Analog and digital didactic language materials.

Task 3

Analog and digital materials

Materials Design

National Open and Distance University – Unad

PRESENTE BY: francy tatiana bedoya ocampo liseth tatiana vera vera Luis Alfonso López López

GROUP: 518016_15

TUTOR:

YOLANDA DUARTE MEDINA

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.

Regarding that reading materials has to do with topic content and vocabulary issue, they have to be well introduced according to the reader’s interest, need, and information. So, Materials developers should consider some important features in order to select and present an appealing one. Crucial elements such as; the reader’s interest, background knowledge, variety, relevance, and authenticity of materials, must be taken into account for reading developers to prepare appropriate reading material.

 One of the key element deal with the readers’ interest, which is affected positively or negatively regarding individual interest, so that, the reading material should not only be appealing but relevant, illustrative, novelty, and easy to follow.

 Another remarkable element to consider is the reading relevance. This makes us think about the experience the reader will have, so that way, the reading material must catch readers' interest, and also fulfill their expectations and in the same way create a connection between the information brought by the reading and the real world experience.

 Lastly, authentic materials are pretty much liked considering the native and original language, which sometimes has to deal with translation demands in order to generate a closer feeling with cultural aspect and the purpose cross.

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: Focuses on such elements as phonology, syntax, and lexis. Intensive listening is considered as a good vehicle to practice the language–focused learning. It involves deliberate learning of pronunciation, vocabulary, grammar, and discourse.

Example:

 The performance of an interview.

 Simultaneous interpretation exercise.

Selective listening: Refers to scanning the audio materials selectively to gather certain information. Consider objectively the exact information across the listening and the need’s interest.

Example:

 Plan the ideas to be expressed

 Pay more attention to the conversation according to the relevant (the boss sis speaking).

Interactive listening: Refers to conversational interactions between listeners and speakers. The listener receives the message and provides the speaker with feedback.

Example:

 Considering other people to share information with. (topic discussion, brainstorm).

 Support knowledge of others' opinions. (provide o receive feedback).

Extensive listening: Rost (2011) refers to extensive listening as meaning-focused listening activities for an extended period of time. Learners are expected to reach full comprehension during extensive listening by listening to lengthy lectures, conversations, and broadcasts.

Example:

 Watching movie series.

 Listening to podcast stories.

Responsive listening: Responsive listening is a classroom listening activity used to elicit immediate responses.

Examples:

 Asking questions

Giving commands

Autonomous listening: Refers to independent and self-directed listening in which the teacher plays no role.

Example:

 Set up a timetable of fifteen minutes three days a week, (listening to music, having a conversation, or recording oneself).

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.

Regarding speaking skills are one of the potential skills to learn a language and worldly communication, the following are stated three relevant foci to consider at the moment of developing speaking activities.

Fluency; refers to the capacity to engage information, ideas, and messages across with a degree of automaticity, smoothness, and adequate pace.

Complexity; is defined by Ellis (2003) as the extent to which language produced in performing a task is elaborated and varied. In other words, students must have a certain level to move through sophisticated vocabulary and complex grammar structure.

Accuracy: refers to working correctly on a particular activity that makes appropriate use of language, grammar, and vocabulary.

Some activities that the teacher can develop would be a debate or a round table and at the end organize groups to prepare a small report on the subject matter.

Suggested activities.

One of the activities suggested to be performed in class for learners not confident n speaking is about performing collaborative activities, with vocabulary and concepts list, that not only participates in the research and construction of the activity, but the interaction, and communication among learners.

Based on the chapter “Materials for Teaching Writing”, explain what kind of authentic materials should we use for teaching writing in the language class.

Authentic materials can be defined as material that is not particularly designed for language teaching. That is to say that authentic materials are real text produced not only for language students but also, for real-life use.

Here is some authentic material that can be used effectively in classes:

Audial: this one involved all heard material and is divided into three subcategories; television programming such as; commercials, interactive chat, quiz shows, cartoons, news, and weather.

Visual: involves material that can be seen, among them, there are; photographs, wordless road sign paintings and drawings, pictures from magazines, and pictures artwork.

Printed: includes materials such as; newspapers, restaurant menus, minutes of meetings, directories, diaries, travel guides, and tourist information.

1. Know aspects to take into account for the development of reading materials.

2. Understand the different listening performances and their relationship with the design of listening materials.

3. Learning important factors for development is speaking materials.

4. Recognize which materials are adequate according to our needs to make writing materials.

Teacher’sName

Topic

LisethTatianaVeraVera

Askingforandgivingdirections

OBJECTIVE

The goal of these activities is for students to learn directions vocabulary, specific points, and also learn how to ask for and give directions.

