Assignment - CCDPP

SUBJECT ASSIGNMENT:CURRICULUM AND COURSE DESIGN - PRINCIPLES

AND PRACTICE

Name and surname(s): José Faiver Sanjuán GómezLogin: COFPMTFL1304571Group: fp_telf_2013-02Date: 29-10-2014

Assignment:

Study the materials from New Cutting Edge (Upper Intermediate) -CUNNINGHAM, S. & MOOR, P. (2008): Introduction to the Teacher’sBook, contents pages and Unit 4 of New Cutting Edge, UpperIntermediate: Pearson Longman, pp. 40-51 in the AssignmentMaterials (at the same place where you can find this paper):including the Introduction to the Teacher’s Book, the contentspages, and the tenth unit of the Student’s Book. On the basis of thismaterial, prepare a report evaluating the usefulness of this course in a teachingcontext that you are familiar with, taking into account the kind of audience it istargeted at. What changes would be involved if you were to adopt it for your context,and how would you recommend such changes were implemented? If you are notalready teaching, evaluate the materials according to your own criteria of what goodclassroom materials should be like and/or according to the criteria the authorsestablish in their introduction.

For ‘Introduction to Teacher’s Book Upper Intermediate’: Click on the following link:

http://www.scribd.com/smakchwili/d/44852246-New-Cutting-Edge-Upper-Inter-Teachers-Book

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Assignment - CCDPP

INTRODUCTION

The following paper deals with the usefulness of a part of

the book from New Cutting Edge (Upper Intermediate) -

CUNNINGHAM, S. & MOOR, P. (2008): Introduction to the

Teacher’s Book, contents pages and Unit 4 of New Cutting

Edge, Upper Intermediate, where some aspects are evaluated

according to JOSÉ EUSTASIO RIVERA HIGH SCHOOL context and

audience.

This work is important because a deep reflexion is done on

the use and adaptation of materials into the current

classroom needs. While analysing the material some changes

are proposed in order to make it more functional and closer

to the curriculum and government policies without

forgetting the main purpose of our work as it is L2

acquisition throughout a friendly and enjoyable

environment.

Nowadays we are growing the idea that there is not defined

or right way to succeed in TEFL, since what defines it is a

complex interaction of several entities been very important

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Assignment - CCDPP

the context and the person as a whole. Nevertheless, there

is a vast quantity of resources that must be chosen and in

this case the development of this important subject

CURRICULUM AND COURSE DESIGN – PRINCIPLES AND PRACTICE,

allows us to reflect and act on our real context in order

to improve and understand what the basis to build our

curriculum are. Based on the theory studied and the current

needs and analysis on them, this work open the doors to

keep improving in a reliable way our teaching performance

not only inside our classroom but in the general

institutional context and of course in the region.

Analysing materials

I have seen that this material is reasonably attractive

since it involves several issues related with communicative

approaches. First, it is topic based where kind of type B

syllabus, which is more centred on a process, is evident

through the sequence of tasks it has (Thornbury & Ball.

2013, pg. 29).

On the second hand, the word frequency it offers (the mind)

and the real content is engaging especially for teenagers

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who are at 10th and 11th grades. It can be said that high

surrender items are evident such as the comparison between

girls and boys which generally become attractive to

teenagers because there is a common and usual competition

among them. The high surrender item allows the immediately

usefulness of the concept or word what becomes engaging to

learners as well as immediate engagement required in the

material, that is case where the student begins with a

personal quiz which s/he gets involve specially when they

are encouraged to work in pairs. As it has been read in

Funiber materials (pg. 46). Teachability and learnability

are two different things and they cannot be the same. The

teacher appears here as the one who guides the activity

rather than giving information or teaching a complex

grammatical item as it is the passive voice.

From my experience, it seems that most of the students

acquire new concepts in a better way, when they interact

among themselves. So the topic and objectives are presented

in a real and communicative situation rather than the

traditional fashion, where the teacher is the centre of the

process and everything turns around the board and the

teacher talk, (the teacher writes down the grammar concept

on the board and explains in a very conceptual and academic

way how and when it works). This is what can be called

knowledge centred approach where pre-selected or discrete

items of language are taught in a rudimentary way.

