charscalex102 needs of a specific teachi
ng learning situation. Adaptation is recommended over developing \up0 \expndtw0\
charscalex103 or producing new material as it is considered to be less time cons
uming and more effective \up0 \expndtw-3\charscalex100 than writing materials fr
om scratch. \par\pard\qj \li1728\sb0\sl-380\slmult0 \par\pard\qj\li1728\ri838\sb
1\sl-380\slmult0 \up0 \expndtw0\charscalex103 Adaptation is a more widespread ac
tivity among teachers because the smaller-scale process \line \up0 \expndtw0\cha
rscalex106 of changing or adjusting the various parts of a textbook or other m
aterials is more closely \line \up0 \expndtw0\charscalex106 related to the reali
ty of dealing with learners in the dynamic and ever changing classroom. \par\par
d\qj \li1728\sb0\sl-380\slmult0 \par\pard\qj\li1728\ri797\sb1\sl-380\slmult0 \up
0 \expndtw0\charscalex108 You may be asking yourself why should I even evaluate
let alone adapt materials when I \up0 \expndtw0\charscalex104 am not involved in
any decision making as far as texts and materials are concerned? I have \up0 \e
xpndtw0\charscalex108 to use what the school wants me to use or I am forced to u
se whatever texts the Ministry \up0 \expndtw-5\charscalex100 places in my zone.
\par\pard\qj \li1728\sb0\sl-377\slmult0 \par\pard\qj\li1728\ri839\sb6\sl-377\slm
ult0 \up0 \expndtw0\charscalex102 It would be good to remind yourself that eval
uating textbook-,/materials in a context where \up0 \expndtw0\charscalex112
teachers have little direct say in decision-making is an exercise which can hel
p you to \up0 \expndtw0\charscalex111 develop insights into different views of l
anguage and learning and into the principles of \up0 \expndtw0\charscalex104 mat
erials design. It is some thing ycu can consistently do against the

background of \up0 \expndtw0\charscalex105 knowledge of your learners and

of the demands and potential of your own teaching \up0 \expndtw0\charsca
lex107 situation. You must understand the process of selection and evaluation in
order for you to \up0 \expndtw0\charscalex108 be able to carry out adaptation a
ctivities. How can you change something unless you are \up0 \expndtw0\charscalex
101 clear about what it is you are changing? \par\pard\ql \li2880\sb0\sl-253\slm
ult0 \par\pard\ql\li2880\sb0\sl-253\slmult0 \par\pard\ql\li2880\sb220\sl-253\slm
ult0 \up0 \expndtw0\charscalex102 \ul0\nosupersub\cf2\f3\fs22 How To Adapt? \par
\pard\ql \li1728\ri854\sb23\sl-380\slmult0 \up0 \expndtw-1\charscalex100 \ul0\no
supersub\cf3\f4\fs22 A useful starting-point for thinking about the process of
adaptation, will be for you to make a list \up0 \expndtw0\charscalex100 of the
areas or aspects which need to be adapted and why within the ccntext of your nee
ds (or \up0 \expndtw0\charscalex100 the needs analyse carried out for your parti
cular situation). McDonough and Shaw (1993 ) \line \up0 \expndtw0\charscalex100
suggests that teachers should categorise their evaluation and adaptation plans a
ccording to \line \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf6\f7\fs22 exte
rnal \ul0\nosupersub\cf3\f4\fs22 and \ul0\nosupersub\cf6\f7\fs22 internal factor
s. \par\pard\ql \li1728\sb0\sl-253\slmult0 \par\pard\ql\li1728\sb232\sl-253\slmu
lt0 \up0 \expndtw-1\charscalex100 External \ul0\nosupersub\cf4\f5\fs22 factors \
ul0\nosupersub\cf3\f4\fs22 comprise both the overt claims made about the materia
ls or textbook, flee \par\pard\ql \li1728\sb127\sl-253\slmult0 \up0 \expndtw0\ch
arscalex100 approaches used and the characteristics of particular teaching situa
tions. \ul0\nosupersub\cf4\f5\fs22 Internal factors \ul0\nosupersub\cf3\f4\fs22
are \par\pard\ql \li6430\sb106\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0
\nosupersub\cf1\f2\fs20 2
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\sl-230\slmult0 \par\pard\ql\li6430\sb10\sl-230\slmult0 \up0 \expndtw-2\charscal
ex100 \ul0\nosupersub\cf1\f2\fs20 3 \par\pard\ql \li1728\sb231\sl-253\slmult0 \u
p0 \expndtw0\charscalex100 \ul0\nosupersub\cf3\f4\fs22 concerned with content, o
rganisation and consistency. These can be presented as follows: \par\pard\ql \li
6142\sb0\sl-276\slmult0 \par\pard\ql\li6142\sb0\sl-276\slmult0 \par\pard\ql\li61
42\sb0\sl-276\slmult0 \par\pard\ql\li6142\sb0\sl-276\slmult0 \par\pard\ql\li6142
\sb0\sl-276\slmult0 \par\pard\ql\li6142\sb0\sl-276\slmult0 \par\pard\ql\li6142\s
b52\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf7\f8\fs24 EVA
LUATION \par\pard\ql \li6339\sb0\sl-276\slmult0 \par\pard\ql\li6339\sb0\sl-276\s
lmult0 \par\pard\ql\li6339\sb0\sl-276\slmult0 \par\pard\ql\li6339\sb0\sl-276\slm
ult0 \par\pard\ql\li6339\sb0\sl-276\slmult0 \par\pard\ql\li6339\sb0\sl-276\slmul
t0 \par\pard\ql\li6339\sb88\sl-276\slmult0 \up0 \expndtw-3\charscalex100 ADAPTAT
ION\par\pard\sect\sectd\sbknone\cols2\colno1\colw6847\colsr160\colno2\colw5093\c
olsr160\ql \li3766\sb0\sl-276\slmult0 \par\pard\ql \li3766\sb0\sl-276\slmult0 \p
ar\pard\ql \li3766\sb0\sl-276\slmult0 \par\pard\ql \li3766\sb0\sl-276\slmult0 \p
ar\pard\ql \li3766\sb60\sl-276\slmult0 \up0 \expndtw-3\charscalex100 EXTERNAL FA
CTORS\par\pard\ql \li2880\sb0\sl-253\slmult0 \par\pard\ql \li2880\sb0\sl-253\slm
ult0 \par\pard\ql \li2880\sb110\sl-253\slmult0 \up0 \expndtw-1\charscalex100 \ul
0\nosupersub\cf2\f3\fs22 Learner characteristics\par\pard\ql \li2880\sb0\sl-253\
slmult0 \par\pard\ql \li2880\sb234\sl-253\slmult0 \up0 \expndtw-2\charscalex100
Physical environment\par\pard\ql \li2880\sb0\sl-253\slmult0 \par\pard\ql \li2880
\sb233\sl-253\slmult0 \up0 \expndtw-2\charscalex100 Resources\par\pard\ql \li288

0\sb0\sl-253\slmult0 \par\pard\ql \li2880\sb233\sl-253\slmult0 \up0 \expndtw-1\c

harscalex100 Class size\par\pard\ql \li2880\sb0\sl-253\slmult0 \par\pard\ql \li2
880\sb233\sl-253\slmult0 \up0 \expndtw-2\charscalex100 Cultural appropriateness\
par\pard\ql \li2880\sb0\sl-253\slmult0 \par\pard\ql \li2880\sb237\sl-253\slmult0
\up0 \expndtw-2\charscalex100 Etc\par\pard\column \ql \li8228\sb0\sl-276\slmult
0 \par\pard\ql \li8228\sb0\sl-276\slmult0 \par\pard\ql \li8228\sb0\sl-276\slmult
0 \par\pard\ql \li8228\sb0\sl-276\slmult0 \par\pard\ql \li1241\sb168\sl-276\slmu
lt0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf7\f8\fs24 INTERNAL FACTORS\p
ar\pard\ql \li7069\sb0\sl-253\slmult0 \par\pard\ql \li7069\sb0\sl-253\slmult0 \p
ar\pard\ql \li149\sb2\sl-253\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupers
ub\cf2\f3\fs22 Choice of topics\par\pard\ql \li7069\sb0\sl-253\slmult0 \par\pard
\ql \li149\sb234\sl-253\slmult0 \up0 \expndtw-2\charscalex100 Skills covered\par
\pard\ql \li7069\sb0\sl-253\slmult0 \par\pard\ql \li149\sb233\sl-253\slmult0 \up
0 \expndtw-2\charscalex100 Proficiency level\par\pard\ql \li7069\sb0\sl-253\slmu
lt0 \par\pard\ql \li82\sb233\sl-253\slmult0 \up0 \expndtw-1\charscalex100 Gradin
g of exercises/tasks/activities\par\pard\ql \li7007\sb0\sl-253\slmult0 \par\pard
\ql \li7007\sb0\sl-253\slmult0 \par\pard\ql \li7007\sb0\sl-253\slmult0 \par\pard
\ql \li20\sb235\sl-253\slmult0 \up0 \expndtw-3\charscalex100 Etc \par\pard\sect\
sectd\sbknone \qj \li1728\sb0\sl-380\slmult0 \par\pard\qj\li1728\ri839\sb10\sl-3
80\slmult0 \up0 \expndtw0\charscalex105 \ul0\nosupersub\cf3\f4\fs22 The above di
agram presents only part of some of the external and internal factors. You can \
line \up0 \expndtw-1\charscalex100 develop a great deal more. The point to remem
ber here is how these individual elements can be \line \up0 \expndtw0\charscalex
100 brought together as a combination or as matching pairs to achieve the princi
ple of 'congruence' \line \up0 \expndtw0\charscalex103 as suggested by Madsen
and Bowen (1978). In the example above the link between \line \up0 \e
xpndtw0\charscalex108 learner characteristics and choice of topics,
proficiency level, and grading of \line \up0 \expndtw0\charscalex104 tas
ks/activities are obvious matches and an example of the principle of
'congruence'. \line \up0 \expndtw0\charscalex104 Effective adaptation means a
chieving 'congruence'. An effective teacher is constantly \par\pard\ql \li
6430\sb184\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\f
s20 3
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{\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{

