MATERIALS AND RESOURCES

MATERIALS AND RESOURCES - Assignment

NAME:

PAOLA MONTERO M.

SUBJECT:

MATERIALS AND

RESOURCES

TUTOR:

MAJID SAFADARAN

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MARCH 27th, 2011

ASSIGNMENT INDEX

1.- Rationale …………………………………………………………………………page 3

2.- Extra material objectives………………………………………………………..page 4

3.- Context……………………………………………………………………………page 4

4.- Setting…………………………………………………………………………….page 5

5.- Syllabus and Materials……………………………………………………….....page 7

6.- Criteria for Evaluation of the Materials……………………………………..…

page 7

7.- Conclusions………………………………………………………….………….page 10

8.- References………………………………………………………………………page 11

8.- Appendix…………………………………………………………………………page 12

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RATIONALE

INTRODUCTION:

Since English is a worldwide language that opens doors of

communication with the rest of the world, students are exposed

to new vocabulary and expressions through the media.

I am in charge of the Sixth Course Intermediate level

specialization in Communication of a catholic high school in

Guayaquil Ecuador. We are working with English in Mind 2B split

edition by Herbert Puchta and Jeff Stranks. This edition

corresponds to the B1 level in Common European Framework.

According to this level student:

“Can understand the main points of clear standard input on

familiar matters regularly encountered in work, school,

leisure, etc.

Can deal with most situations likely to arise whilst

travelling in an area where the language is spoken.

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Can produce simple connected text on topics which are

familiar or of personal interest.

Can describe experiences and events, dreams, hopes &

ambitions and briefly give reasons and explanations for

opinions and plans.“

We are just starting the unit no. 1 titled “Disaster” and

the objectives of it are explained in the next table:

GRAMMAR VOCABULARY SPEAKING &

FUNCTIONS

LISTENING READING WRITING

Exchange

informati

on and

describe

a dream.

Past simple

passive.

Use of a,

an and the.

Disasters Intervie

w about

a famous

earthqua

ke.

“Tsunami

– the

giant

wave”

and the

story

“Let´s

talk

about it

later”

Newspape

r story

about a

forest

fire.

As the table shows, this unit is intended to cover four skills

of communication. However, because it is the last course

previous the university level, students are supposed to learn

how to listen, read, speak (report) and write news in a more

realistic context. This group of students have been facing more

difficulties in productive rather than receptive skills.

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The last unfortunate events –a natural disaster in Japan- has

showed us the good opportunity to adapt extra materials in order

to expose our students in real scenery where the natural

disasters and catastrophic consequences are part of our real

lives, and the most important: all of us are part of them.

EXTRA MATERIAL OBJECTIVES:

The particular objectives this block of work lends itself are:

The student will consolidate the new vocabulary by reading

a newspaper article.

The student will solve True/False questions of the

article.

The student will recognize the differences between simple

past and passive voice. (Reinforce)

The student will apply the grammar functions on controlled

practice exercises and sentences. (reinforce)

The student will develop oral skills by looking at some

pictures and creating a story based on them.

The student will summarize TV news and check their

summaries in pairs.

The student will produce his/her own written news based on

the recent events which took place in Ecuador because of

the possible tsunami.

CONTEXT

LEARNER CHARACTERISTICS

AGE: This is a 17-year-old group. There are about 25

students and it is a mixed group.

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INTERESTS: Because this group is in its last high school

grade, many of them are interested in getting excellent

grades in order to access a possible scholarship in a good

university. As a result of the last events in the world

(our country included) the topic is very attractive to

them.

LEVEL OF PROFCIENCY: This is an intermediate level group and

for this reason they will not face any problem about

managing new vocabulary into a new scenery or reviewing

grammar structures and functions already taught.

APTITUDE: In last school years, this group has shown to be

very good at oral skills, for this reason it is a good

opportunity to explode other skills –written for example-

in order to master L2 more effectively.

MOTHER TONGUE: Because the L1 is Spanish, there might be

some interference in spelling with new vocabulary words

like volcano, hurricane or avalanche. On the other hand,

this group could make a relation in Passive Voice with the

L1.

ACADEMIC AND EDUCATIONAL LEVEL: Natural Disasters is a topic

that is well-known around the world, there is a vast of

sources that has provided excellent information related to

this topic.

ATTITUDES TO LEARNING: This is a cooperative learning group

that has shown a respectful attitude to each other, the

teacher and institution.

MOTIVATION: Most of the students are really interested in

registering in bilingual universities, that’s why they

have shown a good attitude to the English as a worldwide

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language that can open doors for excellent job or study

opportunities.

