NATIONAL OPEN UNIVERSITY AND DISTANCE - UNAD

SCHOOL SCIENCE EDUCATION.

COURSE: MATERIALS DESIGN FOR FACE TO FACE ENVIRONMENTS

STEP 1 - TO LOOK INTO FOR DESIGNING TEACHING MATERIAL

PARTICIPANT:
Néstor Almanza Galindo

GROUP: 551022_4

TUTORA:
LILIANA ISABEL MORENO

DATE:
JUNE / 20/ 2019
 DEVELOPMENT OF ACTIVITIES

1. What type of materials should be included in English Language Teaching (ELT)?

Materials are “anything which can be used to facilitate the learning of a language, including
coursebooks, videos, graded readers, flash cards, games, websites and mobile phone
interactions” (Tomlinson, 2012, p. 143).

Materials can be “informative (informing the learner about the target language), instructional
(guiding the learner in practicing the language), experiential (providing the learner with
experience of the language in use), eliciting (encouraging the learner to use the language) and
exploratory (helping the learner to make discoveries about the language)” (Tomlinson, 2012, p.
143).

2. Explain the principles of second language acquisition relevant to the development of

materials for language teaching.

Principles of second language acquisition relevant to the development of materials for the
teaching of languages:

 The material must impact: The impact of a material allows knowing the relevance that
this has and the possibility of using it or not. So that a material has impact, it must be
kept updated.
 The material should help students to develop confidence: having confidence in the target
language leads the student to stay interested in learning this and encourages him to
communicate and continue to develop his skills in it.
 The material must offer opportunities for communicative use of the target language: The
materials must seek communication by offering possibilities of using the language
outside the classroom and allowing the autonomous use by students.
 The material must offer feedback: it is important that the material offers feedback
because it allows the student to be aware of their strengths and weaknesses in the
language that is found learning.
  The material must allow contact with the authentic language: the authenticity of the
elements is important to allow the student to function properly when communicating in
the target language.
 The material must take into account that students have different learning styles: for a
material to have a significant impact it is important that it seeks to reach as many students
as possible.
 The material should not rely too much on controlled practice: controlled practice does not
allow the proper development of learning student, leading him to have problems with the
fluency of the language (Ellis, 1985).
 Materials should maximize learning potential by encouraging intellectual, aesthetic and
emotional involvement which stimulates both right- and leftbrain activities.
 Materials should permit a silent period at the beginning of instruction It has been shown
that it can be extremely valuable to delay L2 speaking for beginners of a language until
they have gained sufficient confidence in understanding it.

link from the video

https://www.youtube.com/watch?v=_YLlx6qh4UY&t=18s
 REFERENCES

Tomlinson, B. (2011). Material development in Language Teaching (2nd Ed.).

Cambridge: Cambridge University Press. Retrieved

from http://www.lenguasvivas.org/campus/files/0_47/Material%20development-

Tomlinson.pdf

Tomlinson, B. (2007). Principles and Procedures of Materials Development for Language

Learning. Retrieved

fromhttp://www.iltec.pt/pdf/Principles%20and%20Procedures%20of%20Materials%20D

evelopment%20Paper.pdf