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{\sp{\sn pVerticies}{\sv 8;4;(0,4438);(20,4438);(20,0);(0,0)}}
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{\shp {\*\shpinst\shpleft6894\shptop7472\shpright6914\shpbottom11910\shpfhdr0\sh
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{\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{

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{\shp {\*\shpinst\shpleft5333\shptop3020\shpright8577\shpbottom3691\shpfhdr0\shp
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{\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{

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{\shp {\*\shpinst\shpleft7255\shptop7675\shpright7370\shpbottom7805\shpfhdr0\shp
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}}\par\pard\sect\sectd\fs24\paperw12240\paperh15840\pard\sb0\sl-240{\bkmkstart P
g4}{\bkmkend Pg4}\par\pard\ql \li6430\sb0\sl-230\slmult0 \par\pard\ql\li6430\sb0
\sl-230\slmult0 \par\pard\ql\li6430\sb10\sl-230\slmult0 \up0 \expndtw-2\charscal
ex100 \ul0\nosupersub\cf1\f2\fs20 4 \par\pard\qj \li1728\ri833\sb127\sl-380\slmu
lt0 \up0 \expndtw0\charscalex106 \ul0\nosupersub\cf3\f4\fs22 striving for congru
ence among several related variables: teaching materials, methodology, \up0 \exp
ndtw0\charscalex102 students, course \ul0\nosupersub\cf6\f7\fs22 objectives, \u
l0\nosupersub\cf3\f4\fs22 the target language and its context, and the t
eacher's own \up0 \expndtw0\charscalex108 personality and teaching style' (Mads
en and Bowen, 1978: ix). In general, then, teaching \up0 \expndtw0\charscalex106
materials may be internally coherent but not totally applicable in context; alt
ernatively, they \up0 \expndtw0\charscalex105 may be largely appropriate at
the same time as they show signs of an inconsistent \up0 \expndtw0\cha
rscalex105 organisation (McDonough and Shaw, 1993:83). \par\pard\qj \li1728\sb0\
sl-380\slmult0 \par\pard\qj\li1728\ri807\sb321\sl-380\slmult0 \up0 \expndtw0\cha
rscalex102 I am sure most of you view adaptation as a rather formal process in w
hich you as the teacher \line \up0 \expndtw0\charscalex112 have to make decision
s about, say, an exercise that needs modification or changing, \line \up0 \expn
dtw0\charscalex109 and then write out a revised version for your different profi
ciency level classes. Although \line \up0 \expndtw0\charscalex109 the concept of
adaptation involves such activities, it is in fact also broader than this. You
\line \up0 \expndtw0\charscalex106 must not consider adapted material as a perma
nent feature as the same materials can be \line \up0 \expndtw-2\charscalex100 f
urther adapted for another level of students within another context. It also doe
s not mean that the \line \up0 \expndtw0\charscalex102 adaptation has to be writ
ten down or made permanent. It can be one where you have to make \line \up0 \exp
ndtw0\charscalex108 an on the spot change during a lesson. For\ul0\super\cf8\f9\
fs20 \ul0\nosupersub\cf3\f4\fs22 example when you are faced with a group of \l
ine \up0 \expndtw0\charscalex103 learners who are unable to understand a paragra
ph from a text, you do a quick\ul0\sub\cf8\f9\fs21 .\ul0\nosupersub\cf3\f4\fs22
simplification \line \up0 \expndtw0\charscalex104 of the paragraph verbally in

order to allow students to understand you. You may also reword \line \up0 \expn
dtw0\charscalex106 certain parts of an activity, provide additional examp
les or explaination, produce a \line \up0 \expndtw0\charscalex106 suppleme
ntary picture or draw a picture to illustrate an idea which is not clearly state
d in a \line \up0 \expndtw0\charscalex108 text or even rephrase tasks or instruc
tions and the likes. So what are you actually doing \line \up0 \expndtw0\chars
calex108 here? What you are indeed doing is to make on the spot deci
sions about simple \line \up0 \expndtw0\charscalex102 adaptations. These examp
les clearly show you that you have always been adapting materials \line \up0 \ex
pndtw0\charscalex106 and adaptation is not something virtually new to you. But y
ou need to remember that there \line \up0 \expndtw-2\charscalex100 are other mor
e formal means of adapting materials. \par\pard\qj \li1728\sb0\sl-380\slmult0 \p
ar\pard\qj\li1728\ri1412\sb1\sl-380\slmult0 \up0 \expndtw0\charscalex109 Before
we go on let us take a break from theory and do a simple activity to get you \up
0 \expndtw-2\charscalex100 thinking about materials adaptation. \par\pard\ql \li
1728\sb0\sl-253\slmult0 \par\pard\ql\li1728\sb0\sl-253\slmult0 \par\pard\ql\li17
28\sb99\sl-253\slmult0 \up0 \expndtw0\charscalex111 \ul0\nosupersub\cf2\f3\fs22
Activity 1 A. \par\pard\li1728\sb132\sl-253\slmult0\fi0\tx2448 \up0 \expndtw-4
\charscalex100 \ul0\nosupersub\cf3\f4\fs22 1\tab \up0 \expndtw-4\charscalex100 I
dentify a textbook in use or one which you are currently using.\par\pard\li1728\
sb126\sl-253\slmult0\fi0\tx2448 \up0 \expndtw-4\charscalex100 2.\tab \up0 \expnd
tw-3\charscalex100 To what extent do you feel that the book or materials need to
be adapted?\par\pard\li1728\sb126\sl-253\slmult0\fi0\tx2448 \up0 \expndtw-4\cha
rscalex100 3.\tab \up0 \expndtw-3\charscalex100 Make a note of the aspects of ch
anges or adaptation which you think need to be made.\par\pard\li1728\sb126\sl-25
3\slmult0\fi0\tx2448 \up0 \expndtw-4\charscalex100 4.\tab \up0 \expndtw-4\charsc
alex100 State why the changes/adaptation are necessary.\par\pard\li1728\sb127\sl
-253\slmult0\fi0\tx2448 \up0 \expndtw-4\charscalex100 5.\tab \up0 \expndtw-3\cha
rscalex100 Also state who published the book or materials, the writers, and were
the books\par\pard\ql \li6430\sb0\sl-230\slmult0 \par\pard\ql\li6430\sb34\sl-23
0\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs20 4 \par\pard\
sect\sectd\fs24\paperw12240\paperh15840\pard\sb0\sl-240{\bkmkstart Pg5}{\bkmkend
Pg5}\par\pard\ql \li6430\sb0\sl-230\slmult0 \par\pard\ql\li6430\sb0\sl-230\slmu
lt0 \par\pard\ql\li6430\sb10\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0\n
osupersub\cf1\f2\fs20 5 \par\pard\qj \li1728\ri4633\sb127\sl-380\slmult0\fi719 \
up0 \expndtw0\charscalex101 \ul0\nosupersub\cf3\f4\fs22 specifically ritten for
the Malaysian situation etc. \up0 \expndtw0\charscalex102 6. \up0 \expndtw-5\cha
rscalex100 Will the adaptation match the needs of the learners? \par\pard\ql \li
1728\sb0\sl-253\slmult0 \par\pard\ql\li1728\sb232\sl-253\slmult0 \up0 \expndtw-3
\charscalex100 \ul0\nosupersub\cf2\f3\fs22 B. \par\pard\li1728\sb134\sl-253\slmu
lt0\fi35\tx2448 \up0 \expndtw-4\charscalex100 \ul0\nosupersub\cf3\f4\fs22 1.\tab
\up0 \expndtw-3\charscalex100 Now ask yourself whether it is worth adapting, do
you have the time? Can you adapt it\par\pard\li1728\sb126\sl-253\slmult0\fi719
\up0 \expndtw-4\charscalex100 yourself? Do you need help?\par\pard\li1728\sb127\
sl-253\slmult0\fi0\tx2448 \up0 \expndtw-4\charscalex100 2.\tab \up0 \expndtw-4\c
harscalex100 In what way would adapting the materials be useful to the learner
s?\par\pard\li1728\sb128\sl-253\slmult0\fi0\tx2448 \up0 \expndtw-4\charscalex100
3.\tab \up0 \expndtw-4\charscalex100 Will it be acceptable to your own teaching
learning situation?\par\pard\li1728\sb126\sl-253\slmult0\fi0\tx2448 \up0 \expnd
tw-4\charscalex100 4.\tab \up0 \expndtw-4\charscalex100 Does your syllabus or cu
rriculum encourage you to adapt materials?\par\pard\qj \li1728\ri743\sb377\sl-38
0\slmult0 \up0 \expndtw0\charscalex104 Now share your comments with other
teachers in your group. Make a list of all the \up0 \expndtw-6\charscal
ex100 comments by other teachers using other books or the same books. \par\pard\
qj \li1728\sb0\sl-380\slmult0 \par\pard\qj\li1728\ri1104\sb1\sl-380\slmult0 \up0
\expndtw-4\charscalex100 I have just asked you to consider your reasons for nee
ding to adapt your own materials, and why \up0 \expndtw-8\charscalex100 some of
the changes have to be made. \par\pard\ql \li1728\sb0\sl-253\slmult0 \par\pard\q
l\li1728\sb0\sl-253\slmult0 \par\pard\ql\li1728\sb239\sl-253\slmult0 \up0 \expnd
tw-1\charscalex100 \ul0\nosupersub\cf2\f3\fs22 Reasons for Adapting \par\pard\qj

