Learning Experiences: Learning

Outcomes Evaluation, Resources

Management, Strategies and
Environment

Unit #: 1
Didactic resources

Topic #: 1
English teaching resources

M. TEFL. OSWALDO GARCIA BRITO.

 Subtopics

 Subtopic 1: Didactic Resources: Importance

and Characteristics.
 Subtopic 2: Didactic Resources as
Components of the Curriculum.
 Subtopics

 Subtopic 3: Factors to Consider When

Designing Materials
 Subtopic 4: Policies: Guidelines for Designing
Effective English Teaching Materials and
Selection and use of resources
 Objective

Consider the importance of

designing specific material
and its effectiveness.
 Introduction
Students must know or be able to apply
knowledge after the course or program. That
would enhance their lives and efficiently let
them contribute to society. Good learning
outcomes highlight the application and
integration of data.
Learning outcomes do not mean to cover
materials; it focuses more on how students will
employ the material not only in context but
also in real life.
Source:

https://prezi.com/u1dd-atiugcn/didactic-resources-in-english-t
eaching/
 Introduction

Curriculum development and syllabus design

in teaching a language are most of the time
concerned with evaluating learners' needs in
a language program, determining goals,
arranging a syllabus, deciding on teaching
appropriate approaches using suitable
materials, and deciding on the right
assessment procedures and criteria.

(Richards, 2012, p. 66)

Warm-up activity:
Now
Show your previous knowledge.

https://wordwall.net/es/resource/16992937

Then, go to the link provided and learn

https://quizlet.com/_8qtv3h?x=1qqt&i=1246w0
Subtopic 1: Didactic Resources: Importance and
Characteristics
However, teachers apply other
Didactic Resources materials not considered for
instructional use, such as
Books, workbooks, worksheets, magazines, newspapers, and
readers, cassettes, audios, videos, TV materials, which play a
or computer-based materials, are significant role in the curriculum.
considered syllabus designs.
Nowadays, web sites or
materials on the Internet plays
an important part, too.

(Richards, 2012, p. 66).

Source: https://www.fluentu.com/blog/educator/teaching-reading-in-a-
foreign-language/
Subtopic 1: Didactic Resources: Importance and
Characteristics

Materials: Definition
Trainers can use accessible learning
materials such as textbooks or
develop their own by compiling from
sources such as newspapers, articles,
books, and adapting and adjusting
 Figure 1. Teacher-students relationship
them according to the learner's needs. Source:
https://prezi.com/u1dd-atiugcn/didactic-resources-in-englis
h-teaching/
Subtopic 1: Didactic Resources: Importance and
Characteristics
Materials should achieve impact.
Materials should be:
Innovative: (e.g., curious topics)
Variable: (e.g., not monotonous)
Various sources: (using not the same
voices of a CD)
Eye-catching: (e.g., applying cute
colors) Source:
https://webstockreview.net/image/clipart-teacher-material/2500243.html
Thought-provoking:(e.g., with
exciting content for learners)
(Tomlinson, 2013, pág. 8)
Subtopic 1: Didactic Resources: Importance and
Characteristics
The Importance of Learning Materials in Teaching
Materials in teaching have various
ways of presentation: different
shapes and sizes, however, they
all have the same characteristic,
and it is to give support to the
learner.
Subtopic 1: Didactic Resources: Importance and
Characteristics
Student Learning Support
They enlarge in a big way the
student accomplishment by
supporting student learning. The structure of a lesson
For example, when they Teaching and learning
develop some homework materials also bring
sheets. organization to the lesson
planning. They also are a guide
for teachers and learners.
(Stephney, 2016)
(Adeogun, 2001)
Subtopic 1: Didactic Resources: Importance and
Characteristics
Visual Aids
Types of Teaching Aids These aids include pictures,
We can find many teaching charts, maps, flashcards, flannel
resources these days. They can boards, bulletin boards,
be classified as visual, audio- chalkboards, overhead
and audio-visual aids. projectors, and slides.

