Task 4 - Materials design

Student

Laura Muñoz

Code: 1063309393

Group: (55100a_614)

Tutor:

Jennifer Vanessa Murcia

Degree in English as a Foreign Language

National University Open and Distance UNAD

School of Education Sciences

 WORKSHEET TEMPLATE

Teacher’s Name Laura Muñoz

Student’s Level (CEFR) (A2)
Population Adolescents x Adults
Skills to develop Listening and speaking
OBJECTIVE
Teach adolecents the skills: listening, speaking, reading and writing

• The student listens to his teacher pronounce the food and repeats the
pronunciation correctly.
• The student looks at the chart and develops the exercise.
• The student chooses three foods from
vocabulary and organizes a balanced menu that includes all three groups.

Warm up (activity)

The food [dá fúud] Los Alimentos

Presentation (activity)
Listen to your teacher pronounce the food. Repeat the pronunciation correctly.
Pizza [pizza] Pizza
Cheese [chíis] Queso
Cake [kéik] Torta
Chicken [chíken] Pollo
Fish [fish] Pescado
Ice cream [áis crim] Helado
Soup [súp] Sopa
Milk [milk] Leche
Yoghurt [iógurt] Yogur
Juice [ yús] Jugo
Rice [ráis] Arroz
Bread [bréd] Pan
Corn [córn] Maíz
Potato [potéito] Papa
Lettuce [létus] Lechuga
 Practice (activity)
There are three food groups that, taken in a balanced way, contribute to good
nutrition to stay healthy. Look at the following chart and develop the exercise.

Regulating-food Body builder-food Energy-food

[bády bíilder- fud] [bády bíilder- fud] [énergy- fuud]

Look at the table of types of food. Now choose three vocabulary foods and
organize a balanced menu that includes all three groups.

Regulating foods
•
•
•
Body builder foods
•
•
•
Energy foods
•
•
•

Production (activity)
Look how Nina and Juan ask about the foods they like and those they don't
like.

Do you like tomato? [duo iu láik toméito]

Yes, I do [iés, ai dú]

Do you like tomato? [dú iu láik toméito]

No, I don`t [nou, ai dóunt]

Complete the dialogues by writing the answers according to your personal
preferences. Follow the example above by writing the answers in your
notebook.

Do you like bananas?

Do you like soup?

Do you like spaguetti?

Do you like pizza?

References

© 2010 Ministerio de Educación Nacional Bogotá, Colombia, 2010. Retrieved

from
https://redes.colombiaaprende.edu.co/ntg/men/archivos/Referentes_Calidad/
ModelosFlexibles/Aceleracion_del_Aprendizaje/Guia_del_estudiante/Modulo%2
0Ingles.pdf

Richards, J. C. (2001). The role and design of instructional materials. In

Curriculum Development in Language Teaching: (pp. 251–285). Retrieved
from https://www.cambridge.org/core/books/curriculum-development-in-
language-teaching/the-role-and-design-of-instructional-
materials/7AFAB6A6D81A1393E81ECF4FF06B5672

Tomlinson, B. (2001). Materials development. In R. Carter & D. Nunan (Eds.),

The Cambridge Guide to Teaching English to Speakers of Other Languages:
(pp. 66–71). Retrieved from https://www.cambridge.org/core/books/the-
cambridge-guide-to-teaching-english-to-speakers-of-other-
languages/materials-development/D1A3671F61C0D827A834C9DF827D2C1C
 WORKSHEET TEMPLATE

Teacher’s Name Laura Muñoz

Student’s Level (CEFR) (C1)
Population Adolescents Adults x
Skills to develop Reading and writing
OBJECTIVE
Teach adults the skills: listening, speaking, reading and writing

 Listen to your reading, pronunciation and intonation, in addition to the

new vocabulary
 Draw your town and its surroundings on a blank sheet, place the names
of each place or element
 A short description of it, including the vocabulary seen in the previous
activity.

Warm up (activity)
My town [mai táun ] Mi municipio

Presentation (activity)
with the vocabulary of words you'll find identify the places in the drawing

1.Wood [úud] Bosque

2.Mountain [máunten] Montaña
3.Town [táun] Pueblo-municipio
4.Lagoon[lagúun] Laguna
5.Hill [jil] Colina-cerro
6.River [ríver] Río
 Practice (activity)

Draw your town and its surroundings on a blank sheet, place the names of
each place or element. Include the words of the following vocabulary in your
Beach
Mangrove
Plain
Swamp
Garden
Crop
Lake
Channel
Farm
Ranch
Road
Desert
Stream
Volcanoe
Jungle
Prairie
Valley
River
Basin
Bridge
Avenue
Mountain chain
Snow Peak
Barren plain
County Borough
Road
Desert
Stream
Volcanoe
Jungle
 Production (activity)

Find a photograph or postcard of your municipality and write in your notebook

a short description of it, including the vocabulary seen in the previous activity.

My town is…
 References

© 2010 Ministerio de Educación Nacional Bogotá, Colombia, 2010. Retrieved

from
https://redes.colombiaaprende.edu.co/ntg/men/archivos/Referentes_Calidad/
ModelosFlexibles/Aceleracion_del_Aprendizaje/Guia_del_estudiante/Modulo%2
0Ingles.pdf

Richards, J. C. (2001). The role and design of instructional materials. In

Curriculum Development in Language Teaching: (pp. 251–285). Retrieved
from https://www.cambridge.org/core/books/curriculum-development-in-
language-teaching/the-role-and-design-of-instructional-
materials/7AFAB6A6D81A1393E81ECF4FF06B5672

Tomlinson, B. (2001). Materials development. In R. Carter & D. Nunan (Eds.),

The Cambridge Guide to Teaching English to Speakers of Other Languages:
(pp. 66–71). Retrieved from https://www.cambridge.org/core/books/the-
cambridge-guide-to-teaching-english-to-speakers-of-other-
languages/materials-development/D1A3671F61C0D827A834C9DF827D2C1C