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Ivón Lobo Fontalvo Methodology Assignment 3 1
EVALUATING AND SUPPLEMENTING MATERIALS
1. Introduction
This paper aims, first, to analyze the unit 1 of the textbook “Teenagers 8”. Then, I
will describe how and why I supplemented the lesson 1 of this unit. I will end on the
evaluation of the material’s effectiveness since the supplemented material was
already used to teach a lesson.
2. Coursebook evaluation
The basic principle underlying learner – centered systems of language learning is
that teaching programs should respond to learner’s needs (Johnson, 1989, p.63).
Therefore, the teaching materials used in our English language courses should help
the teacher to achieve his/her students’ needs. Cunningsworth (1984), points out that
“the teacher should formulate objectives with the needs of the learners in mind and
then seek out published materials which will achieve those objectives” (p.2).
When selecting an EFL coursebook it is advisable to submit it to an objective and
systematic analysis process. This, in words of Hutchinson and Waters (1987), is
“basically a matching process: matching needs to available solution” (p.87).
For this paper, I decided to analyze the fist unit in the textbook “Teenagers 8” which
is intended for secondary school learners (See appendix A). I based this analysis on
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the following criteria suggested by Wallace: rationale, context, relevance to needs,
interest and motivation and range of tasks / activities. (2000, pp. 185, 189).
The following ideas summarize the results of the material’s analysis:
1. Although the book claims to have a communicative approach, it does not provide
activities with an integrated use of language skills. Most of its activities are
designed for individual work (Lesson 1: activities 2 – 5, Lesson 2: activities 3 – 4,
Lesson 3: activities 1 – 4, Lesson 5: activities 1 – 5). There are only three
activities that facilitates students’ interactive learning ( Lesson 1: activity 1 and
Lesson 4: activities 1 – 2).
2. The book aims to promote a natural use of English, but it does not contain any
authentic material which can challenge the students’ learning process and raise
their motivation.
3. The material shows structural oriented drills with a overt explanations of the rules
which do not give the learners the opportunity to explore the language by
themselves (Lesson 1: activities 4 – 5, Lesson 2: activities 3 – 4, Lesson 3:
activities 3 – 4). Thus, the language is not seen as a tool of communication in
most of the activities, but as a devise to focus on grammatical features of the
language ( Loschky. and Bley-Vroman, 1993, p.124).
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In general, the first unit of the textbook Teenagers 8 lacks: a) real communicative
tasks in which the learners could use their language skills conjointly. b) authentic
texts that can challenge the students’ language skills and can increase their interest
as well. c) creative activities that allow the students to create meaning and language
by themselves.
3. The supplementary materials
Bearing in mind the previous ideas, I decided to supplement the first lesson of this
material, so it could fit my students’ needs and my own pedagogical purposes
(Nunan, 1991, p. 219 – 223). I added short authentic texts about varied holidays and
I created materials with information gaps to foster the learners’ collaborative work in
order to complete the task successfully. I graded the task according to my students
abilities.
Harwood, in reference to materials’ modification, (2005), states that “many teachers
adapt commercial materials, using them as “bridges” to stimulate their thinking and
as the basis for providing the most appropriate classes in their context ( p.152). On
the other hand, Harmer (2001) affirms that textbooks can become “spurs to
creativity” (p.8)
The following are the “bridges” I created for lesson N° 1:
1. A handout with a mind map to activate the students’ schemata, articulate the
students’ cultural background with the topic about celebrations and to
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promote meaningful interaction among them. This worksheet was designed to
collect information and use it again during the class. A model conversation
was also provided in the handout. (Appendix B)
2. Five multimedia slides with a collage of images that the students downloaded
from Google and Yahoo in a previous class. A table to list the celebrations
illustrated in the multimedia presentation. This material includes a guided
conversation to help the learners compare information. (Appendix C)
3. Authentic texts about Holly week, Christmas, Thanksgiving day and
Halloween to develop a jigsaw reading activity. (I also included the texts from
the book about Rio de Janeiro’s carnival, The day of dead, Saint Valentine
and April Fool’s day period). (Appendixes D1 – D2 – D3)
4. A table to gather information during a survey to three different partners in
addition to a model conversation to conduct the interviews. This type of
materials give the learners the “opportunity to use English to a purposeful end
and even at a stage when their range of structures and vocabulary is severely
limited” (Cunningswoth,1984. p. 10). (Appendix E)
5. A worksheet with questions to write a comparative text about the form they
and people from other countries celebrate holidays.
