MATERIALS EVALUATION

KARINE ROYET MOZO

TEACHER WILMAR SALAZAR OBESO

GROUP 13 APRIL 13 2013

UNIVERSITY OF ATLANTICO FACULTY OF EDUCATION FOREIGN LANGUAGES DISEO DE MATERIALES BARRANQUILLA

INTRODUCTION

Nowadays, there are many foreign language course books as core teaching materials in students classrooms. In many cases, the approaches taken and the methods advocated in these materials are accepted by the teachers because they are not other option using them regardless of their teaching context. Teachers in some contexts also do not have a choice and are forced to teach the book and implement methodologies that they may not agree with. However, in both cases there is a huge risk of not doing what is best to promote learning.

Materials play an important role in teaching-learning process. Teaching requires of use of

resources and tools and it is essential to know them in depth, so as to be able to use them as to carry out tasks related to their design, production and evaluation. An effective material has what the

class will be like, what students want to learn as well as what they can expect of the teacher. In this course we made an analysis of the context, content, aims and methodology of our course and materials. The students have the expectation that the teacher work with them as a facilitator of the activities in the classroom and encourage them. There are many essentials points that we need to take into account in order to design and implement the material, for example the relevance of the materials to students needs and lacks and the objectives of the course.

Importance of the materials evaluation as a teacher Materials evaluation is an important part of materials selection as well as the materials development process. As professional teachers, we should recognize the need to continually evaluate our approach to supporting students in their learning, so as to improve it. Even if we believe that we are providing an excellent learning environment for our students, we know that each student is different and each one has different skills, needs and lacks for this reason we need to identify and select materials and resources that are appropriate for the support and learning of each and every student.

It is important, to start by ensuring that the materials are being used in a way which reflects the intentions built into them, the aims of our course are very important but also the reality of classroom working, it is necessary to take into account our context. Also evaluating the materials we can understand more about language learning and give us new ideas or concepts which can contribute to the modification or improvement of our own teaching and then decide whether or not to use them. As a teacher we should choose materials that are culturally appropriate and linguistically sensitive because the selection process of materials is influenced by the culture and the language of the classroom in which it is intended to be taught.

MATERIALS EVALUATION Subjective analysis CONTEXT Age range The students range in age from 20 to 26 years. Intended audience Upstream Advanced is a modular secondary level course for learners of the English language at advance level. Objective analysis

Level Academic level Reasons for studying the target language English is the most spoken language around the world. Studying English can broaden their horizons and expand their job opportunities. People who study English benefit by increasing their social networks. If they can speak English, they can travel with ease to many world destinations Attitudes to learning A positive attitude towards the language. Not be shy to make mistakes because they understand that making mistakes is part of a learning process. They try to participate actively by doing their bits in the process of learning. Its very important to be aware of own learning.

The proficiency level Advanced level C1 Context in which material will be used The material can be used in high schools, Institutes of foreign languages, Universities

The way the language is presented and organized Theme-based units from a wide variety of authentic sources in five modules. Systematic development of all four language skills through realistic, challenging tasks which encourage learners personal engagement. The target vocabulary of each unit is presented in a meaningful context, using visual/auditory aids, and is activated and extended throughout the unit. Authors views on language and Previous language learning experience methodology The last semester, we worked hard, we learned a lot of vocabulary and practiced the Students have the opportunity to read short texts about aspects of life in English4 skills, and the teacher was dynamic and speaking countries. These texts also act as a made a lot of activities that helped us to springboard to promote cultural improve in the learning process. individuality. The material is specifically designed to extend and consolidate learning through a wide variety of tasks.

General expectations To review and practice composing using the writing process. To develop effective listening, understanding, and speaking skills in both formal and informal situations. Specific wants needs and lacks Spend the necessary amount of time, in class and outside of class practicing the language. Attend class regularly and participate in all learning experience. To travel to another country and know more about other cultures. To improve listening skills. Preferred learning style There are different learning styles in the group and each one has his/her own the way in which they learn best. There are auditory, visual and kinesthetic Learners Sex distribution The class is mixed There are more women than men. AIMS What are the aims of your course? I didnt find the aims of the program Foreign Languages but I found the mission: El programa de Lenguas Extranjeras tiene como misin, la formacin integral de docentes investigadores en las reas de las lenguas inglesa, francesa y alemana, para que se desempeen en los niveles de educacin bsica y media del sistema educativo colombiano. Busca adems, formar profesionales crticos, con un alto sentido humanista y tico, y con conocimientos terico-prcticos slidos que les permita desarrollarse en las reas de docencia e insertarse en el campo laboral y responder a los procesos de transformacin What are the aims of the material? Actually what they are said to be. It aims at the development of all four skills through a variety of communicative tasks, while allowing for a flexibility of approach which make them suitable for all classes, including large or mixed-ability groups. The key language is regularly recycled, achieving active, holistic and humanistic learning. Their syllabi reflect the guidelines of the Council of Europe Framework.

