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Assignment - M&R
SUBJECT: MATERIAL & RESOURCES IN EFL
Names and surnames: Claudia Andrea
Nanni, Gissella Elizabet !iguer"a
#alenzuela, Mar$a %"urdes !ernndez
Mart$nez, Miriam Cristina !reitas'
Login:
Group: ()*te(l*++-
Date:A)ril +.
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SUBJECT ASS/GNMENT:
MATER/A%S AN0 RES1URCES
GENERAL INFORMATION:
This assignment must be done in groups and has to fulfil the following conditions:
- Length: between 8 and 10 pages (without including cover inde! or appendices "if
there are an#$%
- T#pe of font: &rial or Times New 'oman%
- i)e: 11%
- Line height: 1%*%
- &lignment: +ustified%
,f for some reason #ou cannot do the assignment in groups #ou will have to do it
individuall# (notice that individual assignments will be penali)ed% The ma!imum score a
student can get is 8- 10$% The individual assignment must have a length between 8 and
10 pages appro!imatel# (without including cover inde! or appendi! "if there is an#$%
The assignment has to be done in this .ord document and has to fulfil the rules of
presentation and edition as for /uotes and bibliographical references which are
detailed in the tud# Guide%
&lso it has to be submitted following the procedure specified in the tud# Guide%
ending it to the teachers email is not permitted% &ll the members of the group have
to send the assignment%
,n addition to this it is ver# important to read the assessment criteria which can be
found in the tud# Guide%
The assignment mar2 is 1003 of the final mar2%
+
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Assignment:
Carr2 "ut te ("ll"3ing tas4
You are expected to submit a kit of own-produced materials for a specified group of
learners in your current or a future context.
- The kit should be a coherent block of work, produced in response to some
observed need of the learners.
- t must be prefaced by a rationale, in which the issues that have been raised about
design, trialling, adaptation and evaluation in the sub!ect are discussed, as they are
relevant to your circumstances and the materials. " rationale might include
discussion of the context, the age and level of the students, the nature of the
syllabus and materials used by the learners, the need you perceive, the belief about
language learning and teaching that the materials represent, and any other issues
that are relevant to your materials #for example because of the particular media
chosen$.
- You must also include information about how you intend to evaluate the materials
when they are used.
- You must submit copies of the materials you produce, with the teachers
instructions that make it clear how they are to be used. %rite these instructions as if
they were for another teacher who could use them.
&ote' You may find it useful to refer to the reading available in&ssignment 4aterials
section #at the same place where you can find this paper$.
.
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INDEX:
' 0ETA/%E0 RAT/1NA%E !1R T5E UN/T 1! 61R7 1R 7/T 8)age 9
A Te a;t "( )lanning ("r Englis as a Se;"nd %anguage Class'
B Justi(i;ati"n ("r te unit t")i;: tualizati"n ("r te unit "( 3"r4'
0 /denti(i;ati"n "( "ur students? needs'
E Unit?s g"als@"be;ties'
! %earning@Tea;ing a;tiities "r tas4s'
G Ma;r"-s4ills and mi;r"-s4ills in te unit "( 3"r4'
5 Tea;er@%earner?s r"le'
/ Materials and Res"ur;es'
J Met"d"l"g2'
7 Ealuati"n'
% C"n;lusi"ns'
Bibli"gra)i;al Re(eren;es'
+' ADDEN0/ / 8T5E 7/T 8)age F
.' ADDEN0/ // 8TEAC5ER?S GU/0E 8)age ++
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' 0ETA/%E0 RAT/1NA%E !1R T5E UN/T 1! 61R7
A) THE ACT OF PLANNING FOR AN ENGLISH AS A SECOND LANGUAGE
CLASS
" unit of work is designed for our everyday teaching practice in order to reach (uality in
education or in the teaching-learning process. The unit of work gives teachers a plan
about what they are going to do, how are going to do that and which aims are going to
be reached. )ome tasks are planned dealing with skills and micro-skills and these
tasks have to be varied and flexible enough in order to adapt our teaching practice to
different students* interests, aptitudes, attitudes and needs.
B) JUSTIFICATION FOR THE UNIT TOPIC NEW WAYS OF
COMMUNICATION
+rom mid-s, some manifestations of the electronic revolution, along with chat
rooms, discussion groups, and game environments, gave definition to a new domain of
study, called variously /electronic discourse0, /computer-mediated communication0,
/textmessaging0 and /netspeak0.
"n immediate conse(uence for 1nglish is the emergence of a new range of language
varieties, as people, particularly teens, learned to adapt their language to cope with the
linguistic constraints and opportunities provided by the new technology.
n the current 2stcentury, our students are living in a technological era that they may
be able to manage even better than teachers. )tudents are able to modify, control and
manage new technologies and we as teachers may take advantage of these abilities in
order to deal teaching of 1nglish as a second language from a 344 approach that is,
involving our students in different skills and micro-skills while ac(uiring a second
language.
"long this unit of work students* motivation and interest may be increased by
demanding their abilities using the new technologies and new ways of communication
such as text messaging.
