Compendios Learning

Topic 1: English teaching resources.
Learning Experiences: Learning Outcomes Evaluation, Resources

Management, Strategies and Environment
Unit 1. – Didactic resources
Este compendio recoge textualmente documentos e información de varias fuentes debidamente

citadas, como referencias elaboradas por el autor para conectar los diferentes temas.
Se lo utilizará únicamente con fines educativos.


TABLA DE CONTENIDO
TABLA DE CONTENIDO ......................................................................................................................... 3
TOPIC 1: Design of English teaching resources. .............................................................................. 5
Introduction ............................................................................................................................................ 6
Subtopic 1:.............................................................................................................................................. 7
Didactic Resources: Importance and Characteristics ....................................................................... 7
Didactic Resources ................................................................................................................................. 7
Materials: Definition............................................................................................................................... 8
The Importance of Learning Materials in Teaching ........................................................................... 9
Types of Teaching Aids ......................................................................................................................... 9
Textbooks: Advantages and disadvantages ..................................................................................... 10
Subtopic 2:............................................................................................................................................ 12
Didactic Resources as Components of the Curriculum.................................................................... 12
Curriculum: ....................................................................................................................................... 12
Curriculum: A Definition ...................................................................................................................... 12
Materials as components of the curriculum ...................................................................................... 12
Subtopic 3:............................................................................................................................................ 13
Factors to Consider When Designing Materials. .............................................................................. 13
Curriculum Policy ................................................................................................................................. 13
Needs Analysis ..................................................................................................................................... 13
Syllabus Design .................................................................................................................................... 14
Methodology ......................................................................................................................................... 15
Evaluation ............................................................................................................................................. 15
The resources and facilities ................................................................................................................ 15
Personal confidence and competence ............................................................................................... 15
Copyright law ....................................................................................................................................... 16
Time....................................................................................................................................................... 16
Conclusion ...................................................................................................................................... 16
Subtopic 4:............................................................................................................................................ 17
Policies: Guidelines for Designing Effective English Teaching Materials and Selection and use of
resources. ............................................................................................................................................. 17
Following Principles ............................................................................................................................. 17
Guidelines for Designing Effective English Teaching Materials ................................... 17
Conclusion ...................................................................................................................................... 20
COMPETENCIAS Y RESULTADOS DE APRENDIZAJE
Competencias Específicas
Se espera que a través de los temas estudiados en la presente Unidad; los
estudiantes logren las siguientes competencias:
✓ Competence 1
✓ Implement the principles of Universal Instructional Design.
✓ Competence 2
✓ Use innovative instruction and evaluation strategies.
✓ Competence 3
Apply Effective methods for real teaching in small and large classes
Resultados de Aprendizaje
Se espera que a través de los temas estudiados en la presente Unidad; se logre
alcanzar el siguiente Resultado de Aprendizaje:
Learning outcome 1: Consider the importance of designing your own materials; and its
significant effectiveness.
Con este propósito se ha organizado la Unidad con los siguientes temas vitales para su
comprensión:
✓ Topic 1: Design of English teaching resources.

✓ Topic 2: Evaluation and Needs Analysis and preferences.
DESARROLLO DEL CONTENIDO DEL TEMA 1
TOPIC 1: Design of English teaching resources.
Subtopic 4: Topic 1 Subtopic 1:

Policies: English teaching Didactic Resources:
Guidelines for resources. Importance and
Designing Characteristics
Effective English
Teaching
Materials and
Selection and
use of resources Subtopic 3: Subtopic 2:
Factors to Consider Didactic Resources
When Designing as Components of
Materials the Curriculum
Figure 1. Topic 1. Design of English teaching resources.
Objetivo
Consider the importance of designing specific material and its effectiveness.
Introducción
Students must know or be able to apply knowledge after the course or program. That would enhance
their lives and efficiently let them contribute to society. Good learning outcomes highlight the
application and integration of data. Learning outcomes do not mean to cover materials; it focuses
more on how students will employ the material not only in context but also in real life. When
designing a course, we need to consider a vast range of factors. The first is the actual knowledge and
the absence of resources available, having in mind the time, the teachers' skill, the curriculum
designer's strengths and limitations, and teaching and learning principles.
Rookie masters have two stages; the graduate stage and the final stage, the expert stage. All these
are carried through the 4 phases of induction (guidance, development of the approach, improvement
of practice, and obtaining competent accreditation). It is necessary to have critical actions on the
different stakeholders to achieve structured, integral, and school-based induction. Professors at these
times face many challenges in teaching and learning. Today we live some changes that encompass
both pedagogy (from instructive to constructivist) and technology (from classroom to online).
Teachers and students are currently facing new learning-teaching environments. Learning outcomes
remain a high priority, and this, in turn, leads to a wide range of assessment strategies. The subject
Learning Experiences: Learning Outcomes Evaluation, Resources Management, Strategies, and
Environment, is taught to help future teachers practice new methods in their classrooms. To achieve
effective practice and motivate beginners to change and develop their work, students will be
integrated into what the teacher teaches having a direct impact in learning and classroom instruction.
DESARROLLO DE LOS SUBTEMAS DEL TEMA 1
Introduction
Curriculum development and syllabus design in teaching a language are
most of the time concerned with evaluating learners' needs in a
language program, determining goals, arranging a syllabus, deciding on
teaching appropriate approaches using suitable materials, and deciding
on the right assessment procedures and criteria. (Richards, 2012, p. 66).
A syllabus displays a view of language; language learning and the nature
of language. In the 1980s, Communicative approaches became
dominant in teaching and change grammatical syllabuses with the ones
that reflect a communicative understanding of language. The 1960s led
to a variety of syllabus proposals, including notional-functional,
situational, lexical, task-based, and procedural, all of which invite to see
new illustrations of a communicative syllabus. (Richards, 2012, p. 66).
Practice in class
https://quizlet.com/_8qtv3h?x=1qqt&i=1246w0
Finney proposes an integrated, mixed-focus model for curriculum
design, in which learners’ necessities identifies them as active
participants in the language learning process. Teachers now appear as
responsible not only to teach a language to communicate or language
as knowledge but also to make the learners reflect and take
responsibility for their own learning as well as support all of them to
develop skills and strategies to continue discovering and getting
knowledge outside the classroom. The materials in teaching are key
components in a great part of language programs. Whether the use of
a textbook prepared materials or the use of own materials. They all in
general serve as the basis for much of the language input learners.
(Richards, 2012, p. 66).
Subtopic 1: Didactic Resources: Importance and Characteristics
Didactic Resources
Source: https://youtu.be/HnczG-5tSEU
Books, workbooks, worksheets, readers, cassettes, audios, videos, or
computer-based materials, are considered syllabus designs. Nowadays,
web sites or materials on the Internet plays an important part, too.
However, teachers apply other materials not considered for instructional
use, such as magazines, newspapers, and TV materials, which play a
significant role in the curriculum. A great part of trainers uses
instructional materials as their primary resource in teaching. These
materials take part in the basis for the content of lessons, the balance
of skills taught, and the kinds of language practice students take part in.
On the other hand, materials sometimes carry out to complement the
teacher's instruction. For pupils, materials provided are the primary
source of contact with the language apart from the teacher. Therefore,
the role and uses of materials in a language program plays a significant
part in the language curriculum development. (Richards, 2012, p. 66).
Designing Materials is an area of ELT instruction that not all the time is
taking into account. Sometimes it is ignored in methodology, texts, and
teacher-training plans. (Block, 1991)
Materials: Definition
The meaning of material in language teaching and learning is intended

for everything applied to teach language learners. Mostly, all that
presents or informs about the language being learned (English) can be
used as learning materials. (Tomlinson, 2013)
Trainers can use accessible learning materials such as textbooks or

develop their own by compiling from sources such as newspapers,
articles, books, and adapting and adjusting them according to the
learner's needs. However, English teachers are recommended to
develop learning materials by themselves in order for their learners'
needs.
Materials should achieve impact
According to (Tomlinson, 2013, pág. 8), material development is everything made
by people (teachers, writers, researchers, learners) to give and use information
to promote the learning process.
Materials should be:
Innovative (e.g., curious topics, different designs, and exciting tasks);
Variable (e.g., not monotonous, using different text-types taken from

various sources; using not the same voices of a CD);
Eye-catching (e.g., applying cute colors and excellent photographs):
Thought-provoking (e.g., with exciting content for learners; captivating stories and new topics
that let learners think)
Nevertheless, the impact is variable. What reaches impact with one class could not give the
same result in other classes.
The Importance of Learning Materials in Teaching

Materials in teaching have various ways of presentation: different shapes and sizes, however,
they all have the same characteristic, and it is to give support to the learner.
For the Ministry of Education, Guyana (2016), Materials provide:
Student Learning Support
They enlarge in a big way the student accomplishment by supporting student learning. For
example, when they develop some homework sheets. It led students the chance to practice
and improve new abilities. Learning supplies, in any case, and no matter what type, they
function in the learning process. (Stephney, 2016)
The structure of a lesson
Teaching and learning materials also bring organization to the lesson planning. They also are
a guide for teachers and learners. In addition to this point, (Adeogun, 2001 says the
importance of instructional materials is also evident in students' performance. (Adeogun,
2001)
Types of Teaching Aids

It could be found many teaching resources these days. They can be classified as visual, audio-
and audio-visual aids. (Teaching Aids, Their Needs, Types and Importance Of Teaching Aids
In Teaching Learning Process., 2010)
Visual Aids
These aids include pictures, charts, maps, flashcards, flannel boards, bulletin boards,
chalkboards, overhead projectors, and slides. There are also the common that is the
blackboard and chalk. (Teaching Aids, Their Needs, Types and Importance Of Teaching Aids
Audio Aids
Talking about these aids, we refer to those that encompass audible range, for example, radio,
tape recorder, gramophone, and CDs. (Teaching Aids, Their Needs, Types and Importance Of
Teaching Aids In Teaching Learning Process., 2010)
Audio - Visual Aids
On the other hand, these aids comprise visualization and hearing, such as television, film
projector, and film strips. (Teaching Aids, Their Needs, Types and Importance Of Teaching Aids
All of them can be used in various ways, and they have a stable relationship at the moment of
teaching.
According to Bentley (2013) There are other aids such as realia, flashcards
(Bentley, 2013): "Other aids are realia. flashcards (Cards small enough to hold up one after
another, with simple drawings or single words or phrases ott them puppets (models of people
or animals that you can move by putting your hand inside them), charts (diagrams that show
information), and the teacher." (p. 120)
In addition to this point, (Bentley, 2013), gives a contribution to highlighting the importance of
the teacher:
"The teacher can use. hand gestures, facial expressions, and mime
(actions which express meaning without words) to elicit vocabulary
items, clarify meaning and create context; we can also build tip a set of
signals, such as linger correction, which learners recognize as prompts
to correct their own mistakes." (p. 120)
Textbooks: Advantages and disadvantages

It exists some advantages and disadvantages to the use of textbooks in teaching.
Source: https://youtu.be/cVHCPVy17Zo
They give structure, and an outline for a learning program: books give
the program a focal significance and contribute to the learners' planned
and developed syllabus. The use of a textbook assures that students in
different classes receive similar content, and they also can be tested in
the same way. They provide a variety of learning resources, too. Most
of the time, texts are with workbooks, CDs, cassettes, videos, and useful
teaching guides. All of them provide a rich and varied resource for
teachers and learners. They are very efficient. They save teachers' time.
They provide useful language models and a branch of ideas: Textbooks
can support teachers in which their mother tongue is not English, and
for those who are not well prepared. They can train teachers; the
teacher's manual can serve as a medium of initial teacher training.
Nevertheless, there are some negative aspects of textbooks. They may
contain language: On occasions, they can present fake language since
texts, dialogues, and other aspects are not always representative of real
language use. They may distort content: They are not always with real
content. They may not reflect on students' needs: Not all the time, the
creators of textbooks reflect on students' interests and needs and may
require adaptation. (Richards, 2012, p. 66).
Figure 1. Teacher-students relationship

Source: https://prezi.com/u1dd-atiugcn/didactic-resources-in-english-teaching/
Subtopic 2: Didactic Resources as Components of the Curriculum
Curriculum:
The structures and rules of a language do not affect. Nowadays, the communicative
approach has better acceptance. Teachers should develop in our students the ability
to communicate better because language is communication in all contexts,
professional and social.
At this time, we are living in a different situation. In my view, education
changes the goal so people need to learn how to learn. This course will
briefly focus on three dominant models of curriculum design which are
rooted in educational traditions and see how they relate to the field of
English language teaching (ELT). Learners should decide on a model for
curriculum design which provides the teacher with the security of a
coherent framework in which there is the flexibility to respond to the
changing needs of learners and in which learners are active participants.
(Richards, 2012, p. 66).
Curriculum: A Definition
This terminology has a wide range of definitions. It often relates to the term syllabus as a
description of the content and the sequence of what is to be taught; in general, it talks about
planning, implementing, and evaluating. In an academic program, this is the why, how, and
how well the teaching-learning process goes.
From the applied linguistics field, a similar meaning is presented: An educational program which
states: educational purposes, the content, teaching, and assessing. (Richards, 2012, p. 66).
Materials as components of the curriculum

To Mickan (2013) says: "At the general level of syllabus specification, a community is identified
together with the practices and resources which signify membership". (pág. 43).
Definitely, "Good materials not only can be taught straightforwardly but also can facilitate
learning process". (Zohrabi, 2008).
Language teachers have to catch students' attention with suitable and authentic materials taking
into account that they have to be applied according to their preferences and necessities.
Subtopic 3: Factors to Consider When Designing Materials.
The most crucial aspect of being considered is the learner's need. The creation of materials is
essential; it shows interest, motivation, and lets teachers know specific individual needs;
therefore, teachers can be sure they know their learners well. Any consideration of the syllabus
or materials design must begin with a need's analysis. It should reveal learning needs regarding
English language skills in listening, speaking, reading, writing, vocabulary knowledge and
grammar, and individual students' learning preferences. It is not just learning needs that are
relevant to the teacher as a materials designer, however. Equally important is knowledge about
students' experiences (life and educational), their first language and literacy levels in it, their
aspirations, their interests, and their purposes for learning English.
Curriculum Policy
The policymaker's role is of great importance because it is who determines the broad
principles and purposes of the curriculum and expresses them in a curriculum design
document. That person is a performer, keeping upward the 'balls' representing the needs of
the learners, the needs of the institution, society, or at least specific interest groups within
society and the teachers' and administrators' needs, the implementers of the curriculum.
These diverse needs encapsulate both opportunities and constraints, which must be
analyzed and balanced in the expression of the program's controlling principles and
educational goals. (Richards J. C., 2013)
Needs Analysis
Richards (2012) states that this part of the curriculum aims to elicit information on the
students' motivation, expressed needs, likes, dislikes, and learning styles to design a tailored
course to meet their specific needs. On the other hand, Nunan defines a learner as the center
of the course. (Parvaiz, 2016)
From this perspective of curriculum design, critical areas can be identified and include intrinsic
motivation, materials, and activities to support learning and develop autonomy and student
learning styles.
The needs analysis results are necessary to develop the course and consider when choosing the
most suitable teaching methodology. In the integrated approach, needs analysis is considered
not only in the pre-stage of the course but also throughout the course, promoting teacher-
learner learning objectives.
Syllabus Design
Course syllabi are often described as an available product or process-oriented. “The product
syllabus has a focus on the knowledge and skills that learners should gain as a result of
instruction" (Nunan, 1991) On the other hand, Dubin and Olshtain (2002) express that
attention to all three syllabus design dimensions is vital. It is cyclic, a topic can be
reevaluated at different times or in different formats, and each time the language or skill
can be challenging, e.g., the letter-writing from a letter of introduction to a letter of
complaint. (Dubin, 2002)
The course content and methodology will, most of the time, express learning objectives;
within language teaching, there are many different ways of expressing objectives and
considerable debate on the role and nature of objectives. (Dubin, 2002)
The syllabus's emphasis involves all levels all the time, but changes at different stages of
learning.
Fig. 2. Richards, & Renandya, Methodology in language teaching: An anthology of current

practice.
Methodology
Although the syllabus gives the background, learning differs on the interaction between the
teacher and the learners in the classroom and also, on the principles, supplies,
accomplishments and procedures applied by the teacher. According to Richards (2001) From
communicative language teaching perspective, students’ necessities and desires report to
the teaching—learning process, and the accent the language is used and stimulated with
communicative activities. Teachers should reflect on their ideas. Teachers objectives are not
just to be guiders or delivers but, they must contemplate their goals and renew their
curriculums. (Richards, 2012).
Evaluation
Evaluation should involve all participants. Curriculum goals focus attention on an assessment
and effectiveness of the curricula and assess the language program itself. Moreover, the
main purpose of assessment is to determine if the curriculum goals were reached or not.
(Richards, 2012).
The resources and facilities
Teachers should be authentic about what they can achieve in terms of materials design and
production within the limitations of available resources and facilities. Resources such as CD
player, photocopier, lab, digital camera, whiteboard, scissors, cardboard, laminator etc. will
impact on decisions in materials design. Hadfield and Hadfield (2003) offer some useful
suggestions for ‘resourceless’ teaching which address the impoverished reality of some
teaching contexts. (Howard, 2004)
Personal confidence and competence
These factors will define an individual teacher's enthusiasm to undertake on materials

development. These factors will be influenced by the teacher's teaching experience level
and the teacher's principles' creativity and understanding. In real life, teachers embark on
materials, modify, adapt, or supplement a coursebook. Decisions taken by teachers include:
(Harmer J. , 2015)
• Sum up activities to the ones already suggested.
• Take out activities that are not considered part of learners' needs.
• Adapt or change activities or materials with:
• other materials from other texts

• real materials (newspapers, radio reports, and films.)
• create additional materials
• Change activities or organizational structure, for example, pairs, small groups, or the
whole class.
Teachers take advantage of technology and access to tools that enable professional results
in materials production. There are many resources at this time: blogs, websites, and social
networks.
Copyright law
Materials that include excerpts from published works has implications when creating. In the
case of worksheets creation that uses a picture or exercise from a commercial text, combined
with the teacher creation. An idea has to be legal ownership, and teachers need to be
conscious of this.
Time
Most of the time this point is taken as a disadvantage for teachers who wish to design their
own materials. It is thus, important to consider ways to make this aspect manageable.
(Block, 1991) suggests a number of ways in which teachers can lighten the load, including
sharing materials with other teachers, working in a team to take turns to design and produce
materials, and organizing central storage so materials are available to everyone. (Richards,
2012)
Conclusion
The development of curriculum in ELT has a necessity of flexibility and freedom to change. It
has an impact on the broader perspectives of educational theory in general.
Subtopic 4: Policies: Guidelines for Designing Effective English Teaching
Materials and Selection and use of resources.
Source: https://www.edutopia.org/article/resources-for-teaching-english-language-learners-ashley-
cronin
Following Principles
Nation (2009) has emphasized that there is a great research on the nature of language and
language acquisition which guide what to teach and how to arrange it. There are also a lot of
studies on promoting learning in general and language learning in particular which can pilot the
presentation of items to be learned. He denotes that the research on language teaching and
learning should be used to guide decisions on curriculum design. He also focusses the attention
on the principles that consider the importance of repetition, material process regarding the
importance of individual differences and learning style, and on learner attitudes and motivation.
It is very important that curriculum design makes the connection between the research and
theory of language learning and the practice of designing lessons and courses. (Augusto-
Navarro, 2015)
Guidelines for Designing Effective English Teaching Materials

Teacher designed materials may range from one-off, single-use items to extensive programs of
work. These guidelines may be a useful framework for teachers as they can see different factors
and variables to develop materials for their own teaching situations. The guidelines are
presented just to guide not as a rule. (Howard, 2004)
Guideline 1: English language teaching materials should be contextualized
(Nunan, 1991) Materials should also be contextualized to the experiences, realities and first
languages of the learners. Materials should link explicitly to what the learners already know, to
their first languages and cultures, and very importantly, should alert learners to any areas of
significant cultural difference.
The topics may well be realistic such as money, family, and holidays. When producing materials
for one-off use with smaller groups. Additionally, student engagement can be achieved by
allowing students to ‘star’ in the passages and texts that have been designed specifically for
them. (Howard, 2004)
Guideline 2: Materials should stimulate interaction and be generative in terms of

language
Most of those that learn to speak fluently in an exceeding language which isn't their maternal
language do so by spending many some time in situations where they need to use the
language for a few real communicative purposes (p. 9)
There are three important conditions to inspire authentic interaction: (Hall, 1995 , p. 9)
1. The need to Have something to communicate.
2. Someone to communicate with-
3.Some interest in the outcome of the communication.
Materials designers should ensure their materials allow sufficient scope for his or her learners.
Guideline 3: West Germanic language teaching materials should encourage learners

to develop learning skills and methods
Teachers cannot show their learners all the language they have to grasp within the short time
that they are within the classroom. Additionally, to teaching valuable new language skills, it is
essential that teaching materials also teach their target learners the way to learn, which they
assist them to require advantage of acquisition opportunities outside the classroom.
Hall (1995 ) stresses “the importance of providing learners with the confidence to continue their
attempts to search out solutions once they have initial difficulties in communicating”.
Guideline 4: English language teaching materials should allow for a focus on form
as well as function
(Howard, Jocelyn & Major, Jae., 2004) states “Well-designed materials can help considerably
with this by alerting learners to underlying forms and by providing opportunities for regulated
practice in addition to independent and creative expression”.
Guideline 5: English language teaching materials should offer opportunities for

integrated language use
“Ideally, materials produced should give learners opportunities to integrate all the language
skills in an authentic manner and to become competent at integrating extra-linguistic factors
also”. (Howard, Jocelyn & Major, Jae., 2004)
Guideline 6: English language teaching materials should be authentic
“Texts written specifically for the classroom generally distort the language in some way” (Nunan,
1991, p. 6).
Learners should have the possibility to listen, watch and read in the same way local people
interact. (Howard, Jocelyn & Major, Jae., 2004)
Jay McTighe; ASCD; Kristina J Doubet; Eric M Carbaugh (2020) mention about this topic:
“Performance tasks and projects are meant to engage students in inquiry and authentic
application as a way to develop and deepen understanding”.
Guideline 7: English language teaching materials should link to each other to

develop a progression of skills, understandings and language items.
There is a very real danger with self-designed and adapted materials that the result can be a
hotchpotch of unconnected activities. Clearly stated objectives at the outset of the design
process will help ensure that the resultant materials have coherence, and that they clearly
progress specific learning goals while also giving opportunities for repetition and reinforcement
of earlier learning. (Howard, 2004)
Guideline 8: English language teaching materials should be attractive.
Standards for evaluating English language teaching materials and course books most of the time
include a reference.
Physical appearance: Initial impressions can be as crucial in the language classroom as in many
other aspects of life.
Language-teaching materials should be suitable for considering the text's density on the page,
the type size, and the layout cohesiveness and consistency. Use friendly materials as it should
also be attractive in terms of usability.
Guideline 9: English language teaching materials should have appropriate

instructions
Teaching materials have to be written in an appropriate language with useful instructions.
Guideline 10: English language teaching materials should be flexible

Teachers have to consider all the advantages and budget when planning out their teaching
materials, considering the importance. It depends on time and effort.
Harmer, (2001), argues: “The good DIY teacher, with time on his or her hands, with unlimited
resources, and the confidence to marshal those resources into a clear and coherent language
program, is probably about as good as it gets for the average language learner”. (pág. 9)
Conclusion
It is essential to recognize that current concerns are no longer with syllabus design as a central
area. The focus has shifted. It is, however, still present in the discussions of language teaching,
as highlighted by (Nunan, 1991)
There will be a great quantity of limitations on any materials designer, and arrangements will
be always necessary. Materials that satisfy the guidelines proposed could make the difference
between a class of diverse learners in an exciting expectation.
PREGUNTAS DE COMPRENSIÓN DE LA UNIDAD
Name the materials that are considered the basis for the content of lessons.
Books, workbooks, worksheets, readers, cassettes, audios, videos, or computer-based

materials. However, web sites or materials on the Internet plays an important part, too. Also,
other materials not considered for instructional use, such as magazines, newspapers, and TV
materials.
What is the definition of curriculum?
it talks about planning, implementing, and evaluating.
What do Learning materials provide?
Student Learning Support and the structure of a lesson.
What are the types of teaching Aids?
They can be classified as visual, audio- and audio-visual aids.
Name 3 factors that some teachers consider important.
Time, size and proficiency of the class.
What are some of the advantages and limitations of using a commercial textbook
as the basis for a language program?
https://drive.google.com/file/d/1ImzQHGCF8-oPrRHE8Adhy5R-Ett9Mlad/view?usp=sharing
They provide structure and a syllabus for a program, nevertheless, they are not always
representative of real language use.
Are the Guidelines, rules for Designing a course? Name three you consider the
most important.
The guidelines are presented just to guide not as a rule.

