1 – Material Analysis

1 – Introduction:
The analysis of the activity bellow has the objective to provide teachers a
reflective discussion on material evaluation under the light of technology, critical
literacy and material evaluation.
The material chosen was Lesson B, Unit 12, Touchstone 3 2nd Edition (pages
120-121) represented here on pictures 1 and 2. I chose it because of my personal
experience using this activity and also because of its relevant theme and style. The
activity has as a potential aim build vocabulary, teach the structure simple past + by +
agent and adverbs with the passive, through the context of natural disasters in the news.

Picture 1
 Picture 1

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Picture 2
2 – Description
Touchstone 3 2nd Edition follows the Common European Framework of
Reference for Languages (CEFR), and stablishes the level of proficiency of this book
between A2 and B1, meant for young adults and adults. The skills addressed by the
activity chosen are reading, listening and writing. Grammar is also present.
Considering the style of Touchstone in general, I believe this activity does not
have a very explicit pre-activity. It goes directly to listening and a matching task, before
considering, for instance, students’ previous knowledge on the topic. It has a post
activity mainly focused on writing skill. The activity, however, is suitable to their age
and level of proficiency, as it provides a context for learning new vocabulary related to
the theme.

3 - Analysis
Considering the technology involved in the realization of this activity, one of
these is required: a computer or a smartphone. That’s because the book does not come
with a CD-ROM, which means that the audio in 1A must be accessed online through a
link. Although Motteram (2011) comments on how easier the speaking/listening
interaction in the target language became easier with the advent of new technologies, we
still have to consider the level of access students may or may not have to that
technology. This listening part of the activity would be useless without Internet
connection. Therefore, we can see that there is a limitation to the target student.
The activity does not encompass critical literacy directly. The theme is about
natural disaster, but there is not a moment to foster a further discussion on human
related disasters or the disasters that happen near the students, for example. It has a
relation to what Rashid and Safari (2011) mentioned about the trouble with ELT
Materials in critical pedagogy. Touchstone is an institutionalized and commercially
produced textbook, which means it will be as neutral as possible to fit every social
context where it is commercialized. However, the activity does not succeed in that way
when we consider the Brazilian reality.
To create an opportunity for it to become more critical, the teacher may consider
talking about the disasters that happen in Brazil or more specifically in the city they are
located. In Belo Horizonte’s reality, for instance, flash floods are a huge problem. The
teacher could create an opportunity for students to talk more about this disaster and also
create a guide to prevent or survive this kind of dangerous situation.
The material purpose and theme may be very interesting and have a great
potential, especially because of Touchstone’s communicative characteristics. The order
of activities shows that, as before getting into grammar we have a context and the
structure does follow the same theme all the way. On the other hand, it is not authentic.
Even though the authors of Touchstone claim it “presents natural language in authentic
contexts”, the texts in this activity are made solely to be used in class and were not used
in the real world. Again, the authenticity possible for its realization is on the teacher’s
hands: new material may be selected to add and improved the activity. I believe that,
although the activity is not critical or authentic by itself, there is room for teachers to
create their own teaching;/learning opportunities.
 Part 2 – Material Development

1 – Introduction
The activity I propose bellow is a tentative to provide an example for teachers of
a communicative and authentic activity, based on critical literacy and the post method
condition.
This activity was developed considering the relevance of the topic and also with
the following objectives: propose an interesting and relevant topic for discussion;
provide reading and reading comprehension practice; foster peer interaction; develop
writing skill on the “online comment” genre; increase awareness on social issues.

1. What do you know about agriculture and food distribution in your country?

2. Did you know that the United Nations (UN) have a project called Sustainable
Development Goals, which proposes 17 goals to transform our world? The Zero Hunger is
one of those goals. Read the text bellow talking about its importance:

It is time to rethink how we grow, share and consume our food. If done right, agriculture,
forestry and fisheries can provide nutritious food for all and generate decent incomes, while
supporting people-centered rural development and protecting the environment.

Right now, our soils, freshwater, oceans, forests and biodiversity are being rapidly
degraded. Climate change is putting even more pressure on the resources we depend on,
increasing risks associated with disasters, such as droughts and floods. Many rural women and
men can no longer make ends meet on their land, forcing them to migrate to cities in search of
opportunities. Poor food security is also causing millions of children to be stunted, or too short for
the ages, due to severe malnutrition.

A profound change of the global food and agriculture system is needed if we are to nourish
the 815 million people who are hungry today and the additional 2 billion people expected to be
undernourished by 2050. Investments in agriculture are crucial to increasing the capacity for
agricultural productivity and sustainable food production systems are necessary to help alleviate
the perils of hunger.
(Article available at: www.un.org/sustainabledevelopment/hunger)

3. Reading comprehension:
a. What is some of the causes of hunger?
b. What are the consequences of it?
c. What can be done to decrease hunger in the world?

4. In pairs or groups:
a. Discuss the ideas presented in the text and come up with ideas to reduce hunger in
the world.
b. Share with the rest of the class.

5. Write a comment to be posted on the United Nations website reacting to the article you
read in activity 2. Feel free to write about what you want. You can ask questions, make
2 – Description
The target students are young adults and adults, at the level of Intermediate to
Advanced (B1 – C1 in the CEFR scale). The activity is meant to integrate the four
skills: reading, listening, speaking and writing. The focus of this activity is to make
students practice those abilities in a contextualized way.
I believe the material is suitable to the students’ level and it presents a pre-
activity, which consists in taking into consideration students’ previous knowledge about
the topic before reading the text. The while activity is related to reading and discussing
the text and the post activity is writing a comment, as a homework, for example.

3 – Analysis
The text chosen to this activity is authentic, as it was taken from the Internet and
it is meant to be read outside the classroom context. It provides the student contact with
a real English use, preparing him or her to what they are going to face outside the class.
This choice was made based on the criteria of suitability, readability, and adaptability,
proposed by Karpova (1999), McGrath (2002) and Berardo (2006).
The material theme choice was also made considering the target students life
situation, needs and interests (RASHIDI, SAFARI (2011). Hunger is a reality in Brazil
and it may be of students concerns. This brings a local reality to a global discussion and
may encourage students to feel more comfortable talking about it, as they also use
English to learn about a social issue.
I also considered the post method condition to develop this activity. I considered
Kumaravadivelu’s (1994) macro strategies, as I wanted to facilitate negotiated
interaction between student-student and student-teacher. The activity takes into
consideration not only the text itself, but also what the students think of it, they way
they react to it and it even allows them to disagree and have control on their own voices
as using the language.
In conclusion I believe that this activity is communicative, once communication
is one of its main goals. It leaves room for critical literacy, because the theme may
create a debate about social and economical issues in Brazil and in the rest of the world.
I think it is an interesting activity, especially because it creates opportunities for
students to give their opinions and react to the material selected.