C) CONTEXTUALIZATION FOR THE UNIT OF WORK
The )tate 5igh )chool where 1nglish as a second language sub!ect is going to be
taught and learned is situated in a middle-class district with a mixture of cultures due to
the increasing immigration movements of population in the 2stcentury.
+amilies living in this district speak )panish as their mother tongue and students
attending lessons in the 5igh )chool are learning 1nglish as a second language.
"lthough 1nglish is not the tool our students use to speak out of the high school, we as
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teachers have to arise in our students the use of 1nglish as an open-minded language
used in almost the whole world as the tool for real communication.
This unit of work called &1% %"Y) 6+ 36778&3"T6& is intended to be carried
out with a group of 29 students who are :-9 years old. 6ur students are moving
towards an intermediate level of the use of the 1nglish language as a second
language. They attend ; hours of 1nglish lessons per week, each hour consisting in 9
minutes of teaching and learning practice. Therefore, the unit of work is intended to be
carried out in a period of two weeks that is < sessions. The lessons take place from
=.:9 to .9 p.m. on 7ondays and %ednesdays. The students are generally
enthusiastic and at the end of the academic course they have completed approximately
2 hours of work dealing with 1nglish as a second language.
+rom a cognitive point of view, these students may show a tendency towards
monitoring their own actions but also they may show a tendency towards building up
some pre!udices which have to be unlearnt.
>egarding )1TT&? available to carry out this unit of work, we are teaching in a
classroom with 9 personal computers which can be shared by 2 or three students,
and a digital board for our teaching and learning process.
D) IDENTIFICATION OF OUR STUDENTS NEEDS
The starting point for a learner-centred curriculum development is generally the
collection of data in order to design a programme for a specific group of learners.
>ichards suggests that needs analysis serves some purposes' it provides a means of
obtaining wider and interesting input into the content and design@ it can be used in
developing goals, ob!ectives and content. #A:'9$. deally, in a learner-centred
system, content should be derived through a process of consultation and negotiation
with the learners, the principal consideration being the communicative needs and
interests of the learners.
n our unit of work, teachers are operating with students coming from the educational
system who are used to learning 1nglish as a second language in the same high
school and with the same teachers who know their interests and needs from previous
academic years. Therefore, our students in the class do not vary significantly from one
course to the next. 6ur students have been studying through discovery activities
followed by language practice. 4earners are used to dealing with macro-skills #i.e.
reading, listening, speaking and writing$ and micro-skills #i.e. scanning, skimming,
predicting, etc.$ as the basis for language ac(uisition. 4earners are used to using
F
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nformation and 3ommunication Technologies, computers and the digital board as
sources in their learning process.
"t the intermediate level of 1nglish as a second language, our students can state their
needs reasonably clearly so as learners to have a far more committed and active role
in the teaching and learning process.
"fter a brief consultation and observation process, teachers assume that these
learners are living in a technological era that they like managing and that makes them
feel comfortable, confident and motivated when using new technologies. Besides, we
guess from our consultation and observation that learners prefer to develop language
ac(uisition as a process of ac(uiring macro-skills and micro-skills through different
tasks and pro!ects, rather than ac(uiring a body of language content and forms or body
of analytical knowledge with no reference to the real teens world.
)tudents in our class are a large group of 29 learners who really begin to /take off0 in
terms of their ability to communicate using the target language. 4earners, then, need
fresh challenges to help them to realiCe how much they know and to make their
passive knowledge active, together with a steady and implicit input of new language.
E) UNITS GOALSOBJECTI!ES
n this learner-centred unit of work specifying unit ob!ectives or goals can play an
important part in getting learners involved in achieving those goals and in getting
learners fulfill their roles in the teaching and learning process. Through this tasks-
based unit, the learners are re(uired'
. To act friendly and confident with the material produced dealing with new ways of
communication.
. To revise and extend learners* knowledge of language use.
. To expand new ways of communication-based lexis.
. To practice pronunciation and writing new lexis correctly and appropriately.
. To be aware of new ways of communication and practical use in their lives.
. To be motivated to speak and write about new ways of communication topic.
. To feel clear, intelligible and confident when using language, discourse and
nformation and 3ommunication technologies #i.e. computers$.
. To monitor their tasks individually or collaboratively.
. To deal with authentic texts.
. To get used to reading, listening, writing and speaking dealing with new ways of
communication codes.
. To monitor their learning process.
H
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. To use new ways of communication politely, effectively and safely.
"t the end of this unit of work, learners will have achieved the following standards'
4earners will use wh-(uestions in conversations and dialogues via textmessaging@
4earners will use modal verbs related to suggestions and obligation. #i.e. should,
shouldn*t, must, mustn*t$@ 4earners will express feelings, agreement and disagreement
about using textmessaging among teens@ 4earners will use written texts, managing real
texts, discourse, coherence and cohesion@ 4earners will identify the main point in a
spoken text@ 4earners will extract relevant information form a spoken or written text@
4earners will obtain relevant information about new ways of communication and codes
used@ 4earners will ac(uire lexis related to new ways of communication@ 4earners will
use new ways of communication and nformation and 3ommunication Technologies to
produce a final pro!ect@ 4earners will work collaboratively, showing respect and
tolerance towards other members of the group.