MATERIAL COMPLEMENTARIO
Los siguientes recursos complementarios son sugerencias para que se pueda ampliar la
información sobre el tema trabajado, como parte de su proceso de aprendizaje autónomo:
Videos de apoyo:
https://academyofsingaporeteachers.moe.edu.sg/elis/resources/for-el-and-lit-teachers/videos-
on-teaching-learning/differentiating-instruction-planning-enacting-reviewing
on-teaching-learning/selecting-and-designing-english-language-lessons-for-differentiated-
instruction
on-teaching-learning/text-selection-and-adaption
Bibliografía de apoyo:
Teacher Professional Learning, Teaching Practice and Student Learning Outcomes: Important
Issues. Obtained on September 24, 2020, from
https://www.researchgate.net/publication/327356396_Multiple_Intelligences_in_Teaching_and
_Education_Lessons_Learned_from_Neuroscience
Teaching Resources & Curriculum Materials in Instructional Design. Obtained on September
24, 2020, from https://study.com/academy/lesson/teaching-resources-curriculum-materials-in-
instructional-design.html
What is curriculum? Exploring theory and practice. Obtained on September 24, 2020, from
http://www.infed.org/biblio/b-curric.htm
Key Aspects for Developing Your Instructional Materials. Obtained on September 24, 2020,
from https://revistas.unal.edu.co/index.php/profile/article/view/11220
Links de apoyo:
6 Essential Strategies for Teaching English Language Learners. Obtained on September 24,
2020, from https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-
learners
Resources for Teaching English-Language Learners. Obtained on September 24, 2020, from
https://www.edutopia.org/article/resources-for-teaching-english-language-learners-ashley-
cronin
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nglish_Language_Teaching_Materials/citation/download
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Jay McTighe; ASCD; Kristina J Doubet; Eric M Carbaugh. (2020). Designing Authentic Performance Tasks
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Economic(8), 67-78. doi: 10.22547/BER/8.2.5.
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teaching/item/2036-the-importance-of-learning-materials-in-teaching
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and-Importance-Of-Teaching-
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+
Topic 2: Needs analysis and its use to select

teaching resources.

Unit 1. – Didactic resources



+
TABLA DE CONTENIDO
TOPIC 2: Needs analysis and its use to select teaching resources ................................................ 5
Subtopic 1:.............................................................................................................................................. 6
Needs Analysis and its role in the selection of teaching................................................................... 6
Objective Needs and Subjective Needs............................................................................................... 7
Discovering Needs ................................................................................................................................. 8
Conclusion ........................................................................................................................................ 9
Subtopic 2:.............................................................................................................................................. 9
Needs Analysis Tools: Necessities, Lacks and Wants ...................................................................... 9
The Various Focuses of Needs Analysis .............................................................................................. 9
Necessities: ........................................................................................................................................... 10
Lacks: .................................................................................................................................................... 10
Wants: ................................................................................................................................................... 10
Conclusion ...................................................................................................................................... 11
Subtopic 3:............................................................................................................................................ 11
Gathering Information: A framework for Analyzing. ...................................................................... 11
Needs analysis conclusion has to be well-adjusted in contrast to constraints found in
environmental analysis, especially the time limitation. ................................................................... 11
Demands when developing teaching materials. .............................................................................. 11
Conclusion ...................................................................................................................................... 12
Subtopic 4:............................................................................................................................................ 12
Evaluating Needs Analysis. ................................................................................................................. 12
What effective teaching involve ......................................................................................................... 12
Needs Analysis Evaluation .................................................................................................................. 14
+
✓ Competence 1
✓ Determine learners’ needs.
✓ Competence 2
✓ Develop aims for a program.
✓ Competence 3
Apply Effective methods based on learners ‘needs for real teaching in small and
large classes
Learning outcome 1: Discuss and Analyze the role of needs in the selection of teaching
resources.
comprensión:
✓ Topic 1: English teaching resources

✓ Topic 2: Needs analysis and its use to select teaching resources
+
TOPIC 2: Needs analysis and its use to select teaching resources
Topic 2
Subtopic 1:
Subtopic 4: Needs analysis and its
use to select teaching Needs Analysis and
Evaluating Needs its role in the
Analysis. resources
selection of
teaching.
Subtopic 3:
Gathering Subtopic 2:
Information: A Needs Analysis
framework for Tools: Necessities,
Analyzing. Lacks and Wants
Figure 1. Topic 2. Needs analysis and its use to select teaching resources
Objetivo
Consider the importance of teaching resources; and the significant effectiveness of them.
Introducción
Curriculum development include processes used to determine the

needs of learners and to develop aims for a program. To address those
needs, to determine an appropriate syllabus, course structure,
teaching methods, and materials, and to succeed an evaluation of the
language program it is necessary to emphasize that result on these
processes. It implies that whenever curriculum is developed or
changed the goal must be reformulated based on needs due to the
fact that the stated goal of the curriculum is used as basic in the
development of other instructional components from syllabus design
to assessment and evaluation aspects. (Richards J. C., Curriculum
Approaches in Language Teaching: Forward, Central, and Backward
Design. , 2013)
+
(Nunan, 1991) and (Richards J. C., Curriculum Approaches in

Language Teaching: Forward, Central, and Backward Design. , 2013)
documented that needs are often described in terms of language
needs, that is, as the language skills needed to survive in an English
dominant society. It means that a language learner is able to use the
learned language to communicate his feelings, ideas, and thoughts.
He is able to cope with communication after the completion of a
language program.
Subtopic 1: Needs Analysis and its role in the selection of teaching.
Curriculum designers, in general, formulate teaching goals based on results of need analysis.
The results of need analysis allow curriculum designer to predict what a teacher wants his
language learners to do after the teaching-learning process. Richard (2001) indicated that the
ability to formulate goals enables language teachers to consider in the instructional process
what to be attained after the completion of the teaching-learning process. This is known as
teaching goals that can be drawn based on the results of a needs analysis or needs
assessment.
The need analysis is usually based on the experiences faced by the learners in relation to the
teaching and learning process and the learning strategies. In other words, it is based on
difficulties or problems encountered by language learners both in and out of the learning
process. In addition, need analysis can also be based on practical experience faced by people
while performing their job and responsibility where they work. It means they are able to locate
gap between what they have learned at a language program and what is needed in their
workplace or still they can provide input in language needs based on their job experiences.
+
Objective Needs and Subjective Needs

The items to categorize could take this form: (Nation, 2009)
Figure 2 Types of needs. (taken from Language Curriculum Design) (pág. 25)
Teachers diagnose objective needs supported by personal data study of learners like gender,
age, legal status, nationality, and background about the learner's education, pre-language
courses, current language proficiency, language patterns, difficulties in the foreign acquisition,
current or future profession. This information should be embedded within the process of
assessing objective needs. In contrast, personal needs are the acquisition of cognition and
emotional needs of learners. It refers to the requirements inferred from the "affective and
cognitive factors" of the learners. These factors include the learners' personality, self-
confidence, personal cognitive styles, expectations: and self-esteem during the educational
process.
In concordance with Graves (2007), learners' selected information must be gathered to gauge
the subjective needs.
It means the learners' attitudes concerning learning, the intended culture, the language, their
expectations for themselves and the language course, and their "underlying purposes."
Sometimes emotional needs cannot be distinguished readily. Sometimes they can not be
specified even by learners themselves. (Graves, 2007)
+
Questions for focusing on needs
Goals Questions Types of information in the

answers
Language What will the course sounds

be used for? vocabulary
How proficient does grammatical structures functions
the user have to be? set phrases and set sentences tasks
What communicative
topics
activities will the
themes texts
learner take part in?
Where will the listening
language be used? speaking
reading
Ideas What content matter
writing
will the learner be
degree of accuracy degree of
working with?
fluency
genres and discourse types
Skills How will the learner
sociolinguistic skills
use the language?
Under what conditions
will the language be
used?
Who will the learners
use the language with?
Text What will the language be used to do?
What language uses is

the learner already
familiar with?
Figure 3. Questions for focusing needs (table taken from Language Curriculum Design) (pág. 26)
Discovering Needs
The expert Nation (2009) says: "need, desires, and deficiencies include
some comparison or relation to lists of things which will act because of
the course's learning goals. He emphasized that an exception to the
current is to base the course on what the learners request. During this
case, the lists are created by the learners".
+
It may be successful if students identify the goals for learning English.

For instance, within the case of foreigners in another country, it would
be effectively if the course relies on activities they are doing daily and
may do. They require to be able to love in English.
Conclusion
Needs analysis makes sure that a course will be relevant and satisfying
to the learners. This is such a basic requirement that it is worth giving
careful thought to needs analysis procedures. (Nation, 2009)
Subtopic 2: Needs Analysis Tools: Necessities, Lacks and Wants
Needs analysis focus on the appropriate content and valuable things to learn. Effective needs
analysis encompasses asking the right questions and finding the answers in the most effective
way. (Nation, 2009, pág. 24)
The Various Focuses of Needs Analysis
The analysis of target needs can look at:
Figure 5. The Various Focuses of Needs Analysis. (taken from Language Curriculum Design)
(pág. 24)
+
Necessities:
Needs are not always exact, and they always change, so needs must be looked at various points
of view. Viewpoints could differ according to the type of need (lack, necessities, wants; or
present knowledge, required knowledge, objective and subjective needs), the source of
information (present learners, past learners, teachers, present tasks and materials, future tasks,
and materials, future colleagues or future assessors or teachers), the data-gathering tools (text
and discourse analysis, interviews, questionnaires, observation, negotiation and discussion,
reflection on experience (Mustafa Zamanian, Sara Mohammadi Kashkouli, Sorour Seddighi,
2015)
Lacks:
Nation, (2009), states: “What do the learners lack? For example, are there aspects of writing
that were not practiced in their previous learning (L1, L2)?”.
The learners themselves are also a beneficial source of information about lacks. There are
different ways to get learners to talk or show what do they need to improve. To allow them to
talk about what to do and how to perform a task, improve their writing activity, or a usual
proficiency test. (Nation, 2009, p. 28)
Wants:
What do the learners wish to learn? Learners have their views about what they think is useful
for them. Interviewing or asking them to answer a question is one of the best choices to know
what they wish. (Nation, 2009, p. 29).
To find out needs is to make a significant division between present knowledge and required
knowledge and objective needs and personal needs. Lacks are defined as present knowledge,
Necessities fit into required knowledge and Wants fit into emotional needs. Questionnaires and
personal interviews are part of the data collection of objective needs. Observation on a typical
day is also part of this data. Emotional needs are discovered through learner self-assessment
using lists and scales, and questionnaires and interviews. (Nation, 2009, p. 29)
The outcomes of needs analysis must be useful for curriculum design. It is not worth gathering
needs analysis information if no application can be found for it. It is, therefore, useful to do a
pilot study first to check for this. (Nation, 2009, p. 30)
Students can be given a series of items that may describe their wants. They choose and classify
these items individually and then in pairs and finally as a group. When they report their situation
to the teacher, they also note that they individually state positively but could not gain group
support. All will help the teacher plan a class program and arrange individualized or small group
work. (Nation, 2009, p. 30)
+
Conclusion
To clarify, in a better way, “target needs.” It is useful to look at the target situation
in terms of “necessities,” “lacks,” and “wants.” (Juan, 2014) In conclusion, needs
analysis must lead to decisions about what students will learn during a course.
Subtopic 3: Gathering Information: A framework for Analyzing.
Figure 4. Methods and examples of need analysis (Table taken from Language Curriculum Design)
(pág. 27)
Needs analysis conclusion has to be well-adjusted in contrast to constraints found in

environmental analysis, especially the time limitation.
Demands when developing teaching materials.
According to (Núñez Pardo, 2004), the development of materials involves the production of a
widespread series of educational resources to illustrate methods, but at this time, things had
changed due to teachers' mindfulness of two issues:
• The massive production in the interest of methodologies and materials used for teaching.
+
• The significance of students' voices to update teaching materials. How learners would
be interested in learning and what they need to learn in today's increasingly globalized
world. (págs. 128-139).
The effectiveness of materials applied during the learning-teaching process depends on how
meaningful, relevant and motivating they are. These three conditions are met when
matching the materials and tasks proposed in them, with the learners' needs, interests,
attitudes, and expectations. (Núñez Pardo, 2004)
Summing up, teachers must try to make an effort when developing teaching supplies.
However, those supplies must be adequate, appropriate, and flexible for students and the
programs.
Additionally, it is pertinent to emphasize the priceless time used during the development of
materials and our teaching practices' satisfaction. Most of the time, it is visible to see how
productive it was and the student's motivation while working.
Conclusion
Language teachers must lead their students to have materials designed to interact
appropriately with their necessities and interests to facilitate the teaching-learning process.
Subtopic 4:
Evaluating Needs Analysis.
What effective teaching involve
The practical teaching model of teaching corresponds to the top-down philosophy of teaching,
in the sense that once the characteristics of effective teaching are identified, teachers must aim
to implement such practices in their classes. (Richards J. C., 2012, pp. 66–68)
According to Richard (2001), the range of planning and implementation processes involved in
developing or renewing a curriculum focus on needs analysis, situational analysis, planning
learning outcomes, course organization, selecting and preparing teaching materials, providing
for effective teaching, and evaluation.
+
Richard (2001) proposed there are at least four fundamental questions that have to be answered
when it is intended to develop a curriculum. The answers to the following questions provide a
guide to the institutions with data on how to develop a suitable curriculum that response
appropriately needs of learners, society, and learners in relation to society.
In addition, Kelly (2009) states in his book Tyler´s four questions:
1) What educational purposes should the school seek to attain?

2) What educational experiences can be provided that are likely to attain these purposes?
3) How can these educational experiences be effectively organized?
4) How can we determine whether these purposes are being attained?. (pág. 20)
There are some reasons why a curriculum must be developed or revitalized. First, the formulated
goals in the developed curriculum must respond to the development and advancement in
science and technology; second, respond to social and political changes; third, fulfill the needs
of learners; fourth, respond to changes and development in education; and the last is respond
changes in the education system itself. The curriculum development guarantees that the
formulated goals are up-to-date to respond to and fulfill learners' needs and learners' needs
about society. It means that the outputs of the implemented curriculum in any education level
respond and suit society's needs after completing their education period. To address society's
needs, developing a curriculum needs a well-planned goal based on need analysis results.
Politics
Curriculum
Information (New/ / Economics
Developed/
Science revitalized
Culture Social
Fig. 7. Factors changed affecting curriculum development
Besides, it is proposed that curriculum development consists of processes used to determine a

group of learners' needs. These processes are to develop aims or objectives for a learning
program to specify those needs. This process allows designers to choose the most suitable
+
syllabus, course structure, methods, and materials, and evaluate the language program.
(Richards J. C., 2001). It implies that whenever curriculum is developed or changed, the goal
must be reformulated based on needs because the curriculum's stated goal is used as a basis
in the development of other instructional components from syllabus design to assessment and
evaluation aspects.
Needs Analysis Evaluation

Needs analysis is considered assessment, and consequently, it can be evaluated by considering
reliability, validity, and practicality.
Truthful analysis of those needs implicates to use of standardized tools. It is always

recommendable to systematize the observation by using a checklist or recording and applying
standardized analysis procedures rather than observe learners do the tasks. The more
observations and the more studied people, there will be better results. (Nation, 2009)
Conclusion
Based on the needs, useful materials are applied. Learners feel satisfied and confident when
both the content and type of activities are significant and practical to their real life.
+
Name and explain the various focuses of needs analysis.
Necessities: What learners need to know (a requirement).
Lacks: Missing knowledge of the learners (deficiency of knowledge).
Wants: Learner’s knowledge wanted (learners’ wish).
Define in few words Objective Needs and Subjective Needs.
Objective Needs: the basis of the analysis of personal data about learners’ biographical data.
Subjective Needs: the language learning cognition and emotional needs of learners.
What are the four fundamental questions that have to be answered when it is
intended to develop a curriculum according to Richard?
Tyler´s four questions:

1) What educational purposes should the school seek to attain?
2) What educational experiences can be provided that are likely to attain these purposes?
3) How can these educational experiences be effectively organized?
4) How can we determine whether these purposes are being attained (Kelly, 2009, pág. 20)
What are the reasons why a curriculum should be developed or revitalized?
First, the formulated goals in the developed curriculum must respond the development and
advancement in science and technology; second, respond social and political changes; third,
fulfill needs of learners; fourth, respond changes and development in education; and the last
is respond changes in education system itself.

+
Videos de apoyo:
https://youtu.be/pNERB-dVwUA
Benefits of testing the four skills (reading, listening, writing and speaking. Obtained on
September 28, 2020, from
https://www.cambridgeenglish.org/blog/benefits-of-testing-the-four-skills/
Links de apoyo:
Objective Needs and Subjective Needs. Obtained on September 27, 2020, from
https://rmzainab.wordpress.com/2013/01/11/2-2-2-objective-needs-and-subjective-needs/
Input Obtained on September 28, 2020, from https://www.teachingenglish.org.uk/article/input
Teaching productive skills to the students: a secondary level scenario Obtained on September
28, 2020, from http://dspace.bracu.ac.bd/xmlui/handle/10361/7671
+
Cambridge, D. (2020). Retrieved from https://dictionary.cambridge.org/es/diccionario/ingles/thinking
Graves, K. (2007). Designing language courses: A guide for teachers. Boston: Heinle & Heinle.
Juan, L. (2014). Literature Review of the Classifications of "Needs" in Needs Analysis Theory. .
International Journal of Education and Literacy Studies, 2(3), 12-16. Obtenido de Retrieved
from http://www.journals.aiac.org.au/index.php/IJELS/article/view/535/447
Kelly, A. V. (2009). The Curriculum: Theory and Practice. . SAGE Publications.
Mustafa Zamanian, Sara Mohammadi Kashkouli, Sorour Seddighi. (2015). Book Review : Designing
Language and Teaching Curriculum : Based on Nation and Macalister ’ s 2010.
Nation, I. S. (2009). Language curriculum design. . New York, NY: Routledge. : Routledge.
Nunan, D. (1991). Syllabus design. Oxford University Press.
Núñez Pardo, A. P. (2004). Key Aspects for Developing Your Instructional Materials. Profile: Issues in
Teachers´ Professional Development,, 5(1), 128-139. Obtenido de Retrieved from
https://revistas.unal.edu.co/index.php/profile/arti
Richards, J. C. (2001). Curriculum Development in Language Teaching. (C. U. Press., Ed.) Cambridge.
doi:10.1017/CBO9780511667220
Richards, J. C. (2012). Methodology in language teaching: An anthology of current practice. New York:
Richards, J. C. (2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward
Design. . 44(1), 5–33. . doi:10.1177/0033688212473293
+
Topic 1: Environment and equipment

Unit 2. – Environment Analysis



+
TABLA DE CONTENIDO
TOPIC 1: Environment and equipment .............................................................................................. 5

Subtopic 1:.............................................................................................................................................. 6
The Classroom. ...................................................................................................................................... 6
The room ................................................................................................................................................ 6
Environmental Preferences ................................................................................................................... 7
Conclusion ........................................................................................................................................ 7
Subtopic 2:.............................................................................................................................................. 8
Furniture: Seating arrangements. ...................................................................................................... 8
Furniture ................................................................................................................................................. 8
Arranging Space ..................................................................................................................................... 9
Conclusion ........................................................................................................................................ 9
Subtopic 3:............................................................................................................................................ 10
The board ............................................................................................................................................. 10
Importance of the blackboard as the teaching aid. ........................................................................ 10
It makes the teaching effectives ........................................................................................................ 10
Engagement: ........................................................................................................................................ 11
Skills: ..................................................................................................................................................... 11
Enhances Student Comprehension Skills: ......................................................................................... 11
Conclusion ...................................................................................................................................... 11
Subtopic 4:............................................................................................................................................ 12
Technology: DVD/Video Players, Video Cameras, Data Projectors and Interactive Whiteboards
............................................................................................................................................................... 12
Technology ........................................................................................................................................... 12
The overhead projector....................................................................................................................... 13
The audiocassette player / audios ..................................................................................................... 13
The videocassette player/ videos....................................................................................................... 13
Conclusion ...................................................................................................................................... 14
+
✓ Competence 1
✓ Apply Effective strategies to improve teaching in small and large classes.
✓ Competence 2
✓ Identify the best way to use resources in a learning program.
Learning outcome 1: Discuss and summarize the advantages and disadvantages of different
resources to be use in a learning program and their roles.
comprensión:
✓ Topic 1: Environment and equipment