PREFERRED LEARNING STYLES: Because of the school methodology,

students are used to work under a constructivism method.

It means they tend to create or discover knowledge by

developing tasks. They also work in a cooperative learning

style. The activities have been designed in order to

fulfil their expectations.

PERSONALITY: Because of their age and methodological

reasons mentioned above, this an outgoing, friendly,

autonomous and persistent group.

SETTING

THE ROLE OF ENGLISH IN THE COUNTRY: Unfortunately English is

not a second officer language in my country yet, but

English teachers are convinced that because of the tourism

and the market of jobs that require L2 speakers, Ecuador

will be a bilingual country within 10 years.

THE ROLE OF ENGLISH IN THE SCHOOL: This is not a bilingual

school yet, but due to new education law reforms by 2012

it will have adapted subjects in English. For now English

is a subject that attempts to be meaningful for the

students.

THE TEACHERS: The school has an English department of 8

teachers. Two of them have international degrees and the 6

others have got their degrees in Ecuador. The coordinator

is concerned about the efficient preparation and training.

MANAGEMENT AND ADMINISTRATION: English area has a

coordinator who is responsible of the adaption of new

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material and evaluation of course books. The coordinator

has to inform about anything related to the area such as:

use of new materials, schedules or students behaviour.

RESOURCES AVAILABLE: The school has provided all resources

to be used for the good performance of classes. If not,

the coordinator is responsible to ask for it.

SUPPORT PERSONNEL: The school has a well organized staff in

which the tasks and responsibilities are well known by

each member.

THE NUMBER OF PUPILS: Every classroom has about 25 students.

This is a good number for pedagogical purposes.

TIME AVAILABLE FOR THE PROGRAMME: Every English teacher has

to teach 12 hours per week. It´s not a big amount of time

but as it was said above because of the new changes in law

education system the amount of hours will be increased by

the next year.

PHYSICAL ENVIRONMENT: Every classroom is designed in a good

atmosphere, for this reason the students and teachers do

not find any difficulties related to the climate, noise,

size or furniture.

THE SOCIO-CULTURAL ENVIRONMENT: This is a catholic school,

for this reason the coordinator has to evaluate each

contents of the book. There are really good course books

that have been used before with an attractive approach,

but there were units related to mystery, ghosts or star

signs beliefs. They had to be omitted and turned them into

a different topic.

THE TYPE OF TESTS USED: Students are always evaluated in

formal and informal form. Formal assessments are done by

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considering the four skills of L2. Informal assessment is

done by observing the performing of the students in the

classrooms. By 2012 the school is motivated in starting

Cambridge international proficiency examinations because

there are students interested in achieving their studies

abroad.

SYLLABUS TYPE

This is a process-oriented syllabus because is oriented on two

skills: writIng and processes involved in learning language.

MATERIALS USED BY THE LEARNERS:

Materials have been chosen into a careful study of the students’

needs. They consist in controlled practice focused on passive

voice, newspaper article, power point presentation, reading and

listening exercise.

POSSIBLE PROBLEMS AND SOLUTIONS:

The possible problems might be faced in this block of work is

the level of language, accent, pronunciation and expressions.

Because is a 17-year-old group it is very possible they will

find some level of difficulty in the understanding of these

aspects of the article and video.

However teacher should encourage them to feel able to understand

those or any other source of information. The tools to be used

in order to get a good response by the students are :

Pre-teach of vocabulary and expressions.

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Intonation practice in questions, confirmations,

exclamations.

Linking sounds by taking two or three sentences and ask

them to practice them before listening.

CRITERIA FOR EVALUATION OF THE MATERIAL:

UNIVERSAL CRITERIA:

1.- Does the material offer enough information to be used in and

out of the classroom?

2.- Does it motivate self-study, self-discovery and autonomous

learning?

3.- Are the instructions clear and easy to follow?

4.- Are the activities aimed to different learning styles?

5.- Does the block of work cover the four skills of L2?

MEDIA-SPECIFIC CRITERIA

1.- Is the video consistently audible?

2.- Do the newspaper article have pictures in order to help

illustrate the text?

3.- Are the power point pictures clear and easy to understand?

CONTENT-SPECIFIC CRITERIA

1.- Does the article correspond to the grammar points to be

covered?

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2.- Do the article and video have meaningful information which

could be the beginning for future expositions in other subjects

like Science?

AGE-SPECIFIC CRITERIA

1.- Are the activities attractive and meaningful for the

students?

2.- Do the activities promote cooperative learning?