Warm-up(oneactivitythatlastbetween5to10minutes)

This activity will be an interactive listening activity carried out in pairs. One student will ask for specific directions to get to a certain place in the school, and the other will answer as explanatory as possible. For this, these sentences and words must be taken into account:

Waystoask

Questions

Excuse me, do you know where the is?

—Could you tell me how to get to …?

How far is the … from the …?

Where is the …?

—How can I get to …?

Possibleanswers

Go up/down

Turn left/right

Go along/straight on

Go past/ in the middle

Cross

Possiblesplaces

Bathroom —Cafeteria Library

hall

Computer

Possiblesspots

Stairs Corner Hallway

Sports hall

PresentationandPractice (twoactivitieswithseveralexercises)

1. In this activity, students will carry out an online activity to review the vocabulary of this topic.Link: https://es.liveworksheets.com/7-gr317499ox

2. In this activity, the students will observe a map and based on this they will answer the questions below, starting from the school point.

Retrieved from: https://es.educaplay.com/recursos-educativos/3349465-mi_barrio.html

Questions

How can I get to the bank?

How can I get to the church?

—

How can I get to the police station?

How can I get to the hospital?

How can I get to the Barber?

How can I get to the nearest hotel?

How can I get to the gas station?

3. At this point, students should create a map of their neighborhood. After that, they will form pairs and explain to each other the directions to get to a specific point in their neighborhood.

Production/evaluations(oneactivitywithseveralexercises)

1. Students must create and write a hypothetical situation in which they are giving directions over the phone to another person. Minimum 6 dialogues.

Example:

Speaker1: Hello Andre. I have one question, how can I get to the subway station from the Central Park?

Speaker2: You have to go straight along the street in front of the main park entrance. You have to past the library and at the next corner turn right. In the end, you should already see the station.

2. Once the writing is finished, the students must form pairs and interpret the dialogue. The dialogues of both students must be interpreted, first one and then the other.

REFERENCES

Zbiezak, G. (2018, 29 abril). Giving directions (info). Pinterest.

https://www.pinterest.es/pin/608971180837926913/

Ejercicio de Vocabulary directions. (s. f.). https://es.liveworksheets.com/7-gr317499ox

Mapa Interactivo: Mi Barrio (geografía - barrio). (n.d.). https://es.educaplay.com/recursoseducativos/3349465-mi_barrio.html

Cruz, D. (2020). OVI Designing Worksheets unit 2. [Video file].

https://repository.unad.edu.co/handle/10596/33646

Teacher’sName

TEMPLATE-WORKSHEET

LuisAlfonsoLopezLopez

Topic Greetingsandgivingpersonalinformation

OBJECTIVE

To put into practice the english language communicative skills by the veloping activities focused on the integration of personal information and greeting, in order tobooster the production of orality, and writing skills as well as reading and the listening one.

Greetings and giving personal information

● Listentothefollowingaudiorecordinghttp://surl.li/hgknvPutthegreetingsbelow accordingtotheimage.

 Good morning.

 Good nigth.

Hello.

 Good bye.

 How are you?

 Good afternoon.

Ask your teacher for help; practice these and other greetings with your partners

Hi everyone!

I’m Elias Novak and I’m ten years old. I’m from Canada. I live in Montreal with my parents and my two older brothers. My best friend is Noah. Together, we go to school and we really enjoy our Science class because we make experiments there. We want to be in a big laboratory one day. What about you? Do you like experiments? And sports? In my free time I love playing tennis. This is a picture of me in a tennis match. I also like basketball. I play basketball for the school team and we won many trophies! My favourite day of the week is Wednesday because we have Spanish class and I really like talking in Spanish. Well, that’s all about me for now.

Write soon. Elias

a. Choosethecorrectansweracordingtextabove:

1- I go to the school with_______________.

a- painting b- reading books c- my best friend

2- On Wednesday we have ________ class.

a- Spanish b- English c- Chenease

3- I love _______ because it’s exciting but I don’t like swimming.

a- surfing b- surf c- playing tennis

4- I’m interested in playing basketball _______ I don’t like comics.

a- because b- but c- and

5- Doing homework is ___________. I hate it!

a- exciting b- interesting c- boring

a. Match the following questions on the chartA, to the answers on the chartB

1.How old is Elias?