✓ Topic 2: Environment Analysis
+
TOPIC 1: Environment and equipment
Subtopic 4:
Technology: Topic 1
DVD/Video Environment and Subtopic 1:
Players, Video equipment
Cameras, Data The Classroom.
Projectors and
Interactive
Whiteboards
Subtopic 3: Subtopic 2:
The board . Furniture: Seating

arrangements.
Figure 1. Topic 1. Environment and equipment
Objetivo
Find the situational factors that will strongly affect and discover what students should and want to
learn.
Introducción
Plenty of classes take place in a room with some furniture in it. This
background has the name of the physical and psychological
environment in which students and teachers work.
According to (Edge, 2001), this is the essential classroom equipment.
This section the focus is on the classroom, seating arrangements,
board and finally, we finish talking about technology which gives help
to teachers in such a big way; we also mention the overhead
projector, the audiocassette player, and the video cassette player that
were useful resources teachers used to work with years ago. There is
growing enlightenment between teachers, educators, and families
that today’s curriculum needs to evolve to meet tomorrow’s reality.
Today’s schools are changing, and the incorporation of digital
advances into the classroom was inevitable and necessary; technology
brings new tools to students at this time, allowing them to develop
+
new skills to solve problems, collaborate well, and express different

ideas. However, there is still space for last time tools and practices.
Subtopic 1: The Classroom.
The room
According to (Edge, 2001) Classroom involves:
• Size — Is it big enough for students to sit and move around in without being
so big that they feel they are only camping in part of it?
• Shape — Can everyone see the board or screen, and can teachers see all the
students?
• Light — Can everyone see well enough to read and write without having light
reflected on the board or screen?
• Environment — Can teachers regulate the temperature? Is the room clean? Is
it attractive? Is it supportive to learning?
• Noise — Is it quiet enough for everyone to be heard, but not. placed
so that people will complain when all the students talk at once?
Teachers concentrate on being optimistic about what they have if the classroom is
not ensuring a secure, pleasant, and exciting place to work. It is one good step
towards successful teaching. Teachers can change some things, and some things
+
they cannot; their responsibility is to find out the difference between them without
changing the other.
Environmental Preferences
The expert Linda Shalaway (2005) English is an Indo-European. Indo-European was
discovered to be the parent language of most important environmental features
include temperature, lighting, and amplitude. These factors affect students in
several ways and are directly related to individual learning styles. Studies suggest
that when teachers adjust the environment to students' preferences, they perform
better academically and are better behaved..
• Create both well-lit and dimly-lit areas within the classroom using bookcases,
screens, plants, and other furniture. Some students love learning in a bright light
environment, while others do better in low light. Bright light makes some students
restless and hyperactive. Allow students to require a seat where they feel most
comfortable, or place them fidgety children in low-light areas and listless children in
brighter areas.
• Give a window to students to move around in a classroom area. At this moment,

research proves that students need mobility during the process of learning. There is a
mistaken impression that children learn best when sitting still.
• Set up informal furniture organization where students can sit on soft chairs or
pillows or lounge on the carpet. The bones can be uncomfortable when humans sit up
straight in a hard chair, and it is easy to understand how these tissues cause fatigue,
discomfort, and the need for frequent changes in posture. Some research supports that
many students pay better attention and achieve higher grades in more comfortable
settings.
• Determine listening stations with headsets for students who need sound and
quiet study areas for those who work best in silence. Many learners do not concentrate
in silence.
• Help students become aware of their temperature preferences and encourage

them to dress accordingly. Temperature preferences vary dramatically, and most
children cannot concentrate when they are either too cold or too warm.
Conclusion
The physical environment can motivate students, enhance learning, and reduce
behavior problems; the environment is an extra teacher.
+
Subtopic 2:
Furniture: Seating arrangements.
Furniture
Many living rooms are arranged so that all chairs face the television. This means the place the
tv has leads families. (Edge, 2001)
Spend much time in their living rooms. Countless classrooms are categorized so that all students
face forward to the teacher; the message is:
• the teacher dominates;
• all information will come from the teacher;
• interaction between or among students is less valued.
Because the language class is concerned with communication and a variety of interactions, we
want our furniture to send a different message. I consider this to be a good, general seating
arrangement:
If a class's goal is to talk about a topic altogether, the tables have to be out of the way. It means
everyone is open to each other.
There is a significant discomfort from colleagues and cleaners when they put furniture back into
neat rows after their class. It is an excellent recommendation to ask cleaners to clean the room
and leave the furniture where they find it. It tells colleagues that It will be an excellent option
to leave furniture the way the next teacher wants it as long as the previous teacher leaves it
the way they wanted.

+
Therefore, Julian Edge (2001) says: “The fact that teachers, administrators, and cleaners can
get very excited about the way that furniture looks in a room serve to underline the essential
point”:
Furniture is not neutral. If teachers do not use the furniture to an intended effect, it will quietly
exercise its effect.
The best way to get students into groups is to have two turns around to work with a pair sitting
behind them.
Figure 4. Topic 1. Environment and equipment (picture taken from Essentials of English Language Teaching
Remember, teachers are doing an essential part of the job if teachers can make all this
change and organization happen by using English.
Arranging Space
The physical outline reflects on the teaching style. If trainers want students to
collaborate in small groups, organize them around tables or clusters of desks. For
frequent whole-group discussions, try a circle or U-shaped desk configuration. If
teachers plan on an individualized, self-paced curriculum, teachers might set up
learning stations.
Conclusion
In conclusion, it is crucial to remind the importance of exchanging ideas in what

we hope will become a small community using English, depending on how the
siting arrangement is.
+
Subtopic 3: The board
Based on (Edge, 2001), one of the others skills that teachers have to be competent is writing
at the board. It is another way +teacher communicate. Be aware of teacher´s writing is
legible and straight. It is a good way to have students relaxed when the students find
teachers working for them at the moment they arrive. On the other hand, do not forget to
let students realize which part you are using. Last point is as important as planning. How
you will use the board. The great characteristic of the board is that you can rub things out.
Unfortunately, this sometimes leads teachers to write something in the middle of the board,
then rub it out to make room for something else, then wish they had the first thing back
again. One basic strategy is to have different parts of the board for different things. If you
keep in mind that you will always reserve the right-hand half of the board for the work you
have planned, a left-hand column for new words which come up during the lesson, and the
space in between for impromptu examples, diagrams, or whatever, at least you have
established some order to help you and your class communicate via the board.
Importance of the blackboard as the teaching aid.

The expert Godfrey N Brown (1976) says: Using a blackboard is traditional, and it is also a
significant part of classroom teaching. it brings many advantages to the teacher.
It makes the teaching effectives

Effective teaching is when the entire student involved on their pace of learning. The use of
blackboard transforms learning into cooperation between the teacher and the student. It
happens when teachers ask students to be part of the class writing some ideas on the
blackboard.
It is always a good strategy ask students to use the board for example, in a reading class
you can request students to imagine things that would happen in the story and create a
map with some ideas. This is also a good way to test student’s previous knowledge. Students
contribute to the lesson, even though they may not yet know how. Teachers also, can let
students to move around. It is a good technique to round the classroom. It might be useful
in a situation where the students have been sitting for a long period of time.
Fig. 3. Teacher´s qualities to meet material´s development demands

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Engagement:
At the first-time students give a personal reaction which will also start them thinking about the
topic; this preparatory thinking will ease their way into understanding the passage.
Skills:
Moreover, another way to start work on the passage can be skimming. Students have the
opportunity to scan faster and find blackboard words in the passage.
There are many benefits to assess learners using blackboard, too. Teachers might have
collected a few errors which students have made in their writing and then, can ask each one
to write them on the board while you do something else. To finish remember to clean the
board before to leave.
Enhances Student Comprehension Skills:

Consequently, Reilly, Robert R; Lewis, Ernest L; Tanner, Laurel N (1983) argue: Transcripts are
written on the board by the teacher to guide students in understanding the lesson. Students
can validate information based on what teachers wrote on the board.
Using a blackboard let teachers give feedback during the moment of the practice. It is the right
opportunity for students to give the teacher the idea of what is clear or not.
Conclusion
Teachers must use their classroom materials to interact appropriately with students to get their
attention; that is a crucial element in classroom management. On the other hand, having visual
reinforcements on the blackboard increases their attention, enhancing their interest in learning,
making classroom management easier for the teachers.
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Subtopic 4: Technology: DVD/Video Players, Video Cameras, Data Projectors

and Interactive Whiteboards
Technology
Source: https://youtu.be/Nw_FLNCTHCg
ELT counts with a lot of electrical and electronic equipment. The most common items are
overhead projector, the audiocassette player and the videocassette player. Some teachers can
face with all these machines at the beginning of their careers but others will never see any of
them in their classrooms. (Edge, 2001)
There are many controversies in the use of ICT in the teaching and learning of languages.
Teachers must remind the key factor to think about the pedagogical reasons for using
technology. They should complement and enhance what they do at the moment to use
technology.
Be dependent on technology is not good enough. Using all these types of machinery, make sure
that:
• the machinery is where teachers want it to be;
• it is working;
• the results are visible or audible from all parts of the room;
• whatever material teachers want to use is in place and ready for use;
• teachers have already seen and listened to the material by themselves.
If your machine then breaks down, the students will help you but be sure you know.
Teachers should spend time familiarizing with the equipment.
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The overhead projector

To start, it is necessary to mention that Julian Edge (2001), says: “An overhead projector is a
beneficial tool that also helps teachers to interact with students and has two very positive
characteristics”:
• Trainer can prepare a lot of written or visual material before the class.
• Trainer can face the students while writing or pointing things out.
It is a handy aid to other teaching reliefs. It is easy to operate, flexible, and the lecturer can
work it himself while facing the audience. Transparencies can be produced quickly and, and
since they are large enough to be studied without viewing equipment, sets of transparencies
can be kept in libraries for the benefit of students revising particular subjects.
The audiocassette player / audios
The audiocassette was a useful tool for taking a variety of voices and interactions into class. It
is often central to the presentation of a new language to be learned and to the provision of
listening practice. When teachers bring in outside materials, encourage the students to do the
same thing. At this time, students can be encouraged by listening to some songs.
The videocassette player/ videos
The need for authentic material became necessary at the end of the 80s and the 90s. Necessary
materials such as magazine/video packages were both used for self-study and classroom use.
Books began to integrate videos incorporating shorter vox-pop sequences or documentary-style
or news-based clips. Teachers decided to use it with or without subtitles, depending on their
aims.
At this moment, it is challenged the use of video for language focus or skills practice. It is
conventional to use the task order of Before /While /and After. It is also widespread to use for
other assignments or projects as a stimulus. Besides, video materials are being exploited
increasingly for their visual qualities, with learners without paying attention to comprehension.
It means that the same video sequence can be used on different levels.
Video provides information to eyes and ears, so students can see communication in action. It
also gives us a chance to separate sound and vision in the teaching of language in use. At its
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simplest, you can show a brief exchange on screen without sound and ask students, what are
they doing?' What are they saying?' (Edge, 2001)
Teachers choose the focus. It can be on particular language functions, in the discussion of what
the characters are doing, typical facial expressions, gestures or body movements. When
predicting what people are saying, you can draw attention to the social appropriacy of different
ways of expressing the functions.
There is a variety of ways for this procedure, playing first the sound only and asking students
to predict the situation, characters and relationships involved.
Remember that people spend a lot of time watching television, and they are probably used to
a reasonably high quality of sound and vision. Poor quality in these areas can be very
demotivating.
Conclusion
Classroom environment can and will exert a powerful influence on the teaching and learning.
Make yourself comfortable in your space and with the equipment you intend to use there.
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What are the aspects that the classroom involve?
Size, Shape, light, environment and noise.
What is the message transmitted according to the classroom arrangement?
The message is:

• The teacher exercises control;
• Every single information will come from the teacher;
• Interaction between or among students is less valued.
What problems might you meet in your real-life teaching if you do not consider
these recommendations?
Students own answers.
What experience do you have as a learner or teacher of the equipment written about
in this chapter? How do you feel about using it? Note down any problems, questions,
or ideas you have and discuss them with a colleague.
The message is:
Student's point of view. Think about the trainer's responses and then discuss them with a
colleague them write them.
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Videos de apoyo:
https://youtu.be/5kOh1VYCsRs
https://youtu.be/Nw_FLNCTHCg
Obtained on October 3, 2020, from https://bunnystudio.com/blog/audio-visual-aids-the-good-
the-bad-and-the-memorable/
Obtained on October 3, 2020, from https://ritzel.siu.edu/courses/443s/classroom/overhead.htm
Obtained on October 3, 2020, from https://www.bamradionetwork.com/mini-lesson-student-
writing-as-our-mentor-for-sentences/
Links de apoyo:
Classroom Organization: The Physical Environment. Obtained on October 2, 2020, from
https://www.scholastic.com/teachers/articles/teaching-content/classroom-organization-
physical-environment/
Physical Arrangement of the Classroom. Obtained on October 2, 2020, from
https://us.sagepub.com/sites/default/files/upm-
binaries/61150_Chapter_1_Rohrer_10_Critical_Components_for_Success_in_the_Special_Educ
ation_Classroom_2.pdf
Characteristics of good black board and Importance of the blackboard. Obtained on October 3,
2020, from http://myfreeschooltanzania.blogspot.com/2014/09/characteristics-of-good-black-
board-
and.html#:~:text=Importance%20of%20the%20blackboard%20as,on%20their%20pace%20
of%20learning.
Controversies in using technology in language teaching. Obtained on October 3, 2020, from
https://www.teachingenglish.org.uk/article/controversies-using-technology-language-teaching
Ben Goldstein - A history of video in ELT. Obtained on October 3, 2020, from
https://www.teachingenglish.org.uk/article/ben-goldstein-a-history-video-elt
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Brown, G. N. (1976). Living history: Guide for teachers in Africa. London: Allen and Unwin.
Edge, J. (2001). Essentials of English language teaching. London: Longman.
Robert R. reilly, E. L. (1983). Educational Psychology : Applications for Classroom Learning and
Instruction. New York: Macmillan Publishing Co., Inc.
Shalaway, L. (2005). Learning to teach: ... not just for beginners : the essential guide for all teachers.
New York: Scholastic.
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Topic 2: Environment Analysis

Unit 2. – Environment Analysis




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TABLA DE CONTENIDO
TOPIC 2: Environment Analysis .......................................................................................................... 5

Subtopic 1:.............................................................................................................................................. 6
Factors in Environment Analysis .......................................................................................................... 6
An Example of Environment Analysis .................................................................................................. 6
Environmental Preferences ................................................................................................................... 8
Constraints concerning Teachers......................................................................................................... 8
Physical and Practical Constraints........................................................................................................ 9
Constraints concerning students .......................................................................................................... 9
Attitudinal and Cultural Constraints ..................................................................................................... 9
Conclusion ........................................................................................................................................ 9
Subtopic 2:............................................................................................................................................ 10
Environment Constraints: The Learners, the Teachers, the Situation ......................................... 10
The Learners ........................................................................................................................................ 10
The teachers ......................................................................................................................................... 10
The situation ......................................................................................................................................... 12
Conclusion ...................................................................................................................................... 14
Subtopic 3:............................................................................................................................................ 15
Understanding the Constraints........................................................................................................... 15
The Constraint of Time ....................................................................................................................... 16
Local information from the environment .......................................................................................... 16
Research information .......................................................................................................................... 16
The effect of the time constraint on the design of the course ...................................................... 16
Conclusion ...................................................................................................................................... 17
Subtopic 4:............................................................................................................................................ 18
Examining your teaching environment.............................................................................................. 18
Positive Discipline................................................................................................................................. 19
Classroom Design ................................................................................................................................ 19
Conclusion ...................................................................................................................................... 20
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✓ Competence 1
✓ Identify environment constrains in teaching English inside and outside the
classroom.
✓ Competence 2
✓ Analyze environment constrains in teaching English inside and outside the
classroom.
Learning outcome 1: Analyze and summarize the causes of environment constraints towards
teachers, learners, and the situational factors.
comprensión:
✓ Topic 1: Environment and equipment

✓ Topic 2: Environment Analysis.
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TOPIC 2: Environment Analysis
Topic 2
Subtopic 4: Subtopic 1:
Environment
Examining your Analysis Factors in
teaching Environment
environment Analysis
Subtopic 2:
Subtopic 3: Environment
Constraints: The
Understanding
Learners, the
the Constraints
Teachers, the
Situation
Figure 1. Topic 2. Environment Analysis
Objetivo
Discover the conditional components that will strongly affect the course and discover what students
should and want to learn.
Introducción
Analysis of the environment involves different factors that affect objectives,
what is included in the course, and methods and evaluation forms.
According to Nation (2009), these factors can arise from the learners, the
teachers, and the teaching and learning situation.
Based on Richards (2001), Environment analysis can be a situation analysis or
constraints analysis. The constraints could be positive as teachers create their
classes and materials because they have a lot of preparation and experience.
It is a significant impact on curriculum design because it would be a format
for other teachers.
Analyzing the environment is an essential step in curriculum design,
considering the course's usefulness.
Many factors will affect curriculum design; for example, if teachers are not
well trained or cannot use different classroom activities.
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Subtopic 1: Factors in Environment Analysis
Figure 2. Environment Analysis (picture taken from Language Curriculum Design) (p. 14).
Nation, (2009) denoted in the following section: The importance of a factor depends
on:
1 Whether the course will still be useful if the factor is not taken into
account (Nation, 2009, p. 15).
2 How large and pervasive the effect of the factor is on the course
(Nation, 2009, p. 15).
An Example of Environment Analysis

Nation (2009), reported young Japanese learners between six and nine years old
who were living in English speaking countries when their parents worked there.
In addition to this point, Nation (2009) mentioned:
“The environment analysis indicated that when the students were

abroad, they learned quite a lot of English in much the same way as
native- speaking learners. When they return to their home place, they
go to a particular class to continue practicing their English”.
Based on Nation (2009), “the critical constraints on the particular second language
maintenance class were as follows” (Nation, Language curriculum design. , 2009)
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1 There was very limited class time and contact time with English (p.
15).
2 There would be a drop in the learners’ interest in learning English as
they identified more strongly with Japan and being Japanese (p. 15).
3 The learners knew that they could communicate more easily with
each other in Japanese than in English (p. 15).
4 There was a range of levels of English proficiency with some learners
appearing to be very proficient for their age (p. 15).
5 The learners had been learning English in much the same ways as
native speakers acquire their first language (p. 15).
These constraints could have the following effects on curriculum design.
1 Parents should be guided in giving their children some extra contact

with English (p. 15).
2 The activities should be fun so that the children look forward to doing
them for their own sake (p. 15).
3 Some of the activities should carry over to the next class so that the
children look forward to continuing them (p. 15).
4 The activities should be largely teacher-centred rather than group or
pair work. (p. 15).
5 Most of the activities should be meaning-focused. Language-focused
activities should mainly involve correction. (p. 15).
This would mean using activities like the following. (Nation, 2009, p. 16)
1 Listening to a serial story (p. 16)

2 Reading comics and other high-interest material (p. 16)
3 Listening and speaking games (p. 16)
4 Writing to be “published” or read aloud (p. 16)
5 Learners giving talks to the group, e.g. show and tell (p. 16)
6 Reading at home and reporting to the class (p. 16)
7 Diary writing to the teacher or a secret friend (p. 16)
8 High-success quizzes and activities with awards (p. 16)
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9 Production of a newsletter where everyone gets a mention (p. 16)

10 Pen pals (p. 16)
11 Watching English movies and TV programs (p. 15).
12 Playing video games that use English (p. 15).
13 Production of a play, etc (p. 15).
Constraints in this course were very harsh, and ignoring them can lead to course
failure. (Nation, 2009, p. 16)
Environmental Preferences
Source: https://www.insidehighered.com/blogs/gradhacker/tuning-your-pedagogical-practices-
building-universal-teaching-environment
When designing a course, there are some constraints that need more attention in a particular
curriculum design.
Constraints concerning Teachers.

To Wrestrup (2020), there are many employed teachers' conditions in many countries and with
low salaries. Some teachers need to get more than one job because of irregular and low salaries.
Also, most English teachers do not have contact with foreigners because of the cost of transport.
Many English teachers have no contact with other English speakers from year to year because
of costly transport. On the other hand, teachers come from English speaking countries with
other degrees but lack pedagogy or teaching training. Motivation and work effort are low in
outstanding innovative ideas for the classroom. Transport problems, lost time from other jobs,
and other expenses mean that many teachers cannot attend training programs unless
adequately compensated.
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Physical and Practical Constraints

A significant part of schools worldwide suffers different restrictions on physical resources. There
are schools in short supplies or non-existent separation between classrooms, and there is a
discomfort because teachers can listen to each other. Photocopiers are extremely rare; authentic
texts are difficult to come by, and visual aids expensive. Lack of evaluation of projects involving
new books and teacher's guides has meant that little evidence is available regarding their use.
Some families buy books, and some prefer not to do it. (Westrup, 2020)
Constraints concerning students

In some countries, learning a language happens just in the classroom students are hardly ever
exhibited to the target language. Everything is a model. The teacher is also the only motivator,
as learners see their need only to pass the end-of-year or end-of-course exams. Since most
exams still reflect a structural syllabus, learners regard grammar as an essential feature of
language learning and cannot see the relevance of learning to communicate in English.
Since practice is not significant and students' motivation is low. spirit, the proficiency of students
results are poorly and almost inadequate for the next step or level. The central part of the
students' low proficiency is not revealed, especially in a large class.
Attitudinal and Cultural Constraints

Westrup (2020), has noted that even in countries with little need for most students to learn
English, the language has been accorded psychological superiority. This dual aspect of high
status with low need causes considerable confusion amongst teachers, who are expected to
achieve good exam results with poorly motivated students.
Nowadays, the role of the teachers has changed in all backgrounds. In the community and
inside the classroom, teachers have to be full of energy. Nevertheless, some authorities question
the new teaching-learning process and methods to use.
Conclusion
In the classroom, new teaching methods encompass more work with no or long
period to receive benefits, that is why it is better or convenient for the majority of
teachers to persist with old fashion methods and tasks.
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Subtopic 2: Environment Constraints: The Learners, the Teachers, the

Situation
Many constraints affect or benefit students during the English teaching Learning process.
According to Nation (2009), the teachers, the learners, and the situations involved during this
process are central. There are a few questions to be answered detailed below regarding the
students' needs. (Nation, Language curriculum design. , 2009)
The Learners
Nation (2020) sustains that teachers must set general purpose, include expected material and
allow learners to negotiate the nature of the course (Nation, 2009, p. 17).
In addition, Nation (2009) mentions some important questions about learners based on this
topic (Nation, 2009, p. 17).
Do they need English for a special purpose? (p. 17).
Do they have preferred ways of learning? (p. 17).
Will they use English for a wide range of purposes? Do they expect to learn certain
things from the course? (p. 17).
Do they have expectations about what the course will be like? (p. 17).
Are they interested in learning English? (p. 17).
Do they have to learn English? (p. 17).
Can they attend class regularly? (p. 17).
The teachers
Nation (2020) explained that the use of group work activities are important as well as provide
ready-made activities.
In addition to this point, (Nation, Language curriculum design. , 2009), gives a contribution
highlighting the importance of answering these questions.
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Are they trained? (p. 17).
Are they confident in their use of English? (p. 17).
Do they have time for preparation and marking? (p. 17).
Can they prepare some of their own material? (p. 17).
Can they handle group work, individualized learning . . .? (p. 17).
Can they provide good models? (p. 17).
Can they produce their own spoken or written material? Can they correct
spoken or written work? (p. 17).
Can the course include homework? (p. 17).
Can the course include work which has to be marked? (p. 17).
In this aspect, Bellamy (2016) said:
The role of the teacher is to be a guide for the needs of the group.
The teacher has to decide if the groups should be heterogeneous or
homogeneously grouped and how many students should make up
the group size. Finally, the groups should be scaffold to be able to
work on complex tasks. With this strategy, there will be times when
the groups can begin work without any prior knowledge or teaching
of the content to be taught, whereas there will be times when
discussions of content will need to occur before students begin their
work in order for the groups to be successful. (Bellamy, 2016).
In addition Bellamy (2016) mentioned that: “Creating a positive classroom environment is
instrumental in building students’ self-esteem and confidence to help them succeed”.

