Assignment - M&R

MATERIALS AND RESOURCES

ASSIGNMENT

Name and surnames:

Carolina Susana Sepúlveda Godoy
Alejandra Catalán Ruiz
José Faiver Sanjuán Gómez

Login:
CHFPMTFL643693
XXXXXXXXXXXXXX
COFPMTFL1304571

Group:
Fp_tefl_2013-02.

Date:
04/08/2013

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 Assignment - M&R

TABLE OF CONTENTS

INTRODUCTION ……………………………………………………...............……………. 3
…………… 3
RATIONALE 3
……………………………………………………………………………………………………. 4
- 5
Context…………………………………………………………………………………………............... 6
.. 9
- Nature of the syllabus used by learners …………………………………………. 10
…………… 10
- Nature of the materials used by learners............................................. 10
………… 13
- Discussion about design, trialing, adaptation and evaluation 20
………………………. 20
- The belief about language learning and teaching 24
…......................................... 26
29
CONCLUSION………………………………………………………………………………………………
….
- The need about materials and resources perceived
….............................................
- Teacher´s guide
HOLIDAYS………………………………………………………………..............
APPENDIX (the self-made kit)

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…………………………………………………………………………
ANNEXES ………………………………………………………………………………………….
……………
ANNEX I.Multiple Intelligences test ……………………………………….
……………………….
ANNEX II. Materials Evaluation Feedback Form (For Teachers)
……………………….
ANNEX III. Students Materials Evaluation Questionnaire…………………..
……………
References/Blibliography/Linkography……………………………………………..
…………….

INTRODUCTION

The purpose of this work is to develop a kit of material and activities with detailed explanation for English
teaching in foreign classes. Moreover, the kit includes the teacher's guide to allow any teacher to be able to
carry out a class using the material presented.
To design this kit there are different aspects that are taking into account. First of all, the need to consider
the context, which according to Funiber (2013, p.3) quoting McDonough and Shaw (1993) can be
separated into two groups: Learner characteristics and educational setting.
In relation to the learner characteristics we are considering age, students' interests, aptitude, mother
tongue, motivation, reasons for learning, preferred learning styles and personality. In addition, the
educational setting refers to the role of English in the country and school, the teachers, resources, physical
and socio-cultural environment and the type of evaluation used.
On the other side, it is pointed out the need this matter is perceived by the authors.

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Finally, this work states the belief about language learning and teaching that the materials designed in the
kit represented, and how these activities are intended to be evaluated.

RATIONALE

-Context
As it is well known, context might affect the design and selection of materials. The selection of an
appropriate material is conditioned by the student's context and setting. A deep examination of the context
leads to the identification of course objectives and thus to the adoption of an appropriate syllabus and
materials.
Considering the students' characteristics and needs, these students are between the ages of 13 and 14.
They are in the adolescence stage. In this stage people experience cognitive and social changes, which
lead to more mature stages. They are trying to create their own identities. In this way the context plays an
important role. Thus, the cultural context influences them including the culture and his context; therefore, as
context is everywhere, it also has an influence on everyone.
During the adolescence people enhance their cognitive competence that includes such things as the ability
to reason effectively, problem solve, think abstractly and reflect, and plan for the future (American
Psychological Association, 2002). This is why the topic "going on vacation" has been chosen. This topic
allows them to talk about future and personal plans, personal preferences and free time activities which are
what more attract them. Materials presented to adolescent learners should be challenged, where they can
think and solve problems. As it has been stated, design and adaptation of materials is considered to be the
most difficult area of communicative design, because of the criteria, the difficulty of the task and specially to
“…make an objective assessment of the criteria” (Funiber, 2013, p.66). However, the development of the
high-level of thinking doesn't mean they can carry out task by themselves. They still need the guidance of
an adult to help them to get their goals, in this case the teacher.

