Unit 1-Task 2- Principles of Materials Designing

Materials Design

Angelly Juliana Combita Agudelo

William Alexander Peña Cardenas

Omar Andres Serna Arciniegas

Universidad Nacional Abierta y a Distancia, UNAD.

Licenciatura en Lenguas Extranjeras con Énfasis en Ingles.

Escuela de Ciencias de la Educación

Abril, 2022.
Task

Step 1

Read the article from Maley, A. (2016). Principles and Procedures in Materials Development., and
Febrina, W. (2017). Authentic vs Non-Authentic Materials in Teaching English as a Foreign
Language (EFL) in Indonesia: Which One Matters More? you find in the learning environment
or/and in the syllabus of the course.
Comparative Chart by Angelly Juliana Combita Agudelo

Lists of Principles Proposals from Practitioners, Framing Authentic vs

from the Applied according to Jan Bell and principles Non-Authentic
Linguist views, Roger Gower (in Tomlinson, according to Materials in
according to: Ellis 2011) and Maley (2014) Hadfield (2014) Teaching
(2005), English as a
Foreign
Nation (1993), and Language
Tomlinson (2011). according to
Febrina
(2017).

Characteristics: -Maley (2014) proposed -Her principles -Authentic

Nations focus that a flexibility/adaptability for were based on her materials are
language course classes. personal characterized by
should provide the experienced exposing the
best possible - Maley (2014) The materials real world and
coverage and should be relevant to the -Hadfield consider how it is
include items that learners’ personal experience, that Material (texts actually used by
are common in the and relevant in terms of the and tasks) should native speakers.
language. language be interesting,
engaging, -Authentic
-The items in a -Maley (2014) Variety. There motivating and materials can be
language course should be as great a variety of involving. in the form of
should be texts and activities as possible. listening, visual
sequenced -Language should materials like
- Jan Bell and Roger Gower (in be meaningful, the TV movies
-the material should Tomlinson, 2011) text should be useful and natural. and show.
be based on the authentic
learners and their -Language
needs, the teaching -Authentic M,
- Jan Bell and Roger Gower (in practice activities
conditions. Not only
Tomlinson, 2011) Approaches should be produced for
should be balanced (inductive communicative.
-Tomlinson’s teaching
and deductive, accuracy and
(2011) Materials purposes.
fluency
should help
learners feel at -Have a closer
interaction with
ease. the target
language.
-Materials should
expose learners to -Authentic
language in materials are
authentic use. effective to
motivate
-Materials should learners
take in to account
that learners differ -Authentic
in learning styles materials are
and differ in like magazine,
affective attitudes. posters and
songs are

Differences: -Practice should be personalized.- The language -(Authentic

syllabus should materials) and
-The materials -There are much pragmatic, include functions (non authentic
should be intuitive and less detailed than dovetailed with materials) : the
interesting to many of the foregoing proposals. grammar. difference of
learn. non authentic
-Language should be natural. - The skills material is that
-The materials have syllabus should the material is
different points but -Students should be helped to¨ include a usually the form
they would be learn how to learn¨ of textbooks.
systematic
relevant. teaching of micro- And authentic
skills as well as materials can be
-Economy/elegance macro-skills in the form of
(Less=More): The listening, visual
minimum quantity -The syllabus materials like
of material should should meet non- the TV movies
be designed to linguistic aims as and show.
achieve the well as linguistic
maximum effect. ones. - (Authentic
Sometimes the materials) and
most effective (non authentic
materials are materials) :
simple and ‘light’ authentic are
(Maley, 1993, not only
produced for
1995). teaching
purposes but
non authentic
materials are
designed for
teaching
purposes only.

-Authentic
materials:
students tend to
learn with a
didactic way
while Non
authentic
materials
students learn
with a
structured and
strict guide.

Similarities: -Skills should be -Flexibility is - Many experts have agreed that the
integrated important for use of authentic materials in teaching
-Both consider that both students English in the classroom result to
is important the -Content should and teachers many benefits and useful. On the
strategies during the be engaging. to meet other hand teachers also argue that
process student needs non-authentic materials are also
-A similar set of and different effective for teaching English
-They focus the criteria for learning styles because those materials such as
course according effective textbooks are designed for teaching
student needs materials. purposes and needs.
-Skill should be - Creativity.
integrated Materials and -Both could be difficult to understand
by learners.
activities should
be intrinsically
creative, -Both materials are considered
suitable and appropriate for the
learners.
 By William Alexander Peña

A). Comparative chart of the Lists of Principles from the Applied Linguist views,
according to: Ellis (2005), nation (1993), and Tomlinson (2011).

