Universidad Nacional de Colombia Student: Jhoan Sebastián Vinazco Buitrago

Foreign Languages Department Professor: Lizbeth Paola Sierra López

ELT Methodology II 2023-2

A pedagogical proposal based on authentic materials

to increase motivation of English language students

1. Contextualization and problematization

Recently, new theories about learning have surged, which have brought new

methodologies, approaches and resources that can be used to achieve different learning

objectives. The Universidad Nacional de Colombia (UNAL) decides autonomously how to

adequate its undergraduate and postgraduate curricular programs to the continuous advances of

art, science, philosophy and technology, and to guarantee the quality and the excellence of

advanced education at the University (Decreto 1210 de 1993, cited on Acuerdo 033 de 2007). To

accomplish successfully the formation of students and other missionary objectives, the ‘Consejo

Superior Universitario’ (CSU) establishes a series of seven principles (Acuerdo 003 de 2007,

Artículo 1). For the purposes of this project, it will be shown specifically on three of them:

contextualization, internationalization and flexibility, and how they are related to the problem of

students’ decreasing motivation.

The Acuerdo 003 states that the principle of contextualization “is based on the

integration of the formation processes with the cultural, social, environmental, economical,

political, historical, technical and scientific environments”; in brief, the application of

knowledge. Unfortunately, it is very common that contents and methodologies used in the

classroom are outdated and decontextualized; there is a lack of articulation with real life. For

most students, application of knowledge is something that takes place only inside the classroom,

as a requirement to accomplish an assignment successfully, to get good grades and to approve a

course. Actually, the information acquired does not have a significant value, and they could

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consider the time and the energy spent studying as wasted. As a consequence, there are negative

implications on student’s motivation along their learning process.

The factors previously mentioned have particular implications for language learners.

Most of them are motivated to learn a new language besides academic or laboral scopes.

Languages are perceived as useful tools to generate knowledge, to have a better approach to

content that is produced in a specific language, and to establish bonds with world culture. Those

objectives are – at least in theory – taken into account by the University through the principle of

‘internationalization’, which “promotes incorporation and recognition of teachers, students, the

institution and its curricular programs with the scientific, technological, artistic and cultural

movements that are produced in the national and international scopes”. Furthermore, through

the principle of ‘flexibility’, the university embraces the diversity of beliefs and intellectual

interests of the university community members. But in practice, if language acquisition is not

perceived as a meaningful tool to explore their own interests, students could have difficulties and

an unavoidable lack of interest in learning a new language.

Formation of students in one foreign language is established as mandatory by Artículo 14

of Acuerdo 033. English language was established as fundamental for the disciplinary formation

of the students in different curricular programs (Acuerdo 102 de 2013). For this reason, it is

necessary to question the effectiveness of contents and the fulfillment of learning objectives in

the English language courses. Strengthening of communicative competence in English language

will be carried out by promoting its use in academic settings specific to their knowledge area.

Some proposed mechanisms to achieve that objective are: “a. Planning of activities that develop

communicative skills in English language within the disciplinary subjects of curriculums,

especially in the first six semesters. b. The offer of disciplinary courses taught in English

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language” (Acuerdo 102 de 2013, Artículo 8). In the case of the English Philology and

Languages major, those mechanisms are applied by the Educational Program Project through the

establishing of a series of subjects intended to develop the students' oral and written

communication skills in English during the first six levels of formation. (UNAL, 2015).

For the reasons previously mentioned, curriculums in English courses should be updated

with contents and methodologies that encourage students to make a conscious and meaningful

use of the English language, with purposes of effective communication and comprehension of

complex ideas, not only from academic materials aimed to teach English, but also from any

resource produced originally in that language: books, TV series, films music, blogs, etc. Surely,

having a clear purpose and relationship with topics interesting for language learners will have a

positive impact on their motivation.

2. Theoretical Framework

The present theoretical framework will discuss the theoretical bases related to motivation,

the constructivist theory of learning and the communicative approach of language teaching, in

order to sustain the thesis that use of authentic materials will increase the students’ motivation to

learn English. To accomplish this, it is necessary to understand what motivation is and how it can

be affected by the learning objectives intended for lesson plannings used in classrooms. Then, it

will be shown how the principles of constructivism and communicative approach convey to the

concept of authentic performances. Finally, it will be discussed how authentic materials, usually

related to popular culture, can be a positive motivating factor for English language learners.