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In this paragraph, Bellamy (2016) argued:
Students feel more able to learn and succeed when they are relaxed
when they are a part of a lively atmosphere. This classroom atmosphere
can be created by keeping a positive attitude towards the class as a
whole and designing a functional and cheerful room suited to the
learning that is taking place and minimizes any frustration. Coon outlined
the importance of building self-esteem by supporting and making
students feel good about themselves by accepting and giving clear
guidelines for exploring and growing. Students should have their success
celebrated and given support and praise to move on from mistakes and
stumbles. They should never feel that their mistakes are failures but
merely experiences to expand and grow. To help a child develop a
positive image, a teacher can offer acceptance, set limits on specific
actions, offer respect by giving the child more responsibility, allow the
child to take risks, and capitalize on their strengths. When students feel
accepted and are learning in a festive atmosphere, they will be more
successful academically. Coon (1993) emphasized that when a
classroom has a comfortable atmosphere and is cheerful, students will
enjoy learning more. (Bellamy, 2016).
The situation
Nation (2009) considered that the use of teacher-focused material and the matching content to
available supplementary material is of great importance (Nation, Language curriculum design. ,
2009).
Is there a suitable classroom? (p. 17).

Can the arrangement of the desks be changed for group work? (p. 17).
Is the blackboard big enough and easily seen? (p. 17).
Are there enough resources? (p. 17).
Is it worth developing the course? (p. 17).

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Can material be photocopied? (p. 17).
Can each learner have a copy of the course book? (p. 17).
Is there plenty of supplementary material? Are tape recorders etc

available? (p. 17).
Do learners meet English outside class? (p. 17).
Will the course be run several times? (p. 17).
Bellamy (2016) sustained that “one characteristic of the classroom environment is

lighting and a reasonable temperature” (Bellamy, 2016).
To have enough light to read and a comfortable temperature to work in

is very important to students' focus and engagement. It is necessary to
know if the classroom is hot or cold. It can distract the process of
teaching-learning. The lighting could also repress students from the
learning process (Bellamy, 2016). A too much bright or dark classroom
could cause students to have problems concentrating.
Sometimes it is necessary to consider wider aspects of the situation

when carrying out an environment analysis (Macalister & Nation, 2020,
p.18).
A language curriculum in a situation where:
– the target language is recognised as one of a country’s official

languages (p. 18).
– there are relatively few native speakers (the language setting) (p.
18).
– there are relatively few opportunities to use the language outside the
classroom (patterns of language use in society) (p. 18).
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– majority-language speakers doubt the target language has

contemporary relevance (group and individual attitudes) (p. 18).
It will differ greatly from that in a situation where:
– the target language is recognised as one of a country’s official

languages (p. 18).
– there are relatively few native speakers (p. 18).
– there are many opportunities to use the target language outside the
classroom (p. 18).
– the target language provides employment and educational
opportunities. (Macalister & Nation, 2020, p.18).
Conclusion
In conclusion, it is crucial to remind teachers, learners, and the situations involved during
teaching-learning is central.
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Subtopic 3: Understanding the Constraints
The expert Nation (2009) said: “To fully understand a constraint, it is usually necessary to
examine the constraint's nature to examine the previous research constraint”. (Nation,
Language curriculum design. , 2009)
For example, let us look briefly at the constraint of class size. If this
constraint is considered essential for the particular course being
designed, it is useful to know precisely how large the classes are. How
many students are? Are there 50 or 100 students? Can teachers change
the size of the class?. (Nation, Language curriculum design. , 2009)
In addition to this point, Nation (2009), stated that:
It exists a significant study on the analysis of teaching large classes. This

investigation has examined the relative values of group work and
teacher-centered activities, the effect of class size on education, and
visualization. There are many articles and books on activities and
techniques for large classes (Coleman, 1989; Hess, 2001) and group
work principles. Good curriculum design must consider research and
theory to provide the best likely learning conditions that the art state
allows. (Nation, Language curriculum design. , 2009)
Definitely, some of the significant constraints investigated by research

and analysis include the time available, cultural background, the effect
of the first language on language learning, and particular purposes.
(Nation, Language curriculum design. , 2009)
Fig. 3. Teacher´s qualities to meet material´s development demands

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The Time Constraint
According to (Nation, Language curriculum design. , 2009), “in many courses, the time
constraint is fundamental. The time sometimes is hardly limited, or the goals expected might
not fit into the time available”.
The stages include:

examining the local environment (p. 19).
looking at previous research, and (p. 19).
considering the effect of the constraint on the design of the course. (p.
19).
Limited data from the environment

Beneficial information to compile about the restriction is how much class
time is known. Also, how much time out of class could be delivered to
learning and the course's objectives. (Macalister & Nation, 2020, p. 20).
Research information
A valuable investigation would reveal what could be conducted within
specific periods. Nation (2009) stated that some languages are more
difficult than others for native English speakers to begin learning based
on some research. According to Pimsleur, reaching an elementary level
of proficiency in French or Indonesian would take approximately 240
hours of study. To reach the same level for a more difficult language
such as Hebrew or Japanese would take approximately 360 hours. These
estimates are derived from teachers' considerable experience at the
Foreign Service Institute of the Department of State (Nation, Language
curriculum design, 2009, p. 20)
The effect of the time constraint on the design of the course

According to Nation (2009), an environmental constraint can be
approached in two ways-working within the constraint and overcoming
it. To work inside the constraint's limits, the curriculum designer can
define the course's goals to fit the time available. Teachers can also limit
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superficially covering some topics or skills—level, depending on later

experience. Alternatively, intensive study strategies could be applied. To
overcome the constraint, the curriculum designer could try with self-
study options for work outside of class time or, if possible, the time
available for the course could be increased (Nation, Language curriculum
design, 2009, p. 20)
Steps in Environment Analysis

In this aspect, Macalister and Nation (2020) set:
Steps in environment analysis can be:
1 Brainstorm and systematically consider the range of environmental

factors that will affect the course. (p. 20).
2 Choose the most critical factors (no more than five) and rank
them, putting the most crucial first. (p. 20).
3 Decide what information is needed to take into account the factor
fully. The information can come from the investigation of the
environment and research and theory. (p. 20).
4 Assess the cause of each aspect of the design of the course. (p.
20).
5 Go through steps 1, 2, 3, and 4 again. (p. 20).
Analyzing the environment includes looking at the local and broader

situation to ensure that the course will fit and meet local requirements.
There is considerable research data on many critical environmental
factors, including class size, motivation, learners of mixed proficiency,
and unique purpose goals. The right environment analysis draws on both
analyses of the environment and application of previous research and
theory. In some models of curriculum design, environment analysis is
included in needs analysis. Needs analysis is the subject of the next
chapter.The time available for the course could be increased. (Nation,
Language curriculum design, 2009, p. 20)
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Conclusion
Teachers must analyze the environment, including as many aspects as
they can. It involves looking at the local and broader situation to ensure
that the course will fit and meet local requirements. (Nation, Language
curriculum design, 2009, p. 20)
Subtopic 4:
Examining your teaching environment
Based on Bellamy (2016),

for most teachers, the beginning of the year is the best time to establish
classroom rules and procedures because classroom management is
crucial to establishing control, consistency, communication, and respect
amongst the students and trainers.
In addition to this point, it is also vital to ensure that:

Rules and guidelines are created starting the first days of school. Wong
and Wong (1998) stated that effective teachers introduce rules,
procedures, and routines on the first day of school and continue teaching
them the first week of school (Bellamy, 2016).
Therefore, Influential teachers teach responsibility. Students' success

and the classroom during the school year will be determined by what a
teacher does on the first days of school. (Bellamy, 2016)
Wong and Wong explained how rules and procedures must be

established very early. They also stated that being an effective teacher
includes some essential characteristics. For example, a teacher must be
proficient in; he/she must have positive expectations for student
success, be an excellent classroom manager, and know-how to design
lessons for student mastery (2010, as cited in Wong and Wong, 2016).
Additionally, there are many ways for people to be influential leaders in

any situation. Some of those ways are by having teachers assessing their
characteristics, leadership styles, effectiveness, and attributes they
+
possess. Motivation, personality, and ability are all essential attributes

that impact leadership skills and knowledge, too (Bellamy, 2016).
Bellamy (2016) mentioned that “Classroom management is mostly the role of the teacher”.
To keep students engaged and focused, the teacher needs to maintain
an orderly, well-managed classroom. Also, classroom management is
proactive and includes the establishment of appropriate classroom rules
and procedures (Bellamy, 2016).
Definitely, if students are given a voice they will feel connected to their environment.
Positive Discipline
To start, it is necessary to mention that Bellamy (2016) said: “Another way to create a positive
classroom environment is discipline in the classroom to help students build cademic success”.
Mendler (2012) suggested that “children who feel encouraged and comfortable in their setting
will act out less and put forth more effort into their work”. It is essential to give students a
comfortable class environment with clear rules and procedures (Mendler, 2012).
Another way to give positive reinforcements is giving positive encouragement. At the moment,
teachers express to the students that they believe in them and think about them.
Nelsen and Escobar (2009) suggested “there are many ways to establish positive discipline in
the classroom”.
They set one way is to teach and model the many facets of positive
discipline by using cooperation, mutual respect, kindness, and firmness,
offering choices, and involving students in the decision-making process.
This modeling type will help students develop the skills and attitudes
necessary to become solution-oriented (Nelsen & Escobar, 2009).
Classroom Design
A well designed and organized classroom have the necessary resources
available to students in a readily accessible area. Proper classroom
arrangement plays a remarkable role in making the instructional process
+
more effective and establishes a favorable atmosphere; simultaneously,

it encourages learning. Physical classroom quality promotes an effective
and successful teaching-learning process (Bellamy, 2016, p. 42).
Buchong and Sheffer (2009) stated that:

A warm and inviting classroom may include such elements as natural
lighting, comfortable temperature setting, pictures, warm paint colors
on walls, and the organizational design of desks and resources. The
classroom environment should include having all resources and areas of
the room accessible to all students in the classroom. The students should
feel that they are a part of the classroom. A teacher can incorporate
family pictures of the students and their families (Buchong & Sheffer,
2009, p. 3).
Teachers can also install bookshelves and pillows to create a warm area
conducive to learning and exploring. Using colors and plants to fill the
room with warmth and a homey feel is always a good idea. Students can
be part of the classroom by creating classroom rules and procedures at
the beginning of the year. It let them feel that they have a voice in the
classroom and that their thoughts and ideas matter. A student who feels
secure and confident in their classroom environment will more readily
express their ideas and thoughts during collaborative learning. (Bellamy,
2016, p. 43).
Supplies and resources need to be reachable. Students can access them

quickly and easily. Students can thrive in environments where teachers
take their needs seriously and where they feel valued. Teachers should
create classrooms that invite students to join in the learning community;
they should also reach out to their students in a tangible way. An inviting
classroom sends a clear message to their students that they are essential
and that their teacher approves of them (Bellamy, 2016, p. 44).
+
Conclusion
In conclusion, organized classrooms encourage students to thrive academically. When

Students feel comfortable they will have academic success. Nevertheless, feeling unsafe
impacts student motivation, attitude, behavior while producing low academic achievement,
too.
Mention what are the constrains teaching English studied in this unit.
Constraints concerning Teachers.
Physical and Practical Constraints
Constraints concerning students
Attitudinal and Cultural Constraints
The Time Constraint
What are the 3 steps to follow included in the constrain of time?
According to (Nation, Language curriculum design. , 2009) steps followed include:

Examining the local environment (p. 19).
Looking at previous research, and (p. 19).
Considering the effect of the constraint on the design of the course. (p.
19).
What are the steps in environment analysis?
Macalister and Nation (2020) set:

Steps in environment analysis can be:
1 Brainstorm and systematically consider the range of environmental
factors that will affect the course (p. 20).
2 Choose the most critical factors (no more than five) and rank them,
putting the most crucial first (p. 20).
+
3 Decide what information is needed to take into account the factor

fully. The information can come from the investigation of the
environment and research and theory (p. 20).
4 Assess the cause of each aspect of the design of the course. (p.
20).
5 Go through steps 1, 2, 3, and 4 again (p. 20).
What are the attributes that impact leadership skills and knowledge?
Motivation, personality, and ability are all essential attributes that impact leadership skills and
knowledge, too.
+
Videos de apoyo:
https://youtu.be/JGBXnoMq4U8
https://youtu.be/wA2qho-lJVQ
https://youtu.be/mdVWb27z0Zc
Obtained on October 14, 2020, from http://welovebengkulu.blogspot.com/2014/04/makalah-
course-design-language.html
Obtained on October 14, 2020, from https://www.linguistikid.com/2017/01/definition-of-
environment-analysis.html
Links de apoyo:
Tuning your Pedagogical Practices: Building a Universal Teaching Environment. Obtained on
October 12, 2020, from
https://www.insidehighered.com/blogs/gradhacker/tuning-your-pedagogical-practices-
building-universal-teaching-environment
Teacher constraints vs skill/action scenario constraints in pe (constraints to learning and

constraints of learning). Obtained on October 14, 2020, from
https://reinventingthegame.wordpress.com/2018/06/04/teacher-influenced-constraints-vs-
skill-action-scenario-constraints-in-pe-constraints-to-learning-and-constraints-of-learning/
+
Bellamy, L. S. (2016). Classroom Environment: Content Analysis Examining Characteristics of Classroom

Environments That Affect Students' Academic Achievement.
Macalister, J., & Nation, I. S. (2020). Language curriculum design.
Nation, I. S. (2009). Language curriculum design. New York, NY: Routledge.
Nation, I. S. (2009). Language curriculum design. . New York, NY: Routledge.
Nelsen, J. E., & Escobar, L. (2009). Positive Discipline: Hundreds of Solutions for Almost Every Classroom
Behavior Problem!. New York: Random House US.
Richards, J. C. (2001). Curriculum Development in Language Teaching. (C. U. Press., Ed.) Cambridge.
doi:10.1017/CBO9780511667220
Westrup, H. (2020). English language teaching methodology and the constraints of the teaching
environment in developing countries. 27,28,29,30,31,32,33,34,35,36.37.
Buchong, J. L., & Sheffer, J. L. (2009). Creating a warm and inclusive classroom environment: planning
for all children to feel welcome. Electronic Journal for Inclusive Education, 2(4), 1. Retrieved from
corescholar.libraries.wright.edu Retrieved on February 14, 2016.
(Doff, 2007)
+
Topic 1: Hearing, Visual & Audiovisual

Unit 3. – Development of English teaching resources




+
TABLA DE CONTENIDO
TOPIC 1: Hearing, Visual & Audiovisual ............................................................................................ 5

Subtopic 1:.............................................................................................................................................. 7
Audiotapes .............................................................................................................................................. 7
Use of Audiotapes .................................................................................................................................. 7
The audiocassette player ...................................................................................................................... 8
Songs ....................................................................................................................................................... 9
Using Rhymes, Songs and Chant ......................................................................................................... 9
Rhymes ................................................................................................................................................. 10
Conclusion ...................................................................................................................................... 10
Subtopic 2:............................................................................................................................................ 10
Flashcards and Real Objects or Realia .............................................................................................. 10
Flashcards ............................................................................................................................................. 10
Posters................................................................................................................................................... 11
Cards ..................................................................................................................................................... 11
Picture books ........................................................................................................................................ 11
Realia ..................................................................................................................................................... 12
Conclusion ...................................................................................................................................... 13
Subtopic 3:............................................................................................................................................ 13
Charts .................................................................................................................................................... 13
Advantages of using a chart ............................................................................................................... 13
Conclusion ...................................................................................................................................... 14
Subtopic 4:............................................................................................................................................ 14
TV, DVD and Video .............................................................................................................................. 14
Basic Guidelines to use video or Dvd ................................................................................................ 14
Using video and DVD in class ............................................................................................................. 15
TV, DVD, and video ............................................................................................................................. 16
Audio and Video ................................................................................................................................... 17
Conclusion ...................................................................................................................................... 17
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✓ Competence 1
✓ Distinguish the types and purposes of Language assessment through an oral
presentation.
✓ Competence 2
✓ Understand the use of hearing, visual and audiovisual material and incorporate
them as a project work into the classroom.
Learning outcome 1: Identify and develop appropiate methods for teaching core skills to
gain better understanding of the English language.
comprensión:
✓ Topic 1: Hearing, Visual & Audiovisual

✓ Topic 2: Printed & Multimedia
+
TOPIC 1: Hearing, Visual & Audiovisual
Topic 1
Hearing, Visual Subtopic 1:
& Audiovisual Audiotapes
Subtopic 4:
TV, DVD and
Video
Subtopic 2:
Subtopic 3:
Flashcards and
Charts Real Objects or
Realia
Figure 1. Topic 1. Hearing, Visual & Audiovisual
Objetivo
Develop appropriate methods for teaching core skills and gaining a better understanding of the
language.
Introducción
According to Edge (2001), visual aids are also pictures that help
learners understand and realia. Teachers select and use aids by
thinking carefully about the main aims and the subsidiary aims of a
lesson and choose the most appropriate ones.
In addition to this point, Doff (2007), contributes highlighting that
visuals can be used at any stage of the lesson to help present a new
language or introduce a topic, as part of language practice, and when
reviewing language has been presented earlier. Useful visual aids are
not just used once, but again and again, and can be shared by
different teachers.
On the other hand, unlike the board, other equipment pieces can go
mistaken, not to mention the probability of some situations with
electricity. (Edge, 2001)
(Edge, 2001) denotes that first, teachers must be sure that:
+
• The machinery is where teachers want it to be. (p. 56).

• It is working (p. 56).
• The effects are visual and audible from everywhere. (p. 56).
• Any materials teachers want to use are ready (p. 56).
• Teachers have already seen and listened to the material themselves.
(p. 56).
If something happens with the machines and breaks down, students
will probably be empathetic, but teachers will still want to teach. (p.
56).
One of the other things teachers have to be sure they know is :
• How to do an elementary check, at least to the extent of: Is it
blocked or turn it on?. (Edge, 2001, p. 56)
• Who can be asked for help. Maybe one of the students? (p. 56).
• Who should be informed so that the equipment can be fixed as soon
as possible. (p. 56).
• What teachers are going to do at that moment. (p. 56).
Based on Edge (2001), the teacher's options are:

— use the same material some other way, for example, read out a
dialogue. (p. 56).
— go on to another part of the coursebook or teaching program. (p.
56).
— have another lesson ready to use it at any time. (p. 56).
Edge also (2001), emphasized that there are some general points
about the first processes:
• Do not let unfamiliar equipment put teachers off. (p. 56).
A video cassette player is not complicated than an audiocassette
player. (p. 56).
• Ask a colleague to show how something works. (p. 56).
• Spend some time familiarizing with the equipment. (p. 56).
Do not underestimate the importance of hands-on experience. (p. 56).
+
Subtopic 1: Audiotapes
Use of Audiotapes
In the last decades, students spent hours in a language laboratory, sometimes well
equipped, but audio as a listening comprehension tool has changed nowadays.
Tyson (2020), stated that the audio was not favored as a teaching tool because of
its famous drills with repetitions, substitutions, and fill-ins when the audiolingual
method was dominant in the 1960s. She emphasized that Byrnes (1982) was one
of the few researchers to make a case for the use of audiotapes. (Tyson, 2020).
Audiocassettes' use is not limited to acquiring sound patterns; they can also present
authentic dialogues. Tapes used to help students increase attention and memory
span without being in the classroom's on-the-spot pressure situation. (Tyson,
2020).
In addition to this point, (Tyson, 2020), gives a contribution highlighting the importance of the
use of Audiotapes:
“Some researchers criticize audiotapes because of their lack of
authenticity. One criticism is that tapes do not have any background
noise. Some tapes could be right, but others are special to include
background noise. Authentic background noise could be proper for
advanced students, but beginners may be frustrated with distraction”.
Based on this, (Tyson, 2020) argues: "Some tapes are slower than the average of an American
speaker, however other tapes are original recordings from TV or radio."
Since listening comprehension is recognized as an active part of the communicative process, more
research is devoted to audiotapes' applicability to help students develop listening skills. (Tyson,
2020)
+
The audiocassette player
Audiocassettes are useful to bring a sort of voice and interactions to the classroom.
It is often central to the presentation of the new language to be learned and to the
provision of listening practice. (Edge, 2001)
Edge (2001) highlighted that when teachers bring exterior materials to the class, it
encourages students to do the same thing. (p. 57).
Teachers could let students listen to some awful songs, but if students think about
recording English, they can listen to the English available to them. (Edge, 2001, p.
57)
Edge (2001) reported that as well as bringing the outside world into the classroom,
the tape recorder could help students concentrate on the English they use in the
classroom. Moreover, a group of students can be recorded in an activity. It causes
awkwardness at first, but students soon get used to it.
The author denotes in the following section that teachers can use the recording in
different ways, for example:
• Thoroughly let students take a cassette from their home and listen to themselves.
(p. 57).
• Ask each one to tell one thing they have learned from the tape. (p. 57).
• While the rest of the class does the next activity, have the group work together
on the tape. (p. 57).
Students should prepare a report about their mistakes and correct the things they
thought they said okay. (Edge, 2001, p. 57)
The audiocassette player was part of everyday life for many people. People listened
to tapes while they were walking while driving, and while they were lying in bed.
Teachers just had to apply their creativity to motivate students to listen with English.
(Edge, 2001, p. 57)
+
Source:https://www.dreamstime.com/old-yellow-black-retro-vintage-antique-hipster-obsolete-cassette-music-audio-tape-
recorder-background-purple-cassettes-image112402320
Songs
Peñafiel Viteri (2016), reported:

