Producción de Materiales Educativos en distintos Soportes IES en Lenguas Vivas “Juan Ramón Fernández”
Graciela Florencia Abelenda 2018
External Textbook Evaluation
Analysis The book is called “Poptropica English Island 2”. In the cover of the book there are the main characters that will appear in the different units. The editorial is Pearson and there is also an activity book as well as a language kit which can be used for further practice. The author is Susannah Malpas and it was first published in 2017. The book is a “six level primary English series that engages young learners like never before. The Unique combination of beautiful in-class materials and fun-filled online activities, songs and games, creates a world of excitement and adventure that children won’t want to leave”. The resources for teachers include a teacher’s book, and active teach for interactive whiteboard, tests and also posters, flash cards, word cards, story cards, puppet and Audio CDs. According to the Global Scale of English the book belongs to Level 2 and according to the Common European framework of Reference (CEFR) the level is A1.
On the first page of the book there is a table with the different contents. After that, a section devoted to Acknowledgments and Credits, next a picture of an island with the question “Where are you on your learning adventure?” and then two pages with the Scope and sequence, where each Unit is explained in detail: Vocabulary, Structures, Values, Phonics, CLIL and Wider World. There is a Welcome Unit for the students to revise and go over previous knowledge and each unit deals with a main topic. Unit 1: My toys, Unit 2: My family, Unit 3: Move your body, Unit 4: My face, Unit 5: Animals, Unit 6: Food, Unit 7: Clothes, Unit 8: Weather and a Goodbye Unit. At the end of each unit there are two pages devoted to revision which are called “I can do it!” and “Moving On” and every two Units there is a review. After the Goodbye Unit there is a Section devoted to Festivals: Halloween, Christmas, Easter and Summer fun. After these there are four pages with Grammar Reference and a Question Bank with “Can” questions, such as: Can you name the days in a week?, Can you talk about your house?, etc. After this section there are eight pages with cutouts and four more pages with colourful stickers. Evaluating Cultural Aspect This is an international textbook. According to López Barrios (2014) it is a GLOBAL textbook, which means that “it is intended for use in any part of the world by learners of a specific foreign language level and age range”. There are some examples of different cultures in the book; there are pictures of different kids from different parts of the world who show a feature of their culture. There are also flags from different countries and a text with characteristic of those countries, for example: Spain, Scotland, Sweden, etc. Usually in the section called “Wider World” there is a type of question that refers to the country of the students, for example: What farm
animals are there in your country? or some sort of discussion about their personal preferences or how an event occurs in their country. Example 1
The Visual Elements This Book is filled with images, such as drawings and photographs. Most of them have a purpose, so they are not just decorative but they need to be there for the students to be able to complete the activity. Examples:
According to “Visual Literacy in English language teaching- Cambridge University Press” (2016): Until recently images were traditionally seen as either decorative or secondary to text, in those cases the image is simply a visual aid to the practice of a very limited range of structures or lexical items. It is not difficult, however, to shift the
parameters and create tasks in which the image has a more prominent role and which learners are engaged on a more cognitively challenging level”. Spot the difference would be a kind of activity usually used with images that does not require a huge challenge for the students. Internal evaluation Most skills (reading, listening, writing and speaking) are separated, that means that when students have to complete a listening task, that is all they have to do. There are a few activities where some of the skills are integrated, such as “listen and write” or “listen and read” Example 1 and 2
All the listenings in this book are artificial. None of them are authentic, that means that all of them were created with a specific learning purpose or to be able to work on a specific language field. Through every single unit there are plenty of listening activities, some speaking and writing activities and a few reading activities. What the book lacks are activities for students to interact with each other. There is interaction with the teacher but not among themselves. Most learning styles are considered through the book. If a student is more auditory, there are plenty of listenings; if a students is more visual, there are many visual elements and images that have a specific purpose in a task. If a student is more kinesthetic there are also stories to act out and a project at the end of each unit that requires a more hands on participation.
The type of activities that are more engaging are usually the ones at the end of each unit where the students have to make a relation between the topic they have studied throughout that unit and their own lives and experiences. This is engaging because they are talking about themselves and their personal experiences, which will in turn help them to have a more significant learning process.