References Characteristics Differences Similarities

- Helps ensure Between Between
students focus. Ellis and Nation. Ellis and Nation.
- Based on
competitive According to Both have a
training rules. Ellis, it is more feature which seeks
- It is totally focused on to focus on
aimed at the grammar, creating increasing speaking
development of increasingly better skills and offer
knowledge. variations for various activities
- Helps to student evaluation, which help students
incorporate the on the other hand, integrate
student to a The Nation is more conversations with
study program. focused on the type each other.
- Handles a fully of didactic Between
instructed education, which Ellis and
Ellis language. offers a wide variety Tomlinson.
(2005) - Learning in of content that
foreign students like a lot. They teach
languages the language in a
requires communicative way
opportunities for being more of a
production. Between
Ellis and face-to-face way
- Take some like speech.
differences that Tomlinson.
stand out in
some students. Ellis's type
- The L2 of study relies more
evaluation on a grammatical
method is quite style with a set of
important in rules and structure,
students. on the other hand
Tomlinson
concentrates more
on a material
creation study
which is addressed
to students in a
more personalized
way, with the so
 that the student
acquires more
participation of their
own free will.
- It is Between Between
characterized by Nation and Ellis. Nation and Ellis.
the order and its
way of While the They look
evaluating Ellis method for those
students focuses more on opportunities to be
depending on grammar, The able to progress
the level at Nation has more with the fluency of
which each of involvement in the speech and examine
them is. subject of didactics the most appropriate
- It is a course to to put into practice characteristics in
learn languages and students can order to complete it.
that must be feel excited when Between
Nation created doing these different Nation and
(1993) strategically. types of study. Tomlinson.
- Increases speech
ability and Between Both are in
fluency as well. Nation and search of various
- Students create Tomlinson. materials or tools
and produce that facilitate
content as well. The nation's learning forms and
- Includes method is didactics enhance it in
methods which for continuous students.
integrate items student learning,
that can be fed while Tomlinson
globally. focuses more on the
- The material study of existing
used must have materials to recreate
a positive impact their study.

- Use materials Between Between

that generate Tomlinson and Tomlinson and
good impact. Nation. Nation.
- These materials
have to support Tomlinson is There is a
the student in his focused on the difference between
ease of learning. search or study of the method used to
Tomlinson - It has to be a materials which apply the tools and
(2011) method that work as effective strategies, some
helps to gain study material, encourage the
confidence in while the nation is student to create
the students. dedicated to content and the
 - Many of these educational teaching other uses content
materials material and has a that is at the
stimulate the great variety. student's
student to create. convenience
- Supports
students to Between Between
generate Tomlinson and Tomlinson and
opportunities for Ellis. Ellis.
their
communication Tomlinson The students
and speaking in the look for something
skills. implementation of more authentic and
materials and Ellis the others use a
in the study of method to improve
grammar and communication.
meanings.

B). Comparative chart of Proposals from Practitioners, according to Jan Bell and Roger

Gower (in Tomlinson, 2011) and Maley (2014)

References Characteristics Differences Similarities

- In these We can see We can see
theories, that Jan Bell focuses that both share
teachers more on the texts similar ideas by
acquired their that are authentic to focusing on the
knowledge a language, all of purpose that
through books them are focused on students have that
and texts which the grammar and ease of learning,
Jan Bell they use to use of it. While on they also tell us
and Roger Gower create and the other hand the about the selection
organize Maley method of texts which are
activities. provides us with a implemented for
- The type of more detailed list of teaching. We see
teaching is what are materials quite striking
through a and how to use them content that
natural and according to the stimulates the taste
understandable requirements of the in students for
language students, also its wanting to
- All grammar is great variety of investigate and learn
treated creative texts that it for themselves.
inductively. offers.
 C). Comparative chart of framing principles according to Hadfield (2014)
References Characteristics
- The language should be meaningful, natural and useful.
- The language syllabus should include functions dovetailed
with grammar. It should be both formulaic and rule-based.
Lexis should be both theme-based and frequency-based,
including chunks as well as
single words. Attention should be given to form and
meaning. Learning should be both explicit and
Framing - implicit.
principles - Productive skills activities should be communicative,
according meaningful and student-centered. Writing
to Hadfield (2014) activities should include process and genre-based
approaches. Speaking activities should include a
specific speaking skills programmed. Flexibility is important
for both students and teachers to meet student needs and
different learning styles and to enable teachers to select and
rearrange activities to meet these. To this end, there should be
both a variety of activities to suit different learning styles and a
range of supplementary activities that students or teachers
can choose from.
- Receptive skills activities should involve detailed reading and
listening and analysis, as well as more global understanding.
The skills syllabus should include a systematic teaching of
micro-skills as well as macro-skills (e.g., recognising words in
connected speech as well as understanding main points). Skills
should be integrated with each other and with language work.
Extensive reading and listening are important.
D). Comparative chart of Authentic vs Non-Authentic Materials
Materials Characteristics Differences Similarities
- All materials
allow students Authentic Both
Authentic to experience materials show us materials have a
real language how natural a true purpose which
and have an language is and is focused on
interaction from a point of view locating the most
through an which is the main appropriate way to
approach. critic who will use teach a non-speaker
- All use of said material. of the language, the
authentic correct way to learn
materials gives to speak it.
students a
genuine
exposure to the
language.
- What has been
learned is used
in a real
situation where
language is
used.
- They feel
sympathy for
the language
and use tools
used globally.
- The materials
are designed for
student
motivation.
- The use of these
materials
increases
competitiveness.
- The Non- - Todo Both have
authentic material no the same path which
materials are es creado de is to simplify the
considered more forma study of the
suitable and natural, todo language for all
appropriate for es de forma students.
the artificial,
students. como
- it is advisable impresos o
for the teacher proyectados
 Non – to use these en una
Authentic materials that he pantalla
himself creates. digital.
- Those non- - Algunos no
authentic son creados
materials are con el fin de
argued hacer una
as more conversación
culturally real frente a
appropriate for otro hablante
the para poder
student. practicar.
- The Non- - Es más
authentic simple y
materials such as sencillo para
textbooks are los
designed by the profesores
teacher based on hacer uso de
the learners' este tipo de
capability and material.
language level.
 Activities non – authentic materials