F) LEARNINGTEACHING ACTI!ITIES OR TASKS
n this learner-centred unit of work, activities must be informed by the attitudes, needs
and interests of learners in the class. 3onversation and discussion in class, talking to
friends, interacting via new technologies and elaborating a teens magaCine as final
pro!ect were all learners* attitudes in our class. >eal-life and psycholinguistically-
motivated tasks and activities seem to be both pedagogically and psycholinguistically
sound, and also appear to have the general support of the learners themselves.
The specific learner-centred activities and tasks in our unit of work or DT have the
following characteristics'
- "s a warm-up activity our learners will be introduced into a motivating video
dealing with new ways of communication among teens. 4earners are shown firstly
some logos they are able to recogniCe and to speak about them and expressing their
own opinions. %e as teachers should not abandon /free speaking0. Through some
(uestions learners get support and they are encouraged to ask and answer while the
rest of the class listens. Teacher encourages genuine communication paying attention
and underlying some words and vocabulary related to the unit topic. 7eanwhile,
pronunciation may be taught by /echoing0 learners who mispronounce but without
correcting them too fre(uently since the activity is designed to improve fluency and to
warm-up as an introduction for the unit of work.
- The reading comprehension activity deals with /neti(uette0 or the art of proper
behavior online. t is important to create a desire to read, so learners will be
encouraged to predict the content of the text by writing the key-word /neti(uette0 on the
I
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board. "fter this predicting activity learners will read the text and answer some
(uestions related to the content. 1ventually, learners are taught inductively the 76E"4
F1>B) to express adviceGsuggestions and obligation. 4earners use experimentally the
modal verbs forms in context after being presented with the explanation for appropriate
use in context.
- 3oncerning language focus, learners experiment with the new language forms
#i.e. modal verbs for advice and obligation$ scanning from a given text. 4earners carry
out a top-down processing when ac(uiring the new language forms since clear written
model is given to them in order that they are able to hear, write and read what the new
language sounds and functions like. %hile producing the new language learners feel
confident. Teacher encourages peer correction among all the learners by using the
prompt /3an anyone helpH0 and by writing the new language forms in a poster in order
to exhibit it on the classroom*s walls.
- >eading and writing section deals with /textmessaging0 and its codes and
abbreviations. 4earners are asked some (uestions as a warm-up activity dealing with
their textmessaging routines and feelings about this everyday practice among teens.
Teachers use the text as an excuse to make students feel confident when discussing
about the topic. n doing so, learners practice the art of turn-taking while expressing
advantages and disadvantages of textmessaging. "fter having comprehended the text
and the use of textmessaging, a group game make students manage the content of the
text in a real situation #i.e. roleplaying$. 7essages produced by students can be shown
on the digital board to encourage a group-checking and correction of mistakes and to
create an atmosphere of appreciation and motivation.
- n order to practice the listening macro-skill and its micro-skills, learners are
firstly engaged by asking them to look at the pictures and listen to the pronunciation of
some related words in order to predict content. )ome vocabulary is pre-taught so
learners know in advance how some of the words related to the topic are pronounced.
Before they start listening we make sure that learners read and understand the
(uestions or activity they are going to carry out. "s a follow-up activity learners may
have the tape script written on the digital board so that they can read and listen at the
same time.
- 4earners will elaborate a +&"4 >1F1% I>6J13T as a way of evaluating our
teaching and learning practice along the unit of work, that is, evaluation of both,
teacher*s practice and learners* ac(uisition. 4earners will be asked to create a teens
magaCine to motivate them at the same time to work in groups, to put in practice the
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content of the unit of work and to use nformation and 3ommunication technologies
#i.e. computers in the classroom$. The medium used will be the 1nglish language.
Teacher will offer support and guidance related to neti(uette, use of language and
%ebIages they may use to download images, photos, etc. while learners can ask
further (uestions. This final review (uiC motivates learners to practice writing in what is
perceived as a /cool0 format' a teen magaCine. "t the same time, this final review
I>6J13T will engage our learners in some key competences such as' competence in
linguistic communication, competence in learning to learn, competence in social skills,
competence in processing information and use of nformation and 3ommunication
technology #i.e. computers$, artistic competence, autonomy and personal initiative,
among others. n order to create an atmosphere of appreciation and motivation,
learners will display their final pro!ect on the E?T"4 B6">E as a motivating
presentation in front of the class.
G) MACRO"SKILLS AND MICRO"SKILLS IN THE UNIT OF WORK
This unit of work is assessed through four macro-skills' speaking and writing, that is,
productive skills@ listening and reading, that is, receptive skills.
This unit places e(ual emphasis on the development of all four macro-skills. 1ach skill
has got specific characteristics which affect the tasks-design. n order to develop
>1"E&? )D44, the unit of work contains authentic material with pre, while and post
activities for comprehension and prediction of content. )ome micro-skills are also
developed into the reading comprehension exercises, such as skimming, scanning,
inferring meaning from context and title and recognition of our learners* background
knowledge.