Adapt and image
The images in this activity are just decorative. What can be done for the images to become more meaningful and have a real purpose is to adapt the activity. Instead of just sticking the stickers and repeating the words, you can ask your students to put them in a specific order and say sentences using those vocabulary items but not in an isolated manner, on the contrary by putting them in context. For example: instead of just saying “long” the teacher might say “my friend Carolina has long brown hair"
The images in this activity don't really have a meaningful purpose, but just to decorate the story. To make them more meaningful you can start by making predictions, possibly by asking your students to describe the images and think about what could happen in the story. You can also ask them to draw one more panel and write another part of the story, that would be the “what happens next”. Then they could retell the story and each of them would add their own personal “follow up”of the story.
Integrate technology This unit deals with descriptive vocabulary as well as different parts of the body and the face. The teacher could create his/her own avatar and show them a description of it. Like:” My name is florencia I have got long Hair and brown eyes etc. Following this the teacher can ask students to create their own avatar (using for example BITMOJI) and then they can write their own description (they already have the teacher's description as a model) Another possibility is for students to take a selfie and label the parts of the body that they have learned in their photo. Later on they can record or write a small piece describing themselves. Using technology in the English classroom 1) Analysis of the handout Identification of need The handout was created from scratch. It is aimed at students of second grade at a bilingual school. The main reason for the creation of this handout is the fact that the pupil’s book (Poptropica English Island) devotes a unit (unit 4) to body parts called “my body” but it only tackles the parts of the face and certain characteristics of the hair. I believe vocabulary related to “my body” is relevant for this age group and they should be able to describe not only their faces but also their bodies. The idea is to add more vocabulary and grammatical structures to this unit for students to have a wider knowledge of the matter. As Jo McDonough, Christopher Shaw and Hitomi Masuhara say in Materials and Methods in ELT “…Materials are supplemented by putting more into them….another more far-reaching perspective on addition of material can be termed expanding, they add to
the methodology by moving outside it and developing it in new directions, for instance, by putting in a different language skill or a new component” Exploration of need In order to create the handout I went back to previous handouts that I had worked with and I also took some time to find a suitable web tool for my students, who are just 7 or 8 years old, so that they could work on their own and truly create what they wanted to without the least help from a grownup aspossible.Ichose http://www.ziggityzoom.com/games/monster-maker-kids-free-online-ed ucational-game as an online educational game for students to create their own monster. It is a friendly suitable online page for kids; registration is not needed for them to use it so students don’t need to include any type of personal information which means that is it quite safe. Contextual realization of Material This handout is aimed at students who are in second grade at a bilingual school in Buenos Aires, Argentina. Pedagogical realization First, as a warm up and introduction to the topic the teacher will show students
video from a YouTube channel called
https://www.youtube.com/watch?v=Jju9KHG_0Js Secondly, the teacher will show students a flashcard with an image of a monster. Orally they will start describing what they can and then the teacher will start introducing the new vocabulary, such as: legs, arms, knees, feet, hands, fingers, toes, etc. Then the teacher is going to give out a handout where students will have the same image of the monster and all together they will write down the description that was previously done orally. Finally,
the final task is for students at home to use their computers, enter the online educational web page ziggity zoom and create a monster of their own. Then they will have to write down a description and show it in class to the rest of their classmates. If there is no possibility of creating the monster by using an online website, as the use of internet connection may not be a possibility for certain students, instead of asking them to create a monster using internet, the teacher will ask them to draw a monster, color it and create the description and bring it to class to be later shown to their classmates. Physical Production Readability: Different characteristics were taken into account to help students be able to read and follow instructions in the easiest possible way: a) Contrast was used for students to be able to distinguish titles and instructions. This was done by the use of bigger fonts, colors and diamond bullets. b) Repetition was used to show a carefully planned design. There are always the same bullets to show instructions. All titles are underlined and there is the same frame throughout the whole handout. c) Alignment was used to create a sense of organization and to make it easier for students to read the handout. All the titles and instructions are lined up with each other. Legibility: San serif font were used throughout the handout to make it easier for students to read the titles and instructions, as they are not so used to reading letters with the squiggles and little tails.