\li1728\ri1018\sb23\sl-380\slmult0 \up0 \expndtw0\charscalex106 \ul0\nosupersub

\cf3\f4\fs22 You should now have a rough idea of what adaptation is and you will
have realized that \up0 \expndtw0\charscalex100 there are reasons why adaptatio
n has to be varied out. What you need to bear in mind is that \up0 \expndtw0\cha
rscalex100 the reasons for adapting materials or parts of texts will differ form
one context to another. For \up0 \expndtw-2\charscalex100 example you may adapt
parts of a text because your students are very weak and cannot follow \up0 \exp
ndtw-3\charscalex100 the materials or because it is not cultuara.lly appropriate
for your rural, religious students and so \up0 \expndtw-6\charscalex100 on. But
a teacher in another context may not need to do so. \par\pard\qj \li1728\sb0\sl
-380\slmult0 \par\pard\qj\li1728\ri866\sb1\sl-380\slmult0 \up0 \expndtw0\charsca
lex108 Below is a list of some of the reasons as to why you may have to adapt pa
rts of a text or \up0 \expndtw0\charscalex102 materials. Compare these to the li
st that -you have made in activity 1. This list is not recant to \up0 \expndtw0\
charscalex102 be comprehensive. They are just examples \par\pard\ql \li1764\sb0\
sl-253\slmult0 \par\pard\ql\li1764\sb0\sl-253\slmult0 \par\pard\ql\li1764\sb99\s
l-253\slmult0 \up0 \expndtw-6\charscalex100 \ul0\nosupersub\cf9\f10\fs28 \u-3913
?\ul0\nosupersub\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 Inadequate grammar
coverage \par\pard\qj \li1764\ri1552\sb103\sl-380\slmult0\tx2124 \up0 \expndtw-1
\charscalex100 \ul0\nosupersub\cf9\f10\fs28 \u-3913?\ul0\nosupersub\cf10\f11\fs2
8 \ul0\nosupersub\cf3\f4\fs22 Grammar activities not graded according to level
of difficulty or according to the more \line\tab \up0 \expndtw-2\charscalex100
common ones first. \par\pard\qj \li1764\ri2518\sb31\sl-440\slmult0 \up0 \expndtw
-4\charscalex100 \ul0\nosupersub\cf9\f10\fs28 \u-3913?\ul0\nosupersub\cf10\f11\f
s28 \ul0\nosupersub\cf3\f4\fs22 Not enough practice of grammar points of parti
cular difficulty to these learners \up0 \expndtw-5\charscalex100 \ul0\nosupersub
\cf9\f10\fs28 \u-3913?\ul0\nosupersub\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22
Grammar rules/lessons are presented unsystematically \par\pard\ql \li1764\sb17
5\sl-253\slmult0 \up0 \expndtw0\charscalex104 \ul0\nosupersub\cf9\f10\fs28 \u-39
13?\ul0\nosupersub\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 Reading passages
contain too much unknown (low frequency) vocabulary \par\pard\ql \li6430\sb46\sl
-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs20 5 \par\pa
rd\sect\sectd\fs24\paperw12240\paperh15840\pard\sb0\sl-240{\bkmkstart Pg6}{\bkmk
end Pg6}\par\pard\ql \li6430\sb0\sl-230\slmult0 \par\pard\ql\li6430\sb0\sl-230\s
lmult0 \par\pard\ql\li6430\sb10\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul
0\nosupersub\cf1\f2\fs20 6 \par\pard\ql \li1764\sb0\sl-253\slmult0 \par\pard\ql\
li1764\sb58\sl-253\slmult0 \up0 \expndtw0\charscalex102 \ul0\nosupersub\cf9\f10\
fs28 \u-3913?\ul0\nosupersub\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 Compreh
ension questions are too easy. Only literal questions asked \par\pard\ql \li1764
\sb159\sl-287\slmult0\tx2124 \up0 \expndtw0\charscalex80 \ul0\nosupersub\cf9\f10
\fs28 \u-3913? \tab \up0 \expndtw0\charscalex104 \ul0\nosupersub\cf3\f4\fs22 (ai
swecs can be lifted directly flan the text with no real understa:,ding). \par\pa
rd\qj \li1764\ri1256\sb97\sl-380\slmult0\tx2124 \up0 \expndtw0\charscalex100 \ul
0\nosupersub\cf9\f10\fs28 \u-3913?\ul0\nosupersub\cf10\f11\fs28 \ul0\nosupersub
\cf3\f4\fs22 Listening passages are inauthentic, because they sound too much li
ke written material \line\tab \up0 \expndtw-7\charscalex100 being read out \par\
pard\ql \li1800\sb185\sl-253\slmult0 \up0 \expndtw-5\charscalex100 \ul0\nosupers
ub\cf9\f10\fs28 \u-3913?\ul0\nosupersub\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs
22 No pronunciation practice activities \par\pard\ql \li1800\ri1400\sb45\sl-450
\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf9\f10\fs28 \u-3913?\ul0
\nosupersub\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 Subject-matter of readin
g text inappropriate for learners of this age and intellectual level \up0 \expnd
tw-3\charscalex100 \ul0\nosupersub\cf9\f10\fs28 \u-3913?\ul0\nosupersub\cf10\f11
\fs28 \ul0\nosupersub\cf3\f4\fs22 Many reading comprehension texts dull and no
t challenging enough \line \up0 \expndtw-6\charscalex100 \ul0\nosupersub\cf9\f10
\fs28 \u-3913?\ul0\nosupersub\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 Inadeq
uate/no illustrations available \par\pard\ql \li1800\sb0\sl-253\slmult0 \par\par
d\ql\li1800\sb0\sl-253\slmult0 \par\pard\ql\li1800\sb147\sl-253\slmult0 \up0 \ex
pndtw-5\charscalex100 \ul0\nosupersub\cf9\f10\fs28 \u-3913?\ul0\nosupersub\cf10\
f11\fs28 \ul0\nosupersub\cf3\f4\fs22 Photographs and other illustrative materi

