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Design of TEACHING MATERIALS

Personal experience and online sites

Experiencia personal y sitios en línea

From my experience, teaching materiales should be examined carefully as to find the elements that could cover the the specific purposes for what they were created. Designing or selecting materials seems to involve all the senses of a teacher.

Me parece que la selección o diseño de materiales para la enseñanza del idioma inglés puede llegar a ser ardua debido a que es necesario que estos contengan los elementos que en realidad se quieren trabajar en clase, y que esos elementos sean significativos para los estudiantes. Algunos materiales se pueden adaptar a los objetivos de la actividad. Nunca debemos olvidar el objetivo de cada material e incluso podríamos evaluarlo con una rubrica. Mi sugerencia sería que primero se piloteen dichos materiales.

Why developing teaching materials?

¿Por qué deberíamos desarrollar materiales para la clase?

As an English teacher, I have seen that developing teaching materials with contents, which are part of the course, really support and complement the activities that come in the English textbook. I have also seen that these materials motivate my students with the use of the language skills as well as with the use of grammar and vocabulary.

I think that every teacher should pay attention to the goals that are expected when designing the materials. From my experience, I would suggest that those materials were firstly tested with the group and then improved them based on the feedback gotten from that test. It is because sometimes the materials, although they seem enough good, they can be better if someone else tells you what they think of them. 

I normally try to apply questionnaires which are answered by the people who are invloved in the use of them so that I collect evidence to improve them.

Of course, I know that materials are not the panacea for making our students end up speaking fluently or mastering the language; however, they help students and class a lot because they provide many positive things to the class. For example, materials near the link between the teacher and the student, help students to acquire certain difficult vocabulary or grammar, approache students to the culture of that language, make classes more dynamics, make students gain self-confidence, etc.

Additionally, I feel fine when students talk positevily about the materials I present. This is also aload of moivation for the teacher!

Como maestro de inglés me he dado cuenta de la importancia que tienen los materiales que yo elaboro y que están diseñados especialmente para cubrir o complementar los contenidos que se van generando en la clase. He notado que los alumnos, a través de dichos materiales, han encontrado una forma de adquisición del idioma inglés que en la mayoría de ellos despierta un grado de motivación que les ha permitido apropiarse de gran parte de los contenidos que aparecen en sus libros textos. Esto se ha reflejado muchas veces en las pruebas o tests que les he aplicado para comprobar el dominio de los contenidos expuestos en dichos materiales.

Por supuesto que los materiales no son la panacea de la adquisición de la lengua pero. por otro lado, si marcan una diferencia en muchos aspectos de la dimensión enseñanza-aprendizaje, por ejemplo los materiales hacen más estrecha la relación maestro-estudiante, motivan al estudiante para aprender, proveen dinamismo a la clase, promueven la participación, provocan entusiasmo, etc.

       The main purpose of these activities is to develop teaching materials that can support our teaching activities in the classrom or via online. 

         DEVELOPING TEACHING MATERIALS is aimed at working with the LANGUAGE SKILLS and with KNOWLEDGE SKILLS.

Sometimes writing mails to authors is a help if you are looking for information that could contribute to the development of your materials.

It is also a motivational factor if they answer you.

Constance Casagrande and Brain Tomlinson

Part 1 of DEVELOPING TEACHING MATERIALS for the topic of frankenstein

READING AND LISTENING

Task 1: Develop teaching materials for an English class.

Area: Literature

Topic: Frankenstein

Characteristics: as shown in the visual  below.

Mary Shelley

Activity 1.

Exploring the students’ knowledge

Answer the following questions. They refer to the novel “Frankenstein”.

Q1. What do you know about Mary Shelley?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q2. Does the name “Frankenstein” ring any bells with you? In what form?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

Activity 2

Reading

Read the section called “Frankenstein at a Glance” in order to create a context of the novel you will read and hear in this section.