Educaplay In order to continue working with technology I decided to use a web tool called EDUCAPLAY where you can create games and activities for your students to practice vocabulary for instance. The idea behind creating an interactive handout is mainly to enhance the type of activities that students can do inside the classroom. With these types of worksheets all skills are integrated and they can work with vocabulary and grammar. They include a variety of resources, as students can also record themselves from home and the teacher would still be able to check on their work. Usually students are really attracted to activities that have to do with technology as they include big colourful pictures and sometimes the activities take less time online than in the written form. In this case all the activities are related to the topic of the body and descriptions as they have been working on unit 4 of the book, which is called “My body” This first activity is called Match the pictures and the word. the idea is that students are exposed to the different items of vocabulary and they practice the meaning of each word by relating it to its image.
Then, they can continue by working on a dictation. They have to listen to the audio and write down the sentences. They are not just words in isolation, but sentences in context which will help them later on use the vocabulary in a more meaningful way.
The last activity I created in Educaplay is a crossword. In this activity the aim is for students to practice vocabulary and relate the meaning to the word.
Links for educaplay games: https://es.educaplay.com/es/recursoseducativos/3780588/hhghgg.htm https://es.educaplay.com/es/recursoseducativos/3780542/dictation.htm https://es.educaplay.com/es/recursoseducativos/3780500/crossword.htm After Students have worked with EDUCAPLAY, the idea is that they can move on to more complex types of activities that require more knowledge on the topic. That is the reason why I created a handout on a web page called Wizer.me Wizer.me The first activity is a video. They have to watch the video to recognise previous knowledge and also to learn new vocabulary that they will need later on to complete the activities. Link: https://app.wizer.me/learn/ZW0XK3
After they have watched the video they can work on a matching activity to check that they understood all the new information.
The third activity is a Questionnaire, where students have to record the answers to questions that have to do with their physical appearance. So instead of focusing on monsters; now they can use the vocabulary that they have been practising before to talk about themselves.
Then, students have an activity where they have to sort out vocabulary items into two different categories. One the one hand, face parts that they have been working with on the book ( Poptropica english Islands) and on the other hand, body parts that they have been working on with the video and with the handouts as well. In this activity they have to drag and drop the items into the two categories and then write down three sentences in context with three words that they choose.
The last activity from this handout is for Students to write down all the vocabulary items that they have been working with on a movie
character. Gru is the main protagonist in the film “Despicable me” and most kids really like him.
Wizer.me based on a Video I decided to work with a video as a starting point to then continue with a discussing and reflection with all the kids about understanding others
opinions, how to make good choices and the importance of respecting and treating each other properly. Link: h ttps://app.wizer.me/learn/ZQUSM8
The first activity that students have to complete has to do with understanding the message of the video, so they have to read the questions and choose one of the options.
The third activity is for students to record their answers. In this activity they can give their own personal opinion on the video that they have just watched.
The last activity is a discussion chat, where students give their opinion about the end and they also have to comment on a classmates opinion. In this way, they can interact with each other, as in a forum or a group chat.
Pearltrees This is my Pearltrees account. Here I have saved many web tools that I liked and that I will use with my students from now on. Link: h ttp://www.pearltrees.com/graflorabe#l878
Bibliography Kieran Donaghy. & Daniel, Xerri. “The image in English language teaching”. Gutenberg Press: Malta, 2017. Jo McDonough, Christopher Shaw, Hitomi Masuhara. Materials and Methods in ELT: A Teacher’s Guide, Third Edition. John Wiley & Sons, Inc., 2013. David Hill. “The Visual Elements in EFL Coursebooks”. In Developing Materials for Language Teaching, Second Edition,Ed. Brian Tomlinson. Bloomsbury Academic, 2013. Mario Luis López Barrios, Elba Villanueva de Debat. “Intercultural Reflection in EFL Coursebooks”. In Cultural Awareness in ELT. Córdoba AR: Comunic-arte, 2007.
Mario Luis López Barrios, Elba Villanueva de Debat. “Global vs. Local: Does It Matter?” In International Perspectives on Materials in ELT, Ed. Sue Garton & Kathleen Graves. Palgrave Macmillan, 2014.
These are all the handouts that I created for the subject Materials' Desing.