To develop and encourage our learners* 4)T1&&? )D44, the activities are designed
with authentic texts, use of video, 3Es and pre, while and post listening tasks. )ome
micro-skills developed are' recognition of vocabulary, intonation, stress, and
background knowledge about the topic.
%>T&? )D44 is a process in this unit of work, not !ust a product. 4earners develop
writing skill while they are able to identify the style, cohesion and coherence
organiCation into paragraphs and internet and texting conventions as micro-skills.
)I1"D&? )D44 in this unit is put into practice with learners from the very beginning
by means of the warm-up activity to introduce the unit topic. 4earners will use real-time
processing, interactional language use, negotiation of meaning and presentations via
E?T"4 B6">E or I6)T1>). )ome micro-skills which are developed are'
pronunciation, stress, intonation and discourse conventions.
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344 approach is the base for this unit of work since learners develop positive attitudes,
learning skills and learning strategies while working individually or forming groups and
while working via nformation and 3ommunication Technology.
H) TEACHERLEARNERS ROLE
n this learner-centred unit of work the content to be dealt is a collaborative effort
between teacher and learners, since learners* needs and interests are closely involved
in the pre-planning process of the unit, regarding the content of the unit and how it is
taught.
6n the one hand, T1"351> is re(uired to have a range of skills in order to carry out
this learner-centred unit. Teacher analyses initial needs, sets goals and ob!ectives,
selects content, devises learning activities or tasks, instructs learners, monitors and
assesses progress, evaluates materials and manages classroom during the teaching
and learning process. n a learner-centred system the teacher has a crucial role to play
in both student assessment and unit of work evaluation through observation and self-
analysis. Teacher is also the curriculum developer in this leaner-centred unit.
6n the other hand, 41">&1> is the protagonist of hisGher own learning by being
involved in tasks and activities, by group-working in those tasks and activities and by
being the source of input for the content and methodology. 4earners will have self-
access study by means of unit tasks and activities developed by the other learners and
by teacher monitoring those tasks.
I) MATERIALS AND RESOURCES
"t the classroom level, materials often seem more prominent than any other element in
the curriculum. 7aterials are the tangible manifestation of the curriculum in action.
They are omnipresent in the language classroom and it is difficult to imagine a class
without books, pictures, filmstrips, games and so on. "t their best, they provide
concrete models of desirable classroom practice@ they fulfill a teacher development
role. 7aterials come in many shapes and formats. The most obvious distinction is
between local materials produced by a teacher for hisGher class, and those which are
commercially produced. n this unit we are dealing with 463"4 7"T1>"4) developed
by the teacher on the base of learners* interests and needs. "s our focus as teachers
will be on assisting learners to do in class what they en!oy doing outside, that is the
case of /textmessaging0 and using /new ways of communication among teens0, our
local materials will reflect the outside world. n other words, our local materials have a
degree of authenticity. This authenticity will relate to the texts sources, video source
and listening source as well as the use of computers in the classroom, the net to
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search for information when elaborating a final pro!ect and the use of the E?T"4
B6">E, in a nutshell, the use of nformation and 3ommunication technology.
7aterials and resources will also foster independent learning by raising the
consciousness of the learners and making them more aware of their learning process.
This will be done by means of carrying out some tasks, activities and by elaborating a
final collaborative pro!ect. >ecognising the inevitability of a mixed group of learners in
terms of abilities, materials have been designed so that they are used in a variety of
ways and in a variety of learner-grouping. Eifferent sections in the unit of work start
with a warm-up activity such as group discussions and into each section different group
or peer work activities are developed in order to overlap some proficiency deficiencies
in some of our students. The materials are suggestive rather than definite@ they are
attractive by means of real texts, images, photos, a video, extracts from ads, signs,
logos, charts, etc.
Besides, our learners authenticate materials when their background knowledge about
the topic is stimulated as soon as the teacher asks (uestions to promote learners
interactions about the unit topic.
)ince this unit of work is developed with students who are studying 1nglish as a
second language, being )panish language their mother tongue, materials generate
classrooms discussions and a final pro!ect using the nformation and 3ommunication
technology #i.e. computers$, the net and the E?T"4 B6">E which stimulate genuine
communication in the classroom setting in the hope that this will facilitate transfer of
learning. %e will encourage learners to make links between classroom learning and
outside language use by means of the final pro!ect consisting on elaborating a teens
magaCine where learners can write and post romantic stories, teens interests, etc. in
order to be displayed on the E?T"4 B6">E for the rest of the group-class.
" presentation supported by the digital board re(uires that learners prepare their
pro!ect with the tools they can use to support it. n an electronic context, this means the
use of links. By creating links to present a paper, learners must organiCe their thoughts
and the content appropriately and the organiCation re(uired by this may encourage our
students to make a learning habit out of this discipline. "nother activity supported by
the digital board is the correction of a paper by the whole class. They may look for
spelling or language mistakes and correct them by overwriting on the board while the
rest of the class participates in the self-correction. 6ur impression as teachers is that
the E?T"4 B6">E is a very innovative and powerful support for language
+
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ac(uisition@ it provides a bridge that allows using the features of computers without
breaking communication, it even supports it.