 

Frankenstein at a Glance (Cliffsnotes)

Frankenstein follows Victor Frankenstein's triumph as he reanimates a dead body, and then his guilt for creating such a thing. When the "Frankenstein monster" realizes how he came to be and is rejected by mankind, he seeks revenge on his creator's family to avenge his own sorrow. Mary Shelley first wrote Frankenstein as a short story after the poet Lord Byron suggested his friends each write a ghost story.

Written by: Mary Shelley

Type of Work: novel

Genres: Gothic Literature; Romantic Movement

First Published: In 1818

Setting: Narration begins in Russia then transitions to Geneva, Switzerland where the events surrounding Victor Frankenstein and the Monster are chronicled. The setting switches often, but the majority is set in Europe.

Main Characters: Victor Frankenstein; The Monster; Elizabeth Lavenza; Justine Moritz; William Frankenstein; Henry Clerval; Margaret Saville; De Lacey Family; Robert Walton

Major Thematic Topics: treatment of the poor and uneducated; use of knowledge for good or evil purposes; invasion of technology into modern life; the restorative powers of nature in the face of unnatural events

Motifs: danger of knowledge; allusion to Goethe's Faust; obsession; revenge

Major Symbols: the monster; electricity; lightning; weather

Movie Version(s): Frankenstein (1931); Mary Shelley's Frankenstein (1994)

The three most important aspects of Frankenstein:

        Although Mary Shelley's Frankenstein is compelling in and of itself, it also functions on a symbolic level or levels, with Frankenstein's monster standing in for the coming of industrialization to Europe — and the death and destruction that the monster wreaks symbolizing the ruination that Shelley feared industrialization would eventually cause.

       The novel contains a number of "framing devices," which are stories that surround other stories, setting them up in one way or another. Robert Walton's letters to his sister frame the story that Victor Frankenstein tells to Walton, and Frankenstein's story surrounds the story that the monster tells, which in turn frames the story of the De Lacey family.

       Frankenstein is a gothic novel. Gothic novels focus on the mysterious or supernatural; take place in dark, often exotic settings; and yield unease if not terror in their readers. Some literary historians also consider Frankenstein the first science fiction novel.

Gain fluency in reading by doing extensive reading. Learn new vocabulary, grammar and pleasure from reading.

Masuhara (2009 cited in Tomlinson 2014).

Activity 4

Listening and Reading

 

a). Play the audio and do not read the text.

b). Now, read the extract of the story of Frankenstein to get a general idea of the content.

EXTRACT OF THE STORY IN CHAPTER 15

The creature:

      "One night during my accustomed visit to the neighbouring wood where I collected my own food and brought home firing for my protectors, I found on the ground a leathern portmanteau containing several articles of dress and some books. I eagerly seized the prize and returned with it to my hovel. Fortunately the books were written in the language, the elements of which I had acquired at the cottage; they consisted of Paradise Lost, a volume of Plutarch's Lives, and the Sorrows of Werter. The possession of these treasures gave me extreme delight; I now continually studied and exercised my mind upon these histories, whilst my friends were employed in their ordinary occupations.

      "I can hardly describe to you the effect of these books. They produced in me an infinity of new images and feelings, that sometimes raised me to ecstasy, but more frequently sunk me into the lowest dejection. In the Sorrows of Werter, besides the interest of its simple and affecting story, so many opinions are canvassed and so many lights thrown upon what had hitherto been to me obscure subjects that I found in it a never-ending source of speculation and astonishment. The gentle and domestic manners it described, combined with lofty sentiments and feelings, which had for their object something out of self, accorded well with my experience among my protectors and with the wants which were forever alive in my own bosom. But I thought Werter himself a more divine being than I had ever beheld or imagined; his character contained no pretension, but it sank deep. The disquisitions upon death and suicide were calculated to fill me with wonder. I did not pretend to enter into the merits of the case, yet I inclined towards the opinions of the hero, whose extinction I wept, without precisely understanding it.