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Regarding the way vocabulary is introduced through

definition of words in a gap filling exercise and pair

work, allows a more practical way to work on lexis and

consents students to work more motivated.

In our current classes, students use mobile phones every

day, they have access to internet in their IT class and

work in projects in different areas, where articulation

could improve language acquisition but also science or

technology studies.

Regarding the speaking task, it is evident that the student

is encourage to take risk, this is important in order to

generate social and learning skills and doing it through a

collaborative or cooperative work with her/his partners. I

consider this kind of work as useful because of its focus

on student´s personal point of view, and needs, since the

guide we use in our school Guía 22, a set of standards

based on the European Frame Work of Reference where the

students are classified as users from levels A1 to C2. In

our case, students of eleventh grade must obtain at least

B1 in order to reach the purposes of government policies

(see Colombia Very Well Program). The lack of process in

teaching English as a Foreign Language has brought a

complex situation in our Institution. The deficiency of

language teachers, the poor communicative language process

done in primary and secondary schools, the large number of

students in class, the geographical situation, the low

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educational level of parents, the precarious social and

economic situation and other factors are only a general

picture of a particular educational society with particular

needs and several backwards regarding language learning.

The general objective of the programme Colombia Very Well,

focus its main aim in making Colombia Bilingual in the next

10 or 15 years, however, the test that is taken by students

at the end of secondary schools evaluates only reading and

writing skills. As a consequence of it an emphasis on the

grammar translation approach has been developed and of

course rooted into the English classroom in the last 2

decades and this is evident in most of the public schools.

Therefore speaking and listening, receptive communicative

skills are relegated to a second place or even forgotten

since the amount of time is not enough to advance in

reading and writing skills.

In this context, motivation has been harmed and students

show a low level in the oral and speaking performance. In

this ambiguity, government policies look for bilingual

users but the assessment that measures school´s level, is

based only on reading and writing skills at least nor oral

or listening items appear in this achievement test which

measures the whole long period of learning English as a

foreign language and qualifies nor only the student

promotion but the entrance to the university.

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In this scenery, real challenges to teachers and the

Educational Institution on TEFL is laid out because

materials and global policies are pointing to centre in

processes that allow people to be competitive through the

life skills in all the different campus as it is thinking,

learning, working and social talents. In this dichotomy

some changes could be adapted in order to implement this

material to our context.

On the first place, New Cutting Edge, Upper Intermediate,

as its name indicates, assumes the students have a good

based on basic perception and productive skills, students

at José Eustasio Rivera have developed a good level in

reading and they are working a lot on writing but as it has

already been mentioned listening and speaking are left

behind the process.

I consider that listening could be introduced showing them

the transcription or working on it while doing the

exercise, it could be done through slides or photocopies.

Regarding speaking, if applied as the book is presenting it

the class would not work because the level is too high for

them. Instead of answering the different questions as what

is a typical score? , Can you do anything to change the

kind of brain you have? Etc. I would ask students to

prepare a role play where they can express with a less

level and elaborated language where they can feel free to

express themselves with a more prepare speech due to the

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poor fluidity and pronunciation difficulties they have. A

role play will allow them to learn may be chunks of speech

or words that they will use in an acting role and it could

be a more funny activity rather than facing the panic it

produces to talk in front of the class or the teacher.

On a current class observation through a learning style

diagnostic students have demonstrated that 60% of them are

visual style learners, 25% are auditory and a 15% have

kinaesthetic learning style. (See the research format annex

1) Students are usually interested in performing speaking

or writing activities throughout the use of TIC´s

applications and internet projects. So in order to

stimulate their predominant learning style they will freely

create a small project where they can record a video clip

or present slides, create a blog, create a social group

etc.

I believe one of the purposes in speaking presented in the

book is to give personal insights on the effectiveness of

the IQ test, however, the student with a low level of

fluidity could also express this kind of conclusion in

using L1 if necessary.