When designing the above supplementary material, I took into account the following
principles for interaction in order to help my students’ language development: a)
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Information transfer, b) Information gap, c) Jigsaw, d) Task dependency, and e)
correction for context. ( Nunan, 1989, p.119 – 125 ).
4. Lesson plan
Having considered the textbook’s drawbacks in its first unit, my students needs and
my pedagogical objectives, I planned to teach the first lesson of this unit for 8°A
learners to implement the material I supplemented.
8°A is a group of 40 elementary students, aged 13 – 14. They do not have
confidence to interact with other students using the target language and do not like
being engaged in writing tasks. On the contrary, they are interested in computers,
imagery, learning vocabulary and working in groups.
For those reasons, I decided to frame the materials I supplemented (overviews,
multimedia visuals, guided dialogues, a survey and a model composition) into
activities that give the learners a reason to interact and encourage mutual language
discovery (Doff, 1986. p.210).
5. Evaluation of the material’s effectiveness
The best way of knowing if a material’s adaptation woks well is by trying out such
material (Wallace, 2000, p. 190) . 8°A students used the following materials for the
first lesson ( see appendixes):
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The most successful aspect when trying out the adapted materials was that most of
the students accomplished the final objective of writing a comparative text about a
holiday celebration because they could obtain the appropriate information during the
all the lesson stages. Additionally, the quality of students interaction increased in the
classroom because of the confidence that the learners received by using controlled
conversation or writing examples.
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References
1. Johnson, R. (1989). The Second Language Curriculum. New York: Cambridge
University Press.
2. Cunningswoth, A (1984). Evaluating and Selecting Teaching Materials. London:
Heinneman.
3. Harmer, J. (2001). Coursebooks: A human cultural and linguistic disaster?.
Modern English Teacher, 3(3), 5 - 10
4. Harwood, N. (2005). What do we want EAP teaching materials for?. Journal of
English for Academic Purposes. Retrieved from www.elsevier.com/locate/jeap
5. Hutchinson, T. (1987). English for Specific Purposes: A learning Cantered
Approach. Cambridge: Cambridge University Press.
6. Loschky, L. and Bley-Vroman, R. (1993). Grammar and Task Based
Methodology. In Crookes, G & Grass, S. (eds) Tasks and Language Learning:
IntegratingTheory and Practice.Clevedon: Multilingual Matters.
7. Wallace, M. (2000). Action Research for Language Teachers. New York:
Cambridge University Press.
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ICELT LESSON PLAN FORM
Name of teacher: Ivón Ester Lobo Fontalvo Candidate Number:
Institution: Colegio Jorge N. Abello
Date of Observation: DAY MONTH YEAR 22 02 2006
Time of observation Length of class 50 minutes
Class/grade: 8°A Room: New Technologies Room
Number of students: 40 Average age of Students: 13 - 14
Number of years of English study (students): 3 years
Level of students (please circle)
Elementary Intermediate Advanced
Lesson Number (please circle)
1 2 3 4Observer:
Aims:
By the end of the lesson students will be able to:
1. Associate vocabulary related to celebrations.
2. Look for specific information in a short text.
3. Ask information about holidays using wh questions ( what – when -
where )
4. Give information about holidays and festivals.
5. Write a comparative text about a holiday’s celebration in Colombia
and another country.
6. Design a holidays’ calendar
Personal aims:
1. Encourage students’ interaction
2. Foster the learners’ use of English in class.
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Assumed knowledge:
8°A students are able to:
a. Identify Wh and yes / no questions.
b. Identify expressions associated with dates such as : in April, on
October 31.
c. Identify expressions associated with places such as : in Colombia, at
home.
d. Identify verbs used to express activities in present tense.