al not culturally acceptable \par\pard\qj \li1764\ri1709\sb293\sl-440\slmult0 \u

p0 \expndtw0\charscalex105 \ul0\nosupersub\cf9\f10\fs28 \u-3913?\ul0\nosupersub\
cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 Amount of material too great/too lit
tle to cover in the time allocated to lessons \up0 \expndtw-4\charscalex100 \ul0
\nosupersub\cf9\f10\fs28 \u-3913?\ul0\nosupersub\cf10\f11\fs28 \ul0\nosupersub\
cf3\f4\fs22 No teachers guide \par\pard\qj \li1764\ri3253\sb70\sl-380\slmult0\t
x2052 \up0 \expndtw0\charscalex104 \ul0\nosupersub\cf9\f10\fs28 \u-3913?\ul0\nos
upersub\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 No guidelines provided on ho
w to manage activities/tasks with \line\tab \up0 \expndtw-4\charscalex100 large/
small classes or mix ability classrooms \par\pard\ql \li1728\sb185\sl-253\slmult
0 \up0 \expndtw0\charscalex103 \ul0\nosupersub\cf9\f10\fs28 \u-3913?\ul0\nosuper
sub\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 Dialogues too formal, and not r
eally representative of everyday speech \par\pard\ql \li1764\sb187\sl-253\slmult
0 \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf9\f10\fs28 \u-3913?\ul0\nosupe
rsub\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 No instructions/guidelines on h
ow to carry out tasks/activities with the learners. \par\pard\qj \li1800\ri1174\
sb36\sl-460\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf9\f10\fs28 \
u-3913?\ul0\nosupersub\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 Task based ac
tivities not challenging enough and not graded according to learner's ability \u
p0 \expndtw-2\charscalex100 \ul0\nosupersub\cf9\f10\fs28 \u-3913?\ul0\nosupersub
\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 Too much or too little variety in t
he activities ~i No vocabulary list \par\pard\ql \li1800\sb152\sl-276\slmult0 \u
p0 \expndtw-1\charscalex100 \ul0\nosupersub\cf9\f10\fs28 \u-3913?\ul0\nosupersub
\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 ETC. \par\pard\qj \li1728\sb0\sl-38
0\slmult0 \par\pard\qj\li1728\ri1034\sb19\sl-380\slmult0 \up0 \expndtw0\charscal
ex106 The above list serves as an illustration of the type of inadequacies that
may exist in your \up0 \expndtw0\charscalex106 :hate: leis and will need adaptat
ion. Wch more could be added to this list. You wil! notice \up0 \expndtw0\charsc
alex106 that all aspects of the language classroom can be covered. \par\pard\ql
\li1728\sb0\sl-253\slmult0 \par\pard\ql\li1728\sb232\sl-253\slmult0 \up0 \expndt
w-1\charscalex100 The examples above include \par\pard\ql \li1793\sb0\sl-253\slm
ult0 \par\pard\ql\li1793\sb0\sl-253\slmult0 \par\pard\ql\li1793\sb21\sl-253\slmu
lt0 \up0 \expndtw-2\charscalex100 (a) aspects of language use \par\pard\ql \li17
90\sb0\sl-253\slmult0 \par\pard\ql\li1790\sb154\sl-253\slmult0 \up0 \expndtw-2\c
harscalex100 (b) skills \par\pard\ql \li1728\sb0\sl-253\slmult0 \par\pard\ql\li1
728\sb134\sl-253\slmult0 \up0 \expndtw-2\charscalex100 (c) classroom organisatio
n and \par\pard\ql \li6430\sb0\sl-230\slmult0 \par\pard\ql\li6430\sb0\sl-230\slm
ult0 \par\pard\ql\li6430\sb46\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0\
nosupersub\cf1\f2\fs20 6 \par\pard\sect\sectd\fs24\paperw12240\paperh15840\pard\
sb0\sl-240{\bkmkstart Pg7}{\bkmkend Pg7}\par\pard\ql \li6430\sb0\sl-230\slmult0
\par\pard\ql\li6430\sb0\sl-230\slmult0 \par\pard\ql\li6430\sb10\sl-230\slmult0 \
up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs20 7 \par\pard\ql \li1790\
sb231\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf3\f4\fs22 (
d) supplementary material. \par\pard\qj \li1728\ri834\sb283\sl-380\slmult0\fi143
\up0 \expndtw0\charscalex104 Thus you should now be able to see that adapting i
nvolves some form of modification to \up0 \expndtw0\charscalex105 content, acti
vities, instructions and so on. You are actually focusing on what the materials
\up0 \expndtw0\charscalex102 contain and the claims they make measured ag
ainst the requirements or needs of a \up0 \expndtw0\charscalex102 particul
ar teaching - learning environment. \par\pard\ql \li1728\sb0\sl-253\slmult0 \par
\pard\ql\li1728\sb0\sl-253\slmult0 \par\pard\ql\li1728\sb219\sl-253\slmult0 \up0
\expndtw-2\charscalex100 \ul0\nosupersub\cf2\f3\fs22 Techniques of Adaptation \
par\pard\ql \li1764\ri823\sb23\sl-380\slmult0 \up0 \expndtw-2\charscalex100 Once
you have identified the reasons for \ul0\nosupersub\cf3\f4\fs22 adapting some o
f your materials and the aspects of \line \up0 \expndtw-4\charscalex100 the mate
rials which require changing. The reasons for whichh you may need to adapt or ma
ke \line \up0 \expndtw-2\charscalex100 changes will iead to better or more effec
tive and appropriate materials. Thus your reasons for \line \up0 \expndtw-2\char
scalex100 adaptation could be because you need to personalise, individualise or
localise the content \line \up0 \expndtw-2\charscalex100 according to your own t

eaching - learning environment This can be explained as follows. \par\pard\ql \l

i1728\sb0\sl-253\slmult0 \par\pard\ql\li1728\sb232\sl-253\slmult0 \up0 \expndtw0
\charscalex110 \ul0\nosupersub\cf2\f3\fs22 1. Adding \par\pard\qj \li1728\ri1557
\sb23\sl-380\slmult0 \up0 \expndtw0\charscalex104 \ul0\nosupersub\cf3\f4\fs22 Ad
ding simply means increasing the amount of materials, reading articles, exercise
s, \up0 \expndtw0\charscalex102 activities tasks, pictures and so on. In short y
ou are \par\pard\ql \li1728\sb105\sl-253\slmult0 \up0 \expndtw0\charscalex106 su
pplementing ihe materials through the process of extending or expanding. \par\pa
rd\ql \li1728\sb0\sl-253\slmult0 \par\pard\ql\li1728\sb0\sl-253\slmult0 \par\par
d\ql\li1728\sb1\sl-253\slmult0 \up0 \expndtw-10\charscalex94 Example: \par\pard\
qj \li1728\ri913\sb23\sl-380\slmult0 \up0 \expndtw0\charscalex100 The following
examples on extending and expanding as a techniques of adaptation are based \up0
\expndtw0\charscalex100 on a hypothetical unit of a text. \par\pard\ql \li1728\
sb0\sl-253\slmult0 \par\pard\ql\li1728\sb212\sl-253\slmult0 \up0 \expndtw-4\char
scalex100 You can extend materials by doing some of the following: \par\pard\ql
\li1764\sb0\sl-253\slmult0 \par\pard\ql\li1764\sb0\sl-253\slmult0 \par\pard\ql\l
i1764\sb41\sl-253\slmult0 \up0 \expndtw0\charscalex107 \ul0\nosupersub\cf11\f12\
fs27 \u-3913?\ul0\nosupersub\cf12\f13\fs27 \ul0\nosupersub\cf3\f4\fs22 The exp
lanation to a new grammatical point is rather difficult for low proficiency \par
\pard\qj \li2124\ri894\sb23\sl-380\slmult0 \up0 \expndtw-1\charscalex100 learner
s. So as a teacher you provide more examples or illustrations and exercises befo
re \up0 \expndtw-2\charscalex100 they move on. \par\pard\qj \li1836\sb0\sl-380\s
lmult0 \par\pard\qj\li1836\ri1449\sb61\sl-380\slmult0\tx2232 \up0 \expndtw-4\cha
rscalex100 \ul0\nosupersub\cf11\f12\fs27 \u-3913?\ul0\nosupersub\cf12\f13\fs27
\ul0\nosupersub\cf3\f4\fs22 A reading passage which includes the above grammat
ical points is supplemented to the \line\tab \up0 \expndtw-10\charscalex96 origi
nal reading passage used in that particular unit. \par\pard\qj \li1764\sb0\sl-38
0\slmult0 \par\pard\qj\li1764\ri676\sb61\sl-380\slmult0\tx2160 \up0 \expndtw-6\c
harscalex100 \ul0\nosupersub\cf11\f12\fs27 \u-3913?\ul0\nosupersub\cf12\f13\fs27
\ul0\nosupersub\cf3\f4\fs22 The reading passage has no pre-reading and while
- reading questions. You therefore extend the \line\tab \up0 \expndtw-7\charsca
lex100 reading passage to include these questions. \par\pard\ql \li6430\sb0\sl-2
30\slmult0 \par\pard\ql\li6430\sb194\sl-230\slmult0 \up0 \expndtw-2\charscalex10
0 \ul0\nosupersub\cf1\f2\fs20 7 \par\pard\sect\sectd\fs24\paperw12240\paperh1584
0\pard\sb0\sl-240{\bkmkstart Pg8}{\bkmkend Pg8}\par\pard\ql \li6430\sb0\sl-230\s
lmult0 \par\pard\ql\li6430\sb0\sl-230\slmult0 \par\pard\ql\li6430\sb10\sl-230\sl
mult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs20 8 \par\pard\ql \
li1800\ri887\sb187\sl-380\slmult0\tx2160\tx2160 \up0 \expndtw-2\charscalex100 \u
l0\nosupersub\cf11\f12\fs27 \u-3913?\ul0\nosupersub\cf12\f13\fs27 \ul0\nosupers
ub\cf3\f4\fs22 The reading passage contains only literal level questions and do
es not test understanding. \line\tab \up0 \expndtw-4\charscalex100 So you develo
p more questions to include; making inferences, evaluating, making judgement \li
ne \tab \up0 \expndtw-5\charscalex100 or synthesising information. \par\pard\ql
\li2160\ri779\sb261\sl-380\slmult0 \up0 \expndtw-4\charscalex100 The point for y
ou to remember here is that what you are doing is \ul0\nosupersub\cf4\f5\fs22 ex
tending \ul0\nosupersub\cf3\f4\fs22 the materials. So \line \up0 \expndtw-6\char
scalex100 you are in fact supplying more of the same without making any changes
to the original materials. \up0 \expndtw-1\charscalex100 You may also \ul0\nosup
ersub\cf4\f5\fs22 expand \ul0\nosupersub\cf3\f4\fs22 the use of the original mat
erials. How would you do this? Study the \line \up0 \expndtw-2\charscalex100 f
ollowing examples: \par\pard\ql \li1764\sb0\sl-380\slmult0 \par\pard\ql\li1764\r
i1016\sb61\sl-380\slmult0\tx2124\tx2124\tx2124 \up0 \expndtw0\charscalex100 \ul0
\nosupersub\cf11\f12\fs27 \u-3913?\ul0\nosupersub\cf12\f13\fs27 \ul0\nosupersub
\cf3\f4\fs22 Your language unit has no listening comprehension activities. Ther
efore you expand the \line\tab \up0 \expndtw0\charscalex103 use of' your reading
comprehension passage as a listening activity at the same time \line \tab \up0
\expndtw-2\charscalex100 giving your learners practice in pronunciation, stress
and intonnation patterns. You have \line \tab \up0 \expndtw-3\charscalex100 made
no internal changes. \par\pard\ql \li1800\sb0\sl-253\slmult0 \par\pard\ql\li180
0\sb0\sl-253\slmult0 \par\pard\ql\li1800\sb39\sl-253\slmult0 \up0 \expndtw-3\cha