On the other hand, the passive is presented inside an

interesting process because it is following the line of the

mind topic and connected with real functional and notional

information as the author calls Discovery Approach of Grammar, in

other words what Thornbury (1999, pg. 27)) has called

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inductive way for teaching grammar (rule discovery). This

aspect could motivate the way students approach grammatical

items in this case the passive.

Writing a formal complaint letter, is not very appropriate

for my students due to the little relation with students´

needs. As stated by Johnson & Morrow, “…the teacher, to be

successful, must give students enough of a grounding for

them to be able to continue autonomously.” Johnson &

Morrow, (1981, pg.7). Thus, the letter does not fit the

students’ real life so what I would recommend is the design

of a short article where they might summarise the main

aspects of the topic. Students can be encourage to use the

re-written sentences in the previous exercise and if

possible to find more relevant information and create an

article in a blog, prepare some slides, write a letter,

etc.

Regarding the song, I consider it would be interested to

listen it interpreted by the Colombian singer Shakira in

2002 just to make students feel more familiar with the

artist and watching the video they may improve their

learning because they are characterised by being visual

learners.

Finally, the consolidation part could be done as a workshop

where students can review concepts and the teacher gives

feedback in any shortages students may have so they can

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prepare a short test adapting contents to IFECS type test

which students need to practice and get familiar with. See

annex 2. Adapted from PET & KET test.

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CONCLUSION

It is important to find out how materials are designed and

chosen by different people among them policy makers,

administrator or teachers with a global view of the reality

and without the appreciation of the main character of this

practice at it is the student. However, what is important

to our mind is to recognise that there are vast quantities

of materials which can help us to improve our practice and

specially to train our skills to adapt them to our context

and students´ needs.

As it has been read at Funiber´s supplies, nowadays there

is not a defined syllabus or text to succeed in our

teaching – learning practice. It is the compendium of all

type of syllabus that can help our arduous work where

topics, vocabulary, grammar, functions and notions are

interlaced and facilitate our students a successful

experience while facing English as a Second Language.

This reflection has been useful due to the importance of

analysing and adapting materials to our real work and

improving them as to get new insights and notions about the

importance of practicing this kind of work with more

frequency and looking to the future in order to create

process that may involve us and our students as well.

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There are so many resources to work while teaching and

learning language, however, it seems that most of the time

we take a text or any material without actualizing it, or

asking students what do they think of it. Educational

policies can impose us things but as the learning process

is complex it only our creativity and intuition which can

help us to easier the paths of acquiring L2.

Finally, our challenge is to discern how and when to act

and to know the medium that can support the need in the

right moment.

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BIBLIOGRAPHY

Johnson, K. & Morrow, K. 1981. “Teaching The ‘General’

Student In Communication In The Classroom”. Harlow,

Longman.

Thornbury, S. 1999. “How to Teach Grammar” Pearson

Education Limited. Edinburgh Gate, England.

Thornbury, S., Ball, P. 2013. “Curriculum and Course

Design – Principles and Practice. Funiber

WEBOGRAPHY

Guía No. 22 Estándares Básicos de Competencias en

Lenguas Extranjeras: Inglés. Retrieved 04.10.2014

from: http://www.mineducacion.gov.co/cvn/1665/article-

115174.html

New Cutting Edge Upper Intermediate at glance.

Retrieved 04.10.2014 from:

https://es.scribd.com/smakchwili/d/44852246-New-

Cutting-Edge-Upper-Inter-Teachers-Book

Programa Nacional de Inglés 2015-2025, Colombia Very

Well. Retrieved 04.10.2014 from:

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http://www.colombiaaprende.edu.co/html/micrositios/175

2/w3-article-343287.html

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ANNEXES

Annex 1. Diagnostic questionnaire to identify learning

styles

Teaching Theory: Learning Style Check List

Instructions: Please read each statement and write the response (5, 4,

3, 2 or 1) in the space after the item. Answer in terms of how well

the statement describes you. Do not answer how you think you should be

or what other people do. There is no right or wrong answers to the

statements.