Description of language item / skill
Meaning
Holiday, day set apart for religious observance or for the commemoration of some extraordinary event or distinguished person, or for some other public occasion. Holidays are characterized by a partial or total cessation of work and normal business activities and are generally accompanied by public and private ceremonies, including feasting (or fasting), parades and carnivals, or displays of flags and speechmaking.
Form
To ask about holidays’ information: To give information about holidays:
What is the name of the holiday?
When do they celebrate it?
Where do they celebrate it?
What do people do to celebrate it?
Do we celebrate that holiday in
Colombia?
When do we celebrate it?
The name of the holiday/festival is…
It is celebrate it in…/on …
It takes place in …
People dance/ eat/ go to …
Yes, we do. / No, we don’t
The same day. /We celebrate it in…
/on…
Pronunciation
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Materials :
Reading texts taken from Teenagers 8 . Unit 1 ( Saint Valentine’s day, Barranquilla’s carnival, Rio de Janeiro’s carnival, April fool’s day, The day of the dead)
Texts about Holy week, Halloween, Thanksgiving, Christmas taken from www.kencollins.com, www.usinfo.pl/aboutusa/holidays/other.htm, www.wikipedia.com
and Encarta encyclopedia 2004.
One computer for the teacher, 16 workstations, and a data projector.
Photos taken from magazines and news papers.
Pieces of papers, markers, glue..
Rationale part 1: Profile of the learners
8°A is an EFL group of beginner learners. They are 40 students aged 13 – 14 who have a 50
minute English class per week at the New’s Technologies room.
The students are able to identify yes/no questions and wh questions using the present and past
tense. They can recognize verbs in present and past in the affirmative and negative forms, but
they still find difficult to use those structures in a written or oral way.
Therefore, it is necessary for them to get involved in a task where they can use all language
abilities to practice those structures in a productive form. They need to be engaged in activities in
which they can use their background knowledge about holidays and festivals in Colombia.
Rationale part 2: Anticipated problems
Anticipated problems Planned solutions
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Some students may be afraid of speaking or writing in English.
I will encourage students’ confidence by fostering cooperative learning and using positive feedback.
Some students may not be able to ask for or give information because they lack speaking skills.
I will provide a model to ask for and give information.
Some students might not be able to write a composition .
I will give them a guide to write the composition. Besides, they will use the information gathered during the class.
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Stage AimProcedure
Teacher and student activityTime
interaction
Tutor’s commen
tsPresentation Activate students’
schemata.The teacher divides the class in five big groups and asks a student from each group to choose an envelope to brainstorm the vocabulary considering the students context. The envelopes contain a sentence “ Colombian holiday in February”, “Colombian holiday in April”, “Colombian holiday in October”, “Colombian holiday in December”, “Colombian holiday in November”. They discuss what to write to complete a mind map in a piece of paper (appendix C). Students transfer the information to table on the board (appendix D) The teacher elicits the cultural similarities and differences between Colombian and other nations celebrations through questions: Which nations celebrate carnivals, too?, Do they use the same music or dances?
10 minutes
T - SS - S
Practice Read about holidays.
Look for specific information.
Ask for and give information about holidays.
Students, in groups of 3, sit in their workstations and watch slides about holidays or festivals in other nations. The teacher asks them to identify the celebrations and answer if weather we celebrate those holidays in Colombia or not (see appendix E). The teacher asks: What questions should we use to ask for holidays’ information?: the name, place, date and activities people do. Students write the answers on the board.The teacher divides the class in 8 groups. Each group reads about a different holiday (appendix F). The teacher asks the students to conduct a survey to 3 different students using a model conversation and a table to collect the information (appendix G ).
20 minutes
T – SS – S
Production Write about a holidayCompare cultural differences.
Assign homework
Students ,in pairs, write about a holiday that is celebrated in Colombia and other nation, too. They answer the following questions to produce a comparative text:1st paragraph: What international holiday are you going to write about?, When is it celebrate it?, Where?, What activities do people do?.
2nd paragraph: What is the name of the holiday in Colombia?, When is it celebrate it?, Where did you do go last year to celebrate it?, What activities did you or your friends do to celebrate it?
The students use the word processor to save the information (appendix H).Design a calendar with the information you wrote. Use Word models for calendars and the image gallery.
