Task 3 - Analog and digital didactic language materials.
David Andrés Briceño Valderrama
Jireth Daniela Hernandez Forero
Materials Design Group: 36
Tutor (a): Yolanda Duarte Medina
Universidad Nacional Abierta y a Distancia – UNAD
Escuela Ciencias de la Educación- ECEDU
Licenciatura en Lenguas Extranjeras con énfasis en inglés
Mayo 2023
a. Based on the chapter “Develop Reading Materials”, what are the most important elements that material developers should take into account in selecting and presenting the reading materials? Mention and explain at least three elements.
Selection of materials: This is an important element for this aspect of reading, as proper and effective selection and presentation are key to the reader's success. Likewise, a wide variety of reading materials should be available and proposed in order to obtain better results. These should also allow reading with ease and pleasure.
Appropriate readings and topics: it is important that the readings that are provided for this process are of interest to the reader and that they also help and respond to the reader's needs, thus capturing the reader's attention and achieving better results.
Authentic materials: these are not exactly those developed for an EFL/ESL student as they are very complicated to understand and comprehend. It refers rather to a text that contains an authentic purpose, each of these materials should be leveled according to the linguistic competence of the reader.
b. Based on the chapter “Some Guidelines for Developing Listening Materials” explain the following listening performances and give at least 2 examples for each type:
• Intensive listening
Rta: It focuses on elements such as phonology, syntax, and lexicon. It is oriented towards listening to a text and analyzing it and involves learning about vocabulary, pronunciation, grammar, and discourse. Some examples of intensive listening are: listening to short YouTube videos, interviews, short stories, news, etc.
• Selective listening
Rta: Refers to the specific exploration that is done to gather specific information, i.e. listening according to a certain planned purpose to obtain certain information, paying attention to the information that needs to be heard, and leaving aside the rest. Some examples of selective listening are:
- Listening to a certain conversation and identifying names, dates, facts, and situations that happened.
- Listening to a short video and identifying the main ideas such as actors, dates, etc.
• Interactive listening
Rta: Refers to the interactions in a conversation between listeners and speakers, focusing on the interaction between people obtaining and giving information. Some examples of interactive listening are:
Going on a trip and answering the questions they ask at the airport. In the studio when you have a conversation with the tutor and student.
• Extensive listening
Rta: Refers to prolonged listening to a certain activity for a certain amount of time in the expectation that there will be a complete understanding during this exercise of extensive listening. Some examples of extensive listening are:
- Listening to radio programs
- Watching movies
- Listening to interviews and lectures
• Responsive listening
Rta: it is an activity that is performed to obtain a response at the precise moment, its objective is the listener's response. Some examples of responsive listening are:
- When you ask a question and therefore expect an answer.
- When you check the understanding of a certain topic and you get the students' response.
• Autonomous listening
Rta: Here the teacher has no role or function. It refers to the independent listening that each person has according to his or her context. Some examples of autonomous listening are:
- Listening to the native language as a child begins to develop listening skills.
- Listening to conversations according to real contexts where one is in contact with the language.
c. Based on the chapter “Materials to Develop Speaking Skill” explain the notions of accuracy, fluency, and complexity, and mention what kind of activities a teacher can apply in class for learners who are not confident in speaking.
Rta: In relation to fluency, McCarthy (2010) notes that the key notions are speed/smoothness of delivery and automaticity (the ability to retrieve speech units instantly): while not difficult notions in themselves, they are not always easy to evaluate.
Complexity is defined by Ellis (2003, p. 340) as "the extent to which the language produced when performing a task is elaborated and varied". Learners may vary, for
example, in the variety and sophistication of the vocabulary, phrases, and structures they use to carry out a speaking activity.
Accuracy: is the ability to use grammar, expressions, vocabulary, etc. to complete different activities such as texts, readings, etc. using the right word in the right context.
Accuracy, fluency, and complexity are therefore valuable notions when designing or evaluating oral activities. With students who do not feel confident speaking, for example, we may initially be content with fluency and therefore design activities that are within their abilities and that give them time to think about what they are going to say. After the activity, we will give feedback on the result, but we will probably make little or no corrections, as our main goal is to build trust.
Example
We must use the method based on tasks; in the initial part, we start with presenting the vocabulary with which we will work during the class.
d. Based on the chapter “Materials for Teaching Writing”, explain what kind of authentic materials should we use for teaching writing in the language class.
Rta: Authentic materials are of great help for students learning and also for language teaching, although they are not specifically created for this purpose since their context is real situations and conversations, which native speakers use daily in their environment. Authentic materials are of great help for language learning since their composition is one hundred percent native. The types of authentic materials we can use for teaching writing are:
Newspaper articles: these help in some ways as they are the most widely read and influential materials. They are also fun and catch the students' attention.
Short stories: this is considered an important genre for teaching quotation. It also makes it easier for students to read since they are short and simple compared to other literary genres.
Authentic texts: according to the article read, it refers to the importance of using texts from real contexts as it is better for learning a language. Likewise, these can be used to make written texts based on the contexts found there.
Recovered from: https://stock.adobe.com/co/images/education-teaching-learning-concept-high-schoolstudents-or-classmates-group-tutor-in-library-studying-and-reading-with-helps-friend-doinghomework-and-lesson-practice-preparing-exam-to-entrance/255226859
Objectives of the flipbook
1. Create activities in virtual and face-to-face learning environments focused on the practice of communicative skills.
2. Design a worksheet taking into account English skills and using authentic and non-authentic material.
3. Planning of a worksheet based on specific topics taking into account the process for the development of the class.
Recovered form: https://stock.adobe.com/co/images/brainstorming-concept-with-a-light-bulb-flat-lay/ 576067467