Additionally, the students' level of proficiency in English is a mixed proficiency. Most of the students have a
low level on L2, there is also a minority of students which struggle with language learning. But they show a
good attitude toward the English class because they understand the importance of the English language in
nowadays society. Another characteristic is that in this group-class all students share the same mother
tongue which is Spanish. In this class there are students that show different learning styles: visual, auditory
and kinesthetic. To handle this, test of learning styles should be made a priori (see annex II) But most of
them have a tendency to be visual learners (see annex II). Students show preference to work in group
rather than individually. This former aspect is considered very important, because since the psycholinguistic
research pair work and group work is essential for L2 acquisition. (Funiber, 2013, p.66).

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Finally, in relation to the setting, this group of students is large and most of them are interested and
motivated for getting good results in evaluation as their work has habitually an academic aim. Here is a
clear example of mixed-abilities, many students are looking for a grade, they just try to solve activities and
finish quickly. The tests lay on use of grammar rules and chunks of language as verbs and vocabulary lists,
as dialogues and heart leaned activities. The resources used in these materials (handout) are available,
what makes the lessons feasible to carry out in most contexts. Personalisation plays and important extent,
so materials must allow students a particular output task which is proper of mixed ability solutions;
nevertheless, there is not an established material, students work with photocopies which facilitate topics
proposed by syllabus. Nowadays, internet is a tool which has become essential, and governments are
improving the use of the net around (ICT). A great majority of pupils have access and training on
information technologies(ICT), what facilitates variety of information and access to it.

It is necessary to establish that the role of English is very important in South American countries, as it is a
compulsory area in academic fields. English is understood as a lifelong skill essential for our times, in this
case English is a compulsory subject which is evaluated from primary to university studies. As teachers, it
could be understood that this role involves a lot of responsibilities and all the school community should give
a great importance to the language learning. Nowadays, there are many young teachers eager to work and
interested in improving their level and their teaching abilities, most of them are nationals and have Spanish
language as a mother tongue, they have a good attitude towards their job but in some cases there is a
labour instability, what makes expectation be untie with processes and students interests (short term
contracts/being hired). On the other hand, the average of time to teach oscillates between 3 to 5 hours per
week, what makes the process difficult because of the pressure put on teachers to fulfill academic
programs.

Nature of the syllabus used by learners

Students in this group are used to multi syllabus classes. The Grammatical or Structural syllabus types,
Functional-notional, and Task based syllabus are used during classes. As we all know the grammatical
Structural syllabus understand language as a set of rules, so for learning to be possible, these set of rules
should be learned and practiced in various ways to make meaning. It has been noted that this syllabus has
had a great influence in students and there is a tendency to emphasize on grammar rules despite new
trends aims to communication through competence and then grammar comes.... On the other hand,
functional-notional syllabuses focus on communicative and interpersonal uses of the target language.
According to Wilkins in Nunan (1998, p.27) these syllabuses can be considered as synthetic language
teaching strategies because different parts of the language are taught separately, so acquisition is a
process of gradual accumulation of parts units.  In addition, task based syllabus focus on linguistic and
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communicative competence. Learners are asked to focus on meaning and message which is a discourse
level. The focus of multi syllabus was certainly on semantic criteria: nevertheless, the teaching materials
derived from this perspective (Morrow and Johnson, communicate, 1980) have both communicative and
formal elements, and include work on functions, settings, roles, and grammar.
Normally, students carry out communicative task like asking for permission, talking about personal
information, likes and dislikes, but these tasks also involve grammar exercises and practice. That is why it
can be concluded that learners are familiarized with these syllabuses but especially with grammatical
Structural one.