5- Almost always 4- Often 3-Sometimes 2-Rarely 1- Almost

never

___1. I can remember something better if i write it down.

___ 2. When reading, I listen to the words in my head or I read aloud.

___ 3. I need to discuss things to understand them better.

___ 4. I don’t like to read or listen to directions. I’d rather just

start doing.

___ 5. I am able to visualize pictures in my head.

___ 6. I can study better when music is playing.

___ 7. I need frequent breaks while studying.

___ 8. I think better if I can move around. Studying at a desk is not

for me.

___ 9. I take lots of notes on what I read and hear.

___ 10. It helps me to LOOK at a person speaking. It keeps me

focused.

___ 11. It’s hard for me to understand what a person is saying when

there is background noise.

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___ 12. I prefer having someone tell me how to do something rather

than having to read directions myself.

___ 13. I prefer hearing a lecturer or tape rather than reading a

book.

___ 14. When I can’t think of a specific word, I use my hands a lot to

explain.

__ 15. I can easily follow a speaker even though my head is down, or

I’m staring out the window.

___ 16. It’s easy for me to understand maps, charts and graphs.

___ 17. I understand better by looking at a diagram than by reading a

description.

___ 18. When beginning an article or book, I prefer to take a peek at

the ending.

___ 19. I remember what people say better than what they look like.

___ 20. I remember things better if I study aloud with someone.

___ 21. I take notes, but never go back and read them.

___ 22. When I am concentrating on reading and writing, the radio

bothers me.

___ 23. It’s hard for me to picture things in my head.

___ 24. I find it helpful to talk myself through my homework

assignments.

___ 25. My notebook and desk may look messy, but I know where things

are.

___ 26. When taking a test, I can SEE the text page and the correct

answer on it.

___ 27. I cannot remember a joke long enough to tell it later.

___ 28. When learning something new, I prefer to listen to information

about it, then read about it, and then do it.

___ 29. I like to complete one task before starting another.

___ 30. I use my fingers to count, and I move my lips when I read.

___ 31. I dislike proofreading my work.

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_ _ 32. When I am trying to remember something new, for example, a

telephone number, it helps me to form a picture of it in my head.

_ _ 33. For extra credit, I prefer to do a report on tape rather than

write it.

_ _ 34. I daydream in class.

__ 35. For extra credit, I’d rather create a project than write a

report.

___36. When I get an idea, I must write it down right away, or I’ll

forge

Transfer the number you wrote on the checklist onto each line. Then

total each column.

1. ____ 2. _____ 4. ____

5. ____ 3. ____ 6. _____

9. _____ 12. ____ 7. _____

10. ____ 13. ____ 8. ____

11. ____ 15. ____ 14. ____

16. ____ 19. ____ 18. ____

17. ____ 20. ____ 21. ____

22. ____ 23. ____ 25. ____

26. ____ 24. ____ 30. ____

27. ____ 28. ____ 31. ____

32. ____ 29. ____ 34. ____

36. ____ 33. ____ 35. ____

___ Visual Total ____ Auditory Total ___Kinesthetic Total

My favorite Learning Style is: ______________________

My next highest is: ______________________

My least used style is: ______________________

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Annex 2. Example of seven parts evaluated by IFECS

FINAL EXAM FOR FIRST PERIOD 10TH-11TH

PART 1 (ICFES TYPE)

WHERE CAN YOU SEE THESE ADVERTISEMENTS?

CHOOSE A, B, C or D

1

2

3

4

NO CHANGE GIVEN

QUIET PLEASE (people reading)

BUY 3 GET ONE FREE

DAY TRIP TO A CASTLELeave at 9 am

ABC

ABC

ABC

ABC

In a canteenIn a zooIn a hotel bell service

In a shopIn the airportIn a library

In a restaurantIn a bankIn a supermarket

In a fast food restaurantAt a police stationAt a tourist

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5

Return at 3 pm

PLEASE HAND YOUR KEY TO RECEPTION WHEN LEAVING

ABC

information office

In a hotelIn a car parkIn a school

PART 2

Read descriptions in left column (6-10) and the rightcolumn words (A-H) Which word (A-H) matches with the description in the left column (6-10)?