Motivation is referred to as “the personal investment that an individual has in reaching a

desired state or outcome” (Maehr & Meyer, 1997, as cited on Ambrose, 2010, p. 68). In a

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university environment, where a higher level of autonomy is expected of students, it is important

to set clear and valuable goals, in order to keep them committed with the different assignments,

even when they are not under the direct and constant supervision of teachers. As Ambrosee

states, motivation influences the direction, intensity, persistence, and quality of the learning

behaviors in which students engage.

Lesson plannings are usually designed with the intention of accomplishing a series of

assignments that apparently demonstrate the completion of certain learning objectives. The

author makes a clear distinction between Performance goals (Dweck & Leggett, 1988, cited on

Ambrose, 2010, p. 71) and Learning goals. On one hand, performance goals are related with the

expected behavior of students, who accomplish the assigned responsibilities with the only

motivation to appear intelligent, gain status and acquire recognition and praise (p. 71), and the

strictly necessary commitment to do it. On the other hand, learning goals motivate students to

gain competence and truly learn what an activity or task can teach them (p. 72), even if this

involves an extra effort in a deeper exploration of the topics.

Precisely, that individual-centered vision of learning, which implies a higher degree of

commitment and consciousness about the own process, is one of the principles of the

constructivist theory. It suggests that knowledge is constructed by learners instead of taken

passively from teachers. Fosnot (2005) states that constructivist teaching “gives learners the

opportunity for concrete, contextually meaningful experience through which they can search for

patterns; raise questions; and model, interpret, and defend their strategies and ideas” (p. 8).

Classrooms and schools that apply this theory focus more on ideas rather than facts, they

encourage students to follow their own interest, to make connections, to reformulate ideas, and to

reach unique conclusions (Gould, J., in Fosnot, p. 113).

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Based on constructivist principles, Communicative Approach has gained relevance in the

field of language teaching. Traditional methods are intended to model linguistic competence by

centering on the merely formal aspects of words and sentences in isolation. In contrast, this

approach aims to develop communicative skills by analyzing entire communicative acts and their

function in what is called ‘discourse’ (Widdowson, H., 1978, as cited in Castilla, B., Lobo-

Guerrero, C. 1979, pp. 7-9). Similarly, Harmer (2015) explains that Communicative Language

Teaching (CLT) focuses on what is the language used for, instead of how the language is formed,

and provides a wider range of language varieties to communicate an idea (pp. 57-58). To sum up,

the communicative approach raises awareness among users of a language so they can perform

appropriately in a real and contextualized communicative act.

The principles of the constructivist theory of learning and the communicative approach of

language convey to the concept of authentic communicative performances. Ordóñez (2015)

defines it as activities made by daily-life people intended to use a language with authentic

communicative purposes (pp. 67, 68). It surged as a need to make formal learning transcend

from the classrooms. In other words, an authentic performance consists of using knowledge to

produce something or accomplish certain tasks in real-life situations (Ordóñez, 2010, p. 2). In the

case of language learning, authentic materials are those which were created by and directed to

speakers of a certain language, not specifically for teaching purposes (Ordóñez, 2015, p. 69). The

usefulness of these materials lies in the function that communicative acts accomplish within the

context they are set. Those acts are supported by linguistic elements such as discursive markers,

grammatical structures and certain expressions; and non-linguistic ones such as the tone of voice,

the corporal posture, and the environment where communication takes place. Several

assumptions and inferences can be made in order to figure out what is the purpose of a message.

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Being aware of the function of a communicative act could need a higher level of effort, but also

it could increase the curiosity and the commitment of students on the assigned tasks because

finally, they are accomplishing a function in a real, not an artificial way.

A huge amount of authentic materials comes from popular culture, usually called ‘pop

culture’. Rawal (2015) defines it as “a collection of thoughts, ideas, attitudes, perspectives,

images preferred by the most of the people” (p. 18). Globalization has spread pop culture from

and to all over the world by different sources like movies, music, mass media, TV shows,

literature, and fashion (p. 28), and it has brought the need of creating bonds with other cultures.