Nature of the materials used by learners

Students usually use photocopies to cover the topics, as it has been previously said, the character of
school programs, the socio-economic situation, the material prices, the emphasis on grammatical rather
than a communicative approaches, generate a tendency on reading and writing skills as a constant in these
school groups; time is also an obstacle in the sense that classes are shortened by several activities and
there is not a real process in which pupils get benefit on a complete skill development. Nevertheless, the
effort of teachers in order to improve teaching and learning strategies lay on the constant use of media as
videos, songs, role plays, spelling contests, karaoke etc.
Students usually use photocopies to cover the topics, as it has been previously said, the character of
school programs, the socio-economic situation, the material prices, the emphasis on grammatical rather
than a communicative approaches, generate a tendency on reading and writing skills as a constant in these
school groups; time is also an obstacle in the sense that classes are shortened by several activities and
there is not a real process in which pupils get benefit on a complete skill development. Nevertheless, the
effort of teachers in order to improve teaching and learning strategies lay on the constant use of media as
videos, songs, role plays, spelling contests, karaoke etc.
On the other hand, in some countries and school materials used are not really focused on students needs
and the school chooses sometimes their approach. In most cases schools focus these materials to get
better performances from their students to show the improvement on international tests. With those test
results they get more applicants and more financial support from the sponsors (i.e. in Chile, there is in
secondary a standard test to measure this performance - Simce Inglés - Pet/Ket and Toiec- and in
Colombia there is a similar test called ICFES - based on Pet/Ket both countries base tests in CEFR at
ALTE levels)

Discussion about design, trialing, adaptation and evaluation

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Firstly, the topic chosen for this self-made kit was thought regarding the age and interest of learners, as it
has been mentioned, 13 and 14 year-old students, and one of their favourite times is holiday. The activity
is intended to begin with a warm up which allows the possibility to explore students´ previews knowledge
and personal interests and needs. Attitude according to (McDonough, J. & Shaw, C. 1993) is one of student
´s characteristics which need attention when designing or adapting materials. The teacher in charge is
encouraged to use L2 having in mind that it helps communicative abilities. Students have the opportunity to
participate and the activity becomes an opened-ended teacher questions interaction pattern which
increases communicative skills. Penny Ur (1996). The feedback to learners is to consider the form of the
question; for example, yes/no; true or false/; multiple choice; non-verbal matrix to be completed; feed-back
facilitates students´ accuracy in pronunciation, structure and vocabulary acquisition. The vocabulary
introduced has been chosen having in mind socio-cultural aspects as holiday attractions and economical
factors of the group. Most of the vocabulary is related with cultural celebrations and feast in South and
Central American Countries. Warm up presents a vocabulary adaptation as it is stated by Funiber in M & R
in TELF, 2013,p.70) quoting McDonough, J. & Shaw 1983, “Effective adaptation is a matter of achieving
´congruence´…. among several related variables: …” in this case students´ context but specially external
features has been analyzed in order to help student attention and attitude as It has been previously
mentioned. In the same way, vocabulary in this case is offered with colourful comic pictures which attract
teenager´s attention and it enhances motivation.

The listening activity presented in the kit was thought having in mind the nature of the skill and micro-skills,
so authentic material, level of students, and listening for gist (accuracy on vocabulary) are used, so
students get familiar with real use of lexis. There are two basic language functions according to (Brown &
Yule 1983), they are the transactional and interactional functions, and the former apprehends with the
transfer of information and the latest with the conservation of social associations, these two roles facilitate
input and also output of L2. (Funiber 2013, p.62), since the unit objective is to teach the present simple
continuous, in a real context and personal language production. On the other hand, teacher´s role in this
exercise plays an important part because must be a moderator to control the times and rhythms so the
activity might be agreeable and meaningful.

In the speaking section, various features are relevant to be beard in mind, (Funiber 2013, p.64) firstly, the
promotion of interactional language use. The exercise encourage pupils to participate in a communicative
task, the performing action is to give oral response to a question which implies a personal response, that is
the second feature for the speaking activity; according to Ellis, the task must involve actions, specified
outcome, language comprehension and production and focus on meaning rather than form. (Funiber 2013,
p.47), nevertheless, grammar is involved but as a secondary aspect because what is stressed is fact that
communication takes place. Here the teacher plays an imperative role since she/he must highlight the
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“micro-skills as it is pronunciation, stress, intonation, discourse features, etc.” (Funiber 2013, p.64), teacher
notes give some suggestions in order to make an accurate use of the task and it may be successful.
Grammar is presented as a reference exercise, having in mind that the goal for this unit is to teach the
present progressive tense, the communicative and interpersonal uses is being applied through practical
use. Teacher is intended to check learners´ performance in order to elicit any doubts and a simple
comprehension exercise is led to clarify the use and spelling of the tense in course, avoiding in this way the
use of long grammatical rules which is not convenient for beginners or students with low level.