J) METHODOLOGY
This task-oriented unit of work will develop a methodology which takes learners
towards the classroom rehearsal of tasks and skills needed for communicating outside
the classroom. 3lassroom communication will foster language ac(uisition particularly if
learners are given opportunities for productive language use and the negotiation of
meaning is small group work.
n this unit of work, a methodology which encourages /real0 conversational practice and
discussions with the teacher intervention with suggestions and error correction is the
single most highly-valued learning modality by our students. Therefore, the sort of
approach advocated here in terms of methodology is validated by the data from our
students, that is, their interests, needs and proficiency. The F63"B84">Y set
presented in the unit is connected with the main topic of the unit and items have been
selected for their fre(uency, usefulness and relevance to the age group. The
vocabulary set is presented through pictures or texts #written or spoken$. The target
vocabulary is recycled and reinforced in texts and activities throughout the unit of work.
>egarding 4"&?8"?1 +6>7) in the unit, they are ac(uired inductively and
experimentally by learners when working with texts. "ctivities are topic-based, so
learners are re(uired to understand the usage and meaning in order to ac(uire the
language form using a top-down process. 4earners are given the opportunity to use the
new language form in a productive, personaliCed or creative way while teacher is
presenting inductively the language form. 7ethodologically speaking, 4)T1&&?
activities in this unit follow a vocabulary set related to the unit topic in context. t
provides speakers in real situations and the language used is carefully graded for
intermediate students of 1nglish as a second language. This unit provides a variety of
)I1"D&? opportunities from the very beginning which are well guided and supported
by the teacher. 4earners can simply /perform0 their own dialogues and discussions in
pairs or individually, or they can write them down first before reading them aloud. This
unit of work provides two different sections to guided %>T&?' the one dealing with
/textmessaging0 and the final review /pro!ect0. The support given for the two sections
ensures that even the less able student will be able to produce the tasks. n this unit
the written text produced is not !ust a product, but a process since different skills and
micro-skills are developed while writing, such as' discourse conventions, language use,
vocabulary use, social conventions when group-working, etc.
.
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K) E!ALUATION
The principal purpose of evaluating the planned unit of work and the assessed unit,
that is, what the learner actually learns, is to determine the efficacy of the planning
procedures employed and also to assess whether the content and tasks are
appropriate for our learners.
"ssessing 41">&1> "351F171&T is only the first step in the evaluation process. n
our large class of 29 students it is useful to involve learners in assessment by asking
them to produce a final pro!ect dealing with the items ac(uired along the unit of work.
This group-work pro!ect can serve as a common remedy to negotiate and overlap
possible inefficient learning strategies or irregular attendance by some of our learners.
6bservation techni(ue is also useful in assisting teachers to monitor student progress.
n order to get a score or mark for our students when producing the final pro!ect, a
chart dealing with some items will be filled in by the teacher.
>egarding 7"T1>"4 1F"48"T6&, and after arriving at some conclusions related to
our students* needs, proficiency and interests from the very beginning of our planning
process by conversations or intuition or !ust by having known our learners from
previous academic courses, the results regarding the material evaluation can be
summariCed as follows' 4ayout and design of the unit seems attractive to students who
are presented with a unit of work on the E?T"4 B6">E, which means a variety of
ways of moving pictures and working with items into the planned unit. "ctivities are
ranged and balanced reasonably since the amount of language input is developed by
means of real and interesting texts. Eiscussions, dialogues, compositions and the final
pro!ect are motivating and realistic in context. The sub!ect and content developed in the
unit of work match up to our learners* personalities, age, background knowledge,
needs and interests. The topic under study avoids harmful stereotypes and impolite
ways of interaction #i.e. use of neti(uette$ while working with the technological nature of
our current society. 3lear explanations, instructions and stated ob!ectives are used to
their maximum advantage in the teacher*s guide. 3onse(uently, this unit of work is
highly recommended to be used with a group of students aged :-9 years and moving
towards an intermediate level of 1nglish as a second language.
L) CONCLUSIONS
3ertainly the aim of this planned unit of work is to train our learners for communicative
efficiency, but we have already seen macro-skills and micro-skills development then
presentation and practice activities take place. %e have also realiCed that
concentration on fluency only may not be in the best interests of the learners. The
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importance of sections in the unit of work where there is an emphasis on tasks and the
learner*s own responsibility for their own learning has to go together with more formal
language work #i.e. use of modal verbs$. By presenting learners a variety of tasks,
activities, discussions and a final group-pro!ect we can ensure our learners* continuing
interest and involvement in the unit of work.
+inally, it must be said that teachers have to be flexible and sensitive to the changing
needs of the group as the unit of work progresses. n simple terms it means that
decisions taken before the planned unit about what is going to happen are not in some
way sacred. ?ood teachers must be prepared to adapt and alter their plans if this
proves necessary.