2. Where is he from?

3. Where does he live?

4. Has he got any brothers or sisters?

5. What does he enjoy doing?

6. What does he do in his free time?

a. Ten years old!

b. From Canada

c. In Montreal

d. Two older brothers

e. Making experiments

f. Playing tennis

b. Look! The information of this personal card has been erased. Help us writing the information where it belongs.

Name: British. Marc and Maria Roberts. Mail address: 555-7896. Palm spring, 732. National 17

c. Listen and watch the following video: (265) Nice to meet you (A1)YouTube to fully complete the conversation above:

 Check the images below and complete their dialogues.

Sydney. Howare you?

Hi,my is Sandra and you?

Hi Sandra my name Kofi Kwan.

Istudent

Hi, I student too.

Kofi, did you know Paula? She fromCuba.

 Next to each expression, put (F) if you consider it formal or (I) if it is informal.

Good to see you. How is it going? How do you do?

How are you? Hey man. How have you been?

What’s up? What have you been up to? How’s life

Production/evaluations

● Make a teamwork of 2 or 3 people to write a brief chat (dialogue) to state the topic “greeting and personal information”infrontof theclass.

Students must follow the following pront to be integrated to the dialogue:

 Represent a real and familiar situation.

 For your performance, prepare a dialogue in which you use the English formal expressions.

 Make posters to create your stage and improve the quality of your presentation.

 Check with your classmates the situations you are going to present. The idea is, not to repeat the same ones.

Student A, has an appointment with the manager of a new brand of the cocoa company just opened in the city center, she must be very polite, precise with the information and communication provided regardless the fact contract of ten employment depends on him/her.

Student B, is the one in charge of collecting information of those people who are applying for cocoa company’s jobs opportunity, so he/she has to be careful of what information share and safe.

StudentC, perform the role of the chief, (manager of the company), the one in charge of selecting the correct and righteous people for the company wealth, so, he has the job of asking personal information, study interview people speech and behavior, and so on.

REFERENCES

Cruz, D. (2020). OVI Designing Worksheets unit 2. [Video file]. https://repository.unad.edu.co/handle/10596/33646

Google resource. (Gotten from Canva).

https://www.canva.com/design/DAFirVQgU7Y/FYWBeDiggjXfN9hM5RsES g/edit

TEMPLATE - WORKSHEET

Teacher’sName

FrancyTatianaBedoyaOcampo

Topic

Describing people.

OBJECTIVE

Students will be able to describe people's physical appearance by using a proper structure with the verb to be and the verb "have-has" and vocabulary.

Warm-up(oneactivitythatlastbetween5to10minutes)

Look at these famous people’s card. Complete the information and rewrite the descriptions, saying their names, age, country ( nationality ) and occupation.

What did we just do?

Why is what I'm about to learn important?

PresentationandPractice (twoactivitieswithseveralexercises)

A)Readthefollowingtextanddeveloptheproposedactivities.

His name is Diego.

He is an engineer.

He is twenty-eight years old.

He is from Manzanares Caldas.

He live in “El Carmen” neighborhood.

He was born in Marquetalia Caldas.

He was born on april sixteen 1995.

Diego lives with his mother and his son Felipe.

His favorite book is “luna caliente”

He has a dog. It is name is Natasha.

His hobbies are listening music and singing.

He likes to go on vacation.

His favorite sport is soccer.

He does not like to drink liquor.

He prefers apples to bananas.

He is very good teaching.

He is not good at speaking English.

He would like to travel to spain.

His cell phone number is three, one, one, two, oh, five, eight, nine, oh, four. He is respectful and kind.

Questions

1. Whatarediego'shobbies?

a. Dancing and playing baseball.

b. Listening music and singing.

c. Running and swimming.

2. Whenwasdiegoborn?

a. Marquetalia Caldas.

b. Manzanares Caldas.

c. El carmen

3. Wheredoeshelive?

a. Manzanares Caldas.

b. Manizales Caldas.

c. Marquetalia Caldas.

4. Whatisthenameofyourpet?

a. Lizy

b. Roki

c. Natasha

4. HowoldisDiego?

a. Twenty-eight years old.

b. Twenty-five years old.

c. Sixteen years old.

5. Whoisshe?

a. An engineer.

b. A teacher.

c. A doctor.