There are three main steps to provide a writing environment; the pre-writing activity permits students
planning and gathering ideas, for this purpose pictures invite learners to imagine and chose a personal
perspective and begin working on a draft to prepare a final work. According to Funiber, quoting Nunan,
currently, there are a few steps in order to do a successful writing, it is not seeing as a final product but as a
process in which learners and teacher are involved through activities such as imitation, expansion and
formation of paragraphs to obtain little by little what is required to be expressed (Funiber 2013, p.63). At
this stage, Students are intended to use grammar reference for spelling, and struggling to look for a reading
as a guide in order to organize the content of the writing work. That is why the reading section is offered
ahead in order to reinforce ideas and learners might encounter a way to clarify and polish her/his final work.
As it has been stated, the choices of authentic reading materials do not only help students to increase the
ability to develop the natural use of language, skimming, scanning, inferring meaning but also it promotes
bases for the written final product (Funiber 2013, p.61). The reading exercise applied in the kit, offers a
rationale amount of length, level, authentic adapted topic and material, a task, encouragement to react and
develop another skill, etc. These aspects are what make evident the nature of reading skill, supported by
the suitable guidance from the teacher who provides the environment and leads students to develop other
skills and sub-skills, writing.

Hedge, who refers to the production of piece of writing as ‘crafting’, ‘the way in which a writers put together
the pieces of the text, developing ideas through sentences and paragraphs within an overall structure’
(Hedge 1988, p.89), gives us a clear idea of what is a written product. In this way the reading material has
been chosen having in mind the audience, their age, interest and specially the needs. It allows students
interaction but also the teacher has the possibility to reply or initiate through the activity suggested in the
kit. A writing perspective is offered to pupils in order to allow them to move among different stages and
create a recursive or even a messy production till they obtain a personal and polished version. The teacher
plays an important role because she/he encourage “activities highlighting the micro skills, such as linguistic
characteristics of different styles, discourse features for linking and organizing text, punctuation, layout,
writing conventions around internet … , etc.” which are used in the material. (Funiber 2013, p.63-64)

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Regarding evaluation of materials, as it has been noted, it is not an easy job but a complex matter and
according to Rea-Dickins & Germaine, quoted by (Funiber 2013, p.35-36), basic questions must be
reflected before doing an evaluation of teaching and learning materials. As materials to be evaluated, there
has been taken the self-made kit which has been design to continue a process of achieving L2, but also
with the purpose of a specific goal, that is to teach present continuous tense and its use. The material has
been produced by teachers, who have done a particular reflexion on students’ needs and group
characteristics. The material has been prepared using pedagogic but also authentic pieces of information
use in the media as it is South American context features, in this case holiday practices. This material is to
be used as a unit which is part of a secondary school program in a syllabus based on multi syllabi structure
as it is Grammatical or Structural, Functional-notional and Task based.
On the other hand, the roles of the material lay on the students’ interests because of their age, context, and
time. It is intended to facilitate pupils the use of practical and personal English as a Second Language
throughout teaching a particular grammar chunk as it is present progressive tense. The material is going to
be used in a 3 or 4 hours of class, in a large group of students with mix-abilities and good attitude towards
L2. Particular instructions are given on the teacher’ guide in order to chase a goal as it is the use of L2 in a
task which involves skills developing and functions in a real-time communication. Top-down and bottom-up
processing, is evident in the activities where “…Learners are asked to focus on the message and to
organise their ideas before beginning communication. In writing they are asked to analyse models on how a
text is organised before beginning to write and are provided for a reason for writing, in terms of audience
and an appropriate style.” (Funiber 2013, p.58).