B/B%/1GRAD5/CA% RE!ERENCES
Jeremy 5armer. #$. The 5ractice of 6nglish Language Teaching% New
6dition% 4ondon and &ew York' 4ongman 5andbooks for 4anguage Teachers.
4ongman ?roup 8.D. 4imited.
7s. "nne 4ennon and 7r. Ihilip Ball. #1ds$ #22$.4aterials and 'esources in
67L% +undaciKn 8niversitaria beroamericana. +8&B1>.
&unan, E. #1ds$ The Learnerentred urriculum% 3ambridge "pplied 4inguistics
)eries. )eries editors' 7ichael 5. 4ong and Jack 3. >ichards. #+irst published AA$.
>ichards, J. #A:$ Language urriculum Development%>143 Journal, 9, .
9
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Assignment - M&R
+' ADDEN0/ / 8T5E 7/T
6arm -u):
%hich of these logos do you recogniCeH
Eo you use themH %hat forH
Eo you like themH %hich one is the bestH
#/0E1 s"ur;e to be
Iro!ected on the Eigital
Board YouTube video' &1?"TF1 1++13T 6+ &T1>&1T 6& T11&)'
http'GGwww.youtube.comGwatchHvL:FmMNfAMl:
F
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Assignment - M&R
65AT /S NET/KUETTEL
&eti(uette is nternet eti(uette or rules that guide us in proper behavior online. These
are important rules to help make the nternet a fun and safe place to socialiCe, work
and play. These rules can help you remember that everyone you interact with on the
computer is a human being. 1ven though youOre looking at a blank screen, on the other
side is someone with thoughts, ideas and feelings !ust like you.
You must tellthe truth online. +alse information invalidates network communication.
8sing all capital letters in internet correspondence denote shouting in internet
communication. You mustn?t s"ut at other users because it is rude and is not
acceptable.
%hen youOre holding a conversation online - whether itOs an email exchange or a
response to a discussion group posting -- itOs easy to misinterpret your correspondentOs
meaning. You s"uld )a2careful attention to your words.
6n the internet, grammar and spelling errors are common for many reasons. "s
internet use increases, so will the number of spelling mistakes and grammar errors.
The more you write the more mistakes you make. 7aking mistakes is natural.
You s"uldn?t ("ll"3 the temptation to do something thatOs illegal in cyberspace,
chances are it*s also bad &eti(uette.
>efrain from posting or respond to inflammatory material, flames, on the internet
because they are unciviliCed. " flame is a personal insult communicated through the
internet. nternet eti(uette rules civiliCe the internet, cybersphere.
- >ead the text and answer T>81 #T$ or +"4)1 #+$
&eti(uette is everyday life rulesPPPP..
&eti(uette help people to be safe on internetPPP..
You interact on a computer with robots not humansPP.
&eti(uette teaches proper behavior onlinePPP..
H
http://www.google.com.ar/url?sa=i&rct=j&q=netiquette&source=images&cd=&cad=rja&docid=4DKyo08MMo0uEM&tbnid=H0hwdhX4p9bcEM:&ved=0CAUQjRw&url=http://numerounosipamelita.blogspot.com/&ei=LHhCUbqHJYPW9ASHmIHICw&bvm=bv.43287494,d.eWU&psig=AFQjCNFbPxZhcgqHdhWNtFFTPeFIxJX54A&ust=13633969535174188/12/2019 material and resources
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Assignment - M&R
2- >ead the text and underline the unknown words
;- +ind in the text 2 examples of good cyberspace behavior
:- +ind in the text 2 examples of bad cyberspace behavior
9- Iay careful attention to words in bold what kind of information are they
expressingH
NET/KUETTE RU%ES:
- Read te senten;es ten 3rite tem as rules under te rigt ;"lumn' USE
M10A% erbs:
8s"uld, s"uldn?t, must, mustn?t
3hange passwords often. Threaten or bully others online. ?uard your privacy
tooQbe careful about posting information like your address, email address and
phone number, or other personal or financial information. Eon*t invite people
you don*t know to your +acebook, wiki,etc. Iost personal information about
other people, without their permission. Iost or send rude pictures or images of
other people. Type in all capital lettersQit looks like youOre yelling. Deep in mind
other peopleOs feelings and opinions count too. 8se correct spelling and
grammar and make brief postsGemails.
ES N1
"u S"uld be ;"nsistent 3it te
use "( an "nline name'
"u mustn?t treaten "r bull2
"ters "nline'
I
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Assignment - M&R
Texting Abbreviations, 2013
Rearrange te ;lass in a ;ir;le "( ;airs' 6rite "n a )ie;e "( )a)er a message
in "rder t" te>t ea; "ter using ni;4names as i( 2"u 3ere in an internet ;at
r""m'
!"r e>am)le:
Dingu: R U "4L 6ant + g" + ;inema %IRL
+ 6en 2"u (inis 2"ur message, s3a) te )ie;es "( )a)er ar"und' N"3 tr2 t"
de;"de te te>t message 3ritten b2 "ne "( 2"ur mates'
2; is all about (uick and mobile internet. 6ur desktop has progressively shortened into millennial !argon,while our handheld text messaging is even more abbreviated to accommodate thumb typing.