(Teaching Aids, Their Needs, Types and

Importance Of Teaching Aids In Teaching
Learning Process., 2010) Source:
https://prezi.com/u1dd-atiugcn/didactic-resources-in-english-teac
Subtopic 1: Didactic Resources: Importance and
Characteristics

Audio Aids
It refers to those that
encompass audible range,
for example, radio, tape
recorder, gramophone, and
CDs. Source: https://articulo.mercadolibre.com.co/MCO-465318819-
toshiba-portatil-boombox-cd-usb-radio-grabadora-de-caset-_JM

(Teaching Aids, Their Needs, Types and Importance Of

Teaching Aids In Teaching Learning Process., 2010)
Subtopic 1: Didactic Resources: Importance and
Characteristics

Audio - Visual Aids

These aids comprise
visualization and hearing,
such as television, film
projector, and film strips.
Source:
https://www.engaging-technologies.com/solutions/
projectors-and-av/

(Teaching Aids, Their Needs, Types and Importance Of

Teaching Aids In Teaching Learning Process., 2010)
Subtopic 1: Didactic Resources: Importance and
Characteristics
Textbooks: Advantages and disadvantages
They give structure, and an
outline for a learning
program: books give the
program a focal significance
and contribute to the
learners' planned and
developed syllabus. Source:
https://prezi.com/u1dd-atiugcn/didactic-resources-in
-english-teaching/

(Richards, 2012, p. 66)

Subtopic 2: Didactic Resources as Components of the
Curriculum
Curriculum
The structures and rules of a
language do not affect.
Nowadays, the communicative
approach has better Curriculum: A Definition
acceptance. It often relates to the term
syllabus as a description of the
content and the sequence of what
is to be taught; in general, it talks
about planning, implementing,
and evaluating.
(Richards, 2012, p. 66)
Subtopic 2: Didactic Resources as Components of the
Curriculum

Materials as components of the curriculum

Language teachers have to catch

students' attention with suitable
and authentic materials taking
into account that they have to be
applied according to their
preferences and necessities.
 SUBTOPIC 2: DIDACTIC RESOURCES AS COMPONENTS OF THE
CURRICULUM

CLOSURE:
ENTER , REGISTER AND CREATE

https://www.diagrams.net/

19
Subtopic 3: Factors to Consider When Designing
Materials
Warm-up activity:
Now
Show your previous knowledge.

https://miro.com/welcomeonboard/DmHq9rkMTWXZ9v0mHN1fNzPeS8ypLjlEkdg9KKon05
Sf1JhJe60RruwXT5l696Rx

Then, go to the link provided and learn

https://celtathens.com/2012/02/06/w
hat-steps-are-part-of-the-process-of-de
signing-a-syllabus-what-knowledge-skill
s-do-teachers-need/
Subtopic 3: Factors to Consider When Designing
Materials

https://youtu.be/KyhC54Dx9Ac
Subtopic 3: Factors to Consider When Designing
Materials

The most crucial aspect of being

considered is the learner's need.
The creation of materials is
essential; it shows interest,
motivation, and lets teachers
know specific individual needs;
therefore, teachers can be sure
they know their learners well.
SUBTOPIC 3: FACTORS TO CONSIDER WHEN DESIGNING MATERIALS

CURRICULUM POLICY

The policymaker's role is of great importance

because it is who determines the broad principles
and purposes of the curriculum and
expresses them in a curriculum design document.

(RICHARDS J. C., 2013)

23
Subtopic 3: Factors to Consider When Designing
Materials
Needs Analysis
This part of the curriculum aims
to elicit information on the
students' motivation, expressed
needs, likes, dislikes, and Syllabus Design
learning styles to design a Course syllabi are often described
tailored course to meet their as an available product or process-
specific needs. oriented. “The product syllabus
has a focus on the knowledge and
(Richards, 2012) skills that learners should gain as a
result of instruction"
(Nunan, 1991)
Subtopic 3: Factors to Consider When Designing
Materials
Methodology
Although the syllabus gives the
background, learning differs on
the interaction between the
teacher and the learners in the Evaluation
classroom.
Evaluation should involve all
participants. Curriculum goals
focus attention, on an
assessment and effectiveness of
the curricula and assess the
language program itself.
(Richards, 2012)
Subtopic 3: Factors to Consider When Designing
Materials
The resources and facilities
Resources such as CD player,
photocopier, lab, digital Some useful suggestions for
camera, whiteboard, scissors, ‘resourceless’ teaching which
cardboard, laminator etc. address the impoverished reality
of some teaching contexts.