Ellis proposes various steps to evaluate tasks, as previously it has been stated, he makes emphasis on
process and concentrates in communicative tasks (Funiber 2013, p.47) Macro and micro-evaluation is to be
done during the process, as the name indicates, the self-made kit is a part of a micro-evaluation which
must go hand to hand with macro-evaluation too if there is a term program. On the other hand, Funiber
quotes Littlejohn in Tomlinson (1998) who states: “…to enable a close analysis of materials themselves, as
a support to designing materials and as a preliminary step to designing materials and classroom research”,
and following the analysis of materials is how good conclusions can be made. These reasons and many
others give support to initiate an evaluation of the self-made kit; timing, suitability, layout, motivation,
usefulness, interest, variety, among others, are important areas in order to make a good evaluation.
Teachers and pupils must have the opportunity to evaluate and enable any correction and polish may be
done, also the teachers will be asked to answer a questionnaire. To be able to identify how successful is
this material it must be used in the classroom but following some criteria. Based on Ann Riddell Akin &
Meral Guceri´s article (2001) the following aspects are considered in order to evaluate the self-made kit:

a) See whether students find material interesting and motivating

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b) Whether the time used was enough for input and practice
c) Whether the material have variety of activities or task
d) Whether required task were easy and practical
e) Whether the proposed objective was achieved or not
f) To identify whether the teacher reached the proposed objectives using the materials or not
g) Whether the layout was attractive or not

Concerning these basic elements, the self-made kit has been planned to be evaluated in order to improve
any weakness and get more contributions for further materials (see appendix III & IV).

- The belief about language learning and teaching

Students are accustomed to work on multi-syllabi with a strong tendency on Grammatical or Structural
syllabuses types, but with an important influence on communicative focused ones which are known as
synthetic language teaching where acquisition is a process of gradual accumulation, focus on meaning
rather than form and make communicative competence more prominent. Although, in some other
educational places, there is a tendency in communicative approach which is mainly given in private schools
or some semi private schools as in Colombia or Chile, where schools choose their own materials with an
extra economical support; however, this is not the same situation in public schools and some semi private
schools, despite the government provides a standard type of books which are the same for the whole
country. In those, teachers have to modify certain items in order to get them closer and meaningfully to
students. This is teacher’s perception in relation to activities required and how they have to be done, i.e.
focus or modify into a more communicative approach. In this case there have been included as a self-made
kit to be used to this kind of purpose.

CONCLUSION

The need about materials and resources perceived

To design and evaluate task is not an easy work because several aspects must be taken in account as
learners’ characteristics and educational settings, which gather diverse and complex cultural and personal
items. These previous ones have an important influence in the use and effectiveness of materials and
resources.

The topics chosen for the self-made kit, have been designed according to students characteristics and
needs, this allows a truly response to the lack of motivation and attitude because the topic is related more
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with socio-cultural patterns and personal interest issues. This elements which are associated with
transactional and interactional functions, invite pupils to use benefit in the input and output of language.

In addition, a very important role of the teacher is expected during the implementation of the material in
class, she/he is the one who facilitates and guides the process in which all different aspects are canalized
chasing the objective which is the prize of the process.

Finally, evaluation of this material will be applied through various questionnaires done by teachers and
students after being performed. What is expected is to find a well-supported product after teachers and
students give their opinion on the success, weakness and the strength of this self-made kit, nevertheless
finding the results of the micro evaluation results as well. Under this prism it is important to take in account
the way that this is going to be carried out. This type of exercises are chosen after having taken a syllabus
level diagnosis test which will show where in ALTE level Ss are, and a learning styles test, (see annex I)
which is intended to give information of the better way students learn, .also..... Materials´ Evaluation
Feedback Form (For teachers) which is to get information to improve future kits of materials (annex II ) ….
Student materials Evaluation Questionnaire, which takes into account the students opinion since they are
the directly involved in using this material and the ones who will make this material used in this learning
process, succeed.

Teacher´s guide HOLIDAY

OBJECTIVE:
This lesson covers basic vocabulary and grammar (present continuous tense), about holidays. It intends to
give SS the elements to interact about their experience or their ideas, thoughts and feelings about holiday
periods, using the four basic skills.