rscalex100 \ul0\nosupersub\cf11\f12\fs27 \u-3913?\ul0\nosupersub\cf12\f13\fs27

\ul0\nosupersub\cf3\f4\fs22 Your lesson has no oral interactionn activities bu
t there are a lot of very good pictures in \par\pard\qj \li2196\ri940\sb23\sl-38
0\slmult0 \up0 \expndtw0\charscalex106 the unit. You turn the pictures \ul0\nosu
persub\cf4\f5\fs22 into \ul0\nosupersub\cf3\f4\fs22 oral interaction activities
and get your students to \up0 \expndtw0\charscalex106 talk about the pictures. \
par\pard\qj \li1800\sb0\sl-380\slmult0 \par\pard\qj\li1800\ri1347\sb61\sl-380\sl
mult0\tx2160 \up0 \expndtw0\charscalex100 \ul0\nosupersub\cf11\f12\fs27 \u-3913?
\ul0\nosupersub\cf12\f13\fs27 \ul0\nosupersub\cf3\f4\fs22 Next using the same
pictures after the oral interaction activity you ask the learners to \line\tab \
up0 \expndtw0\charscalex100 write a short dialogue or story. So now you have exp
anded this activity further. \par\pard\ql \li1800\sb0\sl-253\slmult0 \par\pard\q
l\li1800\sb232\sl-253\slmult0 \up0 \expndtw0\charscalex108 \ul0\nosupersub\cf2\f
3\fs22 2. Deleting or Omitting \par\pard\qj \li1728\ri901\sb343\sl-380\slmult0 \
up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf3\f4\fs22 Deletion is the opposit
e process to that of addition. It is a process whereby materials are "taken \up0
\expndtw0\charscalex100 out" or simply omitted. You are in fact reducing the am
ount-of content or activities in a lesson, \up0 \expndtw0\charscalex100 unit or
chapter. The following examples will help to explain the process. \par\pard\ql \
li1872\sb0\sl-253\slmult0 \par\pard\ql\li1872\sb232\sl-253\slmult0 \up0 \expndtw
0\charscalex103 \ul0\nosupersub\cf2\f3\fs22 Example: \par\pard\ql \li1764\sb0\sl
-253\slmult0 \par\pard\ql\li1764\sb134\sl-253\slmult0 \up0 \expndtw0\charscalex1
03 \ul0\nosupersub\cf1\f2\fs20 \u-3913?\ul0\nosupersub\cf13\f14\fs20 \ul0\nosup
ersub\cf3\f4\fs22
The explanation to a new grammatical point is rather diffic
ult for low proficiency \par\pard\ql \li2124\ri989\sb23\sl-380\slmult0 \up0 \exp
ndtw0\charscalex102 learners and the explanation to general. There are far too m
any grammatical points for \up0 \expndtw0\charscalex103 your learners to absorb.
So as a teacher you remove all unnecessary grammatical \up0 \expndtw-2\charscal
ex100 points which you consider too complex. You also remove any form of illustr
ation which you \up0 \expndtw-3\charscalex100 think may confuse the learners. \p
ar\pard\ql \li1764\sb0\sl-253\slmult0 \par\pard\ql\li1764\sb232\sl-253\slmult0\t
x2088 \up0 \expndtw0\charscalex80 \ul0\nosupersub\cf1\f2\fs20 \u-3913? \tab \up0
\expndtw0\charscalex100 \ul0\super\cf8\f9\fs20 -\ul0\nosupersub\cf3\f4\fs22 A r
eading passage contains to many inferential questions and you feel that your \pa
r\pard\ql \li6430\sb6\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupers
ub\cf1\f2\fs20 8 \par\pard\sect\sectd\fs24\paperw12240\paperh15840\pard\sb0\sl-2
40{\bkmkstart Pg9}{\bkmkend Pg9}\par\pard\ql \li6430\sb0\sl-230\slmult0 \par\par
d\ql\li6430\sb0\sl-230\slmult0 \par\pard\ql\li6430\sb10\sl-230\slmult0 \up0 \exp
ndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs20 9 \par\pard\qj \li2088\ri1577\s
b127\sl-380\slmult0 \up0 \expndtw0\charscalex103 \ul0\nosupersub\cf3\f4\fs22 lea
rners are not ready to work with them. So you remove or omit the use of such \up
0 \expndtw-1\charscalex100 questions. \par\pard\qj \li1764\sb0\sl-380\slmult0 \p
ar\pard\qj\li1764\ri1040\sb1\sl-380\slmult0\tx2124 \up0 \expndtw0\charscalex102
\ul0\nosupersub\cf1\f2\fs20 \u-3913?\ul0\nosupersub\cf13\f14\fs20 \ul0\nosupers
ub\cf3\f4\fs22
The unit contains culturally inappropriate pictures. As a teac
her you decide to omit the \line\tab \up0 \expndtw0\charscalex102 use of these p
ictures \par\pard\qj \li1728\sb0\sl-380\slmult0 \par\pard\qj\li1728\ri831\sb1\sl
-380\slmult0 \up0 \expndtw0\charscalex108 You will notice that deletion or omitt
ing parts of an exercise and so on does not affect the \up0 \expndtw0\charscalex
104 overall methiodology of the unit. However if you reduce and \ul0\no
supersub\cf4\f5\fs22 abridge \ul0\nosupersub\cf3\f4\fs22 some materials, \up0
\expndtw0\charscalex107 passages or exercises than this will have some signific
ant changes. This is exemplified in \up0 \expndtw-1\charscalex100 the following
examples. \par\pard\ql \li1764\sb0\sl-380\slmult0 \par\pard\ql\li1764\ri1524\sb8
1\sl-380\slmult0\tx2124\tx2124\tx2124 \up0 \expndtw0\charscalex100 \ul0\nosupers
ub\cf11\f12\fs27 \u-3913?\ul0\nosupersub\cf12\f13\fs27 \ul0\nosupersub\cf3\f4\f
s22 A reading passage is too difficult for your learners and contain too many u
nfamiliar \line\tab \up0 \expndtw0\charscalex102 vocabulary. You therefore find
an abridged reading passage or you substitute the \line \tab \up0 \expndtw0\char
scalex105 vocabulary with other words or omit some words altogether or even redu

