Material Design

Need Analysis and Material Proposal

Prof. Liseth Vergara

Students: Carlos A. Orozco, Juan S. Vélez and Alex Botet.

Evidences

1. Necessities: in order to identify the necessities of the students from Maria Reina de

la Paz School, located in Santa Catalina, Bolivar which is a private school, the

target grade is fifth, we made a documentary review from the DBAS for elementary,

of course grade fifth, because is the only available source that the teacher has to

implement in his teaching practices, the Colombian Ministry of Education suggest

for this grade an according to common European framework at the end of the grade

get a A1.1 in language competence, they divide the material into 4 modules.

a. Module 1: Heath and life (I respect my body) Time: 18 – 20 hours.

CONTENIDOS SUGERIDOS

VOCABULARIO

Vocabulario para Actividades cotidianas La hora / Telling the

repasar: y pasatiempos / time

Hobbies and daily

- Módulo 2 de 3º: La activities Half past / and a half /

hora (en punto) thirty 7:30 - It’s half past

- Repaso de números del -Wake up, have a bath, seven / It’s seven and a

1-1000 have breakfast, brush half / It’s seven thirty a

-Módulo 1 de 3º: Partes my teeth, go to school, quarter past 8:15 - It’s a

del cuerpo do the homework Tidy quarter past eight a

the room, clean the quarter to 9:45 - It’s a

room go to the park, quarter to ten.

play soccer, play video

games Expresiones de disculpa

o rechazo / Expressions

Relaciones /

Relationships Of apology or rejection

Do not / I don’t like it

Brother, sister, uncle, Stop it! / I do not want to

aunt, grandmother, I’m sorry / Excuse-me

grandfather, best friend, I can not

etc.
Gramática para Inglés en la práctica Sociolingüístico/

repasar Intercultural

What time do you wake

- Módulo 1 de 4°: up? Expresiones de rechazo o

adverbs of frequency I always wake up At disculpa.

(always, every day, seven o’clock!

sometimes) We have to brush our

- Módulo 1 y 4 de 4º: teeth after every meal.

Conectores We have to wash our

- Módulos 1 y 2 de 1º: hands before we eat.

Adjetivos posesivos

my/your/his/her Módulo

2 de 3º: Adjetivos

posesivos our/their

Gramática

Pronombres posesivos /

Possessive pronouns

mine, yours, ours, theirs,

his, hers

Preguntas de

información /

Information questions

What do you do in the

morning?

(Wh-questions)Where /

what / who
b. Module 2: Coexistences and Peace (I take care of my language) Time: 18 –

20 hours.

VOCABULARIO

Vocabulario para Adjetivos - Sinónimos Expresiones de

repasar: y antónimos Adjectives rechazo / Expressions of

- synonyms and rejection

- Módulo 2 de 4°: opposites

Descripciones de Stop it!

personas - Módulo 1 de Pretty = beautiful Cut it out

5º: Expresiones de Fat = heavy / thin = slim Not cool

disculpa Short / tall That was not funny

Kind / rude That’s bullying

polite / impolite

Intelligent = clever = Expresiones de disculpa

smart Rich / poor / Expressions of apology

Catholic

Protestant It was not my intention

Baptist You are right, sorry

Mormon Sorry if I offended you

Gramática para Inglés en la práctica Sociolingüístico/

repasar Intercultural

Juan´s eyes are brown.

- Módulo 1 de 2°: In my community men Reconocimiento del error

Simple present e.g. She work as bricklayers. cometido

is a smart girl In my opinion, That was

not funny.

Gramática You are right, sorry.

Plural forms Hey Marcela, that’s not

funny

Man / Men

Woman / women

Child / children

c. Module 3: Environment and Society (We are the same) Time: 18 – 20

hours.

VOCABULARIO

Vocabulario para Adjetivos / Adjectives Expresiones para

repasar: hablar de sus

big / small pasatiempos /

- Módulo 4 de 2°: clean / dirty Expressions to talk

old / modern about hobbies

Celebrations Quiet / Noisy

Sustantivos/ Nouns Tourist Urban / Rural What are your hobbies?

What do you do in your

Race Gender Religion free time?

Culture Socio economic I play soccer…

class I read a book…

I watch tv…

Expresiones para

comparar sus

características con las

de sus compañeros /

Expressions for

comparison

I am taller.

She is the tallest.

They are richer than us.