20 minutes
S – S
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PRESENTATION
MIND MAP FOR GROUP WORK
USEFUL QUESTIONS AND ANSWERS FOR THE ACTIVITY
What is the name of the celebration we are going to write about? Let’s write about__________________ When do we celebrate it? In ______________________ Where do we celebrate it? We go to ___________________ Where did you go to celebrate it last year? I ________________
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APPENDIX C
APPENDIX B
COLOMBIAN HOLIDAY(S) IN ________________
Name:
Days of celebration: Place of celebration:
Activities you did to celebrate it last year:
Name:
Days of celebration: Place of celebration:
Activities you did to celebrate it last year:
Ivón Lobo Fontalvo Methodology Assignment Three
PRACTICE
WATCH THE MULTIMEDIA SLIDES. IDENTIFY THE HOLIDAYS AND WRITE A TICK IF WE CELEBRATE THOSE HOLIDAYS IN COLOMBIA
OR NOT.
Do we
celebrate it in
Colombia?
Holidays in other nations Yes No Colombian name for this holiday
1
2
3
4
5
Model Dialogue
A. What was the celebration in slide n° 1?B. It was________________________ and What holiday did you see in slide n° 2A. It was ___________________________ . What about n°3?B. I think it is _____________________. What did you write in n°4?A. __________________________. And what do you have in n° 5?B. ____________________________ Did you write the Colombian names for these holidays?A. Yes, they are _______________./ No, I didn’t. Did you?B. Yes, they are _______________./ No, I didn’t. A. Thank you.B. Any time
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Ivón Lobo Fontalvo Methodology Assignment Three
Interview 3 partners. Find out about different holidays and festivals in other nations. Fill in the table with the information.
Partner Name of Holiday Place Date Activities
FOLLOW THE CONVERSATION TO INTERVIEW YOUR PARTNER
A: Hi!B: Hello!A: Can you give me some information about a holiday, please?B: Sure.A: What holiday did you read about?B: I read about _____________________________A: Where do they celebrate it?B: In _______________________A: When do they celebrate it?B: In / on _________________________________A: How do people celebrate it?B: _______________________________________A: That’s all. Thanks.B: Your welcome
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APPENDIX E
Ivón Lobo Fontalvo Methodology Assignment Three
WRITING
PAIR WORK ACTIVITY
Compare the way people celebrate a holiday in Colombia and in another country. Use the information given in the class. Answer the following questions to produce your text.
1st paragraph: What international holiday are you going to write about?, When is it celebrate it?, Where?, What activities do people do?.
2nd paragraph: What is the name of the holiday in Colombia?, When is it celebrate it?, Where did you do go last year to celebrate it?, What activities did you or your friends do to celebrate it?
I’m going to write about
_________________________________________________
It is celebrated in ______________________________. People from
_____________
celebrate it in ________________________________. During this celebration
people__________________________________________________________________.
In my country, Colombia, we call this holiday
_____________________________. It is celebrated in _________________________
. Last year, I __________________
_________________________________________________________________________
_________________________________________________________________________
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APPENDIX F
Ivón Lobo Fontalvo Methodology Assignment Three
PRESENTATION
TABLE TO TRANSFER INFORMATION ON THE BOARD
HOLIDAYS AND FESTIVALS IN COLOMBIA
MONTH HOLIDAY(S
)
PLACE(S) DAY(S) ACTIVITIES
FEBRUARY
APRIL
OCTOBER
NOVEMBER
DECEMBER
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Ivón Lobo Fontalvo Methodology Assignment Three
NAMES: Jorge Gonzalez, Alexander James. Workstation 12.
Halloween is celebrated in October 31st in all the world. In United States the children and the adults dress costumes. Children say: “Trick or teat” to ask candies. Adults celebrate
with parties. School dances and neighborhood parties called “block parties” are popular among young and old.
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In my country, Colombia, we call this holiday dia de las brujitas or día de los niños. In Barranquilla it is the Day of the Angels. Halloween is celebrated in October 31st in the evening and the Day of the Angels is in November 1st
in the morning. Last year I did not use costume. I went to the houses and said:
Ivón Lobo Fontalvo Methodology Assignment Three
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