      "As I read, however, I applied much personally to my own feelings and condition. I found myself similar yet at the same time strangely unlike to the beings concerning whom I read and to whose conversation I was a listener. I sympathized with and partly understood them, but I was unformed in mind; I was dependent on none and related to none. 'The path of my departure was free,' and there was none to lament my annihilation. My person was hideous and my stature gigantic. What did this mean? Who was I? What was I? Whence did I come? What was my destination? These questions continually recurred, but I was unable to solve them.

      "The volume of Plutarch's Lives which I possessed contained the histories of the first founders of the ancient republics. This book had a far different effect upon me from the Sorrows of Werter. I learned from Werter's imaginations despondency and gloom, but Plutarch taught me high thoughts; he elevated me above the wretched sphere of my own reflections, to admire and love the heroes of past ages. Many things I read surpassed my understanding and experience. I had a very confused knowledge of kingdoms, wide extents of country, mighty rivers, and boundless seas. But I was perfectly unacquainted with towns and large assemblages of men. The cottage of my protectors had been the only school in which I had studied human nature, but this book developed new and mightier scenes of action. I read of men concerned in public affairs, governing or massacring their species. I felt the greatest ardour for virtue rise within me, and abhorrence for vice, as far as I understood the signification of those terms, relative as they were, as I applied them, to pleasure and pain alone. Induced by these feelings, I was of course led to admire peaceable lawgivers, Numa, Solon, and Lycurgus, in preference to Romulus and Theseus. The patriarchal lives of my protectors caused these impressions to take a firm hold on my mind; perhaps, if my first introduction to humanity had been made by a young soldier, burning for glory and slaughter, I should have been imbued with different sensations.

AUDIO

GLOSS

 

Read and learn the words and their definition so that you can get a better understanding of the extract of the novel “Frankenstein”.

 

 

  1. Leathern /ˈleð.ə r / . adjective. Of leather.                                                              

  2. Hovel /ˈhɒv. ə l/ /ˈhɑː.v ə l/ noun [ C ] a small home which is dirty and in bad condition      

  3.  Cottage /ˈkɒt.ɪdʒ/ /ˈkɑː.t ̬ɪdʒ/ noun [ C ] Cottage. A small house, usually in the countryside                                                                                                                               

  4. Canvass /ˈkæn.vəs/ verb ASK  2. [ T ] to try to discover information or opinions by asking people .

  5. Hitherto /ˌhɪð.əˈtuː/ /-ɚ-/ adverb formal . Until now or until a particular time

  6. Lofty /ˈlɒf.ti/ /ˈlɑːf-/ adjective IDEAS

    2. formal Lofty ideas etc. are of a high moral standard

    lofty sentiments/ideals

  7. Bosom: literary the front of a person's chest, especially when thought of as the centre of human feelings

  8. The merits of sth. The advantages something has compared to something else                                                                             

  9. Despondent /dɪˈspɒn.d ə nt/ /-ˈspɑːn-/ adjective . Unhappy and with no hope or enthusiasm because you feel you are in a difficult situation. Despondency (noun).                                                                                                                                                              

  10. Wretched /ˈretʃ.ɪd/ adjective 1. unhappy, unpleasant or of low quality                                                                                                

  11. Mighty /ˈmaɪ.ti/ /-t ̬i/ adjective literary . Very large, powerful or important                                                                                                       

  12. Imbue /ɪmˈbjuː/ verb imbue sth/sb with sth phrasal verb formal to fill something or someone with a particular feeling, quality or idea         

NOTE: Glosses at the bottom of the page or at the end of the text make a significant disruption to the reading process. Research suggests that glosses at the side of the text, directly in line with where the glossed word occurs, are the most effective.

Paul Nation(2006 cited in Tomlinson 2o14)

b). Play the audio. Listen to the words in the recording. Write each word on the lines below. Scan those words in the text and write a brief description of what you think each word means according to the idea in the text. Do not use dictionary. The letter of the first word is already given.