1) Warm up
Use L2 to introduce new vocabulary (you can write on the board if necessary) different words students
mention in L1 or L2, you can write them on the board. As they participate ask SS to write the words in the
corresponding box.
Allow students to read aloud by random the group of words and correct pronunciation if necessary. Use
questions to improve SS participation such as: What do you do on holidays? What is your favourite
weather? / What is the weather like today? / What season are we in? ... etc.

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Give a few minutes to SS to match pictures with words; ask them to read aloud the new vocabulary. You
can explain, using L2 which are the seasons like and their characteristics in different places.

2) LISTENING
Ask SS look at the pictures and elicit any unknown word, Play the video clip while students write on the
corresponding gap the word they listen to. You can replay the video two or three times if necessary. As
soon as they have finished filling gaps in, check the answers. You can ask questions like: what is the
weather like in France today? Etc.

3) SPEAKING
Focus on pictures and ask SS to answer the questions, as them to move around the class asking tow of
their classmates the questions and write the answers in each box (you can give a few minutes to complete
the activity). Finally, ask them to give a report about her/his classmate answers. (e.g. Juan is in Brazil, He
is visiting a friend, he is having a cup of hot coffee, etc.) At the end give group feedback to correct any
errors.

4) GRAMMAR
Ask SS to look at the box and identify the meaning of the present continuous, explain them this tense have
different uses, tell them that future arrangements can be done with it, give them its equivalent in L1.
Remind the use of be with I, YOU, SHE etc… you can tell SS that this is the only verb conjugated in
English (am, is, are), are the utilized forms.
Tell SS to do the exercises and check their answers. Encourage SS to observe the spelling rules and clarify
any doubts about it.

5) PRE-WRITING
Encourage students to match pictures with the sentences in the boxes then walk around and spot on the
answers and elicit unknown words. Give few minutes to complete the activity then ask students to work in
pairs comparing the responses. Check around and help SS explaining any doubts.
Teacher asks questions in order to check match and comprehension accuracy e.g. What is she doing in
picture 1? Are they skating in picture 5? Is she skiing in picture 5? etc.
Ask students to write the correct form of the verb filling the gaps with the corresponding sentence. Walk
around offering support to students who require it. Finally, elicit answers writing them on the board if
necessary to check spelling.

6) READING

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SS are encouraged to read silently and answer the questions below. Afterwards, they can read aloud and
ask and answer each other the questions provided.

7) WRITING
Students should be encouraged to put pieces together and teacher gives clues to improve word and
sentence linking and organizing text, use
Extra activity: if there is time encourage students to think about one of her/his memorable vacation and ask
them to write an e-mail to you, telling what are they doing in that place right now, what is happening around
and what are their plans for their holiday. Use the exercise to check out writing accuracy individually; it is
important to have in mind both product and process evidence, if there is not time, it can be assessed as a
home work.

APPENDIX

SELF-MADE KIT HOLIDAYS

1) WARM UP

Below are some activities that people do while they are in holiday, level them into the right box.

See statues – exploring nature – see horses – buy souvenirs – visiting places – playing soccer – visiting
relatives – dance traditional music – see parades – visit museums – visit parks – go swimming – eat
traditional food – try clothes on –
Tourist places Shopping Events
e.g. visit museums

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a) Match the pictures with the correct adjective

Cloudy
Foggy
Windy gpBuaU5OPi8

Sunny
Snowy
Rainy
Hot

2) LISTENING

http://www.youtube.com/watch?v=gpBuaU5OPi8
Watch the following video clip, “International weather report” and write next to each flag the climate
mentioned there.

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__________________

___________________

___________________

___________________

3) SPEAK
___________________ ING

___________________

___________________

Choose one of the pictures and answer the following questions writing in the boxes, then ask two
of your class mates and get information to give a report.
YOU STUDENT 1 STUDENT
2

Where are you at the

moment?
What is the weather like?
What are you doing right
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now?