ce the \line \tab \up0 \expndtw-3\charscalex100 amount of content to make it eas

ier for the learners. \par\pard\qj \li1728\sb0\sl-380\slmult0 \par\pard\qj\li172
8\ri832\sb1\sl-380\slmult0 \up0 \expndtw0\charscalex108 It is important for yo
u to note that addition and deletion can be combined together for \line \up0 \
expndtw0\charscalex102 adaptation purposes and it will not significantly affect
the methodology of the unit and so on. \line \up0 \expndtw0\charscalex106 But t
here can be a significantly greater methodological change when addition
and \line \up0 \expndtw0\charscalex103 deletion are not appropriately carried
out. For example, when a reading passage meant for \line \up0 \expndtw0\charscal
ex103 teaching specific reading comprehension skills is substituted with a liste
ning passage. \par\pard\ql \li2448\sb0\sl-253\slmult0 \par\pard\ql\li2448\sb212\
sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf2\f3\fs22 3 . Mod
ifying \par\pard\qj \li1728\ri831\sb23\sl-380\slmult0 \up0 \expndtw0\charscalex1
04 \ul0\nosupersub\cf3\f4\fs22 Modification means making any kind of changes. Us
ually most of the changes will \ul0\nosupersub\cf4\f5\fs22 affect \ul0\nosupersu
b\cf3\f4\fs22 the \up0 \expndtw0\charscalex107 original approach to a unit and s
o on. Modification can be further defined as \ul0\nosupersub\cf6\f7\fs22 externa
l \ul0\nosupersub\cf3\f4\fs22 and \up0 \expndtw0\charscalex108 \ul0\nosupersub\c
f6\f7\fs22 internal \ul0\nosupersub\cf2\f3\fs22 changes. \ul0\nosupersub\cf3\f4
\fs22 For the purpose of this module we will only focus on \ul0\nosup
ersub\cf2\f3\fs22 internal \up0 \expndtw0\charscalex103 changes. \ul0\nosupers
ub\cf3\f4\fs22 Internal changes or modifications is a rather important
and frequently used \up0 \expndtw0\charscalex100 technique. It can be app
lied to any aspect of content in any material just like the other \u
p0 \expndtw0\charscalex106 techniques discussed so far. According to McDonough a
nd Shaw (1993), modification can \up0 \expndtw0\charscalex103 be classified into
\ul0\nosupersub\cf4\f5\fs22 two \ul0\nosupersub\cf3\f4\fs22 categories (\ul0\
nosupersub\cf2\f3\fs22 a) rewriting\ul0\nosupersub\cf3\f4\fs22 and (\ul0\nosupe
rsub\cf2\f3\fs22 b) restructuring\ul0\nosupersub\cf3\f4\fs22 and I would also l
ike to \up0 \expndtw0\charscalex103 add another category that is of (\ul0\nosupe
rsub\cf2\f3\fs22 c) reorganising. \par\pard\qj \li1728\ri837\sb1\sl-380\slmult0
\up0 \expndtw0\charscalex111 \ul0\nosupersub\cf6\f7\fs22 Rewriting \ul0\nosupers
ub\cf2\f3\fs22
refers
to
making
modifications
to
the
lingui
stic
content. \up0 \expndtw0\charscalex111 \ul0\nosupersub\cf6\f7\fs22 Restru
cturing \ul0\nosupersub\cf2\f3\fs22 refers to classroom management and \ul
0\nosupersub\cf6\f7\fs22 reorganising \ul0\nosupersub\cf2\f3\fs22 refers to
\up0 \expndtw0\charscalex106 linguistic content in terms of what should be taugh
t first. with reference to learners' \up0 \expndtw0\charscalex106 levels of' pro
ficiency. We shall now look at some examples of these below . \par\pard\ql \li64
30\sb0\sl-230\slmult0 \par\pard\ql\li6430\sb14\sl-230\slmult0 \up0 \expndtw-2\ch
arscalex100 \ul0\nosupersub\cf1\f2\fs20 9 \par\pard\sect\sectd\fs24\paperw12240\
paperh15840\pard\sb0\sl-240{\bkmkstart Pg10}{\bkmkend Pg10}\par\pard\ql \li6380\
sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb
10\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs20 10 \
par\pard\ql \li1826\sb0\sl-253\slmult0 \par\pard\ql\li1826\sb0\sl-253\slmult0 \p
ar\pard\ql\li1826\sb105\sl-253\slmult0 \up0 \expndtw0\charscalex112 \ul0\nosuper
sub\cf3\f4\fs22 Example \par\pard\ql \li1800\sb0\sl-253\slmult0 \par\pard\ql\li1
800\sb0\sl-253\slmult0 \par\pard\ql\li1800\sb1\sl-253\slmult0 \up0 \expndtw0\cha
rscalex101 The following is an example of \ul0\nosupersub\cf6\f7\fs22 rewriting
\ul0\nosupersub\cf3\f4\fs22 as a modification process. \par\pard\ql \li1800\sb18
7\sl-253\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf14\f15\fs26 \u3913?\ul0\nosupersub\cf15\f16\fs26 \ul0\nosupersub\cf3\f4\fs22 You have a rea
ding passage with foreign names and they \ul0\nosupersub\cf2\f3\fs22 are \ul0\n
osupersub\cf3\f4\fs22 inappropriate. So you \par\pard\qj \li2160\ri1128\sb23\sl380\slmult0 \up0 \expndtw0\charscalex100 rewrite the passage by using local name
s of people, places, location, description and \up0 \expndtw-1\charscalex100 s
o on without affecting the intended message. \par\pard\ql \li1800\sb145\sl-253\s
lmult0 \up0 \expndtw0\charscalex105 \ul0\nosupersub\cf14\f15\fs26 \u-3913?\ul0\n
osupersub\cf15\f16\fs26 \ul0\nosupersub\cf3\f4\fs22 Your vocabulary exercises
do not have enough context for students to guess at the \par\pard\ql \li2160\sb

127\sl-253\slmult0 \up0 \expndtw0\charscalex109 meanings of words. So you modify

it by rewriting the sentence to include more \par\pard\ql \li1764\ri844\sb0\sl420\slmult0\fi395\tx2124 \up0 \expndtw0\charscalex108 context. Below is an examp
le of \ul0\nosupersub\cf4\f5\fs22 restructuring: \ul0\nosupersub\cf3\f4\fs22 I a
m sure you can think of many more. \line \up0 \expndtw0\charscalex106 \ul0\nosup
ersub\cf11\f12\fs27 \u-3913?\ul0\nosupersub\cf12\f13\fs27 \ul0\nosupersub\cf3\f
4\fs22 You have a class of forty students and a text unit which requires you to
practice oral \line\tab \up0 \expndtw0\charscalex104 interaction activities\ul0
\super\cf8\f9\fs20 -\ul0\nosupersub\cf3\f4\fs22 "Asking and Giving Directions".
It is only meant for a group of \up0 \expndtw0\charscalex106 0-15 \par\pard\ql
\li2124\sb68\sl-253\slmult0 \up0 \expndtw0\charscalex110 people and is meant as
a whole class activity. But you want the whole class \par\pard\ql \li2124\ri1025
\sb23\sl-380\slmult0 \up0 \expndtw0\charscalex106 involved. So what do you do ?
You assign roles to as many learners as possible and \up0 \expndtw-1\charscalex1
00 then perhaps get them to reverse the roles. At the same time you get other st
udents to \up0 \expndtw0\charscalex100 assess the appropriateness of the interac
tion. What you have done then is to restructure \up0 \expndtw0\charscalex100 the
logistic of managing large classes for such activities. \par\pard\qj \li1728\sb
0\sl-380\slmult0 \par\pard\qj\li1728\ri816\sb1\sl-380\slmult0 \up0 \expndtw0\cha
rscalex103 The following is an example \ul0\nosupersub\cf4\f5\fs22 of \ul0\nosup
ersub\cf6\f7\fs22 reorganising. \ul0\nosupersub\cf3\f4\fs22 This form of modific
ation is a simple one and is \up0 \expndtw0\charscalex103 dependent on learners'
ability. Can you think of others? \par\pard\ql \li1800\sb0\sl-253\slmult0 \par\
pard\ql\li1800\sb0\sl-253\slmult0 \par\pard\ql\li1800\sb39\sl-253\slmult0 \up0 \
expndtw0\charscalex108 \ul0\nosupersub\cf11\f12\fs27 \u-3913?\ul0\nosupersub\cf1
2\f13\fs27 \ul0\nosupersub\cf3\f4\fs22 You are using a unit which you had rtos
ay in selecting. Your learners are very \par\pard\ql \li2160\sb127\sl-253\slmult
0 \up0 \expndtw0\charscalex105 weak and can be likened to beginning level. Howev
er, the unit is more appropriate \par\pard\ql \li2160\sb127\sl-253\slmult0 \up0
\expndtw-1\charscalex100 for upper intermediate learners. You have spend much ti
me adapting (as discussed \par\pard\ql \li2160\ri807\sb23\sl-380\slmult0 \up0 \e
xpndtw0\charscalex102 above) a number of linguistic aspects of the unit. Yet you
have. still not found a balance. \up0 \expndtw-2\charscalex100 So you decide to
reorganise the content by first introducil-ig grammar rather than reading \up0
\expndtw-2\charscalex100 comprehension, then vocabulary then only reading compre
hension and so on. What you \up0 \expndtw0\charscalex104 have learnt then is t
hat modifying materials in the most restricted manner is a \line \up0 \expndtw0\
charscalex100 technique which has a wide range of applications from a focused ch
ange of an activity \up0 \expndtw0\charscalex100 or task, or text, or classroom
activity or to organisation of linguistic content. \par\pard\ql \li1800\sb0\sl-2
53\slmult0 \par\pard\ql\li1800\sb252\sl-253\slmult0 \up0 \expndtw0\charscalex108
\ul0\nosupersub\cf2\f3\fs22 4. Simplifying \par\pard\qj \li1800\ri845\sb343\sl380\slmult0 \up0 \expndtw0\charscalex109 \ul0\nosupersub\cf3\f4\fs22 Smplificati
on is an adaptation technique not widely encouraged unless the teachers are \lin
e \up0 \expndtw0\charscalex109 highly competent and very experienced in carrying
out simplification of materials. This \par\pard\ql \li6380\sb124\sl-230\slmult0
\up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs20 10 \par\pard\sect\sec
td\fs24\paperw12240\paperh15840\pard\sb0\sl-240{\bkmkstart Pg11}{\bkmkend Pg11}\
par\pard\ql \li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \p
ar\pard\ql\li6380\sb10\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosuper
sub\cf1\f2\fs20 11 \par\pard\qj \li1800\ri831\sb127\sl-380\slmult0 \up0 \expndtw
0\charscalex108 \ul0\nosupersub\cf3\f4\fs22 is because if not carefully done it
will lead to distortion of natural language. For example \line \up0 \expndtw0\ch
arscalex102 if you simplify a grammar point on ADVERBS - and tell your learners
that adverbs are always \line \up0 \expndtw0\charscalex100 formed by adding -:y
what will happen when they come across words like Friendly or, sisterly? \line \
up0 \expndtw0\charscalex104 So you can now understand why simplification
should be left to those who are very \line \up0 \expndtw0\charscalex102 e
xperienced and very competent. But there is nothing to stop you from doing very
simple and \line \up0 \expndtw-1\charscalex100 basic simplification activities.

