Task 5

1. Why are authentic materials good tools for language teaching and learning? 
        
because they are interesting, they use real language, they can be chosen for any individual interest, they illustrate accurate use of language in the target culture, and they can let students get as much information as they can even they cant understand everything or even very much.

2. What are the guidelines for choosing authentic materials? 

         - interest to age group
         - point of the lesson
         - usable language style
         - available locally
         - good quality picture, sound
           
3. What kinds of authentic materials are discussed in the video?
         - REALIA
         - PRINTED TEXT
         - MULTIMEDIA

4. Briefly describe the other example of the use of realia included in the video

learners turned in their own realia by bringing to class their favorite toys, or items they liked and talk about them to the class and tell how they use them.

5. What types of authentic printed texts are mentioned in the video? 
         - books
         - magazines
         - brochures
         - newspapers

6. What types of multimedia materials are mentioned in the video? 
         - radio programs
         - video tapes
         - CD's
         - computer
         - internet
     
7. What types of authentic materials are available in your teaching context? 

         - we have all of the described resources to work the way it is described, but they are only available for people who are subscribed at the Language Center, and some of them are only available for teachers and not totally public, still all the materials can be used, the persons that are able to use them is conditioned.

Task 5 (video)

Task 4

Using Video on the EFL classroom

Lesson plan

Levels: intermediate to advanced students

Aims: practice speaking, listening comprehension, and writing, also use of vocabulary related to give opinions and appealing language

Class time: 45 min.

Preparation time: 10 min.

Resources: computer, OHP, speakers, internet connection, or USB memory containing the video, video “are video games good or bad?”

Video link: http://www.youtube.com/watch?v=tDVK5_TlBS8

Procedures:

1.      The teacher asks students if they like video games, what kind, and how much time do they spend playing, etc. (3 min.)

2.      The teacher introduces and reproduces the video “are video games good or bad?” (6 min.) (the video can be reproduced twice if necessary)

3.      After watching the video the teacher asks the class to form two groups against and on favor of video games (3 min.)

4.      The teacher asks them to take turns and expose their points of view about the topic. (15 min.)

5.      After the discussion the teacher asks students to write down some of the ideas shared on the discussion. (10 min)

6.      After that, the teacher asks to write down a short conclusion. (8 min.)

Task 3

Unit 2 Textbooks

STUDENT TASKS

In-favor and Against Arguments for using textbooks              

In his chapter, Richards (1998) provides a summary of his and several researchers’ (Harmer, 1991; Allwright, 1981; Hutchinson & Torres, 1994; Gray, 1936; Crawford, 1995; Swan, 1992; Apple & Jungck, 1990; Studolsky, 1989; among others) findings or statements regarding the impact textbooks have on teachers.

Instructions:

·         Fill in the chart below summarizing these researchers’ findings on both the positive and negative impact textbooks have on teachers.

·         Please, DO NOT copy and paste; try to use your own words. See example given:

Positive impact on teachers/ In-favor arguments for textbook use

Negative impact on teachers /  Against arguments for textbook use

E.g. A course book can provide useful guidance and support for novice teachers or teachers who are unsure of their knowledge of the language. -          Good textbooks contain dynamic and interesting material, they show clearly what students need to study. -          They allow students to study on their own outside the class. -          Good textbooks provide structure to a learning program. -          They provide confidence and security for students and teachers. -          “Gaps in learning” are reduced. -          Makes learning funnier. -          Can give students a sense of autonomy though the orientation provided on it.

-          Textbooks make teachers avoid responsibility, because they assume that if they follow the advices included in the book teaching is going to be successfully done. -          Textbook sometimes are attributed with qualities that it does not possess, so the teacher follows guidelines and may fail on the teaching process. -          Teaching skills may reduce because the teacher makes use of the textbook so often that then is not going to be capable of take decisions or develop materials, “deskilling”. -          Teaching is seen as something that can be planned by others so the teacher does not make any effort on change the situation. -          Teaching skills are reduced to a very superficial stage.

Portfolio task 2 using the textbook                                                    50 POINTS

Instructions:

• The chart below includes the most common weaknesses or criticisms of textbooks.
• Think of ways of dealing or overcoming those textbook’s weaknesses when working with your students. Make sure to justify your answers (giving examples). You can get some ideas from Freebairn’s (2000) article.

Textbooks criticisms	Ways of overcoming the problem:
1. It is bland	In this case it is necessary to find materials that encourage students’ in order to improve language skills and knowledge; it would make the class more interesting and motivating for students.
2. It is out of date	It is necessary to find actual and interesting topics in order to let students understand easily the main lesson, it also make students’ feel motivated enough to participate and share ideas or opinions.
3. It is out of touch	Text books need to provide information that can come handy for students and teachers so they can’t be based only on theoretical situations. The writer needs to be involved in the teaching experience.
4. It is stifling	We can make use of interesting and close related to the lesson materials from different sources such as videos, games, handouts, etc.
5. It is global	The teacher needs to find activities closely related to their culture in order to let the student comprehend English skills through a familiar context, this could also let them practice the language more often.

Task 2 - Pt 2 (answers)

1. Impact students through novelty, variety, attractive presentation and interesting content

 - It is about producing attractive, interesting and useful materials for students, it is variable because it depends on the classroom and students' background.

 - I choose this principle because it is easier for language students' to keep interested on the topic and then remember the information presented through the material.

2. Materials should develop confidence

 - It is about materials including simple and easy tasks with simple language use, this is going to make the student feel confident when participating, it might be difficult when trying to make things easier but not that much because students may be aware of this simplicity.