This proliferation of resources brought the opportunity to use them for teaching purposes,

providing clear learning objectives and an authentic use of a language, not only as a means for

communication, but also as an expression of culture (p. 17). The author suggests that “students

can be successful in speaking a second language only if cultural issues are an inherent part of the

curriculum” (p. 26). In other words, language stands as a bridge to connect with world

knowledge (p. 29). To sum up, pop culture constitutes itself a factor of motivation for learning

languages. Therefore, educators should take advantage of that opportunity to reformulate their

teaching methodologies by using the materials that pop culture offers through the media.

Considering the big amount of resources available currently, especially in the English

language, it is unnecessary to create new materials from the ground up. Gould (in Fosnot, 2005)

states that “classrooms that are moving in this direction provide relevant, literate talk; real

literature; spelling taught in context; and writing that grows out of children’s interests,

experiences, and expertise.” (p. 112) Internet, TV and other media are full of a wide variety of

material that can be strategically analyzed whether in pragmatical, propositional and textual

levels, in order to understand the purpose, linguistic and non-linguistic elements on

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communicative acts, and the way how words and expressions relate to each other in order to

fulfill that purpose.

3. Analysis of material

Los Pollos Hermanos Employee Training: Communication | Better Call Saul

3.1. Understanding the material (⚠️Spoilers alert ⚠️)

Los Pollos Hermanos – Spanish for The Chicken Brothers – is a fictional chicken-

restaurant chain that appears in the TV series Breaking Bad, and in its prequel, Better Call Saul.

It plays an important role in the plot of both stories. Los Pollos Hermanos have several

restaurants in different places of the southern states, including one in Albuquerque, New Mexico,

city where the events of the Breaking Bad franchise take place. The restaurant was created by

Gustavo Fring, a Chilean citizen that wanted to establish commercial operations in Mexico and

The United States. The company is actually a facade used to launder money from illegal

activities, mainly drug synthesis and trafficking, carried out in alliance with a Mexican cartel.

The trucks of the company are used to transport the famous Heisenberg’s blue methamphetamine

behind the cartel's back in order to expand Gus’ business and influence on the north side of the

border.

Gustavo Fring, Los Pollos Hermanos’s owner, manages a double life. On one hand, he is

the boss of a large drug empire, and deals with all kinds of criminals, so he needs to be hard and

strict. Punctuality and discretion are important characteristics for him. On the other hand, Gus

hides his dark nature behind a cheerful, respectable and friendly personality, in order to maintain

the public and the authorities' attention far away from his real business. As the owner of a

famous restaurant chain, he shows himself close and confident to his employees, so on some

occasions, he personally attends the customers and does different activities at the restaurant. As it

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can be seen in this material, Gus himself performs as the presenter of a 10-week online seminar

that is intended to train the new Los Pollos Hermanos’ employees.

3.2. Reasons to choose this material

Television is part of the daily life of many people. For years, it has spread several

productions that have become part of the collective imagination. Many of them come mainly

from the United States, so they are originally produced in English. Although most of those

materials have been dubbed to Spanish and other languages, with the intention of connecting

with different audiences around the world, some people consider that watching series and movies

in their original language enriches the experience. For them, it provides a closer approach to

what actors want to express, and of course, it's an opportunity to improve the communicative

skills in English, mainly listening and comprehension of ideas in a natural way.

Created by Vince Gilligan, Breaking Bad and its prequel Better Call Saul are considered

some of the best TV shows in history. The story behind these productions is as complex as

fascinating. Its popularity is undoubtable, reflected not only in the wide audience that have

reached through television and streaming services. Social media is full of memes and other

references to the Breaking Bad franchise, which consequently have taken its presence to the

collective imagination, even among people that haven’t watched the series at all.

The material that is going to be analyzed in this project is not a part of a chapter, but an

extra scene from Better Call Saul. The aim of this project is to discover the purpose of the

discourse presented in the material. To achieve this objective, it is necessary to inquire how it is

structured, the relation between each part of it, and how words, verbal expressions and

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grammatical structures, besides merely having a formal meaning by themselves, fulfill the

intention of the discourse.