“songs are usually very rich in language, and they are a good strategy
for extending children’s vocabulary. The application of songs gives
children emotional security and confidence since they feel immersed in
an atmosphere of support, collaboration, and mutual respect”.
Based on Peñafiel Viteri (2016), songs allow students to improve their discourse and
comprehend each word; they expand students' memory; their body language is
stimulated. With the help of tape recorders, teachers use songs to improve students'
pronunciation, and at this moment, the sound recorder feature on a smartphone
lets them do it.
Using Rhymes, Songs and Chant
According to Peñafiel Viteri (2016) rhymes, songs, and chants are aimed to provide
students different aspects of the language, such as pronunciation, stress, rhythm,
and intonation. Furthermore, music and rhythm are essential parts of language
learning, especially for young learners who usually enjoy singing songs.
+
Rhymes
As rhymes are redundant, they have real rhythm, give fun, and let students play with the
vocabulary. Besides, with rhymes, students can learn new things about the language quickly
and be relaxed.
Conclusion
There are many ways to help students learn by using audio in and outside the
classroom, with different strategies, the tape, and the new audio features in
smartphones.
Subtopic 2:
Flashcards and Real Objects or Realia
Source:https://youtu.be/s7Wdn_fhK2w
Flashcards
Peñafiel Viteri (2016) has noted that realia and flashcards can teach individual words or can
be used as prompts to practice grammatical structures.
In addition to this point, (Peñafiel Viteri, 2016) also highlighted that using flashcards help
students relate words and images. Flashcards should be colorful and bright to attract the
student´s attention. However, teachers should not depend only on flashcards because
students get bored quickly.
Peñafiel Viteri (2016) sustains that teachers use Flashcards to provide students the graphic
representation of vocabulary words. Flashcards are created by using cardboard of different
colors, which gave them a more exciting presentation.
+
Flashcards can be used not only to practise words (‘What’s this? It’s a car’), but also as
prompts for practising structures: (Doff, 2007, p. 91).
Sentences: e.g. I haven’t got a car. (p. 91).
I often go swimming. (p. 91).
Questions: e.g. Do you like fishing? (p. 91).
Have you ever travelled by plane? (p. 91).
Dialogues: e.g. - What did you do yesterday? (p. 91).
- I went swimming. (p. 91).
Posters
Peñafiel Viteri (2016) mentions that some posters are resources applied during vocabulary
instruction since they allow the visualization of vocabulary content for all students. Posters
were introduced to present new vocabulary, practice, or evaluate students’ vocabulary
knowledge.
Cards
According to Peñafiel Viteri (2016), cards are useful for students since they are didactic
resources that catch students' attention. Teachers use cards in different activities and for
various purposes, for example, reinforcing spelling and pronunciation of words. Teachers can
use multiple materials for elaborating cards, such as cardboard, paper, foamy, and others.
Picture books
To Peñafiel Viteri (2016), trainers use picture books to categorize vocabulary words according
to different topics, such as animals, fruits, and family members. This didactic resource
encourages students to practice and retain vocabulary by watching its graphic representation.
+
Realia
Real objects are useful and practical to show meaning. Realia are things and objects from real
life used for classroom instruction to enhance students' comprehension and understanding of
real-life used in language teaching to associate real-life words. (Peñafiel Viteri, 2016)
Teachers can bring real objects into the classroom without any problem to teach vocabulary, as
prompts for practicing grammatical structures or building dialogues and narratives, for games
and quizzes. Realia also includes authentic texts, such as menus. (Peñafiel Viteri, 2016)
Regarding this topic, it is important to recognize that simple objects can be used not only for
teaching vocabulary but also as prompts to practise structures and develop situations. (Doff,
2007, p. 90)
Doff (2007), emphasized that a packet of tea might be used:
- To teach the words ‘tea’ and ‘packet’ (contrasted with other containers, e.g. a bag of
sugar, a tin of orange juice). (p. 90).
- To develop a description of the process of making tea: ‘First you open the packet, then
you put some tea in the pot …’ (The teacher could also bring a pot, a spoon, etc.) (p. 90).
- As part of a shopping dialogue, asking about price: ‘How much is a packet of tea?’ ‘$1’.
- To develop an imaginative dialogue, practising ‘lend’, e.g.: (p. 90).
S1: Could you lend me some tea? (p. 90).
S2: Yes, of course. What do you want it for? (p. 90).
S1: My relatives have come to visit me. (p. 90).
Source:https://youtu.be/XVAQVsAndPk
+
Conclusion
In conclusion, these instruments help both teachers and students to fulfill any purpose and
develop the learning process.
Subtopic 3: Charts
The expert Peñafiel Viteri (2016) says: "Teachers can use posters and wallcharts (drawings or
graphs in a classroom) to display larger." Also, charts show more detailed pictures or a series
of pictures telling a story, showing related objects in a lexical set, and modeling a topic.
There are different kinds of charts:

For example, a phonemic chart shows the phonemic symbols and mouth positions. The teacher
uses symbols to encourage students to rework their articulation. Teachers can also use charts
to display diagrams, prepare drawings and tables of irregular verbs, or build up a class
dictionary.
Definitely, teachers create charts to reference material, e.g., key lexis, model sentences, and
grammar rules) Lesson materials (e.g., pictures, fundamental grammatical structures, and
dialogues.) at different lesson stages.
Source:http://www.bchmsg.yolasite.com/a-chart.php
Advantages of using a chart

Based on (Doff, 2007) the advantages of showing pictures on a chart, rather than drawing
them on the blackboard are:
+
- The teacher does not have to spend time in the lesson drawing on the blackboard.
- As the chart is prepared in advance, it is possible to draw the pictures more carefully,
and also to make them more attractive (e.g. by using colour). (p. 93).
- The chart can be kept and used again with the same class (e.g. for review, or to practise
a different tense), or used with other classes and by other teachers. (p. 93).
. Therefore , the following verb tenses might be practised using this chart: (Doff, 2007, p. 93).
- Present simple tense: ‘Everyday Juan leaves home at half past seven….’ (p. 93).
- Past simple tense: ’Yesterday Juan left home at half past seven …’ (p. 93).
- Present continuous tense: ‘What’s the time now?’ ‘Half past seven.’ ‘What’s the man
doing?’ ‘He’s leaving home and going to the station.’ (p. 93).
Conclusion
A chart is a helpful way to display information or instructions, especially in a classroom or other

educational situation. It can range in size from a large wall chart to a single piece of paper.
(Peñafiel Viteri, 2016)
Subtopic 4:
TV, DVD and Video
Basic Guidelines to use video or Dvd

Based on Scrivener and Publishers (2017), many good video courses focus on helping
students listen and understand better; some aim to teach grammar or function. An increasing
number of recordings are integrated with coursebooks and have a wide range of aims and
activities. However, teachers can do a great deal with things they can record themselves, for
example, TV news, advertisements, and pop songs, even if the language used is not English.
Scrivener and Publishers (2017) highlighted that teachers must use video in class, using some
basic guidelines.
• Keep it short. (p. 350).

+
• Exploit the material. (p. 350).
• Switch the TV off when the students do not need to look at it (a fuzzy, buzzing machine is
very distracting). (p. 350).
• If possible, teachers must find a place before the lesson (otherwise they end up with just a
minute, I think it's just after this bit, oh perhaps it's ...'). (p. 350).
• Do not only use video to extract language for study. Video can be a great start for
communicative activity, too, for writing or introducing discussion topic areas. (p. 350).
Video is simply another classroom tool; it does not do the teaching for teachers. It is not too
hard to extract 30 to 60 minutes' work out of a three-minute recording, and that may be a lot
more useful than putting a one-hour recording on and just let it run all the track through while
the students quietly nod off. (Scrivener & Publishers., 2017, p. 350)
Using video and DVD in class

Scrivener and Publishers (2017) sustain that teachers can divide video playback activities into
three general categories:
1 Preview: what students do before watching a section of recording; (p. 351).
2 Viewing: what students do while they are watching; (p. 351).
3 Follow-up: what students do after watching (p. 351).
To Scrivener & Publishers (2017), all lessons might include the next different sections of the
recording are used, e.g., preview the first section; view the first section; preview the second
section; view the second section; follow-up first and second sections; third preview section;
etc. Each division might be minutes long or could be just a few seconds.
Preview activities
Here are four typical preview activities: (p. 351).

+
• A language focus on grammar that will come upon the recording; (p. 350).
• Students predict what will happen from some information given or pictures; (p. 351).
• Students discuss a topic that conducts into or is linked with the subject on the recording;
(p. 351).
• Students check a worksheet that they will use when watching the recording. (p. 351).
The whole of the previous lesson (or week) could itself be a sort of preview task leading up to
the recording. For example, if a particular function is being studied, the students might
already have spent a lesson or two lessons working with it and now view the recording to
expand their knowledge. (Scrivener & Publishers., 2017, p. 351)
TV, DVD, and video
Visual, as well as the audio messages, focus on gestures, facial

expressions, body language, etc. is especially useful when studying a functional language.
Follow-up activities
Many activities teachers can do after viewing; here are just a few ideas.
• Discussion, interpretation, personalization (e.g., 'What would you have done?'
or 'Has this ever happened to you?');
• Study of a new language;
• Role-play the scene (or its continuation);
• Inspiration for other work: 'What did the newspaper or magazine say the
next day?
+
• Write a letter to another character;
• Plan what they should do next.
Audio and Video

In addition to this point, it is also vital to highlight that audio and video are primarily made use
of in schools as well as in higher educational institutions. (Kapur, 2019)
Kapur (2019), mentions that audio includes human voice, telephonic conversation, audio discs,
tapes, gramophone records, and radio broadcast. On the other hand, video is visual or verbal
print, textbooks, supplementary books, reference books, encyclopedias, magazines,
newspapers, documents, clippings, other written materials, program materials. (Kapur, 2019)
Kapur (2019), in this pafragraph, argues:
“The visual material can be non-projected two dimensional and non-

projected three dimensional. Non-projected two-dimensional is a form
of an image or picture explaining the concept. Examples of teaching-
learning materials are blackboard writing, drawing charts, posters,
maps, diagrams, graphs, photographs, images, pictures, cartoons, and
comic strips. Non-projected three-dimensional representation of the real
objects includes models, mock-up, diorama, globe, relief maps,
specimens, puppets, and holograms”. (Kapur, 2019).
Furthermore, there is the use of computers, television, and tape representations to implement
teaching-learning methods. The audio and visual teaching-learning materials are used in pre-
schools as well as university education. Students can benefit from significant dimensions
through the help of computers and the internet.
Conclusion
In conclusion, organized classrooms encourage students to thrive academically. Students

who feel
+
What is realia?
Realia are things and objects from real life used for classroom instruction to enhance students'
comprehension and understanding of real-life used in language teaching to associate real-life
words. (Peñafiel Viteri, 2016)
What is the last and the current use of tapes or audios ?
Audiocassettes' use is not limited, they can be used to practice sound patterns; and also present
authentic dialogues that help students increase attention and memory span without being in
the classroom's on-the-spot pressure situation.
How can teachers use the recording in different ways?
• Let students take a cassette from their home and listen to themselves. (p. 57).
• Ask each one to tell one thing they have learned from the tape. (p. 57).
• While the rest of the class does the next activity, have the group work together on the tape.
(p. 57).
• Students should prepare a report about their mistakes and correct the things they thought
they said okay. (Edge, 2001, p. 57)
What is the main reason do teachers create charts?
To reference material, e.g., key lexis, model sentences, and grammar rules) Lesson materials
(e.g., pictures, fundamental grammatical structures, and dialogues.) at different lesson stages.
+
How can we use the chart below?
A Balanced Diet
PROTEIN meat, dairy products, fish, eggs, beans
Carbohydrate sugar, cereals
Fat oil, butter, nuts
Minerals fish, vegetables, milk
Vitamins fresh vegetables, fruit
The chart above might be used: (Doff, 2007, p. 95).
- It could be used before students read the text, in order to check the class’s knowledge
(they should of course already know the facts in their own language). The teacher could cover
the right-hand column, leaving only the names of the groups visible, and ask students to think
of examples in each group. (Doff, 2007, p. 95).
- The teacher could give students a blank table (on pieces of paper) to complete as they
read the text. Then he or she could show the chart afterwards as the correct answer. (p. 95)
- It could be used later for review – the teacher could cover the chart, uncovering it line
by line as students give the information. (p. 95).
+
Videos de apoyo:
https://youtu.be/JGBXnoMq4U8
Obtained on October 15, 2020, from https://courses.lumenlearning.com/suny-
publicspeakingprinciples/chapter/chapter-13-types-of-visual-aids/
Obtained on October 15, 2020, from https://www.teachervision.com/teaching-tips-using-audio-

cassettes-or-cds
Links de apoyo:
Using visual aids during a presentation or training session. Obtained on October 15, 2020,
from https://virtualspeech.com/blog/visual-aids-
presentation#:~:text=Visual%20aids%20are%20items%20of,Summarise%20information.
Using visual aids during a presentation or training session. Obtained on October 15, 2020,
from http://www.bchmsg.yolasite.com/a-chart.php
Using Audio as a Teaching Tool Obtained on October 15, 2020, from

https://busyteacher.org/25013-using-audio-as-a-teaching-tool.html
+
Doff, A. (2007). Teach English: : a training course for teachers. . Cambridge Univ. Press.
Edge, J. (2001). Essentials of English language teaching. . London: Longman.
Kapur, R. (2019). Development of Teaching-Learning Materials. .
Peñafiel Viteri, C. N. (15 de Octubre de 2016). Semantic Scholar. Recuperado el 2020, de Didactic
materials to teach english vocabulary to the first year preschool students at unidad educativa
Carrera Sánchez Bruno , Ballenita, Santa Elena province, 2015-2016.:
https://www.semanticscholar.org/paper/Didactic-materials-to-teach-english-vocabulary-to-
Viteri-Norma/4f4e63d51c4ca17045e9debcbb6d7643aa5585b2
Scrivener, J., & Publishers., M. (2017). Learning teaching: The essential guide to English language
teaching. . London: Macmillan Education.
Tyson, M. (2020). The effect of media on the listening comprehension scores of intermediate ESL
students .
(Doff, 2007)
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Topic 2: Printed & Multimedia

Unit 3. – Development of English teaching resources




+
TABLA DE CONTENIDO
TOPIC 1: Printed & Multimedia ........................................................................................................... 5

Subtopic 1:.............................................................................................................................................. 7
Coursebooks ........................................................................................................................................... 7
Coursebook or no coursebook? ............................................................................................................ 7
Advantages ............................................................................................................................................. 7
Limitations .............................................................................................................................................. 7
To use a coursebook: ............................................................................................................................ 9
Skip and substitute: ............................................................................................................................... 9
To modify or not to adjust? ................................................................................................................ 10
Subtopic 2:............................................................................................................................................ 10
Dictionaries, Magazines and Newspapers ......................................................................................... 10
Dictionaries ........................................................................................................................................... 11
Newspapers and magazines ............................................................................................................... 12
User- friendly ........................................................................................................................................ 12
Types of texts ....................................................................................................................................... 13
Problems faced ..................................................................................................................................... 13
Problems in culture and society ......................................................................................................... 14
Effective use of newspapers and magazines ................................................................................. 14
Subtopic 3:............................................................................................................................................ 14
CD-ROM ................................................................................................................................................ 14
Students use of CD ROOMS dictionaries ......................................................................................... 14
Subtopic 4:............................................................................................................................................ 15
Computer and the Internet................................................................................................................. 15
Computer based presentation Technology ....................................................................................... 16
Conclusion ...................................................................................................................................... 18
+
✓ Competence 1
✓ Use authentic materials
✓ Competence 2
✓ Develop bottom up and top down activities using the 3 phases (pre, while and
post activities)
✓ Competence 2
✓ Create a demo activity adapting the techniques reviewed.
Learning outcome 1: Identify and develop appropiate methods for teaching core skills to
gain better understanding of the English language.
comprensión:
✓ Topic 1: Hearing, Visual & Audiovisual

✓ Topic 2: Printed & Multimedia
+
TOPIC 1: Printed & Multimedia
Topic 1
Printed Subtopic 1:
& Multimedia Coursebooks
Subtopic 4:
Computer and
the Internet
Subtopic 2:
Subtopic 3:
Dictionaries,
CD-ROM Magazines and
Newspapers
Figure 1. Topic 1. Printed & Multimedia
Objetivo
Develop appropriate methods for teaching core skills and gaining a better understanding of
the language.
Introducción
The term CALL (Computer-Assisted Language Learning) embraces a

broad range of information, technology application, and lots of
resources to teach and learn a foreign language. It was characterized
as "traditional" drill-and-practice programs in the sixteens and
seventeens, although CALL development through time brings
significant and high technological progress, successful learning, and
teaching theories. It exists some good examples at that time
developed. One of them was Warschauer (1996), who divides CALL
into phases called: Behavioristic CALL, Communicative CALL,
Integrative CALL (Multimedia CD-ROM), and Integrative CALL
(Internet). With all these changes, the beginning of a new phase
starts, which does not mean the program's ending. Nevertheless,
differing with that and considering CALL has now established itself as
+
an important area of research in higher education, the consideration

of a new term is allowed.
At this time, computers monitor weather conditions and keep
airplanes from colliding in the air. However, CALL appeared in the
United States as an instrument for giving instructional materials to the
student, and the current philosophy of CALL puts excellent emphasis
on student-centered materials that allow learners to work on their
own. Such materials may be structured or unstructured, and it means
to supplement face-to-face language instruction but not replace it.
Nowadays, CALL does not involve just using a computer as a resource
to promote the learning of a language. CALL, like its meaning, says
this device is used as a method of conscious learning. At this time,
teachers also manage different ways to promote and motivate the
learning process. Some examples of these methods and activities are
using apps on cell phones, tablets, or even smart TVs. The best idea
to consider is to open our minds using other terms when determining
the use of media.
They are keeping in mind all the changes and the latest advances that
allow the students to get immersed in the language learning process
and bear the chance to access any authentic audio and visual material
efficiently considering relevant to make changes in the terminology
CALL.
As teachers, we are also aware of providing our students with all the
facilities that technology at all, offers us not just computers.
On the other hand, the term CALL is not well defined at this time, so
it has benefits and delimitations. It can cause interference during the
process. It is a good idea to teach using all these great teaching-
learning tools but considering all of the website's distractors. All these
approaches provide us great motivation to help our students to
develop their four skills: reading, listening, speaking, and writing.
(Krashen, 2014)
+
Subtopic 1: Coursebooks
According to Harmer (2015) methodologists have been questioning the usefulness of

coursebooks, if they are useful or not.
Coursebook or no coursebook?
Harmer (2015), emphasized that the advantages and limitations of coursebook usage can be
simply summarised:
Advantages
To Harmer (2015) “Coursebooks are often attractively presented”.
Useful coursebooks are carefully prepared to propose a coherent

syllabus, satisfactory language control, motivating texts, audio
cassettes/CDs, and other accessories such as video/DVD material, CD-
ROMs, and extra resource material (Harmer, 2015, p. 181).
Coursebooks as books will be used for teachers as material and bring

confidence to them. They come with explicit teacher's guides, which
provide the lesson's procedures in the student's book and offer
suggestions and alternatives, extra activities, and resources. The
adoption of a new coursebook provides a powerful stimulus for
methodological development (Harmer, 2015, p. 181).
Students like coursebooks because they foster the perception of

progress as units are completed. Coursebooks also provide material that
students can look back at for revision, and, at their best, their visual and
topic appeal can have a powerfully pleasing effect (Harmer, 2015, p.
181).
Limitations
Harmer (2015), has noted that “Inappropriate use of coursebooks set learning manners and
content on classes and teachers alike, appearing to be "fait accompli" “ (p. 181).
+
There are a lot of books that rely on Presentation, Practice, and

Production as their main methodological procedure. Despite recent
enthusiasm for other teaching sequences. Units and lessons often follow
a pitiless format so that students and teachers eventually become
demotivated by the monotony of all. Furthermore, in their choice of
topics, coursebooks can sometimes be bland or culturally inappropriate.
One solution to the perceived disadvantages of coursebooks is not to do
everything (p. 182).
Coursebooks can offer students a dynamic and varied program. If

students can see its relevance to their own needs, coursebooks will
significantly enhance their motivation (p. 182).
In addition, coursebooks allow teachers to respond on a lesson-by-

lesson basis to what is happening in the class (p. 182).
Finally, for teachers, it means an exciting and creative involvement with

texts and tasks. Students may well get exceptional study programs,
which are responsive to their needs and varied in a way that does not
abandon coherence (p. 182).
Source: file:///C:/Users/deprati/Desktop/tsl3111_topic_3_student_1.pdf
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To use a coursebook:
Harmer (2015), reported:
The majority of teachers use a coursebook; however, many teachers

reject a coursebook-free approach and instead use them to help their
learners and, what is more, give structure and direction to their teaching.
The most critical aspect of coursebook use is for teachers to engage
students with the content they have to deal with. It means arousing the
students' interest in a topic and making sure that they know exactly what
we want them to do before getting them to open their books and
disappear, heads-down in the pages, while still trying to talk to them.
Many teachers want to use coursebooks as a springboard for their
lessons, rather than as a manual. They follow the book at all, and it
means they focus too much on teaching the book's contents. Other
teachers reserve the freedom to determine when and how to use its
constituent parts (p. 182).
There are two primary ways teachers can do this:
Skip and substitute:

Based on Harmer (2015), “The first decision teachers have to make is whether to
use a particular coursebook lesson or not”. Prioritize what to teach. There are two
possible courses of action (Harmer, 2015, p. 182).
The first is to skip some lessons entirely. Teachers suppose that the
students will not miss it because it does not instruct and is not especially
interesting. However, when teachers think the language or topic area in
question is essential, they will have to replace the coursebook lesson
with their selected choice. There is nothing inaccurate with omitting or
replacing coursebook material. It becomes irritating for numerous
learners. Suppose it happens too often, especially when they have had
to buy the book themselves (p. 183).
+
To modify or not to adjust?

