G3.Ruiz.Castillo.Marcia.LIN.Ing.Prop.Esp.

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ARMY POLYTECHNIC SCHOOL SCHOOL OF LANGUAGES ENGLISH FOR SPECIFIC PURPOSES

TEACHER´S NAME: MSC. Lilian Avalos Cascante STUDENT´S NAME: MARCIA RUIZ CASTILLO. GUIDE.3

easier to adapt content or . We will need to decide which you think is the most important to the various people concerned: teachers.LEARNING ACTIVITIES. students.1 Which aspects are the most important to consider for evaluating materials? Explain them and write examples in each one. We should also consider which unsatisfactory features are easier to remedy. for example. it also very important to have some kind of rank order factors. Learning activity 3. Is it. sponsors. The materials evaluation process as a means of questioning and developing ideas as to what is required .

Objective analysis: How does the material being evaluated realize the criteria. Define criteria: On what bases will we judge materials Which criteria will be more important. Subjective analysis: What realizations of the criteria do you want in your course. Matching: How far does the material math your needs?.methodology? We might find it difficult to find alternative texts. while it may be relatively easy to change the exercises based on the texts. .

Materials can Create a balanced have a very useful. Materials embody a view of the nature of language and learning. -Opportunities for learners to use their knowledge skills. GOOD MATERIAL S . Materials reflect the nature of learning task. -Interesting test -Enjoyable activities which engage the learner´s thinking capacities.2 Use a mind mar to describe the principles which will help you to improve the writing material process. e. c. a. Do not teach: they encourage learners to learn. outlook which both Materials provide reflects. Reflect what you think and feel about the learning d. b. Materials help to organize the teaching. models of correct Function in and appropriate broadering the language use. by basis of teacher introducing to new techniques.Learning activity 3. Good materials should provide a clear and coherent structure.

3 Use an example and go over the check list of criteria for objective and subjective analyses: audience. aims. make it very practical.e. Don´t talk about the theory. analysis of my course. content. analysis of materials being .Learning activity 3. SUBJECTIVE ANALYSIS (i.e. in OBJECTIVE ANALYSIS (i. methodology and other criteria.

IN THIS CASE ENGLISH CONTENT CONTENT THE CONTENT DEPENDS TO A PLANNING IN KEEP WITH THE TIME.AGE: 17 .STATUS: SINGLE . MET HODOLOGY THE METHODOLOGY WILL BE APPLIED DEPENDING OF THE EXPERINCE OF THE TEACHER.SEX: MALE . What theory of learning should The course based on? THE TEACHER WILL APPLY YOUR OWN METHODOLOGY WITH MATERIALS. BOOK ARE IMPORTANT TOOLS FOR ENGLISH STUDENTS. AIMS AIMS TO DEVELOP THE FOUR HABILITIES OF ENGLISH ALL OF THE MATERIALS HELP TO STUDENTS TO LEARN A SUBJECT. ETC. What theory of learning are the materials Based on? METHODOLOGY THE MATERIAL WILL BE DETERMINED BEFOREHAND AND WILL BE THE BEST.BRUNO .PROFESSION: STUDENT .NATIONALITY: ECUADORIAN .Terms of materials evaluated) requirements) AUDIENCE AUDIENCE . MATERIAL. STUDENT BOOK AND WORK .KNOWLEDGE OF SPANISH.

What attitudes to expectations about learning English are the matrials Based on? What kinds of exercises.What aspects of learners Attitudes to expectations about learning English should the course Take into account. What is the price? When and how readily can the materials be obtained? Etc. tasks are need? -guided _ free -comprehension _production -language skills practice-language skills use -one right answer – many possible Right answers . tasks are included in the materials? OTHER CRITERIA OTHER CRITERIA What price range is necessary? When and what quantities should The materials be available? Etc.4 Go to “A Case of Study” model and design two tasks for “stage2” and two . Learning activity 3.Whole class – group – individual What kinds of exercises.

*Maximize lift * Harness the power of the wind. * Wire the wind turbines together in a circuit. * Goals produce the most voltage. .activities for “stage 5” for a School of Languages.Get the students to work together . * Use simple wind turbine models * Test one variable while holding others constant * Record performance with a multimeter or other load device. pumo the most water. . lift the most weight.Students perform experiments and design different wind turbine blades. Think of a task that the learners could do at the end of the unit. Stage 2: go to the end of the model. *Make a miniature wind form. * Series Vs parallel * Dramatic increase in power. . *Minimize drag.

Math lessons * Calculating Height using similar triangle *Swept area *Gear ratios * Total power calculations. Learning activity 3. then write program to calculate simple prediction of any configuration.5 The main purpose of ESP materials is to present models of correct language use .140 and ability to model the expander. Stage 5: Think of some exercises and activities to practice the items you have identified. Identify challenges and limits in expansion of hydrocarbons of molecular weight 50. CDF analysis of labyrinth flow in delivered configurations and different boundary conditions to find key parameters. Find transfer function based on statics tools.

Materials to enable some goals achievable for the benefit of second language learners.in the target situation. the balance of skills taught. How far would you agree with this? Support your ideas. the textbook may function as supplement to the teachers. . For most teachers materials provide the foundation for the content of lessons. They are the primary source of information. as well as the kinds of language practice the students engage in during class activities. Materials and textbooks are an important resource for teachers and students. In some situations.