6. Whatisyourfavoritesport?

a. Soccer

b. Baseball

c. Swimming

7. Whatfruitdoyoulike?

a. Apples

b. Bananas

c. Cherries

8. Whichcountrywouldyouliketotravelto?

a. Europe

b. Germany

c. Peru

Activities

1. Practice describing yourself with a partner.

2. Make an audio with your description and the description of a colleague.

3. Listen to the teacher and write the name of the person in the correct sentence.

Who is ?

a) He is thin and have black hair.

b) She is brown-skinned and has curly hair.

c) He is young and has a beatiful smile.

d) She is tall and doesn’t have curly hair.

B)Read the following description and mark in green the sentences withtheverbstructure"tobe"andinbluethesentenceswiththe verbstructure"tohave".

My best friend’s name is Andrea. We have been friends for more than 15 years. She is an actress. She is good at acting. She is young and gorgeous. Her eyes are small and blue. She has long straight blonde hair. She is medium height. She is slim and attractive. When I met her for the first time, I thought she was serious, but that wasn’t true, she is so funny.

Questions

Answertrueorfalse.

1. My best friend is jenifer ( )

2. She has blue eyes ( )

3. She is an artist ( )

4. She has two children ( )

5. She is very funny ( )

Unscramblethelettersandspellthewordcorrectly.

JOSE LUISA JHON

1. She _____ long black hair.

2. He _____ short with curly gray hair.

3. She _____ wearing a grey sweatshirt.

4. He ______ blond hair and blue eyes.

5. They ______ happy and energetic.

6. She ______ long curly black hair.

7. They ____ married.

8. Miguel _____ tall and _____ long hair..

9. She _______ red hair.

10.He _______ a beard and mustache.

11.She ______ wearing a blue shirt.

12.They _____ thin and _____ curly hair

Production/evaluations(oneactivitywithseveralexercises)

● Describe a person you admire. Write a text describing what the overall impact this person has had on your life and the ways in which he has shaped you. Minimum 150 words. Then, you will share with your classmates.

Completewiththecorrectformoftheverbtobeandtohave.

REFERENCES

Archdiocese OF Cali archdiocesan educational foundations archdiocesan schools curriculum design archdiocesan schools English coordination lesson guide school year: (n/d). Docplayer.net. Retrieved May 14, 2023, from https://docplayer.net/19098432-Arquidiocesis-de-cali-fundacioneseducativas-arquiocesanas-diseno-curricular-colegios-arquidiocesanosenglish-coordination-lesson-guide-school-year.html.

Ratm, F. (2018, February 18). Description of a person in English with example and vocabulary. Learn English Fast and Easy.

https://www.aprenderinglesrapidoyfacil.com/2018/02/18/descripcionde-una-persona/

Cruz, D. (2020). OVI Designing Worksheets unit 2. [Video file].

https://repository.unad.edu.co/handle/10596/33646

Mukundan, J., Zarifi, A., & Rezvani Kalajahi, S.(2016). Developing Reading MaterialsforEslLearners. InM.Azarnoosh,M.Zeraatpishe,A.Faravani& H. Kargozari, Issues in Materials Development (4th ed., pp. 65-73). Rotterdam.

https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.c om/login.aspx?direct=true&db=nlebk&AN=1204864&lang=es&site=ed s-live&scope=site&ebv=EB&ppid=pp_65

Mukundan,J.,Zarifi,A.,&RezvaniKalajahi,S.(2016). Material for Teaching Writing. InM.Azarnoosh,M.Zeraatpishe,A.Faravani&H.Kargozari, Issues in Materials Development (4th ed., pp. 93-108). Rotterdam.

https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.c om/login.aspx?direct=true&db=nlebk&AN=1204864&lang=es&site=ed s-live&scope=site&ebv=EB&ppid=pp_93

Mukundan,J.,Zarifi,A.,&RezvaniKalajahi,S.(2016). Some Guidelines For Developing Listening Materials. In M. Azarnoosh, M. Zeraatpishe, A. Faravani&H.Kargozari,IssuesinMaterialsDevelopment(4thed.,pp. 75-81). Rotterdam.

https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.c om/login.aspx?direct=true&db=nlebk&AN=1204864&lang=es&site=ed s-live&scope=site&ebv=EB&ppid=pp_75

Timmis, I. (2016). Materials to Develop Speaking Skill. In M. Azarnoosh, M. Zeraatpishe, A. Faravani & H. Kargozari, Issues in Materials Development (4th ed., pp. 83-92). Rotterdam.

https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.c om/login.aspx?direct=true&db=nlebk&AN=1204864&lang=es&site=ed s-live&scope=site&ebv=EB&ppid=pp_83

Task 3

Analog and digital didactic language materials.