When teachers decide to use a coursebook lesson, they have the right and possibility to do it.
However, they might decide to use the lesson but change it to make it more appropriate for
their students. When materials are not significant, they might add something to it - a role-play
after a reading text, perhaps, or different situations for language practice (Harmer, 2015, p.
183).
Teachers can re-write an exercise or download from the Internet or any

other home-grown items. They could re-order the activities within a
lesson, or even re-order lessons (within reason). Finally, teachers may
wish to reduce a lesson by cutting out an exercise or an activity.
Regardless, teachers must keep in mind that students need to see a
coherent pattern of what they are doing and understand their reasons
for changes. Using coursebooks appropriately is an art that becomes
clearer with experience (p. 183).
Figure 2 Options for coursebook use. (taken from The practice of English Language Teaching) (p. 184).
Subtopic 2:
Dictionaries, Magazines and Newspapers
Source:https://svetlanaurisman.wordpress.com/2013/12/09/multiple-uses-of-newspapers-magazines-for-elt/
+
Dictionaries
Harmer (2015) has noted that "Students can access dictionaries in different ways such as cd
rooms, electronic handsets and on the website” (p. 188).
In addition to this point, Harmer (2015), also highlighted there are various ways of using a
dictionary.
Paper dictionaries: dictionaries printed in book form have changed

dramatically in the last few years. They were monochrome in the past,
with forbidding-looking entries, various codes to denote different
aspects of meaning. Now they are colorful and laid out to make issues
such as frequency, collocation, different meanings, and pronunciation.
They are extremely clear (p. 188).
Dictionaries can be either bilingual or monolingual. In the past, teachers

tended to dismiss the former since they frequently failed to give users
sufficient information about what words meant and how they were used.
Modern learners' bilingual dictionaries, however, are considerably more
sophisticated (p. 188).
Monolingual learners' dictionaries (MLDs), which are designed for

students who can generally manage without bilingual dictionaries, use a
unique defining vocabulary (i.e., for the words used in the definitions),
which explains meanings in clear and straightforward terms (p. 188).
Electronic pocket dictionaries: Many students like to carry small

electronic dictionaries which fit into their pockets. Teachers sometimes
find these problems since students frequently refer to them in lessons
when we would prefer not to access such little machines. Recently,
electronic dictionaries have improved somewhat. In the first place, the
screens are more prominent, and in the second place, more than one
dictionary is often included. (p. 189).
Harmer (2015) also sustains that there are CDrooms dictionaries but this
is going to be better explained in the next section (p. 189).
+
Newspapers and magazines

Harmer (2015) mentioned that “Thinking of authentic and semi-authentic materials, teachers
must usually have in mind newspapers and magazines, but there are others”.
Nevertheless, in an inspiring way, newspapers and magazines can help students develop reading
skills and writing, grammar, vocabulary, and speaking skills. There are a lot of published courses
that use real or simulated newspaper or magazine articles. It is crucial to highlight that
newspapers and magazines are used as authentic or semi-authentic reading material in an EFL
class (Lancouchová, B. , 2006, p. 8).
On the other hand, there are advantages to newspapers and magazines, but several points
remind us of the difficulties newspaper and magazine materials can pose. There is no doubt
that newspapers are ´real´ authentic material.
According to Grundy (1993), magazines are called “simulated.” Those magazines consist of
adapted texts that .are created for a particular student’s level.
As Harmer (1991), said, “we need texts which students can understand the general meaning
of, whether they are truly authentic or not”.
If teachers can find genuinely authentic material that their students can cope with that will be
advantageous, they should be using material that simulates authentic English.
Harmer (1991), added that the texts should be in “language which the students can more or
less understand even though it is above their own productive level.”
To summarize newspapers and magazines have some benefits and weaknesses.
User- friendly
According to Lancouchová (2006), “English–language newspapers and magazines are available
worldwide”.
Some of them are printed in English-speaking countries and then

distributed to other countries, while others are locally produced. They
are cheap and plentiful. Nevertheless, sometimes the use of topical
material in authentic English is too useful that it is often omitted from
Englishguage teaching. The availability for EFL teachers to get English
authentic or semi-authentic materials is easy nowadays. In our country,
many publishers offer semi-authentic magazines. These magazines are
+
printed for different learner levels, from elementary to upper-

intermediate. The texts are designed for a particular learner’s level, and
therefore it is much easier for teachers to prepare a proper lesson plan
(p.8).
Types of texts
To Lancouchová (2006), “Magazines and Newspapers include a broad
range of texts and a significant amount of information”. The students
can find authentic or semi-authentic source varieties of written English,
which is more and more important for a learner’s progress. (p.10).
Problems faced
EFL learners find authentic newspaper texts difficult. They are full of
obscure headlines and an immense variety of vocabulary and grammar
structures. The students tend to read and translate texts piece by piece,
and that is why teachers should expose the students to authentic
newspaper or semi-authentic magazine reading. The work with this
authentic material should be focused on meaning rather than form
(Lancouchová, B. , 2006, p. 8).
Harmer (2015), said that students could generally deal with a higher level of language in
receptive skills than productive skills (Harmer, 2015).
Source: https://youtu.be/AnOZP9LFiN4
+
Problems in culture and society

Grundy (1993) considered “newspapers and magazines one of the best sources of information
about the host culture and the host society”.
Those learners who are familiar with newspapers and magazines are
those who acculturate and learn a foreign language successfully. The
student generally “learn the foreign language because they want to
know more about the people who speak it, the places where it is spoken,
and the writings it has produced.” (Grundy, 1993).
Effective use of newspapers and magazines

It can develop various language skills, including reading comprehension,
grammar, and vocabulary work, they get in touch with different cultures
and societies, and it stimulates discussion based on the reading articles.
The effective use of newspapers and magazines in EFL classrooms
should include warm-up or discussion activity to introduce the topic
(Lancouchová, B. , 2006, p. 12).
Subtopic 3: CD-ROM
The expert Harmer (2015), said that "The book's size limits paper dictionaries that users are
prepared to carry around with them".
Students use of CD ROOMS dictionaries

The same is not true of CD-ROMs, including a more significant amount
of information (including audio material). Not only that, but CD-ROMs
have one huge advantage, which is that users no longer have to search
alphabetically. They can type in a word or phrase, and it will appear on
the screen, together with features such as collocation information, more
corpus examples, a phrase-store, and even thesaurus-type word stores.
Students can also hear the words being spoken and, perhaps, record
themselves to compare with the spoken original (Harmer, 2015, p. 189).
+
Based on Harmer (2015), “When students use dictionaries, some teachers are frustrated by
their students' overuse of dictionaries, especially electronic dictionaries”.
They find that their students want to check the meanings of words at
any stage of the lesson, even when, for example, the teacher or some
other student is in the middle of saying something and had hoped for
the (other) students' full attention. This section encourages students to
use their dictionaries in appropriate circumstances because they are
such a valuable resource (Harmer, 2015, p. 246).
Students need to know when dictionary use is appropriate and

acceptable. When it is less useful, they need to understand that if they
overuse dictionaries when listening, they lose the benefit of hearing
English spoken naturally—and the opportunity this gives them to
practice their listening skills. However, teachers should also be
sympathetic to the students' desire to understand every word since most
people speaking a foreign language have this need (Harmer, 2015, p.
246).
Subtopic 4:
Computer and the Internet
Sharma and Motteram (2009) indicated that "What is a contender for a

methodology that is central to the world of technology and language
learning is that of blended learning” (p.7). Sharma and Motteram state
that there are a variety of ways, resources and platforms that teachers
use to convince society about the impact of the development of
pedagogy. It is also important to see teacher’s preparation, effort but
apart of that, admire their high capacity and rehearsal trying to refine
and go into details about student´s imperfect knowledge (Motteram G.
a., 2009).
+
Keeping in mind all the changes and the latest advances that give the students the opportunity
to get immersed in the language learning process and also, bearing the chance teachers and
students have to access quickly to any authentic audio and visual material.It is relevant to
consider to make changes to the traditional teaching.
I am a teacher, but also, I always put my feet as a student, based on the philosophy that I
have to give the best if I want the best.
Computer based presentation Technology
In addition to this point, it is also vital to highlight that “computers have changed the world of
classroom presentations forever” (Harmer, 2015, p. 186).
Those fortunate enough to have the money and resources for both
hardware and software. Crucial pieces of hardware are a computer, a
data projector, an interactive whiteboard, and tablets. Anything on our
computer screen can be shown to the whole class using a data projector
to put up an enlarged version of it on a screen or a white wall. It means
that all the class can see word-processed tasks simultaneously, or
teachers can project a picture, diagram, or map. For example,
presentation software, such as PowerPoint, increases our capacity to
present visual material (words, graphics, and pictures) dynamically and
excitingly. (Harmer, 2015)
Source: https://opentextbc.ca/teachinginadigitalage/wp-content/uploads/sites/29/2015/04/Computers-lots-2.jpg
+
Bates et al., (2019), in this paragraph, argued:

Many teachers and instructors avoid computers. The majority of them
worry that it may be used to substitute them or because they think it
results in a very computerized teaching and learning approach. It has
not helped by misinformed computer scientists, politicians, and industry
leaders who argue that computers can replace or reduce humans' need
for education. Both perspectives show a misconception of both the
culture and complexity of instruction and knowledge and the flexibility
and benefits that computing can bring to pedagogy (Tony Bates; Tony
Bates Associates Ltd.,; BC Open Textbook Project,; BCcampus., 2019).
Benefits
Bates et al. (2019), sustained some of the benefits of computing as a schooling

medium:
It is an effective teaching medium in terms of its uncommon pedagogical
markers, in that it can unite the pedagogical characteristics of text,
audio, video, and computing in an integrated way; (p. 291).
Its unique pedagogical features are useful for teaching many of the skills
students to need in a digital age; (p. 291).
Computing allows learners to have more power and choice in accessing

and developing their understanding and wisdom; (p. 291).
It allows learners to interact directly with learning materials and receive

immediate feedback, thus, when well designed, increasing the speed
and depth of their learning; (p. 291).
It helps anyone with Internet access and a computing device to study

or learn at any time or place; (p. 291).
It encourages regular and periodic communication between student,

instructors, and other students; (p. 291).
+
It is flexible enough to be used to sustain a wide range of teaching

doctrines and approaches; (p. 291).
It can sustain some of the 'grunt' work in evaluating and tracking the
student understanding, freeing up an instructor to focus on the more
complex forms of examination and interaction with students (p. 291).
Disadvantages
On the other hand, Bates et al. (2019), mentioned some the disadvantages of computing:
Many instructors often have no practice in or awareness of the strengths

and weaknesses of computing as a teaching medium; (p. 292).
Computing is overpromoted as an elixir for education; it is a powerful

teaching medium, but it needs to be operated and controlled by
educators; (p. 292).
There is an inclination for computer scientists and engineers to adopt

behaviorist methods to the use of computing, which not only alienates
constructivist-oriented teachers and learners but also underestimates or
underuses the real power of computing for teaching and learning; (p.
292).
Despite computing's power as a teaching medium, there are other

factors that teaching and learning needs. These aspects are probably
less than many teachers believe, but more than many supporters of
computer learning understand; (p. 292).
Computing needs the information and control of teachers and educators,

and to some extent learners, to determine the conditions under which
computing can best work as a teaching medium, and teachers need to
+
be in control of the determinations on when and how to use computing

for teaching and learning; (p. 292).
To use computing well, teachers need to work closely with other experts,
such as instructional engineers and the staff (p. 292).
Conclusion
As education is improving and innovating rapidly, teachers have to take advantage on it, and
it involves continuous teachers training. Classrooms at this time are not just the places where
students learn how to read or write, but how to apply the acquired knowledge into real life
and also how to further their interest and expertise. It shows that teachers to a great extent
have to be well prepared and trained.
+
What is the main problem faced when teachers use magazines and newspapers?
They are full of obscure headlines and an immense variety of vocabulary and grammar
structures. (Lancouchová, B. , 2006, p. 8).
What is the most important aspect of coursebook use?
The most important aspect is that they come with explicit teacher's guides, which provide the
lesson's procedures in the student's book and offer suggestions and alternatives, extra activities,
and resources.
Why newspapers and magazines are one of the best sources of information about
the host culture and the host society?
Because students generally learn the foreign language because they want to know more about
the people who speak it, the places where it is spoken, and the writings it has produced.
Name one benefit of teachers using computing.
Computing allows learners to have more power and choice in accessing and developing their
understanding and wisdom.
What is the main disadvantage of teachers using computing?

Many instructors often have no practice in or awareness of the strengths and weaknesses of
computing as a teaching medium.
+
Videos de apoyo:
Obtained on October 17, 2020, from https://web.stanford.edu/~efs/callcc/callcc-intro.pdf
Obtained on October 17, 2020, from

https://tell.colvee.org/mod/book/tool/print/index.php?id=643&chapterid=1026
Links de apoyo:
Media or technology?. Obtained on October 19, 2020, from
https://opentextbc.ca/teachinginadigitalage/chapter/8-6-media-or-technology/
Computing. Obtained on October 19, 2020, from

https://opentextbc.ca/teachinginadigitalage/chapter/computers-and-learning/
TO USE OR NOT TO USE COURSEBOOKS? Obtained on October 18, 2020, from

https://englishlanguagelearningstudio.wordpress.com/2018/02/19/to-use-or-not-to-use-
coursebooks/
Multiple uses of newspapers & magazines for ELT. Obtained on October 23, 2020, from
https://svetlanaurisman.wordpress.com/2013/12/09/multiple-uses-of-newspapers-magazines-
for-elt/
+
Harmer, J. (2015). The practice of English language teaching. Harlow: Pearson.
Krashen, S. (Februray de 2014). Is CALL Obsolete? Language Acquisition and Language Learning
Revisited in a Digital Age. Obtenido de http://www.tesl-
ej.org/wordpress/issues/volume17/ej68/ej68a1/
Macalister, J., & Nation, I. S. (2020). Language curriculum design.
Motteram, G. (2013). Innovations in learning technologies for English language teaching. British
Council 2013 Brand and Design/C607, pp. 1-7.
Motteram, G. a. (2009). International Journal of Emerging Technologies & Society. British Council 2013
Brand and Design/C607, vol. 7, ( No. 2), pp. 83-96.
Tony Bates; Tony Bates Associates Ltd.,; BC Open Textbook Project,; BCcampus. (2019). Teaching in a
digital age: Guidelines for designing and learning. Vancouver: Tony Bates Associates Ltd.,
[Victoria] : BCcampus, BCOpen Textbook Project 2019.
Torat, B. (20 de Julio de 2017). Obtenido de COMPUTER-ASSISTED LANGUAGE LEARNING:

http://web.warwick.ac.uk/CELTE/tr/ovCALL/booklet1.htm
Grundy, Peter. Newspapers. Oxford: Oxford University Press, 1993, ISBN 0 19 437192 1
Harmer, Jeremy. The Practice of English Language Teaching. Essex: Longman, 1991, ISBN 0582 04656 4
Lancouchová, B. (2006). Using Magazines and Newspapers in ELT with Interpersonal and Intrapersonal
types of Students. Retrieved 27 October 2020, from https://is.muni.cz/th/c3ata/
(Doff, 2007)
+
Topic 1: Evaluation criteria

Unit 4. – Evaluation of English teaching resources




+
TABLA DE CONTENIDO
TOPIC 1: Evaluation criteria ................................................................................................................ 5

Subtopic 1:.............................................................................................................................................. 9
Alternative Assessment and Alternative Assessment procedure ..................................................... 9
Definition of Alternative Assessment ................................................................................................... 9
Alternative Assessment ......................................................................................................................... 9
Alternative Assessment Procedures ................................................................................................... 10
Subtopic 2:............................................................................................................................................ 13
validity, reliability and objectivity. ..................................................................................................... 13
............................................................................................................................................................... 13
Reliability, or consistency.................................................................................................................... 15
Conclusion ...................................................................................................................................... 17
Subtopic 3:............................................................................................................................................ 18
Nontraditional form of Assessment: learners’ Autonomy ............................................................... 18
The Concept and Implementation of Alternative Assessment ....................................................... 18
Some Issues in Nontraditional or Alternative Forms of Assessment ............................................. 19
Nontraditional or Alternative Methods of Assessment .................................................................... 20
Conclusion ...................................................................................................................................... 20
+
✓ Competence 1
✓ Demonstrate the understanding of the concepts of the terms: Language
evaluation, assessment, measurement and testing.
✓ Competence 2
Understand and promote learner´s autonomy in the writing process and develop
one of the suggested techniques.
✓ Learning outcome 1: Demonstrate the understanding of the concepts of the terms:

Language evaluation, assessment, measurement and testing.
comprensión:
✓ Topic 1: Evaluation criteria

✓ Topic 2: Development of evaluation instruments
+
TOPIC 1: Evaluation criteria
Topic 1
Evaluation criteria
Subtopic 1:
Subtopic 3: Alternative
Nontraditional Assessment and
form of Assessment: Alternative
learners’ Subtopic 2: Assessment
Autonomy procedure
validity, reliability
and objectivity.
Figure 1. Topic 1. Evaluation criteria
Objetivo
Explain the principles of language evaluation through the analysis of English exams.
Introducción
According to Richards & Renandya (2012) in recent years, there has
been a growing interest in the application of assessment procedures
that are radically different from traditional forms of assessment. More
authentic forms of assessment, such as portfolios, interviews,
journals, project work, and self- or peer assessment have become
increasingly common in the ESL classroom (p. 335).
These forms of assessment are more student-centered. In addition to

being an assessment tool, they provide students with a tool to be
more involved in their learning, and give them a better sense of
control for their own learning. Also, authentic assessment procedures
(more popularly known as alternative assessment in some quarters)
provide teachers with useful information that can form the basis for
improving their instructional plans and practices. Interest in the use
+
of nontraditional forms of assessment in the classroom reflects the

changing paradigm in education in general and in second language
teaching in particular. The old paradigm is slowly giving way to a new
one, as exemplified below: (p. 335).
Old Paradigm New Paradigm

1. Focus on language 1. Focus on communication
2.- Teacher-centered 2. Learner-centered
3. Isolated skills 3. Integrated skills
4. Emphasis on product 4. Emphasis on process
5. One answer, one-way correctness 5. Open-ended, multiple solutions
6. Tests that test 6. Tests that also teach (p. 335).
Furthermore, Richards & Renandya (2012), examine authentic or

alternative assessment pro-cedures in terms of both theory and
practice.
Traditional forms of assessment can provide psychometrically valid

measures of students' performance, they often fail to provide the kind
of information that the typical classroom teachers are interested in,
namely, what the students can do in their second language. Because
of this, an alternative to the traditional forms of assessment has been
proposed in recent years. This has come to be termed alternafive
assessment, authentic assessment, or informal assessment. This new
form of assessment focuses more on measuring learners' ability to use
language holistically in real-life situations and is typically carried out
continuously over a period of time. In this way, a more accurate
picture of students' language profile can be obtained (Richards &
Renandya, 2012, p. 336)
In her paper, Huerta-Macias described alternative assessment

procedures, addresses key issues related to validity, reliability, and
+
objectivity, and explores the benefits of alternative assessment in

teaching and learning. Much has been written about how to teach
writing, but little has been done in the area of assessment and
response to student writing (Huerta-Macias, 1995)
Peñafloricla et al. discussed a number of alternatives as procedures

that second language can be used in their writing classes. These
include portfolio assessment, protocol analysis, learning logs, journal
entries, and dialogue journals. Each of these is explored in the context
of helping learners become more capable of taking charge of their
own learning. Responding to students' written work forms the second
part of the paper, in which she described a variety of techniques of
giving feedback on student writing, including self-response, peer
feedback, and teacher response (Peñaflorida, Richards, & Renandya,
2002)
Hingle and Linington described some of the problems teachers and

researchers face when designing a speaking test for young second
language learners of English and offer suggestions on how these
problems can be dealt with (Ishbel Hingle; Viv Linington; Jack C
Richards; Willy A Renandya, 2002).
DISCUSSION QUESTIONS
Before Reading
1. Discuss different types of assessment you are familiar with (e.g.,
multiple choice, true-false). How good are these tests for measuring
one's proficiency in the language? (p. 355).
2. How do you evaluate your students' composition? What aspects
(e.g., grammar, spelling, content, organization) do you take into
account when marking your students' papers? (p. 355).
3. What is the difference between a subjective and an objective test?
Which one do you usually use? What are some of the advantages and
disadvantages of these two types of test? (p. 355).
+
4. Do you agree that assessment is the sole responsibility of the

teacher? Why or Why not? (p. 355).
5. How can you involve students in assessing their learning? (p. 355).
6. How do you assess your students' speaking and listening skills? (p.
355).
7. How do you make sure that your assessment is valid and reliable?
(p. 355).
8. Is it better to assess students' language skills separately or
holistically? Why? (p. 355).
After Reading
1. According to Huerta-Macias, what are some of the problems
associated with the traditional mode of assessment? Do you
agree? (p. 356).
2. What is alternative assessment? How is it different from traditional
assessment? (p. 356).
3. Have you used alternative assessment? What are the main
strengths and weaknesses of alternative as sessment? (p. 356).
4. Define the following terms and discuss how one should take them
into consideration when designing a test: • reliability S validity S
objectivity (p. 356).
5. What does Huerta-Macias mean by "triangulation of data"? Within
the constraints of a typical ESL classroom, how can one go about
doing it? (p. 356).
6. Review the article by Penaflorida. How is nontraditional as related
to the development of learner autonomy? (p. 356).
7. What is portfolio assessment? How is this different from the
traditional form of assessing students' composition? (p. 356).
8. Discuss some of the differences between "dialogue journal" and
"journal entries." How useful are these tools for assessing
students' writing'? (p. 356).
9. What are the rationales for including self- and peer response in
your assessment? (p. 356).
+
Subtopic 1: Alternative Assessment and Alternative Assessment procedure
Definition of Alternative Assessment
Alderson and Banerjee (2002) defined alternative assessment as

formative, low stakes, less formal assessment procedures, gathered over
a period of time, having a beneficial washback, aiming at promoting
learning, as they are integrative and easily integrated in the classroom
(Alderson & Banerjee, 2002).
On the other hand, Suckra (2020), stated
Non-traditional assessment, also referred to as Authentic or