3.3. Pragmatic level (purpose and structure)

The rhetorical function of this video is to welcome the new Los Pollos Hermanos’

employees and to provide them with some instructions that will be useful to communicate

effectively with the customers, taking into account quality parameters of the brand and

emphasizing the importance of both corporal and verbal communication. To fulfill this purpose,

the video uses a rhetorical structure that consists of three moments. Firstly, the intro, where

Gustavo greets the new employees and introduces them to the brand and some of its

characteristic values. Secondly, the presentation of the specific topic —communication— as a

fundamental part of the service. Finally, the instructions of how to behave and speak in order to

communicate a good impression to guests.

3.4. Propositional level

First of all, Gustavo welcomes the new employees with an energical greeting: “Hello,

and welcome to the Los Pollos Hermanos’ family. My name is Gustavo, but you can call me

Gus.” Here, the presenter is showing himself as close to her employees, giving them the

confidence to call him in a less formal way, even in a laboral environment. This greeting is

connected sequentially with the sentence “I’m thrilled that you’ll be joining our team”, where

Gus shows his excitement and reinforces the fact that this video is directed to the new

employees. Once that 's clear, Gus introduces the quality characteristics of the Los Pollos

Hermanos brand: “Each and every day we serve exceptional food, with impeccable service.”. so

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he suggests that providing customer service with those characteristics is a characteristic of the

employees. It shows a cause-effect relationship with the first part of the sentence “We take pride

in everything that we do...”. They are proud of their job because they provide excellent service.

Implicitly, Gus is commanding them to take into account those principles when performing at

job. The following part of the sentence says “... and after this 10-week online seminar, I’m

confident that you’ll fit right in.”. Gustavo shows certainty about the fact that employees will be

capable of performing successfully once they have finished the trainment, which has a duration

of 10 weeks.

After that, the presenter introduces the main topic of this training session: “To begin, I’d

like to talk about the cornerstone of Los Pollos Hermanos’ brand: communication.”. The

expression “To begin” marks the pivotal point between the welcoming to the company and the

starting of the trainment itself. The presenter refers to communication as the most important

value of the company.

Then, there is a sequence connection to the sentence “As an employee of Los Pollos

Hermanos you set the tone for the entire dining experience.”. Gus is showing that employees are

– and must be – in capacity to keep under control any interaction with customers. This is the

first and most general instruction that employees must follow. The next instructions, that are

connected to each other sequentially, are the specific steps required to accomplish the big

instruction successfully. At the same time, each instruction is explained in detail with practical

recommendations, as is shown below:

1. As an employee of Los Pollos Hermanos you set the tone for the entire

dining experience.

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1.1. Be mindful of what your words and behavior communicate to our

guests.

2. Always be aware of your posture.

2.1. Remember to stand up straight, your customers and your back will

thank you for it.

3. Put effort into your appearance. All employees are required to dress

appropriately.

3.1. Keep your uniform clean and pressed.

3.2. If you want respect, you must look respectable. This part is highly

related to the general instruction. Keeping a respectable appearance

mirrors confidence and gives the impression of maintaining control.

4. Speak in complete sentences.

5.1. We never use one-word greetings like “Hey!” or “Yeah?”.

5. Always make eye contact.

6. And finally, whether you’re with a customer or not, remain composed.

Composure should be a constant in the workplace.

6.1. Inside, you can be thinking about your homework, or your friends, or

your side business, but no one should ever know it because at Los Pollos

Hermanos someone is always watching. In other words, it’s necessary to

separate the personal and the laboral affairs.

7. So don’t forget to smile. Here is a cause-effect connection with the

previous instruction: because you are being observed constantly, you

should be smiling all the time.

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Finally, Gustavo finishes the current training session and mentions the topic of the

following one. “That’s all for today. See you next time when we’ll be discussing cleanliness.”

3.5. Textual level

Note: All the meanings of the words presented in this section were taken from the Cambridge

Dictionary.

