Task 3 - Analog and digital didactic language materials.
Yesica Yaneth Tocagón
Universidad Nacional Abierta y a Distancia UNAD
Escuela Ciencias de la Educación ECEDU
Licenciatura en Lenguas Extranjeras con Énfasis en Inglés
2022
OBJECTIVES
• Develop a digital teaching material in English to be applied in a virtual and face to face learning environment.
• Design activities focused on the practice in the English communicative skills.
• Develop a flipbook that contains an analog worksheet.
• Show the importance of developing reading materials.
• To provide gist reading practice using a text about past event events.
ANSWERS
Having in mind the readings, you need to answer the following questions:
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.
Firstly, the material developer should analyze reader’s interest, background knowledge,variety, relevance, and authenticity of materials, etc. for preparing appropriate reading materials.
Secondly, we should select material that students can read with ease and pleasure. It is necessary to analyze the students’ interests because it makes the students be confident.
Finally, the material must be relevant to the readers, and it must include language that they can encounter outside.
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: It is a useful method to practice language centered learning because it is an active, individual activity. It comprises the deliberated teaching of conversation, grammar, vocabulary, and pronunciation. When listening intensively, one concentrates on certain passages in the text and should only take place when the students have developed a comprehensive understanding of the text. Intensive listening can be done in class or in the lab, or it can be assigned as homework. At the lower levels of instruction, you may consider practicing global understanding in class to strategize and use group work, as well as assigning intensive listening tasks. Intense listening can have different goals, such as:
1. Gain a deeper understanding of some passages, 2. Transcription of certain parts of the text, 3. Guess the meaning of a word or phrase from the context, 4. Look at specific grammatical structures in the text to see how they can help understanding, etc.
• Selective listening: Selective listening is the information you focus on. It is a choice, consciously or unconsciously, to listen to what is relevant to you and ignore what is not. It is a skill that anyone can develop and hone.
For example, when you move to a foreign country, you are surrounded by people who speak a language you do not understand. Then your selective listening begins. You instinctively tune out the many sounds around you because you don’t understand them. They are of no value to you. As you spend more time in this new environment, you will learn some foreign languages. Your ears light up when you hear familiar words from otherwise silly conversations around you. You will also become more familiar with this new language as you learn it or take the time to listen to it. Then you don’t have to put much effort into understanding it.
• Interactive listening: Collaborative discussion is regarded to be crucial for interactive listening. The message is understood by the listener, who then provides feedback to the speaker. Since not all what you hear qualifies as non interactive skills. I also believe that it is important to define it. Non interactive listening, such as listening to the radio, is a listening that doesn’t call for response.
• Extensive listening: In great listening, you basically listen a lot, listen often and listen at a simple level to audio content in English (or whatever language you're learning), and it should be something you find interesting. The material you hear should be easy enough that you don't have to stop and listen again. The focus on great listening is not form; the goal is not for you to understand every part of a given
audio or video recording, or to analyze what you hear for specific knowledge points.
Instead, your goal is to make sense of what you hear, just to enjoy what you hear. By doing this, you will acquire (or learn) some English skills and abilities over time. In this type of listening, the focus is on meaning rather than language.
• Responsive listening: Responsive listeners show the speaker that they are listening and understand what is being said, encouraging the speaker to continue.
Reinforcement responses can include nonverbal and verbal cues.
Responsive listening involves hearing a word briefly, such as a command, a question, or a greeting. After listening, the student is expected to develop a short answer. In this article we will look at two examples of responsive listening. These two examples are:
An open answer to the question and the correct answer to the question.
• Autonomous listening: In primary school, students are taught to listen to their teachers on their own, without the teacher’s assistance. Autonomous listening is all forms of natural language learning, including the acquisition of a child’s first language. It moves the focus from teaching to learning.
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.
Accuracy: Refers to how to correct learners' use of the language system, including their use of grammar, pronunciation, and vocabulary. It is often compared to fluency, which is the equivalent of a person's level of speaking or writing fluency.
Focus on accuracy may be placed before the speaking task if the instructor provides controlled practice of the vocabulary and grammatical constructions necessary for the activity; alternatively, it may be placed after the activity when the instructor provides feedback on errors and, just, as importantly, good examples of language use s/he has noted during the activity.
Fluency: "There is no doubt that fluency involves some automaticity and the capacity to quickly access ready made pieces of language." On the other hand, fluency can be thought of as an interactive event and includes the capacity to produce flow and smoothness across turn boundaries.
When working with students who lack speaking confidence, for instance, we can be les that are doable for them while also giving content with fluency and create activities that are doable for them while also giving them the time to prepare their remarks. Such as "Build phonemic awareness."
Complexity: according to Ellis (2003, p. 340), ls "the degree to which the language produced in accomplishing a task is sophisticated and varied.” The variety and level of vocabulary, phrases, and structures that learners use to complete a speaking task, for instance, may vary among learners.
The complexity of the activity may have been increased by the way it was designed; for instance, students would be motivated to provide accurate details IF asked to describe a significant decision they had to make in their lives, A better option ls for the teacher to ask students for better (or at least additional) ways to express what they said when providing feedback on the task.
d. Based on the chapter “Materials for Teaching Writing”; explain what kind of authentic materials we should use for teaching writing in the language class.