4) GRAMMAR

PRESENT PROGRESSIVE- MEANING AND AFFIRMATIVES

Right Now Around Now In the Near Future
I am having a cup of coffee now My friend is taking pictures We are coming for a parade
these days

a) Complete the sentences using present progressive and check when they happened

Right now Around Now In the Near

Future
1. drink I ___ _____ a lot of coffee these days.
2. spend My friend ____ _______ money now.
3. go They ____ _______ for a parade next
week.
b) Study the spelling rules when using present continuous tense
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SPELLING RULES
most verbs: + ing remove e + ing double the consonant + ing
do --- doing /study--- studying make ---- making cut ---- cutting
go --- going /play --- playing smile ---smiling sit---sitting
ask --- asking / enjoy --- enjoying come --- coming run --- running
draw --- drawing / cry --- crying write --- writing swim --- swimming
Grammar in focus

5) PRE-WRITING

Look at the following pictures and complete the e- mail Alejandra is

writing to her friend José. Level the pictures with the sentences in the
boxes and write the correct form of the verb.
we/do/tour/city I/have/cup/hot I/go/ice my friend and I/take/a cable car/to top of
coffee skating mountain
we/visit/river/La Plata we/go/cross–country we/go/to/Geneva I/sit/in/out door café
skiing

Mm publications

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6) READING

Read the postcard and answer the questions below

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Dear Paulo
I am here in San Agustín, it is sunny and
nice, though early in the morning it is
raining, I love it here!
I am staying at a small hotel in the town
which is on the south of Colombia.
I am visiting San Agustín because it is a very
special place. I am enjoying the
Archeological Park, and taking lots of
pictures; tomorrow, I am exploring the
nature and learning new things about the
pre-Columbian archeological sites.
I recommend you San Agustín if you are
looking for a good holiday.

That´s all for now, I am coming back home

next week. See you then.

Bye for now!

Jose

a) Where is José spending his holiday? ___________________________________

b) Why is he enjoying his time there? ____________________________________

c) What is José doing at the moment? ____________________________________

d) When is he coming back home? _______________________________________

7) WRITING

Look at the postcard written by Jose to his friend Paulo, write an e-mail telling your friend what are
you doing now while spending your holidays in your dreamed place.

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HOLIDAY
ANNEXES

ANNEX I. (www.LearningStylesintheESL/EFLClassroom.http://www...)
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.
___ 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.

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___ 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.
_ _ 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: ______________________

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 Assignment - M&R

My next highest is: ______________________

My least used style is: ______________________

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 Assignment - M&R

ANNEX II. (Akin & Guceri 2001)

Materials’ Evaluation Feedback Form (For Teachers)

Teacher’s Name ……………………….. Course……………………..

Please choose the number you consider most appropriate and as a feedback please write any
comment you have got. Thank you for your time and co-operation in completing this feedback form.

Circle 1 if you strongly agree and 5 whether you strongly disagree

Teachers’ guides

1.The teachers’ guides are clear

12345
Suggestions: ______________________________________________________________
2.The teachers’ guides are easy to follow.
12345
Suggestions: ______________________________________________________________

3.The teachers’ guides are suitably detailed.

12345
Suggestions:______________________________________________________________

4. The time allowance indicated was appropriate

12345
Suggestions: ______________________________________________________________

Material Layout

5.The material was reproduced well.

12345
Suggestions:______________________________________________________________

6. The material was well-laid out.

12345
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 Assignment - M&R

Suggestions:______________________________________________________________

Student Motivation

7. The students were motivated by the material.

12345
Comments: ______________________________________________________________

8.Students were motivated by the material as it is useful for their studies.

12345
Suggestions: ______________________________________________________________

9. Students were motivated by the materials as it will be useful for their work life.
12345
Suggestions: ______________________________________________________________

10. Students were motivated by the material as it is interesting.

12345
Suggestions: ______________________________________________________________

11. Students were motivated by the material as it will be part of a test/assessment.

12345
Suggestions: ______________________________________________________________

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 Assignment - M&R

ANNEX III. Student materials Evaluation Questionnaire

Dear Student,

We would like to know your opinion on the materials in order to improve their quality in the future.
Thank you for your sincere response and time to complete this questionnaire.

Please circle your responses.