Topic: Will and going to

Goal: Future tense with going to.

Grammar:

Taken by www.ef.com
Activity 1

Future with “going to” and “will”

Name: __________________ Date____________________

First read and write your answer

Draw your face in the circle. A reporter just asked you, “What are you going to do
next weekend?” Write your answer using “going to” and “will” like in the example

Continue here

…
 Activity 2-Speaking time

Look at the picture again and ask to your classmate what are you going to do next
weekend?

If you need some examples look the box with some activities

• Go shopping • Study English

• Visit a museum • Visit my grandparents
• Travel to Santa Marta • Go to the swimming
pool

Choose one box and write 5 negative sentences using “going to” and 5 for “will”
 Two activities must include authentic materials for level B1 to practice the past

progressive in context.

Past progressive

Level: B1

How to use the past progressive? Past Progressive is a form of the verb that shows the

action was in progress at a certain point, or at some time period in the past. Past progressive is

often used together with simple past.

- Example: While Maria was eating a pizza the bird sang.

Remember actions that were in progress at a certain point or at a certain time period in

the past.

- Example: He was playing the guitar for too long.

She was driving all night.
Last weekend at 2 p.m. we were eating
 Activity 1
a). Watch the scene from the movie “Terminator 2” in the next link:

https://www.youtube.com/watch?v=XPtVZ69lomk

b). Answer the following questions bearing in mind the video and share with your
classmates:

- Where was the terminator when it arrived?

- What were people doing when the terminator entered the bar?
- What kind of music were people listening to?
- What kind of clothes was the man the terminator attacked wearing?
- Where were the glasses that the terminator put on?
 Activity 2

Answer the following questions bearing in mind the comic share with your classmates:

- Why was the little archer saying goodbye?

- Why were the parents outside?
- What type of weapon was the partner carrying?
- What were they talking about when the archer was going to leave?
- What was the archer reaction when he found out that his parents were outside?
 Activity 3

Fill in the blanks with help of your class- mates with (was) or (were):

1. The boys __________ listening to music.

2. You __________ studying at home.
3. The baby __________ crying.
4. It ____________ raining outside.
5. They ___________ eating very fast.
6. My grandmother ______________ cooking dinner.
7. My brother _______ watching TV.
8. My sister and I _________ singing a song of Shakira.
9. I ___________ taking a photo.
10. My cat ____________ barking.

Change the verb into the correct form:

1. My boss _________ (call) me while I ____________ (eat)

2. They __________ (have) a nice time when the baby ________ (start) to cry
3. Alberto __________ (park) his car, when the engine _________ (stop) working
4. While we _________ (dance), the music ________ (stop)
5. When they _______ (come) in everybody _________ (watch) the movie.
6. When the dog _______ (bark), they ________ (try) to sleep.
7. While I ________ (work), my wife ______ (ask) my help.
8. John _______ (listen) to music, so he ________ (not hear) you.
Participation evidence in the forum
References

Febrina, W. (2017). Authentic vs Non-Authentic Materials in Teaching English as a Foreign

Language (EFL) in Indonesia: Which One Matters More?. https://25qt511nswfi49iayd31ch80-
wpengine.netdna-ssl.com/wp-content/uploads/papers/ace2017/ACE2017_38649.pdf

Maley, A. (2016). Principles and Procedures in Materials Development. In M. Azarnoosh, M.

Zeraatpishe, A. Faravani & H. Kargozari, Issues in Materials Development (4th ed., pp. 11-29).
Rotterdam. https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.asp
x?direct=true&db=nlebk&AN=1204864&lang=es&site=eds-
live&scope=site&ebv=EB&ppid=pp_11