In the introduction of the video, Gustavo says “Hello, and welcome to the Los Pollos

Hermanos’ family. My name is Gustavo, but you can call me Gus”. He uses the word “family”,

referring to the set of employees of the company. Then, he suggests that he can be called by his

abbreviated name, ‘Gus’. Use of abbreviations denotes reliance and closeness, feelings that he

wants to transmit to his employees. In addition, Gus stands that he is “thrilled that you’ll be

joining our team”. His excitement is noticed by the use of the adjective ‘thrilled’, which means

“extremely happy about something”. Personal pronoun ‘you’ is used along the video to refer to

the employees who are taking the training. ‘Our’ reinforces the idea that Los Pollos Hermanos is

a family for which employees should have a sense of belonging.

The following declaration also has some interesting elements: “Each and every day we

serve our customers exceptional food with impeccable service. We take pride in everything that

we do…”. In the first place, the use of the expression “each and every day” emphasizes the daily

and constant commitment of the company with its guests. Again, a personal pronoun, ‘we’, takes

relevance, used to talk about the workers of the restaurant, including himself. Last but not least,

the adjectives ‘exceptional’ and ‘impeccable’ highlight Los Pollos Hermanos’ quality standards.

On one hand, ‘exceptional’ means “much greater than usual, especially in skill, intelligence,

quality, etc.” On the other hand, ‘impeccable’ is defined as “perfect, with no problems, mistakes,

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faults or bad parts”. These words encourage the employees to give an unforgettable experience to

their customers daily. Finally, the verbal expression “to take pride in [sth]” means to be proud of

or to be conscious about something, in this case, their performance in the workplace.

Ending the presentation, Gus says that “...after this 10-week online seminar, I’m

confident that you’ll fit right in”. The first part contains a complex nominal group, where the

head is the noun ‘seminar’, preceded by the determiner ‘this’, and the adjectival group ‘10-week

online’. The use of the determiner implies that the present video is not the only one, it is part of a

series of similar videos. The adjectival group describes the duration (10 weeks) and the modality

(virtual, accessible by Internet). That’s why it uses the singular instead of the plural form,

‘weeks’, in spite of being preceded by a plural number. The word ‘confident’ reflects the

certainty that the presenter has about the trainment’s intention. Following, the phrasal verb ‘fit

in’ accompanied by the adjective ‘right’, means to belong to a place appropriately. To sum up,

Gustavo thinks that the seminar will help the new employees at adapting to their workplace

satisfactorily.

Afterwards, Gustavo says “To begin, I’d like to talk about the cornerstone of the Los

Pollos Hermanos’ brand: communication.” A cornerstone is something of great importance that

everything else depends on. For him, communication is the basis on which the entire functioning

of the company lies. Later, he states that “As an employee of Los Pollos Hermanos you set the

tone for the entire dining experience. Be mindful of what your words and behavior communicate

to our guests.” The preposition ‘as’ indicates the purpose or quality of something. The verbal

expression ‘to set the tone’ means “to establish a particular mood or character for something.”

Here, Gus is encouraging the employees to stay in control of every situation, showing confidence

in front of customers. The adjective ‘mindful’ is defined as “giving a deliberate attention to your

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body, mind and feeling in the present moment, in order to create a feeling of calm”. In other

words, Gus wants the employees to pay attention to their communication, both verbal and non-

verbal.

From this point, different instructions are presented with the purpose of having a

‘mindful’ communication with guests. These expressions, that have a connotation of

mandatoriness or requirement, use the imperative mood. Its main characteristics are the use of

present simple and the existence of an implied subject, which usually is the second person:

“[You,] Be mindful of what your behavior and your words communicate to our guests. [You,]

Always be aware of your posture. [You,] Remember to stand up straight…”. The receiver of the

information, ‘you’, is the person or people that are taking the trainment.

The following sentences have other elements worthy to analyze. “Put effort into your

appearance. All employees are required to dress appropriately.” The use of passive voice, to be

(are) + past participle (required), focuses the attention on the direct object, in this case, ‘all the

employees’, becoming the subject of the sentence. In an active voice, it would be “Somebody

requires all employees to dress appropriately”. The context suggests that somebody is the

company, or Gus as the owner and direct boss. To dress appropriately, it is necessary to “keep

your uniform clean and pressed”. Again, by the context and the visuals it can be inferred that

‘presed’ is a synonym for ‘ironed’.