Play the audio

1. F_________________ 

____________________________________________________________________________________________________________________________________

2. P_________________

____________________________________________________________________________________________________________________________________

3. D_________________

____________________________________________________________________________________________________________________________________

AUDIO

Activity 5

INTENSIVE LISTENING

Time to contextualize the topic and language by bringing the story to the classroom.

It is a summary to understand a bit more of the novel.

Listening

Watch the following video “Mary Shelley’s Frankenstein summary”.

Activity 6.

Reading comprehension.

Go back to the written text.Answer the following questions. Do not do “word transferring” only. Paraphrasing is permitted.

Q1. According to the text, what language were the books written in? ______________________________________________________________________________________________________________________________________________________________________________________________________

Q2. What possessions were considered like treasures for the creature? Support your answer.

______________________________________________________________________________________________________________________________________________________________________________________________________

Q3. How did the creature consider his own physical appearance?

____________________________________________________________________________________________________________________________________

Q4. Which book, according to the creature, developed mightier scenes of action? Support your answer.

______________________________________________________________________________________________________________________________________________________________________________________________________

 dictation invloves the students in more listening, writing  and spelling practice.

Using dictation. Retrieved on October 12, 2015 from http://www.teachingenglish.org.uk/article/using-dictation

Activity 7

Listening and writing

Play the audios and take the dictate. One audio-reproduction for each of the 4 dictates.

1.__________________________________________________________________________________________________________________________________

 

2.__________________________________________________________________________________________________________________________________

 

3.________________________________________________________________

 

4.________________________________________________________________

AUDIO 1

 

 

AUDIO 2

 

 

AUDIO 3

 

 

AUDIO 4

After doing the exercise. Try to find the answers in the text. I am sure that you could write most of the words. The dictation uses the same chains of words as in the text.

Bibliography

Byrne, D. (1991). Teaching Writing Skills. Hong Kong: Longman.

Cambridge Advanced Learner’s Dictionary. 3rd Edition.

Cliffsnotes. Frankenstein. Mary Shelley. Retrieved on September 20, 2015 from http://www.cliffsnotes.com/literature/f/frankenstein/frankenstein-at-a-glance

Grellet, F. (2006). Developing Reading Skills. Cambridge: CUP

Shelley, M. (n.d.), Frankenstein or the modern Prometheus. Planet PDF [online]. Retrieved September 20, 2015, from http://www.planetpdf.com/planetpdf/pdfs/free_ebooks/Frankenstein_T.pdf

Tomlinson, B. (2014). Developing Material For Language Teaching. Bloomsbury.

Part 2 of DEVELOPING TEACHING MATERIALS

WRITING AND SPEAKING

Information of the writing process for the teacher.

 

Click on the image to go to other srages of the process.

Task 2: Develop teaching materials for an English class.

Area: Literature

Topic: Frankenstein

Characteristics: as shown in the visual  below.

Activity 1

Scan the text and answer the following questions. (4-5 minutes).

Activity 2

Take 5 of minutes and have a look at the post with the writing process to know the phases of it.

Activity 3

Look at the 4 visuals below and...

After understanding the "prewrite" stage. Take 10 minutes to write ideas about the novel of Frankenstein

Start writing a "draft" in 1 or 2 paragraphs of the story presented in the extract in Chapter 15 of the novel of Frankenstein one. Take 10 minutes for this activity.

Activity 4 SPEAKING

Scan the paragraphs on the text of Frankenstein, chapter 15, take notes on your notebook if you wish and comment the following activity

10-12 minutes

Activity 5: FINAL ACTIVITY

Now you are more conscious of what you want to say

Check out the post about the writing process. Take out your "draft" again and do the "writing" and "revising" stages

Onlines sites that contain IDEAS, MATERIALS, AND GAMES. Scroll down the page with your cursor

Sitios en línea con más juegos y materiales para la enseñanza.

Click here to go to the site

ESL GAMES

IMG_6353[1].PNG
IMG_4576[1].JPG
Certificate.jpg

CLICK ON EACH SECTION OF THIS WEBSITE: / DALE CLIC EN ESTAS SECCIONES:p

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