Text-messaging can be a cool way to communicate in writing. t uses the alphabet and numbers to
represent the sound of the words. ts good for facts and information, but its not so good for complex ideas.
5ere are some longer examples of text messages from a teens magaCine. They are written by different
people. 3an you understand themH
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Assignment - M&R
F63"B84">Y: nternet eti(uette' %isten and )ra;ti;e.
NetiOuette !lame )ers"n
0"nPt use 3aps /nternet +raud
7ee) 2"ur privacy spam
4)T1&&? 367I>151&)6&' 4isten carefully to the people talking about
their behavior on line. Then listen again to check your work.
7ichael ?rant Iaul 4emark Yoko Teoh 7aria 7ar(ueC
NetiOuette
!lame )ers"n
0"nPt use ;a)s
/nternet (raud
7ee) 2"ur )ria;2
S)am
+
http://www.google.com.ec/url?sa=i&rct=j&q=netiquette+pics&source=images&cd=&cad=rja&docid=7Nlo5VPDpe1zEM&tbnid=UPksOqmyTnCaAM:&ved=0CAUQjRw&url=http://tomiluccheci.blogspot.com/2011_10_01_archive.html&ei=WG5OUYmlJpP68QSEsIGoDw&bvm=bv.44158598,d.eWU&psig=AFQjCNHGly56_bc74ixNKZvRuhabiI4BSA&ust=13641809053461678/12/2019 material and resources
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Assignment - M&R
3reate a magaCine for teens working with your personal computers in groups of ;students. Iublish ; different articles. t must contain'
ti)s ("r a su;;ess(ul ;"mmuni;ati"n am"ng teenagers in "rder t" date,
ma4e ne3 (riends, et;' 8Using M"dal erbs
/n;lude )i;tures, statisti;s, interie3s, testim"nies, adertisements, et;'
C"er and ba;4
The I>6J13T will be done'
/n gr"u)s "( . 3"r4ing 3it a )ers"nal ;"m)uter
Eer2"ne is res)"nsible "( a tas4
Dresent due t" date'
The 7"?"R&1 published by each group of three will be read and presented in
class on the digital board.
W#$ %'(#% * (#+*# *,# -#(:
tt):@@333'"n;"er)age';"m@
tt):@@(a4eazine';"m@
.' ADDEN0/ // 8TEAC5ER?S GU/0E
4esson Ilan
+
http://www.oncoverpage.com/http://fakeazine.com/http://www.oncoverpage.com/http://fakeazine.com/8/12/2019 material and resources
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Assignment - M&R
Te material in tis 7it is intended ("r tea;er?s t" use ("r a )eri"d "( t3"
3ee4s, tat is, F )eri"ds "( 9 minutes'
A 6arm Qu)
-Eistribute among )Ts 3ards with numbers, this will help you to make the following
activity more challenging and interactive #all the )Ts participate$.
2- 3all out numbers in order to answer the (uestions. )how students the logos on the
digital board and ask them the following (uestions'
%hich of these logos do you recogniCeH
Eo you use themH %hat forH
Eo you like themH %hich one is the bestH
%hat resources do you use to communicate with your familyG friendsG teachersH
Eid you have any problem using these resourcesH
;- 1licit answers from students and led them to the following step. Tell them they are
going to watch a short video done by students #':AS$
:- "sk )Ts >eflexive (uestions in order to make students express their opinion about it
#re use the cards in order to make the participation democratic$
Eo you agree with the opinionsH
# answers in 4 are accepted$
Eo you feel like those teenagers in the pictureH
5ow many hours do you use internet
5ow often do you use cell phone in a dayH
B Reading Q C"m)reensi"n
9- %rite the word &1TM81TT1 on the board and ask students to provide definitions or
predictions.
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Assignment - M&R
A- "sk )Ts to solve activities 2,;,:,9. "fter checking activity number 9 the )Ts should
provide the words )5684E, )5684E&*T, 78)T, and 78)T&*T in order to express
different ways of obligation or advice.
- "fter that ask )Ts if they use consciously these rules in their everyday life or not and
if they think there are any others.
Iresentation of grammatical forms'
Irovide students explanation about the difference between should and shouldnt as
well as must and mustn*t. Eo it in the implicit form using examples from the reading
and writing them on the board.
Fariant' show 2 pictures and ask individual students to form a sentence giving a
suggestion and 2 pictures expressing prohibition and obligation 1x' you should text
messages clearly.
You )houldn*t write long messages
You 7ustn*t use cell phones at petrol )tations
You must use a safe internet connection
C Grammar (";us
- >ead the sentences then write them as rules or )uggestions under the right
column. 8)1 76E"4 verbs #should, shouldn*t, must, mustn*t$.
hange passwords often
Yes &o
Fariant' give students strips of paper with sentences and they have to work in groups
of three trying to form sentences using the appropriate modal and place it correctly.
They will have to write the sentences in a poster to exhibit it later. The group which
finishes first is the winner.