Another interesting structure that appears in the following expression is the zero

conditional. “If you want respect, you must look respectable.”. Conditionals consist in two

clauses, whose order is exchangeable: the condition, and the expected result. Grammatically, the

clause “you want respect” is the condition because it’s preceded by the preposition ‘if’, as

usually occurs in conditionals. Meanwhile, the modal verb ‘must’ appears in the result clause

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“you must look respectable”. But in practice, due to the nature of the verb ‘want’ and the modal

‘must’, the first expression behaves as the result, while the second one is the condition: to get the

respect you are desiring, looking respectable is a mandatory step.

Additionally, some interesting words can be found in the next instruction. “Speak with

complete sentences. We never use one-word greetings like ‘Hey!’ or ‘Yeah?’”. Those short

words are known as ‘interjections’. They are commonly used in informal speech, so they

shouldn’t have a place in a laboral environment, where professionalism and reliability are

expected both externally and internally.

To finish the part of instructions. Gustavo invites the employees to “Remain composed.

Inside you can be thinking about your homework, or your friends, or your side business, but no

one should ever know it because at Los Pollos Hermanos someone is always watching. So don’t

forget to smile”. The modal verb ‘can’, in this context, is denoting a possibility rather than an

ability. The verb ‘thinking’ is the mental process of having an image of thought in mind. For that

reason it is possible to use the gerund of the verb. Otherwise, if ‘think’ were used as a synonym

of ‘believe’ it would not be possible to use the -ing form. A ‘side business’ is an alternative

activity that someone does besides their main activities. It is not necessarily an illegal activity,

but it can be. The expression ‘no one’, that is a synonym of ‘nobody’, alongside the modal verb

‘should’ denotes a suggestion of avoiding to do something, in this case, to think in personal

things while in the workplace. The conjunction ‘so’ connects the previous idea that ‘someone is

always watching’ with the requirement of “don’t forget to smile”.

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4. Pedagogical decisions

As it was studied in the previous section, there are several elements that can be extracted

from the material in order to explain their function in a contextualized communicative act. Also,

some pedagogical activities are proposed to study in depth certain aspects of the language use.

LANGUAGE USE
PROPOSED
COMMUNICATIVE (Functional grammar,
MATERIAL PEDAGOGICAL
PURPOSE vocabulary, textual
DECISIONS
meaning)

Los Pollos Nominal groups Create a coherent

Hermanos’ employee To understand how to nominal group by
training: communicate In Systemic selecting cards from
Communication. appropriately to Functional Grammar different piles:
customers as an (SFG), a nominal deictics, epithets,
https://youtu.be/ employee of a group is a group of numerals, classifiers,
B9RgougnhiE? restaurant by words that describes things, and qualifiers.
si=dgvWq8Fj9SbFD following a series of an entity.
N4f instructions.
Logical function:
- Pre-modifiers
- Head:
- Post-modifiers

Experiential function:
- Deictic
- Numerative
- Epithet
- Classifier
- Thing
- Qualifiers

“This 10-week online

seminar”.

The imperative mood. Make a list of norms

required to have
Used to give orders positive cohabitation
and instructions. in a classroom.

Structure: To ease the activity,

[Subject implied] + make a brainstorm
[Verb] + and list down the

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LANGUAGE USE
PROPOSED
COMMUNICATIVE (Functional grammar,
MATERIAL PEDAGOGICAL
PURPOSE vocabulary, textual
DECISIONS
meaning)

[Complement] different ideas.

The subject implied is

usually the 2nd
person (‘you’).

The verb uses the

infinitive form, and
there is no ‘subject-
verb’ agreement.

Verb phrases vs Match the flashcards

Phrasal verbs of the written verb
phrases and phrasal
Verb phrases are verb with the
verbs that consist of corresponding image
more than one word. or definition.
Example: to set the
tone, to take pride in
[sth]

Phrasal verbs are

structures that can
consist in two
particles:
- Verb +
Adjective ()
- Verb +
Adverb ()
- Verb +
Preposition
(fit in)

They define specific

actions or states.