6

7

8

9

People buy this to see what hashappened in the world ( ___)

You cannot travel on most busses without this ( ___)

You usually take it to have your soup ( ___)

The police may see it if they

A

B

C

D

F

Timetable

spoon

instructions

Newspaper

dictionary

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10stop you in your car ( ___)

If you follow it, you won`t have troubles ( ___)

G

H

ticket

ID card

PART 3

COMPLETE THE FIVE CONVERSATIONS.In questions 11- 15, choose A, B, C

11

12

13

14

Charles: Helen, I wentto Europe last year, I bought some presents. (_____)Helen: Okay boy go onthen….

Henry : Carol would you come with me for dinner tonight?Carol: (_______)

Tom; have you got a bigfamily Lisa?Lisa, (_________)

Peter: where do you live Anthony?

ABC

ABC

ABC

ABC

A

I want to show you themI will take you themI am going to buy you them

I `d love to but I can`tI am going tooSure, why don`t you go?

No, actually my brother is not marriedSure why not!Yes, of course I have!

I am not living here

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15 Anthony: (_______)

Liz: are you going to holidays?Joe: (_____)

BC

actuallyOn High road.I live with my mother

Yes , I will comeNo, I am not sure I think I won´t be

PART 4

READ THE FOLLOWING TEST AND CHOOSE THE RIGHT ANSWER, CHOOSE A,B OR C

A BRILLIANT FUTUREIn 2006, English sports will (16) …………. a new home a brilliant new stadium built for the twenty -first century! Here are some facts and figures about the new Wembley Stadium in London, the world-famousvenue for rugby, (17) …………. and concerts:

The London Eye could fit between the top of thearchand the pitch.

The new stadium (18) ………… have a sliding roof. There will be 478 food service points. There will be two giant screens in the stadium,

each the (19) ……….. of 600 TV sets.

There will be room inside for the (20) …………. of25,000double Decker buses

There will be 2,618 (21) ………… more than any other stadium in the world.

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Will (22) …………. be everything they say? The stadium will (23) …………. on 13th May 2006 for the FA Cup Final. Check it out!

16

17

18

19

20

212223

A have

A games

A shall

A size

A equal

A chairsA reallyA close

B has

B plays

B will

B place

B amount

B kitchenB realB begin

C be

C teams

C must

C big

C equivalent

C toiletsC onlyC open

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PARTE 5

Ingrid McFarlan Zoo Keeper

When I graduated from high school at eighteen, I gota job at a zoo as a student keeper. Now, five yearslater, things have changed – I have passed my exams and I am a fully trained animal keeper.The money is not good. I only get $15,000 a year. You have to be outside in rain and snow,which is hard work, and you get very dirty. But this doesn't matter to me because animalsare the most important thing in my life!There are a hundred monkeys and fifty deer in my part of the zoo and I give them their foodand clean their houses. I also need to watch them carefullyto be sure that they are all well.In fact, rhinos are my favorite animals and so last year I went to Africa with a colleague fora month to study them.The zoo is open every day and I work five different days each week. I live in a smallapartment twenty minutes away and I get up at ten to seven and start work at eight. The first thing I do when I get home at quarter after five is take a shower!

24 Ingrid is a fully trained animal keeper because

A

B

C

A

Things have change

She has passed the exams

Five years later she has pass the exams

It`s too little but it´s

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25

26

27

28

29

30

How does Ingrid feel about the payment?

The animals Ingrid feed exceed

Ingrid`s job lies in

When did Ingrid go to Africa?

Ingrid lives

B

C

A

B

C

A

B

C

A

B

C

A

B

C

A

B

C

OK

It`s a very good sold

It is quite expensive

Two hundred

One hundred fifty

One hundred ten

Cleaning and checking

Feeding

Both of them

A couple of years ago

The year before

One month ago

Not far away in an igloo

In a flat

In a small house twenty minutes away

At six fifty

At seven to ten

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What time does Ingrid get up? Forty-five past seven