Performance assessment, aims at a different target. Authentic
assessment is “Engaging and worthy questions or problems of
importance, in which students must use knowledge to fashion
performances effectively and creatively.
Alternative Assessment
I was picking up my fourth-grade daughter after school one afternoon

when, as she jumped into the car, she exclaimed, "Mom. I've never in
my life had none of the above!" I thought for a moment and then
realized what she was talking about — a multiple-choice test. Sure
enough, as she continued to talk, she expressed her frustration at a
science test she had taken that afternoon. The teacher had decided to
add the choice of "none of the above" to several of the questions, a
choice my daughter had not understood. Never having seen it before on
a test, she decided that it meant that she was not to circle any of the
choices listed for the questions that offered "none of the above" as a
+
response. Consequently, she failed the test (Richards & Renandya, 2012,
p. 338).
Richards & Renandya (2012) reported that:
This anecdote illustrates one of the problems found in contrived tests

including standardized tests. In this case, the student knew the concept
being tested, but was unfamiliar with the language and format of the
test. Thus, her test-taking skills were what was lacking, not her scientific
knowledge. Other problems that have been discussed in the literature
with relation to traditional, standardized tests include forming on a
population unlike the one being tested and cultural and language biases
(p. 338).
In addition to this point, (Richards & Renandya, 2012), gave a contribution

highlighting “the testing situation itself often produces anxiety within the student
such that she is unable to think clearly” (p. 338).
The student may also be facing extenuating circumstances (e.g.,

personal problems or illness) at the time she is being tested, thus also
hampering her performance on the test. The problems associated with
traditional testing often mask what the student really knows, or, in the
case of ESL, what the student can do in her second language. What,
then, are the alternatives? How can we assess a student's acquisition of
a second language in a valid and reliable way? Are there alternatives
that can be adapted to all levels? (p. 338).
Alternative Assessment Procedures
Richards & Renandya (2012) reported that
Alternative assessment has been described as an alternative to

standardized testing and all of the problems found with such testing.
+
There is no single definition of alternative assessment. Rather, a variety

of labels has been used to distinguish it from traditional, standardized
testing. They also state that alternative assessment involves hard work
that do not follow to the traditional criteria of standardization (Richards
& Renandya, 2012, p. 339).
Alternative assessment is different from traditional testing in that it

actually asks students to show what they can do. Students are evaluated
on what they integrate and produce rather than on what they are able
to recall and reproduce. (Richards & Renandya, 2012, p. 339).
The authors Richards & Renandya (2012) denoted in the following section that
“alternative assessment provides alternatives to traditional testing” (p. 339).
(a) does not intrude on regular classroom activities; (b) reflects the
curriculum that is actually being implemented in the classroom; (c)
provides information on the strengths and weaknesses of each individual
student; (d) provides multiple indices that can be used to gauge student
progress; and (e) is more multiculturally sensitive and free of norm,
linguistic, and cultural biases found in traditional testing. Alternative as
procedures are nonintrusive to the classroom because they do not
require a separate block of time to implement them, as do traditional
tests. Moreover, the same day-to-day activities that a student is engaged
in (e.g., writing, role-playing, group discussion) are the basis for
alternative assessment. Thus, little or no change is required in classroom
routines and activities to implement alternative assessment. Because
alternative assessment is based on the daily classroom activities, it also
reflects the curriculum, unlike traditional, standardized tests that often
test skills incongruent with classroom practices (Richards & Renandya,
2012, p. 339).
Furthermore, Richards & Renandya (2012), also emphasized that

+
Because the data collected are based on real-life tasks, alternative

assessment provides information on the strengths as well as the
weaknesses of a student. A work sample, for instance, may tell an
instructor that a student's strong points are with the mechanics of
English but that she needs additional work on vocabulary and
organization of a written piece. Alternative assessment provides a menu
of possibilities, rather than any one single method for assessment. Thus,
student growth can be more reliably assessed because information from
various sources is included in the process. Finally, alternative
assessment procedures are multiculturally sensitive. They are
particularly suited for the diverse ESL populations because they are free
of those biases found in traditional testing. They are not normed
instruments, and they are based on student performance in real-life
tasks. Alternative assessment includes a variety of instruments that can
be adapted to varying situations (Richards & Renandya, 2012, p. 339).
Based on this, Richards & Renandya (2012) argued: “Although it is unlikely that any
one instrument will fit the needs of a given group of students” (p. 339).
The idea is to adopt and/or adapt existing instruments in such a way

that they reflect the goals of the class and the activities being
implemented in that classroom to meet those goals. Alternative
assessment procedures include, for example, the use of checklists of
student behaviors or products, journals, reading logs, videos of role-
plays, audiotapes of discussions, self-evaluation questionnaires, work
samples, and teacher observations or anecdotal records. The instructor
and students can collaboratively decide which procedures are to be used
for assessment in a given class. Individual students are also often given
the responsibility of selecting specific products of their work (published
pieces, for instance) on which they will be assessed (Richards &
Renandya, 2012, p. 339).
+
Source: https://youtu.be/MovBgZ0w1Rk
Subtopic 2:
validity, reliability and objectivity.
Source: https://youtu.be/1FY9vqFi3fI
Garcia et al. (1991) sustained that
Objections to alternative assessment are often voiced in terms of

validity, reliability, and objectivity — terms that have been most often
associated with standardized tests. The following questions focus on
these issues (respectively): • Does the test measure what it is supposed
to measure? • Is the test consistent in its measurement? • Is the test
unbiased? ( Georgia Earnest Garcia; P David Pearson; Illinois Univ.,
Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman,
Inc., Cambridge, Ma., 1991).
In addition to this point Garcia et al. (1991) also highlighted that

+
Proponents of alternative assessment do not suggest that these criteria

be overlooked, for any high-quality assessment must adhere to them.
Rather, the suggestion is that we apply new words that have been
borrowed from the literature on qualitative research. Concerns with
validity and reliability of assessment instruments have been addressed
in qualitative research through the use of the term trustworthiness. An
instrument is deemed to be trustworthy if it has credibility (i.e., truth-
value) and auditability (i.e., consistency) ( Georgia Earnest Garcia; P
David Pearson; Illinois Univ., Urbana. Center for the Study of Reading.;
Bolt, Beranek and Newman, Inc., Cambridge, Ma., 1991).
Alternative assessment represents the best of all worlds in that it looks

at actual performance on real-life tasks, such as writing, self-editing,
reading, participation in collaborative work, and doing a demonstration
in front of a group. The procedures in and of themselves are, therefore,
valid. Written work samples and published pieces in an ESL class, for
instance, will inform a teacher as to how well the student can write in
English. The pieces themselves will serve as evidence of the student's
ability to express his or her ideas in writing in an organized fashion, to
use appropriate mechanics, transitions, and vocabulary (Richards &
Renandya, 2012, p. 340)
What about reliability, or consistency? It follows that if a procedure is

valid, then it is reliable in that it will consistently produce the same
results if audited or replicated. The probability is very high, for example,
that a student's written retelling of a story will share the same, or at
least highly similar, characteristics in his or her writing from one week
to the next. Two instructors, or even the same instructor who is trained
in the use of a holistic evaluation scale, will more than likely find that
two pieces, written a week apart by a student, will exhibit similar
characteristics. Thus, the rater will assign the same or a similar score on
the scale because the descriptors that best fit the two pieces will most
probably be the same ones (Richards & Renandya, 2012, p. 340)
+
According to Garcia et al. (1991), the best way to follow in a correct way the process
of validity and reliability is:
• Propose many pieces of tasks that conduct to a similar result (p. 340).
• work with clear standards from specific broadcaster documents or
performance activities (p. 340).
• Keep an eye sporadically to guarantee that the evaluation is performed
consistently using criteria and standards (p. 340).
Reliability, or consistency
Figure 2 Triangulation od Dta: Alternative Assesment for ESL Public School Class. (taken from Methodology in Language
Teaching) (p. 341).
To Richards & Renandya (2012) “When applied to alternative assessment, triangulation refers
to the collection of data or information from three different sources or perspectives” (p. 340).
In the case of an ESL public school class, for instance, a teacher would
want to assess students' literacy development in English. In order to do
this, she or he could collect data that would paint a picture of each
student's growth by describing, for example, the student's (a)
background, (b) use of English (reading, writing, speaking, listening) in
academic tasks within the classroom as well as in situations outside the
class-room, and (c) ability to use literacy behaviors such as inferencing,
obtaining meaning from context, and skimming through a text before
reading it. In this case, the sources of data might be the parents, the
+
students, and the teacher. Data from the parents might include in-
formation gathered through conversations, surveys, or informal
interviews on the student's linguistic and cultural background, length of
residence, language(s) spoken at home, language(s) spoken with
friends, amount of reading in English, and the native language spoken
at home, among other items. From the student, the instructor might put
together a portfolio that includes data such as written work samples,
audiotapes of the student engaged in conversation, a video of a role-
play, a reading log, and self-evaluation sheets. The instructor would then
include his or her own perspectives by adding, for in-stance,
observations or anecdotes of events in the class that demonstrate
English proficiency, teacher journals, and checklists on performance.
(See Figure 1.) (Richards & Renandya, 2012, p. 342).
Richards & Renandya (2012), has noted that “Triangulation can be applied in
varying contexts” (p. 341).
Figure 3 Triangulation of Data: Alternative Assessment for Adults in a Workplace ESL Class . (taken from Methodology in
Language Teaching) (p. 341).
Consider, for example, an adult workplace literacy class focusing on

work-related English that will assist employees to more effectively carry
out their duties. Triangulation in this case might be achieved by
gathering data from the instructor, the student, and his or her employer
or fellow coworker’s information described earlier. The
+
employer/coworker might provide additional information on a student's

growth in ESL. This can be done by using surveys or informal phone or
personal interviews where the instructor asks about the student's use of
English in varying contexts at the workplace — such as at meetings or
informal discussions (Richards & Renandya, 2012).
Another concern that is often raised with respect to alternative

assessment is the lack of objectivity. Yet, even though standardized tests
are described as objective, the notion of objectivity has been challenged.
As humans, we all have biases, whether we are aware of them or not.
A standardized test merely represents agreement among a number of
people on scoring procedures, format, and/or content for that specific
test. In other words, these individuals are not really objective; they just
collectively share the same biases. Therefore, in this sense, a
standardized test is no more objective than an alternative assessment
instrument. One might argue, moreover, that quantitative data — as
from standardized tests — can be more subjective because the numbers
or statistics can be manipulated to reflect certain biases on the part of
the researcher. There is no reason, then, to consider alternative
assessment as being any less objective than traditional testing (Richards
& Renandya, 2012, p. 344)
Conclusion
The expert Richards & Renandya (2012) said:

In conclusion, I have discussed alternative assessment as consisting of
valid and reliable procedures that avoid many of the problems inherent
in traditional testing, including norming, linguistic, and cultural biases.
There is yet another advantage to the use of alternative assessment: It
has the power to tell a story. The data compiled on individual students
provide a clear picture of each student's development through the
various work samples and products collected. An educator who looks at
this picture can determine growth, areas of weakness, and areas of
strength. She can also inform herself about the student's background,
+
interests, and goals through his or her journals, compositions,

conversations, and observations. In short, the educator becomes
acquainted with this person. Thus, contrary to traditional testing, which
typically provides only a set of numbers, alternative assessment
documents a story for every student — and what is the ultimate goal of
evaluation if not to give us the knowledge to be able to reflect on,
discuss, and assist a student's journey through the learning process?
Alternative assessment gives us the power to do all three.
Subtopic 3: Nontraditional form of Assessment: learners’ Autonomy
The Concept and Implementation of Alternative Assessment
Grundy (1993) considered Nontraditional or Alternative Assessment “as an assessment based

on the assumption that knowledge is configured and constructed by the learner”.
The alternative assessment measures student performance in real

situations as close as possible to reality, through performing tasks and
assignments similar to those outside of school, where real assessment
prepares students for life. It is realistic because it requires the student
to accomplish tasks that have meaning, and needs in real life, and
includes solving life problems (Almadhoun, Mahmoud & Bakar,
Norsuhaily & Abdullah, Abdul Hakim, 2019, p. 415)
Source:https://offices.depaul.edu/center-teaching-learning/assessment/assessing-learning/Pages/non-traditional-assessment-
models.aspx
+
Based on Peñaflorida, Richards, & Renandya (2002)
The following questions are useful to start a discussion of

nontraditional forms of assessment and response to student
writing:
I . What direction should nontraditional forms of assessment for
writing take?
2. Should they be samples of daily work such as journal entries or
portfolio assessment?
3. Or, is the notion of general assessment completely out of
synchronization with the megatrends in education where
assessment and response to writing have become revolutionary?
To Peñaflorida, Richards, & Renandya (2002) “Not much change has been
undertaken in terms of approaches and classroom procedures”.
Some of the practices that many language teachers find difficult

to do away with are the following:
Teacher gives exercises and model paragraphs and essays for
students to imitate. If this is all that a teacher does, then she
hampers or impedes creativity on the part of the students (p. 344).
Some Issues in Nontraditional or Alternative Forms of Assessment
According to Grundy (1993), there are three issues that need to be attended: philosophical,
public and implementation issues.
Farr (1991, p. 80) believes that "philosophical problems of the role of

assessment are fundamental and need to be considered before any
assessment can gain popular support." What do teachers really want
assessment to do? (Richards & Renandya, 2012, p. 346)
+
public issues —the public may not be ready for nontraditional

assessment. For example, Farr believes that parents may not understand
innovative trends in education (p. 346).
Development and implementation issues are a third set of problems that
Farr posits. These issues are the crucial problems and they can be ironed
out with the help of research-based studies, conferences, seminars, and
the like (p. 346).
Nontraditional or Alternative Methods of Assessment
Huerta-Macias (1995) mentioned the following methods of alternative assessment: checklists,

journals, reading logs, videos, audiotapes, self-evaluation questionnaires, observations,
anecdotal records, and work samples.
On the other hand, Richards & Renandya (2012), mentioned some nontraditional or alternative
forms of assessment of classroom-based writing as for example:
• portfolio assessment (p. 347).

• protocol analysis (p. 347).
• learning logs (p. 347).
• journal entries (p. 347).
• dialogue journals (p. 347).
Conclusion
To conclude Hancock (1994) supported that
the use of alternative assessment on the grounds that in this way,

teachers have a wider range of evidence on which to judge students’
competence, language programs become more responsive to individual
differences, and students are equipped with lifelong skills, which
promote autonomy (Hancock, 1994, p. 5)
+
Based on Richards, make a comparison between Old Paradigm and New Paradigm.
Old Paradigm New Paradigm
1. Focus on language 1. Focus on communication

2.- Teacher-centered 2. Learner-centered
3. Isolated skills 3. Integrated skills
4. Emphasis on product 4. Emphasis on process
5. One answer, one-way correctness 5. Open-ended, multiple solutions
6. Tests that test 6. Tests that also teach (p. 335).
What is authentic assessment according to Suckra?

Authentic assessment is “Engaging and worthy questions or problems of importance, in which
students must use knowledge to fashion performances effectively and creatively (Suckra, 2020).
What are the three best ways to to follow in a correct way the process of validity
and reliability?
According to Garcia et al. (1991), the best way to follow in a correct way the process of validity
and reliability is:
• Propose many pieces of tasks that conduct to a similar result (p. 340).
• work with clear standards from specific broadcaster documents or performance activities (p.
340).
• Keep an eye sporadically to guarantee that the evaluation is performed consistently using
criteria and standards (p. 340).
What does alternative assessment measure?

The alternative assessment measures student performance in real situations as close as possible
to reality, through performing tasks and assignments similar to those outside of school, where
real assessment prepares students for life.
+
Videos de apoyo:
https://youtu.be/MovBgZ0w1Rk
https://youtu.be/1FY9vqFi3fI
Obtained on October 30, 2020, from https://offices.depaul.edu/center-teaching-
learning/assessment/assessing-learning/Pages/non-traditional-assessment-models.aspx
Links de apoyo:
Alternative Assessment: Definition & Examples. Obtained on October 30, 2020, from
https://study.com/academy/lesson/alternative-assessment-definition-examples.html
Using Non-Traditional Assessments. Obtained on October 30, 2020, from

https://susanfitzell.com/using-non-traditional-assessments/
Traditional assessment and non traditional assessment. Obtained on October 30, 2020, from
https://www.slideshare.net/BlackRimbaud/traditional-assessment-and-non-traditional-
assessment?from_action=save
+
Georgia Earnest Garcia; P David Pearson; Illinois Univ., Urbana. Center for the Study of Reading.; Bolt,
Beranek and Newman, Inc., Cambridge, Ma. (1991). Literacy Assessment in a Diverse Society.
Technical Report No. 525.
Alderson, J. C., & Banerjee, J. (2002). J. Charles Alderson and Jayanti Banerjee on language testing and
assessment: Pt. 2. (J. Charles Alderson and Jayanti Banerjee on language testing and
assessment.). Cambridge University Press.
Almadhoun, Mahmoud & Bakar, Norsuhaily & Abdullah, Abdul Hakim. (2019). The Issue of Alternative
Assessment on Students' Achievement from the Viewpoints of Teachers’ at Elementary
Schools in Gaza. . 8, 414-418. doi:10.35940/ijrte.B1072.0782S319.
Hancock. (1994). Alternative Assessment and Second Language Study: What and Why? Retrieved
October 2020, from http://www.eric.ed.gov
Huerta-Macias, A. (1995, December 07). Alternative Assessment: Responses to Commonly Asked

Questions. Tesol Journal, 5(1), 8-11.
Ishbel Hingle; Viv Linington; Jack C Richards; Willy A Renandya. (2002). English Proficiency Test: The
Oral Component of a Primary School.
Peñaflorida, A. H., Richards, J. C., & Renandya, W. A. (2002). Nontraditional Forms of Assessment and
Response to Student Writing: A Step Toward Learner Autonomy.
Richards, J. C., & Renandya, W. A. (2012). Methodology in language teaching: An anthology of current
practice. New York: Cambridge University Press.
Tsoukidou, V. (2O13). Implementing an alternative method of assessment. .
Alternative Assessment: Definition & Examples. (2019, April 17). Retrieved from
https://study.com/academy/lesson/alternative-assessment-definition-examples.html.
(Doff, 2007)
+
Topic 2 : Development of evaluation

instruments

Unit 4. – Evaluation of English teaching resources



+
TABLA DE CONTENIDO
TOPIC 2: : Development of evaluation instruments ....................................................................... 5

Subtopic 1:.............................................................................................................................................. 7
English Proficiency Test: The oral component ................................................................................... 7
Evaluating the Test .............................................................................................................................. 10
The use of ASR systems for oral proficiency assessments ............................................................. 11
Conclusion............................................................................................................................................. 12
Subtopic 2:............................................................................................................................................ 12
Technology in Classroom .................................................................................................................... 12
Subtopic 3:............................................................................................................................................ 14
The Internet for English Teaching ..................................................................................................... 14
GUIDELINES ......................................................................................................................................... 14
Consider carefully your Goals ............................................................................................................. 14
Think Integration ................................................................................................................................. 15
Do not Underestimate the Complexity .............................................................................................. 16
Provide Necessary Support ................................................................................................................. 17
The Internet for English Teaching Involve Students in Decisions ................................................. 17
Conclusion ...................................................................................................................................... 18
Subtopic 4:............................................................................................................................................ 18
World Wide Web Offers ...................................................................................................................... 18
World Wide Web Offers to ESL Teachers ......................................................................................... 19
Welcome To Exchange: An ESL Web Magazine ............................................................................... 20
Advantages of Electronic Medium Over Print ................................................................................... 20
Templates for Interactive Exercises .................................................................................................. 21
OTHER ESL LEARNING RESOURCES FOR THE WEB ....................................................................... 21
Consider carefully your Goals ............................................................................................................. 22
Think Integration ................................................................................................................................. 22
The Internet for English Teaching Involve Students in Decisions ................................................. 22
+
✓ Competence 1
✓ Demonstrate the understanding of the concepts of the terms: Language
evaluation, assessment, measurement and testing.
✓ Competence 2
✓ Understand and incorporate learner´s autonomy and develop one of the suggested
techniques.
✓ Learning outcome 1: Evidence understanding about alternatives and different

forms of assessment and create one test for a language class
comprensión:
✓ Topic 1: Evaluation criteria

✓ Topic 2: Development of evaluation instruments
+
TOPIC 2: : Development of evaluation instruments
Topic 1
Subtopic 1:
Development of
evaluation English Proficiency
instruments Test
Subtopic 4:
World Wide Web
Offers
Subtopic 3:
The Internet for Subtopic 2:
English Technology in
Teaching Classroom
Figure 1. Topic 2. :Development of evaluation instruments
Objetivo
Explain the principles of language evaluation through the analysis of English exams.
Introducción
According to Richards & Renandya (2012) “teacher or future teachers have to
know that analyzing and assessing correct level of any language of our students
is challenging”.
Many teachers feel contented setting pencil-and-paper traditional

tests, because they are used on it and they were taught to assess
students in that way. Because they are experienced and since they
are teaching for many years, marking written tests have made them
acquainted with the level of written competence pupils need in order
to succeed in a specific standard. However, teachers do not feel safe
when dealing with tests which need to analyze speaking or listening
skills. even though these skills are essential and they measure overall
linguistic proficiency. Although the English students (usually the L2
students, but L1 students as well) come from an oral rather than a
+
written culture, and so are expected to be more talented in this style

of communication (at least in their own language) speaking in English
may be (and usually is) a hard obstacle for them.
In addition to this point, Richards & Renandya (2012), contribute highlighting that
In high schools in particular, a low level of English may obstruct
students' acquisition of language knowledge and knowledge in
general. All teachers know that constructing and making a test is not
an easy task since it carries a lot of responsibility and it requires a lot
of time for teachers.
Richards & Renandya (2012), denoted “in recent years, the use of technological
aids, especially those related to computers, has increasingly become a common
feature of the classroom”. (p. 364)
There is no doubt that computer-based instruction will occupy a more

central role in the second language classroom in the future. However,
as we eagerly explore the potential that this new technology has to
offer to language learning, we should not lose sight of the fact that it
is the teacher, not the technology, who determines the quality of the
learning that takes place in the classroom.
Additionally, Warschauer and Whittaker in Richards and Renandya (2002)

examined “the use of the Internet for second language” (p. 368).
They present a set of guidelines for teachers who plan to integrate

computer technology in the classroom. As technology is rapidly
developing, the authors consider it advisable to provide a set of
guidelines which are applicable across a variety of computer network-
based tasks (p. 369).
+
Subtopic 1: English Proficiency Test: The oral component
Richards & Renandya (2012) examined “some of the problem areas described by
researchers when designing a test of oral production for beginning-level speakers
of English and suggested ways in which they may be addressed”.
HOW DOES ONE SET A TEST WHICH DOES NOT INTIMIDATE

CHILDREN BUT ENCOURAGES THEM TO PROVIDE AN
ACCURATE PICTURE OF THEIR ORAL ABILITY?
In replying to this question, one needs to consider briefly the findings of

researchers working in the field of language testing. "The testing of
speaking is widely regarded as the most challenging of all language tests
to prepare, administer and score," writes Harold Madsen, an
international expert. on testing (Madsen, 1983, p. 147). (Madsen, 1996)
This is especially true when examining beginning-level pupils who have
just started to acquire English, such as those applying for admission to
primary school (p. 354).
Theorists suggest three reasons why this type of test is so different from
more conventional types of tests.
First, the nature of the speaking skill itself is difficult to define. Because
of this, it is not easy to establish criteria to evaluate a speaking test. Is
"fluency" more important than "accuracy," for example? If we agree that
fluency is more important, then how will we define this concept? Are we
going to use "amount of information conveyed per minute" or "quickness
of response" as our definition of fluency? (p. 355).
A second set of problems emerges when testing beginning-level

speakers of English. which involves getting them to speak in the first
place, and then defining the role the tester will play while the speaking
+
is taking place. Relevant elicitation procedures which will prompt

speakers to demonstrate their optimum oral performance are unique to
each group of speakers and perhaps even unique to each occasion in
which they are tested. The tester will therefore need to act as a partner
in the production process, while at the same time evaluating a number
of things about this production (p. 355).
A third set of difficulties emerges if one tries to treat an oral test like any
other more conventional test. "In the latter, the test is often seen as an
object with an identity and purpose of its own, and the children taking
the test are often reduced to subjects whose only role is to react to the
test instrument" (Madsen, 1983, p. 159). (p. 355).
In oral tests, however, the priority is reversed. The people involved are
important, not the test, and what goes on between tester and testee
may have an existence independent of the test instrument and still
remain a valid response.
HOW CAN ONE ACCOMMODATE THESE DIFFICULTIES AND

