TEMA 23 - OPOSICIONES DE EDUCACIN PRIMARIA - ESPECIALIDAD DE

INGLS
ESQUEMA
LA ELABORACIN DE MATERIALES CURRICULARES PARA LA CLASE DE
INGLS.
CRITERIOS PARA LA SELECCIN Y USO DE LOS LIBROS DE
TEXTO. DOCUMENTOS
AUTNTICOS Y ADAPTADOS: LIMITACIONES DE SU USO. LA
COLABORACIN DE LOS
ALUMNOS EN EL DISEO DE LOS MATERIALES.
0 . INTRODUCCION
- Teacher's roles: - selection
- production
- Profile of pupils' needs: - description of pupils
- description of pupils'
needs
- conclusions
1 . PRODUCING ENGLISH LESSONS - CURRICULAR MATERIALS:
* Reasons for producing our own materials:
1. Our course book does not provide enough practice.
2. Some of the materials in our course book are not appropriate
for our class.
3. We want to foster a methodology which is not the one used by
the course book authors.
4. To add some activities for the sake of variety.
- Worksheets: - practise one linguistic point
- oral and written
- pair and individual
- Flashcards: - information gap
- time dictation
- true or false
2. CRITERIA FOR THE CHOOSING AND USE OF THE COURSE BOOKS.
2.1 Choosing a course book:
* Criteria.
1. The course book makes clear the link between the classroom and
the wider word.
2. The course book fosters independent learning.
3. The course book focuses our pupils on their learning process.

4. The course book is readily available

5. The course book accords with our pupils' needs.
6. The course book can be used at more than one level of
difficulty (heterogeneity)
7. The pedagogical objectives of the materials are clear.
*Harmer's evaluation form: - practical
considerations
- guidance
- layout
and design
- conclusions
activities
- skills
- language
type
- subject
and content
TEMA 23 - OPOSICIONES DE EDUCACIN PRIMARIA - ESPECIALIDAD DE
INGLS
2.2. Using a course book:
* What the course book does well: - to the teacher
- to the pupils
* To the teacher.
1. A clearly thought out programme which is appropriately
sequenced and structured to include revision.
2. A wider range of material than we can collect individually.
3. Economy of preparation time.
4. A source of practical teaching ideas.
5. Work that our pupils can do on their own so that we do not need
to be centre stage all the time.
6. A basis for homework if that is required.
7. A basis for discussion and comparison with other colleagues.
* To our pupils
1. A sense of purpose, progression and progress.
2. A sense of security.
3. Scope for independent and autonomous learning
4. A reference for checking and revising.
* What the teacher does better: - oral exchange
- adjusting level and
quality of work
- encourage our pupils
* We must adapt course books to our pupils' needs.

3. AUTHENTIC, SIMULATED-AUTHENTIC AND NON- AUTHENTIC TEXTS.

USE
CONSTRAINTS.
* Main aim: to reach communicative competence
3.1 Authenticiy.
* Nunan's definition.
* Enabling out pupils to comprehend and manipulate real texts.
* Cadlin and Edelhoff: - authenticity of goal
- authenticity of environment
- authenticity of text
* Learner's authenticity.
* Authenticity conditions:
1. They must be recognised by learners as having a legitimate
place in the language classroom.
2. They must engage the interests of our pupils by relating to
their interests, background, knowledge and experience, and through
these, stimulate genuine communication.

TEMA 23 - OPOSICIONES DE EDUCACIN PRIMARIA - ESPECIALIDAD DE

INGLS

3.2 Simulated Authentic and artificial.

* Harmer's definition of non-authentic.
* Types of non- authentic texts. - artificial
- simulated authentic
* Simulated authentic texts: prepare for real texts.
* Materials we use: - authentic
- simulated authentic

4. INVOLVING THE CHILDREN IN MATERIAL DESIGN

* Communicative approach.

* Learner-centred approach
* Material design: Spanish or English class.
* Way to introduce it:
1. Tell the class to pay close attention to the features of one
activity in the course book.
2. Tell them to think of possible ways to make a similar activity
using the materials they normally have at home ( pencils, glue,
scissors, a dictionary, a word processor.)
3. Give them the outline of an activity. They will have to prepare
in pairs a flashcard or a worksheet to go with the activity.

5. BIBLIOGRAPHY.

UNIT 23: CREATING MATERIALS FOR ENGLISH LESSONS. COURSEBOOK SELECTION AND USE CRITERIA. AUTHENTIC MATERIALS AND
ADAPTED MATERIALS. INVOLVING PUPILS IN MATERIAL DESIGN.
1. PRODUCING ENGLISH LESSON CURRICULAR MATERIALS
There is an abundance of English language materials on the market. Producing our
own material is a time-consuming process, so although teachers do not very often
decide to produce all materials, they produce supplementary activities to the
course-book.
Once we know our pupils characteristics and needs, we can deal with a
production of material as worksheets, flash-cards, etc., in order to include some
variety, more practice and focus on an interesting item that there is not in the
course-book.
Both, flash-cards or worksheets, can be elaborated by our own pupils.
2. CRITERIA FOR THE SELECTION AND USE OF COURSE-BOOK
Choosing a course-book can be difficult. We must consider:
Contents: if selected language is based on the objectives
Sequence: if contents are gradually presented in a cyclic way, previous
language and a little more. Activities for all the learning moments
(presentation, practice and production). If progression is adequate to the
cognitive stage of children.
Skills: if it works the four skills
Activities: if language is realistic, the topics are relevant to pupils, if there are
communicative activities.

Design: if they are attractive for pupils and have visual backups for most
presentations of new language. Instructions must be clear.
Practical considerations: if price is suitable for children. If there is availability
of other materials: tapes, work-books, videos, graded readings, teacher-book,
activities for evaluation, )
The course-book help teacher by providing an appropriately sequenced and
structured programme, a wide range of material, economy of preparation time,
practical teaching ideas, security, a reference to checking and reviewing.
But teachers must adapt the course-books to their pupils needs.

3. AUTHENTIC, SIMULATED AND NON-AUTHENTIC MATERIALS.

Communicative competence is our main aim. To get it, children need materials
which reflect the world outside.
Authentic materials are the ones produce for purposes other than to teach
language: video-clips, TV programmes, radio and newspaper, signs, maps and
charts, photographs and pictures, timetables, etc.
Authentic materials imply some difficulty but they prepare pupils to understand
and manipulate language in real communicative situations. They get gradually
used to the new element.
As beginners are not able to handle genuinely authentic texts, they need to have
practice in simulated texts that look authentic, so there is a certain degree of
language control. Manipulating these texts they will acquire the necessary skills
they will need when they handle authentic material.
Simulated materials have been designed specially for language learners, but they
are similar to real situations.
There is also artificial material, designed to illustrate particular language points in
presentation stages.
Even if there is a certain language control, simulated authentic materials are useful
to acquire linguistic skills in communicative situations.
4. INVOLVING PUPILS IN MATERIAL DESIGN
Communicative approach is a learner-centred approach. We should make them
participants of the material design process.
Beginners can make their own flash-cards with cut-outs or drawing their own
cards to play afterwards. It is dynamic, motivating and they have a responsibility
in their own learning process.
Older pupils can also make materials that can be used with other pupils: puppets,
video-recordings, brochures, surveys,
They can do it as a project. Teachers offer a topic or they can choose one of their
interest. They make groups, search relevant information, prepare the design,
divide the tasks into the group members and produce the item. Then, they show it
to the rest of the class and the work is evaluated by all of them.