Simplification involves rewriting whole sections or part of a section \line \up0

\expndtw0\charscalex106 of any material. Many elements of a language course can
be simplified. These include the \line \up0 \expndtw0\charscalex104 instruction
s and explanations accompanying exercises, tasks, activities and rea
ding \line \up0 \expndtw0\charscalex103 passages. Even the visual layout of
any materials can be simplified to make it more \line \up0 \expndtw0\c
harscalex105 presentable. Simplification has been frequently applied to text tha
t is to reading passages. \line \up0 \expndtw0\charscalex100 Simplification can
be applied to sentence structure, lexical content or grammatical structures. \pa
r\pard\ql \li1728\sb0\sl-253\slmult0 \par\pard\ql\li1728\sb232\sl-253\slmult0 \u
p0 \expndtw-9\charscalex100 \ul0\nosupersub\cf2\f3\fs22 Examples \par\pard\ql \l
i2448\sb127\sl-253\slmult0 \up0 \expndtw-5\charscalex100 You have a reading pass
age and you find that it consist of too many complete \par\pard\qj \li2448\ri1
151\sb23\sl-380\slmult0 \up0 \expndtw0\charscalex102 sentences, complex vocabula
ry, difficult grammatical structures and it is tea \up0 \expndtw-2\charscalex100
long for your low proficiency learners. So what can you do? You will simplify t
he \up0 \expndtw-3\charscalex100 reading passage\ul0\nosupersub\cf3\f4\fs22 . \p
ar\pard\ql \li1764\sb0\sl-253\slmult0 \par\pard\ql\li1764\sb0\sl-253\slmult0 \pa
r\pard\ql\li1764\sb0\sl-253\slmult0 \par\pard\ql\li1764\sb126\sl-253\slmult0 \up
0 \expndtw-3\charscalex100 \ul0\nosupersub\cf9\f10\fs28 \u-3913?\ul0\nosupersub\
cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 The reading passage is simplified by
reducing the overall length of the passage (through \par\pard\ql \li2124\ri786\
sb3\sl-380\slmult0 \up0 \expndtw-5\charscalex100 some form of summary). Or compl
ex sentences are rewritten to form a number of simpler ones. \up0 \expndtw-6\cha
rscalex100 For example, complex sentences broken up into compound sentences and
replacing relative \up0 \expndtw-7\charscalex100 pronouns with nouns and pronoun
s followed by a main verb and so on. \par\pard\ql \li1764\sb0\sl-253\slmult0 \pa
r\pard\ql\li1764\sb252\sl-253\slmult0 \up0 \expndtw0\charscalex100 \ul0\nosupers
ub\cf9\f10\fs28 \u-3913?\ul0\nosupersub\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs
22 The lexical content -of the reading passage is simplified by either removing
them or \par\pard\ql \li2124\sb127\sl-253\slmult0 \up0 \expndtw0\charscalex100
using longer sentences to explain them or replacing the vocabulary with familiar
words. \par\pard\qj \li1764\sb0\sl-380\slmult0 \par\pard\qj\li1764\ri889\sb43\s
l-380\slmult0\tx2124 \up0 \expndtw0\charscalex102 \ul0\nosupersub\cf9\f10\fs28 \
u-3913?\ul0\nosupersub\cf10\f11\fs28 \ul0\nosupersub\cf3\f4\fs22 Rewriting the
grammatical structures of the reading passage. For example, simple past \line\t
ab \up0 \expndtw0\charscalex102 tense changed to simple present tense, reported
speech into direct speech and so on. \par\pard\qj \li1728\sb0\sl-380\slmult0 \pa
r\pard\qj\li1728\ri832\sb1\sl-380\slmult0 \up0 \expndtw-3\charscalex100 As teac
hers you should be aware of the implications of the process of simpl
ification. Any \line \up0 \expndtw0\charscalex102 linguistic, lexical or gramm
atical change will affect the style of the original writing. The \line
\up0 \expndtw0\charscalex106 originally intended meaning or intention of the o
riginal text is changed. Sometimes if the \line \up0 \expndtw0\charscalex103 sub
ject matter or content is changed to meet the needs of the learners it wil! also
affect the \line \up0 \expndtw0\charscalex103 original intention of the text. T
his will also affect all the other activities within the unit which will \par\pa
rd\ql \li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb34\sl-230\slmult0 \up0 \e
xpndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs20 11 \par\pard\sect\sectd\fs24\
paperw12240\paperh15840\pard\sb0\sl-240{\bkmkstart Pg12}{\bkmkend Pg12}\par\pard
\ql \li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\
ql\li6380\sb10\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\
f2\fs20 12 \par\pard\qj \li1728\ri819\sb127\sl-380\slmult0 \up0 \expndtw0\charsc
alex104 \ul0\nosupersub\cf3\f4\fs22 have to be further modified to accommodate
the simplification. Simplification is not only \line \up0 \expndtw0\chars
calex100 restricted \ul0\nosupersub\cf2\f3\fs22 to just reading passages. It ca
n also be applied to task \ul0\nosupersub\cf3\f4\fs22 based activities where the
\line \up0 \expndtw0\charscalex100 grading of the tasks may be a problem and ha
ve to be simplified to meet the needs of different \line \up0 \expndtw0\charscal
ex100 learners. \par\pard\ql \li1764\sb0\sl-253\slmult0 \par\pard\ql\li1764\sb0\

