LearnHub

Maestra Margarita Sarlat Sánchez
Tema Reporte de Diseño de Material Didáctico
Nombre de la alumna Leticia Navarro Martínez
Fecha 26 de Mayo del 2009

› Introduction.<?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" />

The teaching materials that I have created are for a Beginner-Level French Class. This packet includes: an audio, a visual, a game and an adapted material, all designed having basic principles in mind in addition to having detected a need to cater to the class' needs and characteristics. Cunningsworth's four principles were key in developing the materials to be presented. Other principles taken into consideration were those by Ellington and Race, which point out what objectives should be kept in mind while at the basic writing and designing stage. Other authors such as Nunan and <?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" />Ur, suggest that students should be allowed the opportunity to speak and practice language by implementing activities based on easy language. Therefore, the objectives to be met with the materials designed were very clear to me.

› Context.

Choosing the language context was strictly based on the course book used, Alter Ego I, Méthode de Français. This course book is designed for students who have an interest in knowing more about the French culture or plan to visit or study in a Francophone country. The method contains authentic situations as well as examples of authentic materials, like: a menu, money, tickets, maps, etc. on top of local events and information about celebrities of French origin. Given the extensive source of topics and vocabulary, creating authentic material to aid in teaching the course book content was very challenging.

The four materials that were designed specifically for this class attempt to motivate students to improve in the use of the four skills creating a material with which students can use to practice and review the course book content, such as grammar and vocabulary, and still follow the authors propose, not to mention the course program.

While in the course book there is a balance between form and function, and emphasis on the four skills, I believe the course book should also fill the gap of focusing on the extent to which the language is put into practice.

› Institution, Teacher and Student characteristics.

The four materials designed are for French I, in the Language Arts Faculty of U.A.B.C.

The teacher strictly uses the course book which is limited in teaching materials such as the ones that were designed. On occasion, the teacher will however use a short activity from the course book, but because there is a program to follow and course dates established, using materials other than the course book is not feasible.

The class size is three students between the ages of 18 and 22, 2 young men and 1 woman. This class size and proficiency level was also considered for the materials designed having a main objective in mind: to allow each student to get enough practice with the language.

› Needs (Course book and Student) and Theory.

All though the evaluations and suggestions made by Cunningsworth are a bit outdated, I agree with him in that "There is no perfect course book which meets all of the requirements" (Cunningsworth, 1984), but it is also imperative to, "Identify the specific instructional role that you want the materials to play (Ellington and Race, 1993).

This brought me to the idea that any supporting material is welcome when teaching any class in general. I also wanted to "match the course book's aim (Cunningsworth first principle), so transforming the book content into something more student-centered was ideal. Since it is important to introduce small pieces of language at a time (Cunningsworth), sticking to the vocabulary and grammar offered by the book was also important to me.

› Material Designed and Evaluation

1. Audio Material: designed for students listen as part of unit 1.

Skills: Listening, Writing.

The audio material that I have created in order to offer real-life listening to students, is a recording from an authentic Children's Story Book in French by native French speakers. The storybook will be used along with worksheets designed for students to provide evidence of their listening comprehension.

Evaluation: There were no majors problems encountered when using the material. One student only requested to have the instructions repeated to know what was to be done.

2. Visual Material: designed for students to use once they have completed unit 2

Integration of Skills: Reading, Speaking, Listening.

The material is a poster size map of buildings in a made-up town and with the names of the streets in French. The cards are to be used for two separate lessons from which Ss can use indistinctively. Students will practice nouns, prepositions of place and to give directions, develop speaking skills in using the proper form. According to Ellington and Race, visual materials should attract attention, be visually attractive and provide motivation.

Students will use the map for the use of prepositions of place (devant, derrière, dans, sous, etc.). It will also allow Ss to work as a class to indicate directions and roads taken from one place to another. There are two ways to use this material for unit 2, lessons 1 and 2.

Evaluation: It was not clear to the students as to what some of the images were, since no names were on the poster. It will be a good idea to tag each place.

3.             Adapted Material: designed for students to use once they have completed unit 3. 

Integration of Skills: Reading, Speaking, Listening.

This material was originally created for T.V. game show for the purpose of evaluating knowledge, not to mention creating competition among the players. The game is now resigned to not only challenge students, but to generate participation. It is also designed for this particular class and containing topics and vocabulary related to those in theirs books. 

To construct knowledge in students that will go beyond memorization and an activity that the book lacks. The main aim is to remember things better and faster. Since this is game, there is a need to make activities relevant and purposeful (Cunningsworth, 1984). Students are to participate to develop skills such as speaking, listening, and reading. Much like the original version, students must give the answer in the form of a question, therefore using a grammatical point, which is question structure.

Evaluation: this activity has to be done in Cemaii and due to the long break, students were not able to use the material and a material assessment was not performed.

4. Game: designed for students to play once they have completed unit 4.

Integration of Skills: Reading, Speaking, Listening.

This game is about talking about topics covered in unit 4, for example: specific days, holidays and what activities are done on those days. The game also intends for students to describe people, tell time, count and conjugate verbs. Since it is a beginner level, reviewing is a must. The use of verbs to indicate what took place and numbers to tell time, gives students the opportunity to recall whatever vocabulary has already been taught.

In an effort to reinforce the vocabulary used in the unit, as well as the meeting book objectives or competences, the game poses 'Open questions'. These type of questions are useful in getting another person to speak and often begin with words such as, What, Why, When, Who, How, or in this case Action Verbs that provide a good deal of information. The game was intended for students to practice what they has already learned using both form and function. The skills that were developed were mainly speaking and listening.

Evaluation: This material was fun for the students. They did not seem hesitant to participate since it was a game. However, the students had not finished the unit and some of the topics had not been not covered which posed a problem.

Reflection:

I enjoyed creating the materials for the students; it is very gratifying to know they have learned through my ideas. I have discovered that there has to be a specific plan for designing the materials and how they will be used, and keep the "what if's" in mind. What if the students don't like group work, or are shy while standing in front of the class, etc. To avoid this from happening, knowing the class, the students and the course book helps tremendously. And one should not feel discouraged if the idea or purpose is not met. Instead, one should always remember that it is always possible that the materials are simply unsuccessful and be open to new challenges.

References:

Berthet, A, and Hugot, C., (2006). Alter Ego 1. Méthode de Français. USA: Hatier-Didier

Cunningsworth, A. (1984) Evaluating and Selecting EFL Teaching Materials. London: Heinemann Educational Books.

Ellington, H, and Race, P. (1993). Producing Teaching Materials: A Handbook for Teachers and Trainers. NJ: Nichols Publishing.