globalizacin y progreso de la Regin Caribe y la Nacin, a travs de la investigacin, la docencia y la proyeccin social. CONTENT Language description I think should it be a combination of one or more syllabus, combined with each other, because students need to know grammatical structures of the language, also notions such as apologizing, agreeing, doubts, stating arguments, reasons and so on. We need to know how to react in real situations in which language can be used, it is very important to learn the language that occurs in situations such as go to the movies, go to the restaurant , go to the doctor and so on. Tasks are very important because the students need to perform with the language they are learning for example; applying for a job. It is necessary to analyze the teach situation the conditions under which the syllabus will be implemented and the available resources, as well as external factors that might force us to depart from the syllabus. Language points A Grammar structure according to the topic, the language is focus in a topic and also the vocabulary. Use of idioms, fixed phrases, phrasal verbs, gap fill, word formation and so on. Language description Students are allowed to explore the new structures, find examples and complete the rules themselves, so that new information can be anchored in their long-term memory. Students extend their grasp of grammar functions through a range of structured tasks.

Proportion of works on macro-skills The language skills: reading, speaking,

Language points The vocabulary of the unit 6 is presented in a meaningful context, using visual/auditory aids, and is activated and extended throughout the unit. Vocabulary is always presented in context, and emphasis is placed on collocations and word association, since memorizing new words is easier when they are presented in lexical sets. Variety of authentic, appealing, informative texts (Redundancy and the Law) and natural everyday dialogues (job interviews), which constitute a wide range of text types. Functional structures associated with realistic situations are practiced in wide variety of communicative tasks. Proportion of works on macro-skills

writing and listening should be equally SKILL represented. Give speaking as much time as READING reading in order to complete task. Language WRITING is given more emphasis than content. FourLISTENING skill training is integrated into every SPEAKING task. The balance of content and language is also important Micro-skills Micro-skills Grammar, vocabulary, pronunciation and READI WRITI spelling. Read out passages of text to NG NG highlight where you are going wrong and Skimmi coheren help pronunciation. ng ce Spend time studying written articles in magazines and newspapers to see how inferenc Supporti grammatical constructions and verbs are put e ng into practical use. sentence Listen radio stations or try to watch some scannin Topic television shows with subtitles. g sentence . use the correct forms of words

PROPORTION 4 6 6 6

LISTEN SPEAKI ING NG Compre Fluently hension Discrimi Oral nation accurac y Retentio Spelling n compreh ension

Text types Reading skills are essential, should be included different kinds of texts, academic texts, lectures, dialogues, e-mails, letters, articles of the newspapers, magazines Students make presentations of articles related to organizational structure. Also visual texts such as pictures, interpreting graphs, diagrams, and symbols, and so on. In addition to listening as a part of being engaged in a conversation, students will have to be able to comprehend monologues such as presentations, explanations and lectures, which might involve learning to take notes after the speaker.

Text types In the unit 6 of upstream advanced there are many types of texts: listening text about radio programme, visual aids, articles, and letters of application.

Subject Matter Subject-Matter Subjects: Biology, computer studies, Subjects: Biology, computer studies, literacy, literacy, communications, theatre, creative communications, theatre, creative writing,

writing, history, math. history, math. Level: Secondary school Level: Secondary school, universities. Types of topics: culture, social studies, Types of topics: culture, social studies, technology, literature. technology, literature, business. Organization of the content throughout the course it should be organized around different aspects such as topics, structures, notions, skills and learning tasks. It should accommodate the needs of different students. The content should be organized in the most efficient and enjoyable way for the students as well as the teacher. Class discussions, role-plays, group work. Organization of the content throughout the course units It should be an organizational pattern appropriate for a topic and purpose. The unit should be organized to emphasize sequences of learning activities. The sequence of the content throughout the course it should be from easier to more difficult, has to be flexible for any possible changes, it should be oriented towards promoting learners autonomy and responsibility for their own progress, avoiding complicated vocabulary. Topics included should not be limited, also. Focuses on communication rather than grammar The sequence of the content throughout the unit It should be sequenced from guided to free. Integrative units are intended to help students see connections between all aspects of their learning. Organization of the content throughout the course Its organized around different aspects such as topics, structures, notions, skills and learning tasks.