sl-253\slmult0 \par\pard\ql\li1764\sb19\sl-253\slmult0 \up0 \expndtw-5\charscale

x100 \ul0\nosupersub\cf2\f3\fs22 5 . Reordering \par\pard\qj \li1728\ri839\sb23
\sl-380\slmult0 \up0 \expndtw0\charscalex103 \ul0\nosupersub\cf3\f4\fs22 This is
a technique which involves reordering the parts or contents of a textbook, or c
hapters \line \up0 \expndtw0\charscalex107 or units. This will involve adjusting
the sequence of activities or presentation within a unit. \line \up0 \expndtw0\
charscalex105 There is a limit to what you can do as too much reorde
ring could create problems. \line \up0 \expndtw-1\charscalex100 Therefore bef
ore you embark on reordering the content you will need to justify why you are do
ing \line \up0 \expndtw-2\charscalex100 so. \par\pard\ql \li1790\sb0\sl-253\slmu
lt0 \par\pard\ql\li1790\sb232\sl-253\slmult0 \up0 \expndtw-7\charscalex100 \ul0\
nosupersub\cf2\f3\fs22 Example \par\pard\ql \li1764\sb187\sl-253\slmult0 \up0 \e
xpndtw0\charscalex103 \ul0\nosupersub\cf14\f15\fs26 \u-3913?\ul0\nosupersub\cf15
\f16\fs26 \ul0\nosupersub\cf3\f4\fs22 Your text introduces the use of verbs a
nd adverbs first. So you decide that it is \par\pard\qj \li2124\ri717\sb23\sl-38
0\slmult0 \up0 \expndtw-3\charscalex100 important 'for students to understand no
uns, verbs then adjectives and adverbs. Therefore you \up0 \expndtw-4\charscalex
100 reorcier the presentation of these grammatical points in the units \par\pard
\qj \li1764\sb0\sl-380\slmult0 \par\pard\qj\li1764\ri872\sb61\sl-380\slmult0\tx2
088 \up0 \expndtw0\charscalex103 \ul0\nosupersub\cf14\f15\fs26 \u-3913?\ul0\nosu
persub\cf15\f16\fs26 \ul0\nosupersub\cf3\f4\fs22 The textbook contains too man
y units and you will not be able to cover them all. So you \line\tab \up0 \expnd
tw0\charscalex103 decide to select the more important ones and reorder the seque
nce of the units concern. \par\pard\qj \li1728\sb0\sl-380\slmult0 \par\pard\qj\l
i1728\ri904\sb1\sl-380\slmult0 \up0 \expndtw0\charscalex103 What have you not
iced about all these techniques? They all overlap don't they? It is \
up0 \expndtw0\charscalex100 beyond the scope of this module to provide all the d
ifferent combinations of adaptation_ What \up0 \expndtw0\charscalex100 I have tr
ied to do for you is to develop a framework which will be manageable for you. \p
ar\pard\ql \li1764\sb0\sl-253\slmult0 \par\pard\ql\li1764\sb232\sl-253\slmult0 \
up0 \expndtw0\charscalex100 \ul0\nosupersub\cf2\f3\fs22 SAQ - Self Assessment Qu
estions \par\pard\li1728\sb144\sl-253\slmult0\fi35\tx2448 \up0 \expndtw-1\charsc
alex100 \ul0\nosupersub\cf3\f4\fs22 1.\tab \up0 \expndtw-1\charscalex100 What is
adaptation?\par\pard\li1728\sb126\sl-253\slmult0\fi35\tx2448 \up0 \expndtw-1\ch
arscalex100 2 .\tab \up0 \expndtw-1\charscalex100 How can you adapt materials?\p
ar\pard\li1728\sb126\sl-253\slmult0\fi35\tx2448 \up0 \expndtw-1\charscalex100 3
.\tab \up0 \expndtw-1\charscalex100 Why would you adapt materials?\par\pard\li17
28\sb129\sl-253\slmult0\fi0\tx2448 \up0 \expndtw-1\charscalex100 4 .\tab \up0 \e
xpndtw0\charscalex100 What are the different techniques of adaptation? Define ea
ch one of them.\par\pard\ql \li1728\sb0\sl-253\slmult0 \par\pard\ql\li1728\sb237
\sl-253\slmult0 \up0 \expndtw-7\charscalex100 \ul0\nosupersub\cf2\f3\fs22 ACTIVI
TY 2 \par\pard\qj \li1728\ri803\sb23\sl-380\slmult0\tx2448 \up0 \expndtw0\charsc
alex104 \ul0\nosupersub\cf3\f4\fs22 1. Identify a reading passage from a
magazine or any other book other than a school \line\tab \up0 \expndtw-6\ch
arscalex100 textbook . \par\pard\qj \li1728\ri847\sb1\sl-380\slmult0\tx2448 \up0
\expndtw0\charscalex108 Based on your syllabus for the form that you are teachi
ng adapt the passage to meet the \line\tab \up0 \expndtw0\charscalex100 need \pa
r\pard\ql \li6380\sb144\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nosupe
rsub\cf1\f2\fs20 12 \par\pard\sect\sectd\fs24\paperw12240\paperh15840\pard\sb0\s
l-240{\bkmkstart Pg13}{\bkmkend Pg13}\par\pard\ql \li6380\sb0\sl-230\slmult0 \pa
r\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb10\sl-230\slmult0 \up0
\expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs20 13 \par\pard\ql \li1728\sb
231\sl-253\slmult0 \up0 \expndtw-6\charscalex100 \ul0\nosupersub\cf3\f4\fs22 of
your students. \par\pard\li1728\sb0\sl-253\slmult0\par\pard\li1728\sb0\sl-253\sl
mult0\par\pard\li1728\sb10\sl-253\slmult0\fi0\tx2448 \up0 \expndtw0\charscalex10
0 2.\tab \up0 \expndtw0\charscalex100 State your students level of ability.\par\
pard\li1728\sb0\sl-253\slmult0\par\pard\li1728\sb252\sl-253\slmult0\fi0\tx2448 \
up0 \expndtw0\charscalex107 3.\tab \up0 \expndtw0\charscalex108 Underline all th
e vocabulary you wish to replace or simplify. Highlight the -aspects\par\pard\li
1728\sb1\sl-253\slmult0\fi719 \up0 \expndtw0\charscalex107 of the\par\pard\ql \l

i2448\sb1\sl-236\slmult0 \up0 \expndtw0\charscalex100 passage which you wish to

change. Now you are ready to make the changes. \par\pard\ql \li1728\sb0\sl-253\s
lmult0 \par\pard\ql\li1728\sb17\sl-253\slmult0\tx2448 \up0 \expndtw0\charscalex1
03 4. \tab \up0 \expndtw-5\charscalex100 Make the necessary modifications and sh
ow how different it is from the original version. \par\pard\qj \li1728\ri807\sb2
63\sl-380\slmult0 \up0 \expndtw0\charscalex107 Can you see what happens when sim
plification or modification is carried out to an original \up0 \expndtw0\charsca
lex105 text not meant for teaching-learning purposes to that for teachi
ng purposes. List the \up0 \expndtw-5\charscalex100 differences. \par\pard\ql
\li1728\sb0\sl-253\slmult0 \par\pard\ql\li1728\sb0\sl-253\slmult0 \par\pard\ql\
li1728\sb219\sl-253\slmult0 \up0 \expndtw-6\charscalex100 \ul0\nosupersub\cf2\f3
\fs22 Activity 3 \par\pard\ql \li1764\sb127\sl-253\slmult0 \up0 \expndtw0\charsc
alex104 Pair or Group Work \par\pard\qj \li1728\sb0\sl-380\slmult0 \par\pard\qj\
li1728\ri857\sb23\sl-380\slmult0 \up0 \expndtw0\charscalex102 \ul0\nosupersub\cf
3\f4\fs22 When you have finished reading through the discussion of techniques, s
elect one or two of \up0 \expndtw0\charscalex102 *tern and consider their ap
plication to any materials with which. you are familiar. \par\pard\qj \li1728\ri
759\sb344\sl-400\slmult0 \up0 \expndtw0\charscalex107 It will be useful at this
stage to work on a small scale, taking single content areas, such as \up0 \expnd
tw-3\charscalex100 an exercise, a set of tasks, a reading passage, or a set of c
omprehension questions. \par\pard\ql \li6380\sb0\sl-230\slmult0 \par\pard\ql\li6
380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li638
0\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\
sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb
0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\
sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl
-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-2
30\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230
\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\s
lmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slm
ult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmul
t0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0
\par\pard\ql\li6380\sb121\sl-230\slmult0 \up0 \expndtw-2\charscalex100 \ul0\nos
upersub\cf1\f2\fs20 13 \par\pard\sect\sectd\fs24\paperw12240\paperh15840\pard\sb
0\sl-240{\bkmkstart Pg14}{\bkmkend Pg14}\par\pard\ql \li6380\sb0\sl-230\slmult0
\par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb10\sl-230\slmult0 \
up0 \expndtw-2\charscalex100 \ul0\nosupersub\cf1\f2\fs20 14 \par\pard\ql \li6380
\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\s
b0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0
\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\s
l-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-23
0\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\
slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\sl
mult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmu
lt0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult
0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0
\par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \p
ar\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par
\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\p
ard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\par
d\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\
ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql
\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\l
i6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6
380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li638
0\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\
sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb
0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\
sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl

-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-2

30\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230
\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\s
lmult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slm
ult0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb0\sl-230\slmul
t0 \par\pard\ql\li6380\sb0\sl-230\slmult0 \par\pard\ql\li6380\sb160\sl-230\slmul
t0 \up0 \expndtw-2\charscalex100 14 \par\pard\sect\sectd\fs24}