STILL COME UP WITH A VALID TEST OF ORAL PRODUCTION?
Richards & Renandya (2012), stated that
In answering this question, especially in relation to the primary school

mentioned earlier, it would be good to refer to the experience teachers
had in designing such a test for the Open Learning Systems Education
Trust (OLSET) to measure the success of their English-in-Action
Programme with Sub B pupils. This program is designed to teach English
to pupils in the earliest grades of primary school, using the medium of
the tape recorder or radio.
To Brumfit (1984) “In planning this test, use fluency as basic criterion”
Students could participate in the following types of activities:

+
• an informal interview, to put the children at ease by getting than to

talk about themselves, their families, and their home or school lives
• a set of guided answers to questions about a poster, to test their
knowledge of the real-life objects and activities depicted on the poster,
as well as their ability to predict the consequences of these activities
• narratives based on packs of story cards, to generate extended
language in which the children might display such features as cohesion
or a knowledge of the English tense system in an uninterrupted flow of
speaking (p. 355).
Richards & Renandya (2012), reported “Instead of treating the situation as a "test,"
we asked testers to treat it as a "game”.
In these two píctures, the author suggested that teachers reflect on the action they
want to take. If they want to be a tester acting in a warm, friendly way and let
students the opportunity to be open and free but with the risk, they also can be
confused or if they want to work with a question bank where the test would be
guided and could have better results.
Figure 2. The interview (picture taken from Methodology in Language teaching) (p. 356).
+
Figure 3. Arriving at school. Questions for guided response (picture taken from Methodology in Language teaching) (p. 357).
Evaluating the Test
Richards & Renandya (2012) highlighted that oral production tests were more difficult in a
comparison with other kinds of evaluation tests.
The interview produced rather less language than the other subtests; it
also elicited rather learned chunks of language, which we called
"patterned responses." The guided responses, on the other hand,
produced a much greater variety of answers, couched in a fairly wide
range of grammatical structures. But even these responses consisted on
the whole of single words or phrases. Open-ended questions evoked
longer responses from the more able students, but seemed to confound
less able students. For example, the question "What can you see in the
picture?" produced the answer "I can see a car and a woman going to
the shop and a boy had a bicycle and the other one riding a bicycle"
+
from a bright pupil, but only "Boy and bicycle" from a weaker pupil.
Higher-order wh- questions such as "What do you think is in the
suitcase?" or "What will happen next?" seemed to produce only "I don't
know" responses from even the most competent pupils. They seemed
to lack the linguistic resources, or perhaps the cognitive resources, to
predict. or suggest answers (p. 358).
The use of ASR systems for oral proficiency assessments
Based on Christa Van der Walt, Febe de Wet & Thomas Niesler (2008),
ASR technology (Automatic Speech Recognition Systems) enables

humans to speak to computers. In countries such as the USA, UK, Japan,
and many European countries, research in the field of ASR has already
resulted in applications such as dictation systems and voice-operated
telephone services. In South Africa, ASR is a relatively new research area
and the resources that are required to develop applications are limited.
Christa Van der Walt, Febe de Wet & Thomas Niesler (2008) has noted that “The
use of these recognition systems was utilised for the assessment of students’ oral
proficiency”.
The possibility of spoken communication between humans and

computers has added a new dimension to computer-assisted language
learning (CALL) systems. ASR technology makes it possible to include
exercises that require speech production, such as reading, repeating and
speaking about specific topics, in CALL applications. ASR-enhanced CALL
systems usually fall into one of two main categories:
(1) systems that provide synchronous feedback on the quality of
pronunciation while students are working in a CALL environment2; and
(2) systems that provide global assessment of oral language proficiency
on the basis of a few sentences that are read or said by the student via
a telephone connected to a computer.
+
(3) Both these types of applications are quite different from the
Computerized Oral Proficiency Instrument (COPI) developed by ACTFL,
where the computer reacts to the examinee’s input, but the speech is
recorded and rated by human judges (Christa Van der Walt, 2008).
Conclusion
In summary Richards & Renandya (2012) suggested to teachers:
Do not be afraid to set such a test in the first place, draw on your own
materials to set a test appropriate for your group of testees, Keep the
factor of time constant for each test administration, give the testee the
opportunity to lead once he or she is at ease, do not allow factors such
as accent to cloud your perception of linguistic competence, rely on your
own instinctive judgment when assigning a value to Performance on
such a test and try to think of this value in terms of words rather than
marks (p. 359).
Subtopic 2:
Technology in Classroom
Source: https://youtu.be/HCi8rRfIw-8
Technology plays a very major role in the present world. It has many
applications in every field like transportation, forensics, architecture,
+
payments and many other fields. Any individual can take advantage of
it and use it effectively to gain benefits. In modern world, payments are
taking place digitally. This uses the technology involved in blockchain
and cryptocurrency. It allows the user to directly pay someone through
mobile phone. It is also used as a source for leisure activities like social
media and gaming. Also, online videos and courses helps many students
to gain knowledge and hence it contributes a lot in education sector too.
One of the main influences of technology is seen in the agricultural
industry. Genetically modified crops are created to obtain desirable traits
(Gupta, 2020).
To Gupta (2020), “Technology has globalized the world”
Students in the present world are open to all the technologies and they
use it in their daily activities. It not only helps them to reduce their work
but also gives them new ideas to develop another technology. Fitness is
now monitored through watches and bands. Many websites and portals
are available over the internet to make new friends which helps to
socialize. Web series and movies are streamed directly over the internet
for entertainment. The biometric machines are invented which are used
in schools and workplaces for the purpose of attendance.
In addition to this point, Warschauer and Whittaker gives a contribution highlighting

the importance of considering the guidelines, which conform to sound pedagogical
principles.
Goals. As in other instructional activities, the first thing for teachers to
do is to clarify their goals. Once the aims are specified, appropriate tasks
and activities can be designed (p. 362).
Integration. For best results, computer-based activities should be
integrated into the course curriculum as a whole (p. 362).
Technical support. Although many students are quite knowledgeable
about the computer, sufficient support should be provided to avoid
problems of a technical nature (p. 362).
+
Learner-centered teaching. As much as possible, teachers should

involve learners throughout the entire instructional process. Involving
the students in deciding on the class direction is likely to create the kind
of classroom atmosphere that promotes optimal learning (p. 362).
Based on this, (Richards & Renandya, Methodology in language teaching: An

anthology of current practice., 2012) concluded by providing an illustration of how
these guidelines help a teacher deal with her new computer-based writing class.
Subtopic 3: The Internet for English Teaching
Source: https://youtu.be/VCkQc0d5sT
The expert Warschauer (2002), said “dozens of teachers around the world who have used the
Internet in language teaching”
Few common guidelines emerge that can assist teachers in successfully
planning and implementing network-based learning projects.
GUIDELINES
Warschauer (2002) mentioned "technology is developing so rapidly that it can often
be difficult or even overwhelming to harness somewhat like trying to get a drink of
water from a gushing fire hydrant". To make effective use of new technologies,
teachers must:
Consider carefully your Goals
There are so many ways to integrate the Internet into classroom

instruction, it is important for the teacher to clarify his or her goals. If,
for example, one of the teacher's goals is to teach students new
+
computer skills, the teacher may want to choose Internet applications

which will be most useful outside of the classroom, with activities
structured so that students steadily gain mastery of more skills. If the
immediate goal is to create a certain kind of linguistic environment for
students, once again, the teacher should consider what types of
language experiences would be beneficial and structure computer
activities accordingly. If the goal is to teach writing, Internet activities
should be structured so that they steadily bring about an increase in the
types of writing processes and relationships essential to becoming a
better writer (Richards & Renandya, Methodology in language teaching:
An anthology of current practice., 2012, p. 369).
Think Integration
Richards & Renandya (2012), emphasized that
Most teachers who have used the Internet have started out with some
kind of simple key pal (computer pen pal) exchanges. And most teachers
who have used these exchanges have felt something lacking. Simply
put, there is no more reason to expect a significant educational outcome
from simply creating a pen pal connection than there is from simply
bringing two students into a room and asking them to talk. Over time,
greater involvement on the teacher's part in creating learning activities
that create sufficient linguistic and cognitive demands on the student is
needed to get maximum benefit from Internet exchanges. And, as a
number of people have noted, this teacher intervention is most
successful when it brings about activities and projects that are well
integrated into the course curriculum as a whole (p. 369).
On the other hand, Warschauer (2013) said:

+
When the e-mail classroom connection processes are truly integrated

into the ongoing structure of homework and classroom interaction, then
the results can be educationally transforming.
Do not Underestimate the Complexity
Most English teachers, even those who consider themselves computer

novices. have several relative advantages when learning to use the
Internet. They are in most cases skilled at English, experienced at typing
or keyboarding, and have some basic computer literacy (i.e., they
probably have at least used a computer for word processing). ESL
students, on the other hand, at least in some cases, may lack these basic
prerequisites. Although we have had students who are quite experienced
with computers, we have also had students who had seldom used a
computer; lacked basic knowledge such as how to operate a mouse or
open a folder; and lacked the vocabulary, reading, and listening skills to
follow instructions for using the computer. Beyond these issues of
learner preparation, there are a number of other complexities in
introducing Internet-based activities in the ESL classroom. Activities in a
single class may be dependent on scheduling the computer lab, and on
students finding computers outside class time to continue their activities
(Richards & Renandya, Methodology in language teaching: An anthology
of current practice., 2012, p. 370)
In this paragraph, (Richards & Renandya, Methodology in language teaching: An anthology of

current practice., 2012) argued:
Hardware and software can malfunction and computer systems can be.
down. Students' schedules might not permit them to return to the
computer lab at a time when computers are available to complete their
assignments. Exchanges between classes are even more complex. The
partner class might have absent students, or might not meet in a
particular week because of holidays or other activities in that location.
The partner teacher might not have the same understanding of the
+
nature of the exchange, and working through differences can cause

further delays. It is better to start small and to create the kinds of
activities which have a direct purpose and are well integrated into
classroom goals. If these activities prove successful, you can build from
there and attempt a more ambitious plan the following semester (p.
370).
Provide Necessary Support
Mindful of the complexities which can arise in Internet usage, teachers

need to provide support sufficient to prevent students from being
overwhelmed by difficulties. This kind of support can take numerous
forms: creating detailed handouts that students can refer to when class
is finished and the teacher's personal help is not accessible; building
technology-training sessions into the class schedule, not only in the
beginning but on an ongoing basis; working with the computer center
to set up log-on systems and other procedures which are as simple and
intuitive as possible; assigning students to work in pairs or groups, both
in and out of the lab, so that they can provide assistance to each other;
providing details to students about how and when they can get
assistance from technology specialists or others on campus outside of
class; and being available to help students at times when they are most
likely to need it (Richards & Renandya, Methodology in language
teaching: An anthology of current practice., 2012, p. 371).
The Internet for English Teaching Involve Students in Decisions
This might involve anonymous surveys, class discussions, or similar

means of involving students in expressing their opinions about the
process of implementing technologies. Beyond that, though, the nature
of computer-mediated communication is that it creates opportunities for
more decentered interaction. To fully exploit these opportunities, the
teacher must learn to become a "guide on the side" rather than a "sage
+
on the stage." A situation which is based on communication between

students, but in which the students have little say over the topics or
outcomes of that communication, is not likely to lead to the kind of
atmosphere optimal for language learning. Teachers' con-tributions in a
learner-centered, network-enhanced classroom include coordinating
group planning, focusing students' attention on linguistic aspects of
computer-mediated texts, helping students gain metalinguistic
awareness of genres and discourses, and assisting students in
developing appropriate learning strategies (Richards & Renandya,
Methodology in language teaching: An anthology of current practice.,
2012, p. 371).
Conclusion
Guidelines can provide some assistance to teachers attempting to

optimally combine their own goals, their students' needs, and the power
of the to classroom (Richards & Renandya, Methodology in language
teaching: An anthology of current practice., 2012).
Subtopic 4:
World Wide Web Offers
Based on Richards & Renandya (2012)
From the viewpoint of English language instruction, an added advantage

is the fact that at present, Web documents, which cover a huge set of
subject matters, are mostly written in English, with new documents
continually appearing. The Web thus offers a rich database of authentic
material. We have been examining how this new medium can be utilized
for ESL instruction. We have learned that the Web is not only a
tremendously effective means for disseminating instructional materials,
but that it can also provide a context for efficient collaborative materials
development.
+
World Wide Web Offers to ESL Teachers
There are large amounts of resources but there is no official list. Anyone
who has an Internet connection can put a new resource on line at any
moment without telling anyone. The trick is finding out what is available.
You can use a number of tools to find resources on your own. Note that
the Internet is dynamic. The Internet resource is about four years. Lately
there has been an increase in the number of resource lists on the World
Wide Web. These online directories can be selective or exhaustive, but
they are the most up to date information sources available. Many of
these lists seek submissions of new resources from users and often
provide search capabilities for their resource databases (Martin Malčík,
2002).
On the other hand, (Martin Malčík, 2002), stated “The popularity of the World Wide
Web has not slowed since the introduction of Mosaic in 1993”.
It is the fastest growing and largest part of the Internet services. Most
new resources on the Internet are put up as WWW resources. The main
resources can be divided into the following groups:
The World Wide Web
Archie
Gopher
The Global Network Navigator (GNN)
Yahoo and others that are not specified (Martin Malčík, 2002, p. 20).
+
Welcome To Exchange: An ESL Web Magazine
Richards & Renandya (2012) reported that:
ESL students write about aspects of their cultures such as birthdays in

Germany, weddings in India, and old men in Korea. The Current News
and Events section reports events that are currently happening in
various countries in the world. In the Stories section, ESL students
develop exciting chain stories. The topics of these sections reflect what
we perceived to be important preoccupations of ESL students and were
intended to encourage contributions from readers. There are also an
English idiom bank and links to an online dictionary and some ESL
newsgroups. To enable users to find what they need with a minimum of
effort, EXCHANGE aids its readers by offering a built-in search capability
such that users can type in key words in order to locate specific materials
(p. 375).
Advantages of Electronic Medium Over Print
Nevertheless, EXCHANGE has proved to have substantial advantages

over a traditional paper magazine. Communication between editors and
writers is through E-mail. All the contributions are submitted and
published in electronic form, which makes it easier and faster to get the
work done and possible to post new material as soon as it is available.
Color pictures, audio, and even video can be presented as inexpensively
as text. Archival material is easy to maintain and retrieve. Perhaps most
important, it is possible to build a wide audience without extensive (and
costly) promotion and advertising. As soon as EXCHANGE went online,
standard Web search facilities introduced it to the ESL community, and
the magazine can soon be linked to various other ESL sites. Readership
grew almost overnight to more than one hundred readers per day from
more than forty different countries (Richards & Renandya, Methodology
in language teaching: An anthology of current practice., 2012, p. 377)
+
Templates for Interactive Exercises
The authors Richards & Renandya (2012) denoted in the following section that
“Besides the structuring of multimedia materials, attaining adequate interactivity is
another problem for Web-based instruction”
The greatest hurdle for HTML authors is without doubt the cumbersome
process required to create interactive activities. Web forms do provide
instructionally useful input formats such as scrolling and non scrolling
text areas, check-box buttons, radio buttons, and pop-up menus. On the
other hand, forms have serious drawbacks, a major one being that
creating exercises generally requires tedious HTML programming. What
is needed is a way to author popular exercise types such as multiple
choice, doze, written response, free response, point-and-click glossary
help and annotation, and so on, without using HTML. This can be
accomplished neatly with the aid of JavaScript, a simple programming
language supported by Web browsers (p. 378).
OTHER ESL LEARNING RESOURCES FOR THE WEB
To conclude and summarize the different uses of ESL LEARNING RESOURCES

Richards & Renandya (2012) indicated that
Our experiments are in no way unique. Web-based ESL materials are

under intensive development at many locations. Most English language
centers and intensive English institutes now maintain their own Web
pages as a way to advertise their programs. Many ESL teachers have
devoted their time and energy to developing various TESOL resources
on the Web, some intended for ESL teachers, others for ESL learners.
Resources for teachers include Web magazines such as the Internet (p.
378).
+
What are the types of activities in which students could participate in an English
Proficiency Test ?
Students could participate in the following types of activities:

• an informal interview, a set of guided answers to questions about a
poster and narratives based on packs of story cards.
According to the Guidelines what are the 4 points teachers need to consider?
Goals, Integration, Technical support and Learner-centered teaching.
The main resources can be divided into:
The World Wide Web

Archie
Gopher
The Global Network Navigator (GNN)
Yahoo and others that are not specified (Martin Malčík, 2002, p. 20).
According to Warschauer (2002) to make effective use of new technologies,
teachers must:
Consider carefully your Goals

Think Integration
Do not Underestimate the Complexity
Provide Necessary Support
The Internet for English Teaching Involve Students in Decisions

+
Videos de apoyo:
https://youtu.be/erZ3IyBCXdY
https://youtu.be/F9HTUrrq93o
https://youtu.be/pAfnia7-rMk
Roles of the Internet and the World Wide Web in Education. Obtained on November 5, 2020,
from https://techyteacher.school.blog/2018/10/25/roles-of-the-internet-and-the-world-wide-
web-in-education/
Is online learning the future of education?. Obtained on November 5, 2020, from

https://www.britishcouncil.org/anyone-anywhere/explore/web-for-all/future-education
10 Reasons Today’s Students NEED Technology in the Classroom. Obtained on November 5,

2020, from https://www.securedgenetworks.com/blog/10-reasons-today-s-students-need-
technology-in-the-classroom
Links de apoyo:
The World at Your Fingertips: Education Technology Opens Doors. Obtained on November 4,
2020, from. https://www.edutopia.org/world-your-fingertips
7 High-Impact, Evidence-Based Tips for Online Teaching. Obtained on November 4, 2020,

from https://www.edutopia.org/article/7-high-impact-evidence-based-tips-online-teaching
The Internet for English Teaching: Guidelines for Teachers. Obtained on November 4, 2020,
from http://iteslj.org/Articles/Warschauer-Internet.html
+
Brumfit, C. (1984). Communicative methodology in language teaching: The roles of fluency and
accuracy. . Cambridge University Press.
Christa Van der Walt, F. d. (2008). Oral proficiency assessment: The use of automatic speech
recognition systems. Southern African Linguistics and Applied Language Studies - SOUTH AFR
LINGUIST APPL LANG. (26. ), 135-146. doi:10.2989/SALALS.2008.26.1.11.426.
Gupta, S. (2020). TECHNOLOGY FOR MODERN CLASSROOM TEACHING. .
Madsen, H. S. (1996). Techniques in Testing. Oxford University Press.
Martin Malčík, N. P. (2002). The World Wide Web in learning and teaching.
Suckra, R. (30 de October de 2020). Traditional vs Non-traditional Assessment.docx. Obtenido de

https://www.academia.edu/28127375/Traditional_vs_Non_traditional_Assessment_docx
Warschauer, M. (14 de January de 2013). Comparing Face-To-Face and Electronic Discussion in the
Second Language Classroom. Calico Journal(13), 7-26.
Warschauer, M., Whittaker, P. F., Richards, J. C., & Renandya, W. A. (2002, January 1). The Internet for
English Teaching: Guidelines for Teachers. 368-373.

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Topic 1: English teaching resources.

Learning Experiences: Learning Outcomes Evaluation, Resources

Unit 1. – Didactic resources

Este compendio recoge textualmente documentos e información de varias fuentes debidamente

Se lo utilizará únicamente con fines educativos.

Este compendio recoge textualmente documentos e información de varias fuentes debidamente

Se lo utilizará únicamente con fines educativos.

Este compendio recoge textualmente documentos e información de varias fuentes debidamente

Se espera que a través de los temas estudiados en la presente Unidad; los

estudiantes logren las siguientes competencias:

Se espera que a través de los temas estudiados en la presente Unidad; se logre

alcanzar el siguiente Resultado de Aprendizaje:

✓ Topic 1: Design of English teaching resources.

TOPIC 1: Design of English teaching resources.

Subtopic 4: Topic 1 Subtopic 1:

Figure 1. Topic 1. Design of English teaching resources.

DESARROLLO DE LOS SUBTEMAS DEL TEMA 1

Subtopic 1: Didactic Resources: Importance and Characteristics

The meaning of material in language teaching and learning is intended

Trainers can use accessible learning materials such as textbooks or

Materials should achieve impact

According to (Tomlinson, 2013, pág. 8), material development is everything made

by people (teachers, writers, researchers, learners) to give and use information

to promote the learning process.

Materials should be:

Innovative (e.g., curious topics, different designs, and exciting tasks);

Variable (e.g., not monotonous, using different text-types taken from

Eye-catching (e.g., applying cute colors and excellent photographs):

The Importance of Learning Materials in Teaching

For the Ministry of Education, Guyana (2016), Materials provide:

Student Learning Support

The structure of a lesson

Types of Teaching Aids

Audio - Visual Aids

Textbooks: Advantages and disadvantages

Figure 1. Teacher-students relationship

Materials as components of the curriculum

Fig. 2. Richards, & Renandya, Methodology in language teaching: An anthology of current

The resources and facilities

Personal confidence and competence

These factors will define an individual teacher's enthusiasm to undertake on materials

• other materials from other texts

Guidelines for Designing Effective English Teaching Materials

Guideline 2: Materials should stimulate interaction and be generative in terms of

2. Someone to communicate with-

3.Some interest in the outcome of the communication.

Guideline 3: West Germanic language teaching materials should encourage learners

Guideline 5: English language teaching materials should offer opportunities for

Guideline 6: English language teaching materials should be authentic

Guideline 7: English language teaching materials should link to each other to

Guideline 9: English language teaching materials should have appropriate

Guideline 10: English language teaching materials should be flexible

Books, workbooks, worksheets, readers, cassettes, audios, videos, or computer-based

What is the definition of curriculum?

it talks about planning, implementing, and evaluating.

What do Learning materials provide?

Student Learning Support and the structure of a lesson.

What are the types of teaching Aids?

They can be classified as visual, audio- and audio-visual aids.

Name 3 factors that some teachers consider important.

Time, size and proficiency of the class.

as the basis for a language program?

representative of real language use.

The guidelines are presented just to guide not as a rule.