 - I picked this one because confidence is very important when we talk about second language learning, students need it in every step they make in order to acquire the target language.

3. Include content that is perceived by learners as relevant and useful

 - It talks about being aware of the material's usefulness and relevance to our students, in here we need to know our student's background and goals in order to offer the correct type of information required.

 - I liked this principle because in order to keep our students motivated, we need to let them be aware of the    usefulness of the skills that are being taught, they need to know that all those abilities are going to be needed often in a common situation.

4. Expose the learners to language in authentic use 

 - It is about materials providing students with material in the target language so that students can see the actual use of the second language and try to understand it.

 - I choose this principle because I strongly believe that this type of material really helps students improve on    their second language performance towards understanding and with a proper instruction and guidance it  may impact on Learners productive skills.

5. Provide the learners with opportunities to use the target language to achieve communicative purposes 

 - This attempts to achieve a purpose in a situation in which the content, strategies and expression of the interaction are determined by the learners, such attempts enable learners to check the effectiveness of their skills and strategies.

 - I think that this is one of the most important principles because it is crucial in many aspects such as: students motivation and confidence towards second language.

6. Take into account that learners differ in learning styles 

 - Learners have different types of learning styles such as visual, auditory, etc. So materials should cover as many styles as it is possible.

 - This is an important aspect we need to take into consideration when we are designing materials in order to catch as much student's attention as possible through including elements of different learning styles in the material. 

7. Permit a Silent period at the beginning of instruction

 - Materials should let students a period of silence before the first instruction in order to catch their attention or start changing an outside attitude to a classroom one.

 - I think that this silent period is going to increase the student confidence towards participating in class and try to produce in the second language, also they can focus their energy on the class through a physical activity before the instruction begins.

Task 2 - Part 2

2.- Choose 7 out of the 15 SLA principles for the development of materials. Read the SLA principles’ explanation provided in Tomlinson’s (1998) introduction.

•Paraphrase them in order to show your understanding. 
•Mention why you chose each of them.

Task 2 - Pt 1 (answers)

1.       Araya (2007) thinks that teaching materials can help teachers and students to develop more critical thinking, or to construct misconceptions and ideas about language and its linguistic communities. Some of the problems related to the lack of social and ideological awareness regarding the language teaching-learning process as well as the use of teaching materials rely on the impossibility of conceiving language in social rather than structural terms.

Language teaching materials need to considerate the social aspect of learners and the target language in order to conceive the language in a structural and social way.

2.       Elsa Roberts (1995, p. 9) says that classrooms themselves may be seen as self-contained, autonomous systems, insulated from external political concerns. people use the language in study have implications in the educational processes, as well as the attitudes and values individuals develop towards linguistic matters, cultural diversity and society.

3.       Cooper R.L. states (1989, p. 45) that “language planning refers to deliberate efforts to influence the behavior of others with respect to the acquisition [and learning], structure, or functional allocation of their language codes”. As a way to modify people’s attitudes, language planning often functions within a context of ideological control. One might think that when those components of the curriculum are so restrictive in terms of tolerance towards diversity, it is very difficult to construct a teaching-learning environment based on the principles of critical thinking pedagogy. However, there is always a range of possibilities to question and analyze the proposed teaching policies for language learning and teaching.

4.       Therefore, the way the curriculum is presented and developed can make the difference between a critical thinking classroom and a non-critical thinking one. What makes the difference between a stereotyped oppressive education and a liberating one is found in the activities students and teachers perform and their use of language. Terrence G. Wiley (1996, p. 106) proposes that Language planning frequently attempts to solve conflicts over language, it can result in creating conflicts. Thus, we may ask: what is the relationship between language planning and various types of conflicts – social, legal, economic, political, and educational? Language planning affects speakers of regional and social varieties within the language, immigrants who do not speak the standard or majority language, and indigenous conquered peoples and colonized peoples who speak languages other than the dominant one.

Task 2 - Part 1

1.- Write down the role materials play in the language classroom from 4 different perspectives. You will find this information in Araya’s (2007) article.

Power Point Game

Memory Game LEARNING ACTIVITY

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Task 1 (answers)

1.      Concordances (or concordance lines)

A list of authentic utterances each containing the same focused word or phrase e.g.:

·         The bus driver didn't have any change so he made me wait.

·         I really don’t mind which one. Any news paper will do. I just know what they are saying. Any teacher will tell you that it’s

2.      Experiential

Referring to ways of learning language through experiencing it in use rather than through focusing conscious attention on language items. Reading a novel, listening to a song and taking part in a project are experimental ways of learning language.

3.      Global Course book

A course book is not written for learners from a particular culture or country but which is intended for use by any class of learners in the specified level and age group anywhere in the world.

4.      Language use

Activities which involve the production of language in order to communicate. The purpose of the activity might be predetermined but the language which is used is determined by the learners. Thus getting a new class of learners to walk around and introduce themselves to each other would be a language use activity; and so would get them to complete a story which they have been given the beginning of.

5.      Supplementary Materials

Materials design to be used in addition to the core materials of a course. They are usually related to the development of skills of reading, writing, listening or speaking rather than to the learning of language items.

Task 1

TASK 1

Open the PDF named 'Glossary'. 
This document contains a glossary of basic terms for materials development in language teaching. 

•   Read the basic terms carefully.
•   Choose at least 5 terms you didn't know about and that you think would help you facilitate learning in your classroom, post it in your blog.