CHECKLIST FOR EVALUATION OF KIT OF MATERIALS

Below there is a checklist for evaluation of this “kit of

materials”. It could have been graded, but it was necessary to

consider the real opinions of learners and teachers before the

moment it was going to be used by the group:

GENERAL 4 3 2 1 0

Takes into account currently accepted methods

of ESL/EFL teaching.Gives guidance in the presentation of

language items.Caters for individual differences in home

language background.Relates to content to the learners´ culture

and environment. SPEECH 4 3 2 1 0

Is based on a contrastive analysis of English

and L1 sounds systems.

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Suggests ways of demonstrating practising

speech items.Includes speech situations relevant to the

pupils´ background.Allows for variations in the accents of non-

native speakers of English.GRAMMAR 4 3 2 1 0

Stresses communicative competence in teaching

structural items.Provides adequate models featuring the

structures to be taught.Shows clearly the kinds of responses required

in drills. (e.g. substitution) Selects structures with regard to differences

between L1 and L2 cultures. VOCABULARY 4 3 2 1 0

Selects vocabulary on the basis of frequency,

functional loads, etc.Distinguishes between receptive and

productive skills in vocabulary teaching.Presents vocabulary in appropriate contexts

and situations.Focuses on problems of usage related to

social background.READING 4 3 2 1 0

Offers exercises for understanding of plain

sense and implied meaning.Relates reading passages to the learners´

background.

Selects passages within the vocabulary range

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of the pupils.Selects passages reflecting a variety of

styles of contemporary English.WRITING 4 3 2 1 0

Relates written work to structures and

vocabulary practised orally.Gives practise in controlled and guided

composition in the early stages.Relates written work to the pupils´ age,

interests and environment. Demonstrates techniques for handling aspects

of composition teaching.

CONCLUSIONS:

After reading the printed and additional information provided in

this subject, it is clear for teachers that the course book

should not be the only source of information and help for

learners. Teachers must look beyond the future necessities and

the difficulties students might be facing with the use of one

tool only.

Now it is clear that the selection of extra or supplementary

materials must be done under close and careful considerations.

The evaluation criteria should be in teachers’ hands before any

made decision.

On the other hand, there are more aspects teacher must have into

account and they are “when” and “how” to use the extra

materials. If most of course books are designed to cover four

skills, teachers should convince themselves that sometimes the

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book activities are not enough as long as the main goal is to

explode those skills in the same level. Personally, these two

questions:”when” and “how” have been more difficult to answer

than the designing of materials itself. For example: Should I

replace this text book reading for a “better” one gotten on the

net?, Will it be more useful to give my students a bath of more

complex vocabulary but immersed into a real context because they

will definitively be exposed to these types of readings? That is

the point. The principle that English teachers are the most

creative but this creativity must be lead with efficient design

for a correct flow of classes.

Webography

1. Common European Framework

WebLink:

http://en.wikipedia.org/wiki/Common_European_Framework_of_

Reference_for_Languages

2. Choosing a Coursebook by Miri Yochoanna.

WebLink:

http://www.etni.org.il/enirag/issue4/miriyochanna.htm

3. Developing Criteria for Text Evaluation by David Williams.

WebLink:

http://textbookuse.pbwork.com/+/Developing+criteria+for+te

xtbook+evaluation.pdf

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http://textbookuse.pbwork.com/+/Developing+criteria+for+textbook+evaluation.pdf

http://textbookuse.pbwork.com/+/Developing+criteria+for+textbook+evaluation.pdf

http://www.etni.org.il/enirag/issue4/miriyochanna.htm

http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages

http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages


4. How to write a rationale?

WebLink:http://www.ncte.org/library/NCTEFiles/Involved/Action/Rationale_HowtoWrite.pdf

5. Syllabus Design

WebLink:http://www.slideshare.net/cupidlucid/syllabus-designing-presentation

6. Textbook Evaluation and ELT Management a South Korean Case

Study

WebLink: http://www.asian-efl-journal.com/Litz_thesis.pdf

7. Writing instructional objectives

WebLink: http://www.naacls.org/docs/announcement/writing-objectives.pdf

APPENDIX

TEACHER’S LESSON PLAN: The lesson plan below has been designed based

on “English in Mind” course book and on “kit of materials”.