Gramática para Inglés en la práctica Sociolingüístico/

repasar Intercultural

Medellín is bigger than

Módulo 2 de 5º: Santa Marta. Respeto por las

Comparativos It is a modern city. diferencias y por los

The school is dirty. contextos sociales.

Gramática This is the country. It is

beautiful.

Comparativos y It is cleaner than the

 superlativo – cities and quieter. I like

Comparativos de una it.

sílaba

This country is bigger

than The city is noisier

than the country.

- Enseñar comparativos

y superlativos de dos o

más sílabas e irregulares

It is the best/worst

Medellín is the most

modern city in

Colombia.

d. Module 4: A Global Village (We are well informed) Time: 18 – 20 hours.

VOCABULARIO

Vocabulario para Vocabulario relacionado Expresiones para hablar

repasar: con los medios de de preferencias /

comunicación / Mass Expressions to talk about

- Módulo 1 de 1º: media vocabulary preferences

Palabras que indican

secuencia first, then, next, Television network, radio, I prefer to…

last newspapers, reality shows I prefer

- Módulo 4 de 3°: Buenas soap opera, documentary

prácticas sobre el uso de local news, news Expresiones para hablar

la tecnología y sus programmes music de acciones pasadas /

elementos. programmes, articles Expressions to talk about

the past

Expresiones para narrar

/ Vocabulary for I used to play soccer but

narrating now I…

My grandparents did not

One day… have computers to be

When I was younger… informed...

Then…

Finally…
Gramática Inglés en la práctica Sociolingüístico/

Intercultural

Pasado simple (verbos When I was younger I

regulares) used to play soccer but Valoración de la

Used to now I play basketball. información recibida por

Questions in the past: I love reality shows. diferentes medios.

Did you…? My grandparents did not

Did he...? have computers, they used

What did you do last radios to access

 Saturday? information.

I walked around the park.

2. Lacks: through several class observation we noticed that they did not take the

subject properly, first, there was not an English teacher in the institution, they took

English classes only one hour per week, the topics were very basic, for example,

numbers from 1 to 20, some colors, vowels, and some consonants, the teacher did

not use audios or videos in his teaching practices, that is why we can say that the

students have a great lack of knowledge base on the suggestion from DBAS in order

to acquire the level A1.1 at the end of the scholar year. They supposed to use the

language communicatively, but after doing the documentary review, we could

notice that students do not really reach the objectives established by DBAS for each

module, having said that all the content suggested for fifth grade the students are not

going to be able to reach due to the lacks we can observe they have.

3. Wants: we interviewed the students asking them a few questions about what they

want to learn:

a. What would you like to learn about? (field)

b. What would you like to learn? (skill)

c. How would you like to learn? (method)

They answered by saying to us what they would like to learn about technology, the

competences they want to develop are speaking and listening; through reading.
In conclusion, according to the techniques that we applied in order to carry out the need

analysis for this grade, we consider that the most profitable material for them is to design a

book which includes the required knowledge for their grade, and develop the

communicative skills of the students.

Material Proposal

1. Description and justification of the Material Proposal: base on the need analysis

result, we consider that the suitable material for fifth grade student’s necessities is to

design a book for several reasons. First, it would not be profitable to create an e-

book, due to the fact that both the institution and students do not have access to a

good internet connection; second, implementing a game would not fit the student’s

wants because of the student’s interests in reading. The book will consist on: four

unit, each unit will have three or four lesson, in each lesson we can find an

introductory dialogue about the main topic, when the students can interact between

them, vocabulary related with the topic, some exercises to practices in class, and

homework to reinforce the learning.

2. Teaching Methodology: for this material, we decided to implement four teaching

approaches: CLT, CLL and AUDIOLINGUAL.

Audio-Lingual Method: The Audio-Lingual Method, is an oral-based approach it

emphasizing vocabulary acquisition through exposure to its use in situations, the

Audio-Lingual Method drills students in the use of grammatical sentence patterns. It

was thought that the way to acquire the sentence patterns of the target language was
through conditioning- helping learners to respond correctly to stimuli through

shaping and reinforcement. Learners could overcome the habits of their native

language and form the new ha bits required to be target language speakers.

Techniques: dialog memorization, backward build-up (expansion) drill, repetition

drill, chain drill, single-slot substitution drill, multiple-slot substitution drill,

transformation drill, question-and -answer drill, use of minimal pairs, grammar

game.

Teacher/students role: the teacher is like an orchestra leader, directing and

controlling the language behavior of the students. Students are imitators of the

teacher's mod el or (he tapes she supplies of model speakers. They follow the

teacher's direction s and respond as accurately and as rapidly as possible.

