23 elaboration of esl curriculum materials

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23 Elaboration of ESL curriculum materials Elaboration of ESL curriculum materials ● Criteria for choosing and using a textbook ● Authentic and adapted documents: limitations of usage ● Students' collaboration in designing materials ●

DUNN, O (1982): Developing English with Young Learners, MacMillan, London. Eusko Jaurlaritza (..): Heziberri 2020 pedagogical framework, Hezkuntza Saila, Gasteiz. ELLIS, G.; SINCLAIR, B. (1988): Learning to learn English, CUP, Cambridge.


INTRODUCTION: Heziberri and didactic materials Any kind of material specifically prepared for the planning, implementation or assessment of teaching-learning processes. â—?

â—?

Must be adaptable to the characteristics of context and students' necessities. Course books are a traditional resource, but lately ICT-based materials are becoming very significant: digital objects, simulations, videos...

Creation based on pedagogic experience and teachers' formation. Teacher's guides

Online English lessons and courses

Grammar books

Course books

All possible English teaching resources

Quizzes Crosswords

Workbooks

Puzzles General resources: worksheets, chats, tutorials, websites and resources based on skills


Materials must be coherent to the pedagogical framework Designed for the achievemet of key competences Self-assessment and initial and formative assessment Proposals. Also attention to diversity measures

Integrated and integral languages perspective

Look for systemic form of teaching

Including the normalization of digital resources

Based on the selection of 3 type of contents, related to integration situation resolution

In summative assessment: Include contents and competences assessment

Materials are support tools for teachers and students Materials can not replace teachers or methodologies, they are supports, not key elements of the teaching-learning process. â—?

â—?

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Need to adapt materials to specific contexts. Students have an active role on the learning process, so materials should be adapted to their prior knowledge, learning paces and styles for constructing learning. Innovation through teachers' lifelong formation is necessary for this adaptation.


23.1. Elaboration of ESL curriculum materials CURRICULUM MATERIAL CLASSIFICATION

Orientated to the elaboration of the SEP and SCP ● ●

Laws, decrees Background information documents Not great importance for the FL area

Orientated to the teaching process

Teacher's guides - Edebe digital - MacMillan - British Council...

● ● ● ●

Lesson Plans Curricular adaptations Didactic modules Other guides related to usage of resources (audio, video, ICT...)


Elaborating own materials: time-consuming process. However, most teachers produce own supplementary materials, reasons why: –

The coursebook does not provide enough practice on a particular language point, so extra activities are needed

Some activities are not interesting or do not answer pupils' necessities

Want to include variety

Usually supplementary materials are:

● ● ● ●

Worksheets Contain exercises and pictures They can be easily photocopied Last few minutes Can concentrate in a specific language point Useful for organizing oral or written work Can be worked in pairs, groups or individually

● ● ● ●

Flashcards Made of some words and pictures Large enough for good visibility Convey meaning clearly Useful for introducing and revising vocabulary


Adapted didactic material Attachment 1: self-evaluation sheet I COMPLETELY UNDERSTOOD WHAT I HAD TO DO AND I THINK I HAVE WORKED VERY WELL

:-)

I HAVE TRIED MY BEST BUT I AM NOT SURE IF I COMPLETELY UNDERSTOOD

:-/

HELP, I DID NOT UNDERSTAND AT ALL

:-(

For early stages: - no writing involved: quick and easy - good for shy students to communicate their needs for help


Adapted didactic material Attachment 2: evaluation sheet


23.2. Criteria for choosing and using a textbook â—?

Traditionally considered indispensable: the course book. Makes students feel secure and have a sense of progress

If well illustrated is preferable to photocopied material: helps with visual aids Can be used for self-study and as a reference tool

Students don't get lost and have the opportunity to go back for revising

Advantages

Helps concreting vocabulary and acquiring and consolidating all four skills

Is a guide for lesson preparation: What, when and how

Always a regular pattern to follow: Disadvantages boring

Not adapted to many diversity characteristics


Criteria for selecting the textbook –

Goals must match the curriculum: clear and well defined

Appropriateness for the learners' needs

All four skills should be integrated

Visually stimulating and well organized: L2 easy to acquire.

Exercises should be progressive, varied and challenging. ●

Oral Language priority to WL.

Receptive priority, to Productive

Balanced: controlled practice to free production.

Offers learning to learn exercises (self-assessment, learning strategies, fosters autonomy...) and attention to diversity measures (reinforcement and extension, revision..)

Includes cross-curricular compentences and issues

Adapted to Competences Approach (Heziberri) and integration situation resolution. Offers supplementary and multimedia/digital material.

Should be up to date.


23.3. Authentic and adapted documents: limitations of usage ●

Everything that has been made for English speaking people: TV and radio programmes, newspapers, books, fairy tales, websites, maps, travelguides, advertisements..

They are readily available, inexpensive, appropriate for all skill levels and not difficult to implement. They introduce also cultural content, apart from enriching the grammar adapted materials. –

Culture can be critically analyzed (Content block)

Are the reflection of real life scenarios. Multidimensional and meaningful learning experience. Enlives FL classes and helps students to distinguish relevant and irrelevant information Ideal: balanced combination between adapted and authentic material


23.3.1. Activities to be used with authentic materials ●

Set of materials related to topic: travels, eg. Giving students maps, travelguides... and questions to answer.

Word searches about vocabulary

Crosswords using specific words in the handouts

Personalizing: planning a trip, eg: travelling, shopping, numbers...

Role playing: customer and shop assistant conversation

Internet research, about an specific topic


23.4. Students' collaboration in designing material ●

“Learner-designed material”, mainly thought for higher grades –

Preparing English songs: high interest and motivation and also useful for autonomous learning outside the school: ●

Listen to songs and choose the one they like.

Expose a short presentation telling why they've chosen it

Presenting a gap-filling exercise based on lyrics.

Strongly related to the theory of learning styles: combination of perceiving and processing information INNOVATIVE LEARNERS Want to make the world a better place Function through social interaction Are cooperative and sociable COMMON SENSE LEARNERS Judge things by their usefulness Are practical an straightforward Seek solutions to problems

ANALYTIC LEARNERS Seek intellectual competence Are patient and reflective Need to know “important things” DYMANIC LEARNERS Function synthesizing parts Enjoy challenge Are enthusiastic and adventuresome


In primary, learner-material desinging: –

Preparing word searches and passing them to classmates

Draw pictures for games (dominoes) or flashcards of vocabulary

Preparing questions about a text and asking them to the partner

Writing short descriptions or narratives

Creating the pastime section in a newspaper and exchanging it with another group (last cycle)

CONCLUSION ●

Textbooks are good used with criticism and searching adaptation.

It should never be the only teaching material used in class.

Look for supplementary materials for a more significant learning experience.


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