(Howard, 2004)
Subtopic 3: Factors to Consider When Designing
Materials
Personal confidence and
competence

In real life, teachers Adapt or change activities or

embark on materials, materials with:
modify, adapt, or • Other materials from other
supplement a coursebook. texts
• Real materials (newspapers,
Decisions taken by
radio reports, and films.)
teachers include:
• Create additional materials

(Harmer J. , 2015)
Subtopic 3: Factors to Consider When Designing
Materials
Copyright law

Materials that include

excerpts from published
works has implications Time
when creating.
Most of the time this point
taken as a disadvantage for
teachers who wish to
design their own materials.
Subtopic 4: Policies: Guidelines for Designing Effective
English Teaching Materials and Selection and use of
resources.
Following Principles

There are also a lot of studies

on promoting learning in
general and language learning
in particular which can pilot
the presentation of items to
be learned.
Guidelines for Designing Effective
English Teaching Materials
Teacher designed materials
may range from one-off,
single-use items to extensive
programs of work.
(Howard, 2004)
 SUBTOPIC 4: POLICIES: GUIDELINES FOR DESIGNING
EFFECTIVE ENGLISH TEACHING MATERIALS AND
SELECTION AND USE OF RESOURCES.
Guidelines for Designing Effective English Teaching
Materials:
Guideline 1: English language teaching
materials should be contextualized

Guideline 2: Materials should stimulate

interaction and be generative in terms of
language

30
 SUBTOPIC 4: POLICIES: GUIDELINES FOR DESIGNING
EFFECTIVE ENGLISH TEACHING MATERIALS AND
SELECTION AND USE OF RESOURCES.
Guidelines for Designing Effective English Teaching
Materials:

Guideline 3: English language teaching materials should

encourage learners to develop learning skills and strategies
Guideline 4: English language teaching materials should
allow for a focus on form as well as function

31
 SUBTOPIC 4: POLICIES: GUIDELINES FOR DESIGNING
EFFECTIVE ENGLISH TEACHING MATERIALS AND
SELECTION AND USE OF RESOURCES.
Guidelines for Designing Effective English Teaching Materials:

Guideline 5: English language teaching materials should offer

opportunities for integrated language use

Guideline 6: English language teaching materials should

be authentic

32
 SUBTOPIC 4: POLICIES: GUIDELINES FOR DESIGNING
EFFECTIVE ENGLISH TEACHING MATERIALS AND
SELECTION AND USE OF RESOURCES.
Guidelines for Designing Effective English Teaching Materials:
Guideline 7: English language teaching materials should link
to each other to develop a progression of skills,
understandings and language items.

Guideline 8: English language teaching materials

should be attractive.

33
 SUBTOPIC 4: POLICIES: GUIDELINES FOR DESIGNING
EFFECTIVE ENGLISH TEACHING MATERIALS AND
SELECTION AND USE OF RESOURCES.
Guidelines for Designing Effective English Teaching Materials:

Guideline 9: English language teaching materials should have

appropriate instructions

Guideline 10: English language teaching materials

should be flexible

34
 SUBTOPIC 4: POLICIES: GUIDELINES FOR DESIGNING
EFFECTIVE ENGLISH TEACHING MATERIALS AND
SELECTION AND USE OF RESOURCES.
Guidelines for Designing Effective English Teaching Materials:

CLOSURE:
Put an example of each of the Policies: Guidelines for Designing Effective English Teaching Materials and Selection and use of
resources. ( At list you must complete 5 comments of 5 guidelines. Do not forget to put the number of the guideline and  your
name at the beginning)

https://docs.google.com/presentation/d/1WTJiXhhtm6UdRNeTNGcGNhcV
gW5xHxqZifiiMAXW2Vs/edit?usp=sharing

35
 SUBTOPIC 4: POLICIES: GUIDELINES FOR DESIGNING
EFFECTIVE ENGLISH TEACHING MATERIALS AND
SELECTION AND USE OF RESOURCES.
Guidelines for Designing Effective English Teaching Materials:

CLOSURE:
ENTER , REGISTER AND CREATE A MIND MAP

https://www.goconqr.com/es

36
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