0 Reading and 6riting a;tiit2
- %arm up. Eiscuss how common texting is for students. %hat kind of language do
they use in 4H s it like these messagesH %hat are the advantages of textingH 1.g
cheaper than talking on the phone, (uick and easy, you can read messages at any
time. %hat are some of the disadvantagesH 1.g its disappointing if you dont get a
reply, other people can read it, it becomes compulsiveU
Eiscussion. "sk students to read the last two paragraphs before deciding and
discussing whether they agree with them. %hat are their reasonsH
2- >earrange the class in a circle of chairs. "sk )Ts to write on a piece of paper a
message in order to text each other using nicknames as if they were in an internet chatroom.
+.
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Assignment - M&R
+or example'
4oli ' > 8 okH %ant 2 go 2 cinema 4A>H
nstruct )Ts that once they finish their written message, they will swap the pieces of
paper around
%riting' &ow try to decode the text message written by one of your mates and guess
who did it. n order to check spelling )ts should write the correct final message on the
board. This activity can be done in pairs, small groups #;$ or individually.
1x' cu L8'9
an , see #ou later9
E %istening Q C"m)reensi"n
AU0/1SCR/DT
M/C5AE% GRANT: have had bad experiences on internet. 4ast year, wanted to buy
a computer on line and paid in advance for it but never received it because it was a
fraudulent company. Yesterday received an email from someone called 3ollin 7arx
with /B"E &1%)0 in the sub!ect box of the email. dont know anyone called 3ollin
7arx so immediately knew it was a scam. Ieople should not pay attention to this kind
of !unk mail. "nswer' nternet +raud V )pam
DAU% %EMAR7: am the kind of person who posts insults about others and expresses
strongly my held opinion without holding back any emotion. 1ven if do not agree with
any comments reply in "44 3"I) and dont care if people think that am yelling. 7y
parents tell me all the time /you must change your mind0 and !ust replied them, what
can do this is my way to communicate. "nswer' +lame person V Eont use 3"I).
171 T5E1:%ell, am a foreign trade manager for a Japanese company. use the
mail all the times because need to be in touch with my client around the world.
consider people should keep good manners online by using proper internet eti(uette
because communication is what makes things happen. t is a good idea not to offend
people online unless you deliberately intend to do !ust that. "nswer' &eti(uette
MAR/A MARKUE:4ately, have been receiving mails from unknown people with the
sub!ect /Y68 %6& T51 46TT1>Y0. They asked for my personal information@ full
name, address, account and credit card number in order they can transfer me the
money. tell my mother about it and she told me' 7aria you must not reply this email
and keep your privacy on safe.&nswer: ,nternet 7raud pam ;eep #our privac#
#1CABU%AR
)uggested teaching time' minutesYour actual teaching time' WWWWWminutes
+
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Assignment - M&R
Before students listen and practice, tell them to look at the pictures and read the
captions
5ave student listen and practice. Then ask'
5ave you heard before about &eti(uetteH
5ow is your behavior onlineH "re you a flame personH %hyH
%hat do you think about different ways of internet fraudeH
5ave student listen and practice again with their books closed.
%/STEN/NG C1MDRE5ENS/1N
)uggested teaching time' -9 minutes
Your actual teaching time' WWWWWminutes
5ave students read the internet eti(uettes in the chart and circle the ones they
had experienced. Then ask students to share what they circled.
5ave student listen the exercise.
Then have student listen again and complete the chart.
5ave students compare answers with a partner and the correct the wrong ones.
C,+..#/0#:6n the board write /%hat do you think about keep good manners on lineH0
/%hat should you suggest people that are flame on lineH0
n groups students discuss the (uestions and give examples to support their answers.
Bring the class together and reorganiCe groups to share their opinions.
!inal reie3 DR1JECT
9- n order to revise what the )t*s have dealt with in this Dit ask students to make a
pro!ect in groups of ;. The pro!ect consists of designing and producing a Teens
7agaCine which includes' name for the 7agaCine@ tips for a successful communication
among teenagers in order to date, make new friends, etc. #8sing 7odal verbs$@
Iictures, statistics, interviews, testimonies, advertisements, etc.@ 3over and back.
)tudents will be evaluated by presenting the final product in groups using the E?T"4
B6">E in their presentation. Eesign and creativity will be evaluated, too.
Ealuati"n ;riteria and instruments
This pro!ect aims at evaluating the process rather than the final output'
7onitoring and evaluating the process and the end- results of the pro!ect through'
Ferify whether the ob!ectives have been achieved,
Eetermine the level of competence achieved by students
7easure the final results #summative assessment$
7onitor the learning process #formative assessment$
+9
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Assignment - M&R
mprove education through the analysis of processes and results
The ob!ective of guiding learning is particularly important in 344. %e tend
substantially to learn what we are assessed on, and if the teacher is oriented towards
the evaluation of a particular item, students will eventually focus their attention on
precisely that item. 5ence the need to identify the evaluation criteria that cover the
components of integration.
3reate a positive Xreturning wave X, enhancing students self-confidence about
what they can do through the foreign language rather than focus on the negative
aspects, the XmistakesX.
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C1NTENT
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