In second and foreign language classes, literature Is a valuable and dependable source for developing writing abilities. Literature offers learners with a model that inspires them to write in the same style, theme, and organization as the original work. It contains a wide range of topless to write about and can provide enough source for developing writing abilities. Literature offers learners with a model that inspires them to write in the same style, theme, and organization as the original work. It contains a wide range of topless to write about and can provide enough ideas to get them started. Babaee and Yahya (2014)
One of the most significant instruments in language teaching is the use of literature to teach writing. Poetry Is an important genre for writers since it gives them diverse perspectives on writing. Because it is brief and straightforward, the short story can be seen as an important genre for teaching writing.
Games & Apps and Writing: Teaching and learning how to write can be fun if proper materials are selected. There are a great number of games and apps for teaching English writing in which they provide practice. In other skills as wall. Some of the games can be adapted and used in the classroom to make the learning process easy.
Computer and Writing: The computer has offered many more benefits to writing instruction than drawbacks. Grammar and spelling. Checking in word processing software il help to mitigate the negative consequences of writer anxiety. Some programs, including Microsoft Office functionalities, may analyze the style and structure of learners" scripts. Computers and the internet can also be very important sources of extra content for teachers” students.
Picturing writing: ls an artistic approach to writing that Incorporates visual modes of thought at all stages of the writing process. Picturing Writing employs simple crayon resist painting techniques and high quality reading in a series of mini lessons designed to teach important literacy skills to students with varying learning backgrounds.
WORKSHEET
Teacher’s Name Yesica Janeth TocagónTopic Describing events in the past OBJECTIVE
• Expressing past events.
• Talk about past events in English as a foreign language.
• To help students use the past tense fluently, after teaching this lesson, talking about the past tense can become part of your classroom routine.
• Acquiring specific vocabulary (irregular verbs).
Warm-up (one activity that last between 5 to 10 minutes)
The class consists of three groups and each group has a basket with balloons. Each balloon has inside a piece of paper with a verb in past simple form and a verb in base form. Each group must blow the balloons and collect the piece of papers. Then, the groups must match each verb in past form with the base form. Finally, the teacher records an audio with some sentences with the verbs collected and, on the board, will have some sentences that students must complete. The students must raise their hands to participate. The group that completes more sentences on the board will be the winner.
Presentation and Practice (two activities with several exercises)
1. Read the text and underline the verbs in past simple.
Two sisters and the cat
Mrs. Wilson and Mrs. Smith are sisters. Mrs. Wilson lives in a house in Duncan and Mrs. Smith lives in a condominium in Victoria. One day Mrs. Wilson visited her sister. When her sister answered the door, Mrs. Wilson saw tears in her eyes. "What's the matter?" she asked. Mrs. Smith said "My cat Sammy died last night and I have no place to bury him".
She began to cry again. Mrs. Wilson was very sad because she knew her sister loved the cat very much. Suddenly Mrs. Wilson said, "I can bury your cat in my garden in Duncan and you can come and visit him sometimes." Mrs. Smith stopped crying and the two sisters had tea together and a nice visit.
It was now five o'clock and Mrs. Wilson said it was time for her to go home. She put on her hat, coat and gloves and Mrs. Smith put the dead Sammy into a shopping bag. Mrs. Wilson took the shopping bag and walked to the bus stop. She waited a long time for the bus, so she bought a newspaper. When the bus arrived, she got on the bus, sat down, and put the shopping bag on the floor beside her feet. She then began to read the newspaper. When the bus arrived at her bus stop, she got off the bus and walked for about two minutes. Suddenly she remembered she had left the shopping bag on the bus.
Credits: Story by Laurie Buchanan
Audio version performed by Cam Culham, English Language Centre
2. Choose the best option according to the reading.
What did Mrs. Wilson do?
a. take the cat with her on the bus b. put her gloves in the shopping bag c. prepare dinner for her sister
Who did Sammy the cat live with?
a. Mrs. Wilson b. Mrs. Smith c. Mrs. Wilson and Mrs. Smith
What time did Mrs. Wilson go home?
a. when the bus arrived b. at 5 p.m. c. after she walked for two minutes
How did Mrs. Wilson go home?
a. walked for two minutes before she caught the bus b. read a newspaper on the bus c. took a bus
What did Mrs. Wilson forget?
a. the newspaper b. her handbag c. the shopping bag
Where did Sammy die?
a. in Mrs. Smith's house in Duncan b. in Mrs. Wilson's garden c. in Victoria 3. Match the verbs in base form with the verbs in past simple form. Send Came Sing Built Ride Slept Swim Sent Come Stood See Sang Stand Rode Build Drove Drive Thought Sleep Swam Go Saw Think Went
4. Write about your last week. Use at least 60 words. Include verbs in past simple.
a. What did you do last week? Include at least 5 activities.
b. Where did you go last week?
c. How did you feel last week?
d. What was your favorite activity and why?
e. What food was the most delicious you eat last week?
5. Write a short story. Use at least 100 words. Include the verbs of exercise 3. Production/evaluations (one activity with several exercises)
1. Think some questions according to the suggested verbs you have, then, talk with at least
5 classmates and write their names if their answers are affirmative.
For example: Did you watch TV yesterday?
Did you see a film yesterday?
Find someone who ... Ask other students
... watched TV yesterday.
... saw a film yesterday.
... went shopping yesterday.
... made a phone call yesterday.
... played football yesterday.
... had lunch at school yesterday.
... listen to music yesterday.
... did homework yesterday.
Name
2. Make 6 groups and each group must choose a flashcard with some questions about a specific topic. Then, the group members have to ask for their partners and also reply to the questions.
This resource is licensed by HappyNN under the iSLCollective Copyright License
3. Do an oral presentation about the short story that you write. You must describe the characters, the setting, and the plot. Remember you must include verbs in past simple form. Design a billboard to complement the presentation.