Organization of the content throughout the course units Using state-of-the-art visual, sound and graphic effects, the engaging, interactive tasks and games provide fully autonomous practice and consolidation of learning in all four skills. The sequence of the content throughout the course The key language is regularly recycled, achieving active, holistic and humanistic learning. Their syllabi reflect the guidelines of the Council of Europe Framework. The sequenced is oriented towards promoting learners autonomy and responsibility for their own progress. Students follow the structured outline they are provided with. The sequence of the content throughout the unit Integrative units are intended to help students see connections between all aspects of their learning.

METHODOLOGY Theory/ies of learning Theory/ies of learning The course is based on cognitive theory, the The material is based on cognitive theory. It

teacher creates opportunities for learning, the activities are not mechanic, and we need to think, analyze, and interpret to solve them. The most important is to learn no matter the errors. The learner is in control of their learning and moves on to the next level in a self-directed way. The teacher uses feedback to guide and support the student to create accurate mental connections. The teacher follows the activities of the book and the students try to analyze them. Learners attitude to/ expectations the students want to speak more fluently, they need the opportunity to express themselves and use the new vocabulary or the structures they learn. More listening activities to improve oral comprehension. The learner is an active participant in the knowledge acquisition process.

incorporates text, image, and sound, thus offering an integrated learning experience of the four language skills (listening, speaking, reading, and writing). There are a variety of activities; the students can find problem solving skills, thinking and reasoning skills including perception, memory, language, etc.

Learners attitude to/ expectations Use interactive strategies to access vocabulary by decoding words or identifying words in context. Also use interactive comprehension strategies to enhance understanding and to respond to text content. Interact with text to connect to and from personal interpretations. Interpret ideas, recognize logical relationships, and draw conclusions based on sufficient evidence. Make connections to previous learning, other content areas, and personal experiences. Kinds of exercises/ task Kinds of exercises/ task First, the activities are guided and then free Each unit has a variety of realistic and for example: The teacher can help the challenging tasks and exercises divided into students organize new information by clear sections for vocabulary, Grammar, providing an organizational structure, listening, speaking and writing. Also a particularly one with which students are variety of cross-cultural and cross-curricular familiar, or by encouraging students to topics. Systematic development of all four create such structures. Teacher and students language skills through realistic challenging should use examples, images, elaborations, tasks which encourage the learners and connections to prior knowledge to make personal engagement. We can find lexical information more meaningful. Language exercises practicing and activating all skills are one component of cognitive essential vocabulary including collocations, development. Reading activities are crucial idioms, phrasal verbs, word formation and for helping children to develop these skills. everyday English a variety of authentic Language skills are one component of stimulating reading and listening tasks cognitive development. Reading activities grammar sections covering all major are crucial for helping children to develop grammatical areas plus a grammar reference these skills. Reading activities helps to build section composition analysis and practice vocabulary and increases verbal ability. on all types of writing with full models a There are many activities such as role play wide range of speaking activities, cultural situations, presentations clips and literature pages.

Teaching-learning techniques Students work in groups or in pairs. Students are given a sequence of learning activities that will enable them to reach the specified goals. They will know what they need to know and the procedures to solve the problem.

Teaching-learning techniques Some activities require students to engage is a variety of ways, perhaps working in groups, teaming in pairs or focusing independently at different times. Considering the learning styles of each student, we can maximize their learning potential. Aids are available for use Aids are available for use The teacher uses videos, images, graphics, Images, audios, videos diagrams, symbols realia, diagrams, symbols etc. etc. Guidance/support The teacher not only creates a setting that promotes learning, but also takes the time to understand each student. Classrooms are widely diverse and complex. Students learn differently and are at various developmental levels. Teachers who properly manage their classrooms and establish expectations. It is important that teachers create a learning environment that encourages students to do their best and makes learning interesting. This creates a motivational climate within the classroom. The teacher acts as guide to students learning processes. Teachers maintain a proper balance between actively guiding the students and allowing opportunities for them to explore things on their own to learn through discovery. How flexible do the materials need to be? The curriculum and the materials should be adapted to individual needs and developmental levels. Guidance/support Books contain step-by-step notes, extra ideas for optional activities, a full key to the exercises in the students books and tapescripts of the listening exercises.

How flexible do the materials need to be? The units of the book can be used in different order , they teacher can use extramaterial that helps students, at the end of the book are the transcriptions of the audios and for example the teacher can read them in order to practice listening exercises.