The zero conditional Rewrite the

conditional
Conditionals show expression by
the result of a replacing ‘if’ with
condition. ‘unless’, without

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LANGUAGE USE
PROPOSED
COMMUNICATIVE (Functional grammar,
MATERIAL PEDAGOGICAL
PURPOSE vocabulary, textual
DECISIONS
meaning)

changing the meaning

If [condition clause], of the original
[result clause] condition. Do the
same by using
“If you want respect, ‘when’.
you must look
respectable” “Unless you don’t
want to be respected,
Usually, condition you must look
clauses are preceded respectable.”
by ‘if’, but other
expressions such as “When you look
‘unless’ can be used. respectable, you get
respect”
“Unless you don’t “When you look
want to be respected, respectable, you are
you must look respected.”
respectable.” Read a text about the
behavior of water
The structure is under certain
exchangeable: the conditions. Answer
result clause can be in some questions.
the first place. Here, - What happens
it’s not necessary to if water
separate the result and temperature
the condition with a reaches 100
comma. °C?
- What happens
“You must look if water
respectable if you temperature
want respect” descends to 0
[Result clause] if ° C?
[condition]

Zero conditional uses

present simple both
for the condition and
the result.

They are used to talk

about things that are

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LANGUAGE USE
PROPOSED
COMMUNICATIVE (Functional grammar,
MATERIAL PEDAGOGICAL
PURPOSE vocabulary, textual
DECISIONS
meaning)

generally true,
especially for laws
and rules.

The word ‘when’ can

also precede the
condition.

Modal verbs such as

‘must’ can be used in
the result clause.

By the nature of the

word ‘want’, that
expresses desires or
wishes, in practice,
the first clause — that
grammatically is the
condition —

Passive voice Rewrite a series of

active-voice
‘Subjectivization’ of sentences to turn
the object. them into passive
voice.
The attention is not
focused on the doer
of an action, but on
what or who receives
that action.

Interjections

Words of phrases that

express feelings or
requests. They are
usually not part of a
sentence.
5. References

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Jhoan Sebastián Vinazco Buitrago ELT Methodology II Authentic materials to increase motivation 2023-2

Acuerdo 033 de 1997 [Consejo Superior Universitario]. “Por el cual se establecen los
lineamientos básicos para el proceso de formación de los estudiantes de la Universidad
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http://www.legal.unal.edu.co/rlunal/home/doc.jsp ?d_i=34245#0
Acuerdo 102 de 2013 [Consejo Superior Universitario]. Por el cual se dictan disposiciones
relacionadas con la formación de los estudiantes de pregrado en lengua extranjera a la
luz del Acuerdo 033 de 2007 y 008 de 2008 y se deroga el Acuerdo 035 de 2008 del
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Ambrose, S. A. (2010). How Learning Works : Seven Research-Based Principles for Smart
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Castilla, B., Lobo-Guerrero, C. (1979), Reading and Thinking in English. Departamento de
Lenguas Modernas. Universidad de Los Andes.
Decreto 1210 de 1993 [con fuerza de ley]. Por el cual se reestructura el Régimen Orgánico
Especial de la Universidad Nacional de Colombia. 28 de junio de 1993. https://
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Teachers College Press.
Harmer, J. (2015). Popular methodology. The practice of English language teaching (5th
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Main, P. (2022). Jean Piaget's Theory Of Cognitive Development. Structural Learning.
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piagets-theory-of-cognitive-development-and-active-classrooms
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Jhoan Sebastián Vinazco Buitrago ELT Methodology II Authentic materials to increase motivation 2023-2

Rawal, D. B. (2015). Pop culture as a source of motivation for English language learning.
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https://elibrary.tucl.edu.np/bitstream/123456789/14267/1/full%20thesis.pdf
Universidad Nacional de Colombia (2015) Proyecto Educativo del Programa.
Autoevaluación y seguimiento de la calidad de los programas de pregrado. Licenciatura
en Filología e Idiomas: Alemán, Francés e Inglés.
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Widdowson, H. G. (1978). Comprehending and reading. Teaching language as
Communication. (4) (pp. 77-109). Oxford University Press.

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