PART 6

Questions 31-35

Read the text and the questions below

Imagine if everyone in your street suddenly came out intothe road one day and started singingtogether. Singing teacher Ruth Black believes it would makeeveryone so friendly that theywould never walk past each other again without sayinghello.Singing helps people live in peace together, she says. Allover the world people have alwayssung together and in most places they still do, but inEngland it is no longer traditional.Nowadays, says Ruth, people only sing together in churchesand football grounds, although itcould be done anywhere. Everyone is able to sing, she says,but most of us either think wecan't or have forgotten what we learned as children.However, as with everything musical, youneed to practice and the same applies to your voice. Ruthbelieves that singing itself bringsother benefits. It encourages good breathing, for example.Through singing, people oftenbecome more confident and also learn to control stress. Butmore than anything, it bringspeople together.When Ruth first started singing, there was littleopportunity to sing with others. Then,through a friend, she discovered an excellent singing classand became so keen that she started running her ownclasses. These are held twice a month for all singers,whatever their level, and are now enormously successful.

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Assignment - CCDPP

31 what is the main idea of the article?

A how singing has become more popular

B the new possibilities of learning music

C the importance of singing according to a teacher

D how children are learning to sing

32 What does the article illustrate us about?

A how to get new friends

B where can you learn to sing

C where the best way to improve singing is

D anyone can learn to sing

33 How does the author think you can be helped while singing with other people?

A you can meet and enjoy with the company of other people

B you become a popular singer

C you will improve your speech

D you can solve breath troubles

34 Why did encourage Ruth to begin her classes?

A she had a beautiful experience herself

B she has been asked to teach

C she wants to improve as a teacher

D she couldn`t set her own class

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35 Which is the best advertisement for Ruth`s singing classes?

A SINGERS WHO ARE CALLED TO BE GREAT!Want an opportunity to singwith others? We need a group of people who sing well to join us.

B MUSIC FOR THE STREET!Our class wants individualsingers for a neighborhood parades.Come and join us.

C WE CAN SING TOGETHERWith or without experience you can sing!Join us you`ll see how to improve, popular classes for every one.

D SONGING FOR EVERYONE!Can you sing? Try our'Classes for Everyone' every week meet new people!

PART 7

Questios 36 to 45

Read the following text.

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Choose the right word (A, B, C or D) for each blank.

In the questions 36 - 45, choose A, B, C or D in your answer sheet.

Fiona Moore

Fiona Moore has worked as a (36) _______ for newspapers, a music magazineand TV programs. (37) _______she is writing for a music website started last month. Idecided to write for the internet because this is(38)______ you find the verylatest information about bands. I love the speed of the internet. I can write apiece in the morning and (39) _____ it appears on the website in the afternoon. Thesame story won't(40) ______in the newspapers until the nextday. It maytake up to six weeks before you see(41) ____ in some magazines.I am a member of a(42)_____. We have to work fast and (43) _____make anymistakes, so it can be stressful. But we all get along witheach(44)______. I find it really exciting to think that our work is (45) ____all roundthe world!

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36 A singer

37 A sometimes

38 A thought

39 A show

40 A be

41 A him

42 A job

43 A mustn't

44 A others

45 A take

B journalist

B At the moment

B which

B see

B been

B her

B school

B couldn`t

B other

B read

C butcher

C yesterday

C where

C look

C is

C them

C team

C shouldn`t

C another

C has

D speaker

D rarely

D when

D watch

D display

D it

D club

D hadn`t

D other`s

D done

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JOSE EUSTASIO RIVERA HIGH SCHOOL ENGLISH TEST FOR FIRST PERIOD 10th & 11th

FULL NAME ________________________________________

CLASS _______ DATE _________________GRADE_______

Choose just one letter from each row

ANSWER SHEET

1234567891011121314151617181920212223

a b ca b ca b ca b ca b ca b c d f g ha b c d f g ha b c d f g ha b c d f g ha b c d f g ha b c a b c a b c a b c a b c a b c a b c a b c

24252627282930313233343536373839404142434445

a b c a b c a b c a b c a b c a b c a b c a b c da b c da b c da b c da b c da b c da b c da b c da b c da b c da b c da b c da b c da b c da b c d

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Assignment - CCDPP

a b c a b c a b c a b c a b c

31