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IES en Lenguas Vivas JRF Materials Design - 2nd Term 2013 Guided by María Laura García Students: Cynthia

Southwell & Paula Leonard Due date: October 1st, 2013 Assignment 4: Materials Writing - Collaborative Work in Googledocs Identification Stage: When we were assigned the handout on Global Warming, we noticed that it was not an effective one if we wanted to use a communicative approach in our lesson. Most of the handout deals with exercises to be completed individually, and when it comes to questions for the students to discuss in groups, most of them deal with issues for which the students might have no clue on how to answer (i.e., there is no direct evidence on the text from where to take information and the students are basically asked to “invent” their answers). Furthermore, the newspaper article provided for the students to read and complete the handout is not at all appealing, including only two columns of text and no images whatsoever. It looks dull and heavy, and will certainly disencourage most of the students when taking a first glance at it. We considered the topic to be an interesting one to work in the class, so we decided to create a whole new handout on the same topic, aimed at 6th Form students in a Bilingual school. we wanted to include Exploration of Need: In order to work in a communicative manner, we needed to include more instances of debate and whole-group discussion and sharing, as well as collaborative work. At the same time, we thought of the need to work with authentic material to allow the students to work on English used in a natural and real way. With this same purpose, we thought of

including different sources (newspaper articles, comic strips, charts and infographics) in order that the students observed the different uses and registers of English even when dealing with a same topic. Instead of focusing on vocabulary and grammar structures as the original handout did, we decided to focus on other comprehension skills such as selection of arguments, organization of ideas in a mind-map, debating, drawing out of conclusion, etc. For this purpose, we needed to search for suitable material on the web discussing different points and views on Global Warming. Contextual Realization of Materials: We looked for suitable material for our students to work with according to their level of English, their age, and the type of information we thought they would need to carry out the different tasks. We took into account that the information the articles, comic strips, charts and infographics provided had to be updated and understandable.

Pedagogical Realization of Materials: We decided to reduce the amount of exercises and have the students work more thoroughly on each one. There is plenty of group work and wholeclass sharing. Furthermore, all instructions are clear and to the point, and they include guides and aids (both written and visual) for the kids to accomplish each task. There is even an extra handout explaining step by step how to prepare for a debate, as the students are asked to do. The students are also introduced to different formats to present information, and they are asked to experience with most of them. All exercises are followed by some kind of sharing in which the students have to defend their standpoint and, in such way, work on their communicative skills and use of English with a real purpose. Physical Production: The aim of the physical appearance of the handout was, first and foremost, to make it appealing and readable. We chose to write the exercises as part of a newspaper’s front page, having short and clear instructions, legible images and noticeably separate exercises. The font chosen is both legible and decorative, and there is plenty of “empty” space so as to make it “lighter”. As regards the extra material, we also attempted at choosing appealing sources, innovative, and with lots of colours and a balance between text and visuals. Although we still should get all hard copies in order to check the printed versions are as readable and attractive as the virtual ones, we think that, all in all, the physical production is quite clear and alluring. Dear Cynthia and Paula, the explanations are clear and you could integrate a variety of resources (comic strips, an infographics, some charts). Well done! I would have in instruction 1: Take a loot at the following images and discuss in groups.