STAGEINTRACTION

SPECIFIC AIM PROCEDURE RESOURCES TIMING

Activation To get Ss attention

Question for opening

Text book pictures on

5´

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http://www.naacls.org/docs/announcement/writing-objectives.pdf

http://www.naacls.org/docs/announcement/writing-objectives.pdf

http://www.asian-efl-journal.com/Litz_thesis.pdf

http://www.slideshare.net/cupidlucid/syllabus-designing-presentation

http://www.slideshare.net/cupidlucid/syllabus-designing-presentation

http://www.ncte.org/library/NCTEFiles/Involved/Action/Rationale_HowtoWrite.pdf

http://www.ncte.org/library/NCTEFiles/Involved/Action/Rationale_HowtoWrite.pdf


for talkingabout different languages they already know.

brainstorming: What doyou know about disasters?Predicting text by looking at the pictures.

page 6.

Pre-teach vocabulary

To get sts attention by talking about Disasters.

Match the words with the photos.Then listen, check and repeat.

Text book pictures onpage 6.

10´

Listening for specific information

Have learners focus on specific informationof the listening.

Ask Ss to look at an old pictureon page 6. Sts will listen and answer somespecific questions related to it: city orcountry, type of disaster and year.

Ss will listen to the second part of theinterview and will fill in theblanks withextra information. Exercise

Text book

Exercises 1C and D.

10´

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1D.

Language analysis

Have Ss identify the past simple and past simplepassive.

With the examples given in the grammarsection of the book, Ss will payclose attention to the differencesbetween past simpleand past simple passive.Will complete the rule given in 2A.

Text book

Page 7, exercise 2A.

10´

Controlled Practice

Ss will practice the target language invery specific and controlled exercises.

Individually.Exercises 2B and C, page 7.

Hand-out ofkit of materials.

Check in pairs.

Text book

Hand-outs

15´

Pre-teach vocabulary

Sts will learn new words related to a newspaperarticle about earthquake in Japan.

Power pointpresentation: Sts willlook at some pictures and relate them to thesentences.

Power pointpresentation.

10´

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Choral repetition and drilling.

Controlled practice: Ss will read the definitionsand fill inthe correctword.

Reading forspecific and generalinformation

Have learners focus on general and specific informationof the reading.

Ss will read an newspaper article andwill answerTrue or False questions.After reading thearticle, sts will summarize the articleon their own words.

Newspaper article “ Japan quake: Withtwo naturaldisasters and a nuclear emergency, recovery begins”

15´

Speaking Have Ss practice their speaking skills and expand on the topic of the tenses.

Finished summaries. In pairs: Ss will exchange and comparetheir summaries, ideas and opinions about the article.

Based on the article.

10’

Listening for

Have learner

Ss will listen to a

Youtube video

15´

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specific information.

focused on specific information.

break news video, answer and complete the information.

Freer production

Ss will usede target language for real purposes ina real context.

Ss will write a newspaper story basedon picturesand the events tookplace in Ecuador after the earthquake in Japan.

Pictures 20´

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READING:

a) Pre-teach of vocabulary related to the text:

After Japan´s earthquake there were more AFTERSHOCKS.

Many people were huddled in shelters.

There’s scant of food in Africa.

The earthquake chewed up buildings and houses.

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These are the remnants of a destroyed city.

People managed to pull some survivorsfrom the wreckage.

The death toll has risen after the earthquake in Japan.

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Firefighters and soldiers began to scour bodies.

b) Look at the following meanings and choose the best answer:

1. the parts of something such as a plane, ship, or building

that are left after it has been destroyed in an accident

is……wreckage…………………………………..

2. destroy is..chew up................................

3. a small part of something that remains after the rest of

it has been used, destroyed, or eaten is……

remnant………………………………………

4. to come close together in a group, or to hold your arms

and legs close to your body, especially because of cold or

fear is……huddle…………………………..

5. Very little and not enough is………scant……………………….

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aftershocks scant scourchew up

huddle toll remnantswreckage


6. the number of people killed or injured in a particular

accident, by a particular illness, etc is……

toll……………………………….

7. To search very carefully and thoroughly through and area,

a document, etc. Is...........scour.....................

8. A small earthquake that happens after a larger one

is...aftershock...............................

c) Reading:

Japan quake: With two natural disasters and a nuclear emergency,recovery begins

By Chico Harlan

Washington Post Foreign Service

Saturday, March 12, 2011; 5:42 PM

TOKYO - Rescue teams searched Saturday for thousands of missing

people along hundreds of miles of Japan's northeastern coast a

day after a powerful earthquake and massive tsunami wiped entire

towns off the map.

With much of its northeastern coastline already under water and

reduced to matchstick wreckage, Japan also faced the nightmare

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http://www.washingtonpost.com/wp-srv/world/countries/japan.html?nav=el

http://projects.washingtonpost.com/staff/articles/chico+harlan/

http://www.washingtonpost.com/wp-dyn/content/gallery/2011/03/11/GA2011031101862.html


of potential nuclear disaster after an explosion at a nuclear

power plant in Fukushima Prefecture prompted evacuations within

a 12-mile radius.