Community Language Learning (CLL): The method advises teachers to consider

their students as 'whole persons.' Whole-person learning means that teachers

consider not only their students' intellect, but also have some understanding of the

relationship among students' feelings, physical reactions, instinctive protective

reactions, and desire to learn. They are threatened by the change inherent in learning

and by the fear that they will appear foolish. A way to deal with the fears of students

is for teachers to become 'language counselors.' A language counselor does not

mean someone trained in psychology; it means someone who is a skillful

understander of the struggle student’s face as they attempt to internalize another

language.
Techniques: tape recording student conversation, transcription, reflection on

experience, reflective listening, human computer, small group tasks.

Teacher/students role: the teacher's initial role is primarily that of a counselor.

This does not mean that the teacher is a therapist, or that the teacher does no

teaching, it means That the teacher recognizes how threatening a new learning

situation can be for adult learners, so he skillfully understands and supports his

students in their struggle to master the target language. Initially the learners are very

dependent upon the teacher. It is recognized, however, that as the learners continue

to study, they become increasingly independent.

Communicative Language Teaching (CLT): communicative language teaching

aims broadly to apply the theoretical perspective of the communicative approach by

making communicative competence the goal of language teaching and by

acknowledging the interdependence of language and communication.

Techniques: authentic materials, scrambled sentences, language games, picture

strip story, role play.

Teacher/students role: the teacher facilitates communication in the classroom. In

this role, one of his major responsibilities is to establish situations likely to promote

communication. Students are, above all, communicators. They are actively engaged

in negotiating meaning -in trying to make themselves understood and in

understanding others-even when their knowledge of the target language is

incomplete.
Nature of the Syllabus: for this proposal we are going to apply the situational /

topic based syllabus, A situational syllabus is one in which the content of language

teaching is a collection of real or imaginary situations in which language occurs or

is used. A situation usually involves several participants who are engaged in some

activity in a specific setting. The language occurring in the situation involves a

number of functions, combined into a plausible segment of discourse. The primary

purpose of a situational language teaching syllabus is to teach the language that

occurs in the situations. Sometimes the situations are purposely relevant to the

present or future needs of the language learners, preparing them to use the new

language in the kinds of situations that make up the syllabus. Examples of situations

include: seeing the dentist, complaining to the landlord, buying a book at the

bookstore, meeting a new student, asking directions in a new town, and so on.

Teaching Objectives: with the implementation of this material we aim to develop

the communicative competences in the target language.

Specific objectives: Make simple sentences in English, about grooming routines

orally and in writing. Identify words and phrases in English, about routines, and

relationships with others in oral texts and simple writings. Exchange personal

information about their hobbies and personal relationships in English. Understand

the main idea and specific information in short narrative texts in English, on

familiar topics.

Identify phrases and expressions in English, related to stereotypes common in your

community. Produce simple sentences in English, on the role of men and women in

your local context. Understand short narrative texts in English, about the role of
 language in conflict generation. Exchange positive opinions on English, about the

people who surround.

Produce short oral and written texts in English, about the characteristics of people in

a community, based on an established model. Exchange information in English,

about similarities and differences between communities in your city or municipality.

Identify contrast and addition relationships in oral texts and simple writings in

English, on topics related to the social environment. Understand short narrative texts

in English, about cultural and social aspects of a community.

Exchange information in English about the use of different media. Produce short

narrative texts (anecdotes) oral and written in English, related to current issues

through an established model. Identify specific vocabulary and expressions in

English, to refer to the media and its impact on daily life. Understand short narrative

texts in English, about situations of the past and their interest.

3. Intercultural Features: the book will be created with the purpose to involve both

student´s culture and the target culture because it is impossible to teach language

without teaching about culture. First, they will be taught about their own culture,

and then the target culture, since this way it would be easier for them to acquire the

content.

4. Skills: as we mentioned before, our objective is to develop the communicative

competences, having said that, the book will contain the four skills (speaking,

listening, reading and writing) needed to achieve our goal.

5. Content Presented: the book will be presented in: Units / lessons. Every unit will

contain 3 lessons.
6. Syllabus

Unit 1: I wake up at 6:00

Lesson A: My daily routine

Lesson B: Free time activities

Lesson C: Food and drinks

Unit 2: Describing people

Lesson A: Physical appearance

Lesson B: People quality and personality

Lesson C: Famous people