A) Timing

Choose 1 if your strongly agree or 6 whether you strongly disagree

1. I had enough time to complete the work

1 2 3 4 5 6

2. I was given too much time to complete the work.

1 2 3 4 5 6

Comments (if any) __________________________________________________________

B) Usefulness

The materials are useful for my learning process.

1 2 3 4 5 6

The material will be useful for my near future.

1 2 3 4 5 6

Comments (if any)__________________________________________________________

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 Assignment - M&R

C) Interest

The materials were interesting.

1 2 3 4 5 6

2. The material had a variety of tasks and activities.

1 2 3 4 5 6

Comments (if any)__________________________________________________________

D) Difficulty

1. I found the language of the material difficult to understand

1 2 3 4 5 6

2. I found the tasks and activities difficult to do.

1 2 3 4 5 6

3. The material made me do new things.

1 2 3 4 5 6

Comments (if any) __________________________________________________________

E) Layout

The material was well laid out.

1 2 3 4 5 6

2. The type size of the material made it easy to read.

1 2 3 4 5 6

Comments (if any) __________________________________________________________

F) Learning
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 Assignment - M&R

I improved my English with the help of these materials.

1 2 3 4 5 6

2. I learned a lot from using these materials

1 2 3 4 5 6

Comments (if any) __________________________________________________________

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REFERENCES / BIBLIOGRAPHY

Annett, J. (1969) Feedback and human behaviour: The effects of knowledge of results, incentives
and reinforcement on learning and performance. Penguin Books. London.
Binnie Smith, D. (1996). Teacher decision making in the adult ESL classroom in Freeman, D.&
Lenon, A. & Ball, P. Materials and Resources in EFL. Formación Universitaria, Fundación
Universitaria Iberoamericana (FUNIBER).
Brown, G., & Yule, G.(1983): Teaching the Spoken Language. Cambridge: Cambridge University
Press.
Ellis, R. (1998). The evaluation of communicative tasks. Chapter 9 in Tomlinson, B. (ed.) (1998)
Materials Development in Language Teaching. Cambridge: Cambridge University Press.
Funiber (2013:35-36) Evalutation of materials
Hedge, T.(1988): Writing, Oxford: Oxford University Press.
McDonough, J. & Shaw, C. (1993). Materials and Methods in ELT. Blackwell. Oxford.
Nunan, D. (1988). Syllabus Design. Oxford University Press. Oxford.
Rea-Dickins, P. & Germaine, K. (1992); evaluation, Oxford; Oxford University Press.
Ur, P. (1996) A course in Language Teaching Cambridge University Press. Cambridge.

WEBOGRAPHY

Akin & Guceri. A Macro materials evaluation. Link to webpage:

http://www.eltnewsletter.com/back/April2001/art562001.htm
[Read: November 8, 2010, GMT-5].
American Psycological Association, 2002. http://www.apa.org/pi/families/resources/develop.pdf
English Teachers Association NSW. ICTs in English: Overview.
http://www.englishteacher.com.au/AboutUs/OfficialStatements/ICTsinEnglish.aspx
Han, Z. (2001). Integrating corrective feedback into communicative language teaching. Web link:
http://www.thefreelibrary.com/Integrating+corrective+feedback+into+communicative+language+tea
ching....-a080679247 [Read: April 22, 2013]
LearningStylesintheESL/EFLClassroom.http://www.odessa.edu/dept/govt/dille/brian/courses/1100or
ientation/learningstyleinventory_survey.pdf [Read: August 2, 2013].
Morrow, K. & Johnson, K. (1980) Communicate 2 : English for social interaction
http://trove.nla.gov.au/work/22065632?selectedversion=NBD3173700
Riddle, A. Cuceri, M. (2001) A Macro materials Evaluation: for Better or for Worse. The weekly
column. Article 56, April 2001. Web link:
http://www.eltnewsletter.com/back/April2001/art562001.htm
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Swan, M. (2008). The Influence of the Mother Tongue on Second Language Acquisition and Use.
Web link: http://www.mikeswan.co.uk/elt-applied-linguistics/influence-second-language.htm [Read:
April 18, 2013]

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