As powerful aftershocks continued to rock Japan's main island of

Honshu on Saturday - including temblors of 6.4 and 6.0 magnitude

- teams of rescue workers scoured the Pacific coastline for

survivors. Thousands of hungry people were huddling in emergency

shelters without water or electricity, and large parts of the

countryside were unreachable because of flooding and damage,

news agencies reported.

While the rescue teams broadened their search along the

devastated coast, in many places they found only remnants.

Officials said late Saturday that 686 people were confirmed dead

in the 8.9 magnitude earthquake and huge tsunami waves. But

thousands of others were missing, and the death toll was certain

to rise.

Roughly 9,500 people in Minamisanriku - a town of 17,000 in

Miyagi Prefecture - remain unaccounted for, the Kyodo news

agency reported, citing local government officials.

In the areas north of Tokyo, closest to the epicenter of

Friday's earthquake, eyewitnesses described entire neighborhoods

that have disappeared after being swallowed and chewed up by a

massive tsunami wave. Attempts to reach those stranded, trapped

or short on supplies were complicated by damage to the roads and

rail lines.

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http://www.washingtonpost.com/wp-dyn/content/article/2011/03/11/AR2011031103673.html?hpid=topnews

http://www.washingtonpost.com/wp-dyn/content/article/2011/03/11/AR2011031103673.html?hpid=topnews


In Chile, where scientists said the thrust of the tsunami

crossing the Pacific was headed, authorities canceled tsunami

warnings Saturday after closing ports and evacuating 700,000

people from coastal communities. As on the U.S. West Coast, the

damage was far lighter than feared.

In Japan, given the continued communication problems with towns

in the north and scant initial information about the

implications of the nuclear plant explosion, people were trying

at once to piece together what had happened and what was

happening still.

Japanese government officials said Saturday evening that the

explosion did not damage the nuclear containment vessel at the

Fukushima Daiichi plant's Unit 1 reactor, and they conveyed an

initial sense that a widespread radioactive leak could be

avoided.

d)READING COMPREHENSION EXERCISE:

Answer the sentences true or false:

1.- The earthquake happened after a high wave destroyed thenortheastern coastline of Japan.

2.- Aftershocks have been registered after the earthquake.

3.- Around 680 people are still missing.

4.- Chile is in danger to suffer a tsunami.

5.- “To piece together” means you don’t want to discover thetruth about a situation.

6.- The radioactive leak could be stopped.

e) Listening for specific information:

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Open the next link http://www.youtube.com/watch?v=vLtqrKea1Zg

the name of the video is: “Japan Hit by 8.9 MaginitudeEarthquake, 10-Meter Tsunami”.

Read, listen and complete the next sentences:

a) An………………magnitude of an earthquake hit across the c……………………tof Japan.

b) A 10 meter high t………………………………i has hit the n………………………………….ncoast of Japan as well.

c) So Japan´s earthquake is the s………………………………………….h la…………………………t in recorded history.

d) The aftershocks are continuing to rock b……………………………………….s.

e) The earthquake was just 10 m……………………………..s b……………………….w thesurface.

f) The public t………………………………………….t s………………………………….m has shutd…………………….n.

g) There are f…………….. million homes without e…………………………………….y.

h) Seven nuclear p…………………….s closed for check by Tokyo electric.

i) Also the bu………………………………………s are affected.

USE OF ENGLISH:

CONTROLLED PRACTICE:

Look at the sentences and complete them in Past Simple orPassive Voice:

1.-The letter………………………………(mail) a week ago, and it……………………(arrive) yesterday.

2.- Ron’s parents …………………………..(die) when he was very young. Heand his sister…………………………..(bring up) by their grandparents.

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http://www.youtube.com/watch?v=vLtqrKea1Zg


3.- I was born in Chicago, but I ………………………………(grow up) inHouston.

4.- While I was on vacation, my camera………………………….(steal) from myhotel room.

e) Write a newspaper story based on the pictures and the events that took placein Ecuador after the earthquake in Japan because of the possible tsunami in

Pacific coasts.

There’s a list of words can be used in your newspaper story: damages, brave sea, out of control, lack of transport, empty beaches, shelters.

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Name and surname(s):Paola Montero MartínezLogin: ECFPMTFL748605Group:28Date:March 27th, 2011

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MATERIALS AND RESOURCES

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