Outline Task SheetNeeds AnalysisText SelectionDesigning ActivitiesLayout

Task SheetVeterinary Science field Context of the materials to be designed Third year students from Universidad Católica de Córdoba

Needs Analysis Grabe and Stoller (2001) Hutchinson and Waters (1987). Information about: field of study, institution, the learners Syllabuses up to third year

Text Selection Authentic document (Nunan) (McGrath, 2002) Linguistic / Cognitive demands TAVI approach (Dudley-Evans and St. John, 1998)Carrier content and real content

Closing Activity “Guides reading process and determines other activities” (Dudley-Evans and St. John, 1998) Designed as authentic task (McGrath, 2002)Authentic tasks real life

Closing Activity

Closing Activity

Tasks Design Activities Pre-reading, while reading, post-reading (Grabe and Stoller, 2001) PreP, Glossary, Affixes, Noun Phrases Model of reading top- down, bottom- up

Pre Reading Preparatory Instruction (Langer, 1981)

Activation of knowledgePreviewing and predicting 3 phases: associating – reflecting - further associating

Prep Activity

Skimming Activity

Glossary Voc. knowledge reading abilities (Grabe and Stoller, 2001) Sts new words instruction. Key words : - Important for text. - Helpful beyond text.

Presentation of Glossary

Presentation of Glossary

Affixes Cognates and transparent words Difficult terms Analyze words taken from the text.Practice on word formation

Noun PhraseImportanceRecognition of its functionDifference between English and SpanishRulesPractice

Noun Phrase Activity

Principles (Tomlinson)Materials should:• “achieve impact”• “help learners to feel at ease” • “help learners to develop confidence” • “be perceived by learners as relevant and useful”• “expose learners to language in authentic use”

Rubrics and Layout Dudley-Evans and St. John (1998) Tomlinson B. (1998)

Any Questions?