ESCUELA DE CIENCIAS DE EDUCACIN

LICENCIATURA EN INGLS COMO LENGUA EXTRANJERA

TEACHING ENGLISH FOR SPECIFC PURPOSES

UNIT III: PRODUCTION OF LEARNING MATERIALS IN ENGLISH FOR

SPECIFIC ACADEMIC PURPOSES
Chapter 3.3.Materials design and production

Student
NANCY SNCHEZ JARAMILLO

52.877.714

GROUP: 18

Tutor
Julio Cesar Tulande Renfijo

COURSE
TEACHING ENGLISH FOR SPECIFC PURPOSES

BACHELOR EDUCATION IN ENGLISH AS A FOREIGN LANGUAGE

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
July 2016

ESCUELA DE CIENCIAS DE EDUCACIN

LICENCIATURA EN INGLS COMO LENGUA EXTRANJERA
TEACHING ENGLISH FOR SPECIFC PURPOSES

UNIT III: Production of learning materials in English for specific academic

purposes, chapter 3.3.Materials design and production.
In the process of teaching and learning, the teacher is a mediator between knowledge
and the student, and therefore, the teacher plays a very important role in the interest,
taste and sense they benefit from school activities for them.
The student looks at the daily meeting the teacher as a benchmark for comparison and
staking their own possibilities, obtaining they an referent than he may be able to make
from their potential and attitude indicator.
An excellent teacher for children and young people of today is not the one who knows
many theories, nor the best, or the most experienced, and who knows all the answers,
but that recognizing and knowing the context surrounding the student is capable of
achieving in the classroom new questions and cognitive challenges; the teacher should
be given to the conceptual flexibility in their curriculum planning for the end of the
classes he prepares are not aimed at their own peers if students looking to learn from
their own reality, allowing them to predict possible patterns of analysis and anticipate
new cognitive paths. In this way the teaching materials designed to implement in the
classroom teaching tools are leading the student to road building, allowing mistakes and
giving the opportunity to the birth of new questions should be motivating materials,
appealing to foster participation and innovation student.
Teachers use books and other texts consulted on the internet to plan their classes, they
see these resources as guides that can be motivating proposals, but it is also the duty of
the teacher to adapt what is in other documents context, the reality of their students but
especially to their needs and interests, national and local situations that exists in the
moment and institutional curriculum, otherwise knowledge could become obsolete.
Thus, they have mediators, flexible and adaptive processes according to the
circumstances. Manuel Arauz to the above arises:

ESCUELA DE CIENCIAS DE EDUCACIN

LICENCIATURA EN INGLS COMO LENGUA EXTRANJERA
TEACHING ENGLISH FOR SPECIFC PURPOSES

Materials should be supportive in the development of learning units for

programming experience. That is, have the expected content and
contribute to achieving the objectives; also he agrees with the teachinglearning methodology chosen by the teacher. It is important that there is
no contradiction between the material used and the programming
curriculum objectives, the contents and methodology for example if you
have decided to apply the global method of reading by duly fundamental
reasons, not a book be used reading based on the syllabic method. In
conclusion the middle and educational materials should be appropriate
to the learning objective to be achieved. The teacher should be clear
what is going to teach that students will learn to use the media and
relevant material. (Arauz, 2011)
A good teacher designer materials for classroom work, should have social sensitivity; if
he is not sensitive to the problems, the needs and interests of students, it can hardly
establish with them relationships based on affection and understanding. For the student
will find meaning in school, you need to make sensible and less exclusive life, multiply
learning strategies, facilitate integration, participation and forms of communication.
The constructivist approach is very relevant in education, as it allows the student
through the action build and rebuild knowledge, based on their previous knowledge, to
solve problems from their daily lives. The teacher should consider the development of
communication skills through activities that are presented to the student, from the
analysis of a simple text, as shown in the video. At this Halliday says: "The activities in
class favor the development of listening comprehension, vocabulary acquisition and
speaks Students listen and interact in activities and thus gain familiarity with the sounds
of the language being studied."
Those who design textbooks and books that help learning, do not know the particular
needs of each environment only appropriate the standards given by the MEN, is where
comes into play curricular teaching strategies, teaching is not the owner of knowledge
but if the mediator of reflection and analysis in the classroom.

ESCUELA DE CIENCIAS DE EDUCACIN

LICENCIATURA EN INGLS COMO LENGUA EXTRANJERA
TEACHING ENGLISH FOR SPECIFC PURPOSES

The use of materials designed by teachers helps contextualize learning, plus the same
experience as the teacher acquires helps improve teaching practice and therefore the
resources that mediate the acquisition of learning, The use of different strategies lead to
the development of skills in students. Vygotsky says: "We must insist on the study of
mediated learning a second language memory, the child must be taught to work with
hypermedia aid as cards, drawings, pictures, paintings, poetry and all kinds of verbal
games and also must rely on them to speak or write " (Nacional)
So, it's like the teachers also become active players in the knowledge, not like years
ago, where the teacher repeated what is embodied to the books and saw students as
photocopiers knowledge. Hence also the importance of teaching this in continuous
training in order to update their knowledge on various fields and further in which the
teacher works, and will update the learning mediators involved in the classroom.

ESCUELA DE CIENCIAS DE EDUCACIN

LICENCIATURA EN INGLS COMO LENGUA EXTRANJERA
TEACHING ENGLISH FOR SPECIFC PURPOSES

Teachers
develop and
produce
materials for
teaching.

Teachers through
the materials with
which they aim
the lessons
should motivate
students for
learning.

Materials
design and
production

Teachers adapt
existing
materials to the
contexts of their
students.

Teachers take
into account the
needs and
interests of
students.

ESCUELA DE CIENCIAS DE EDUCACIN

LICENCIATURA EN INGLS COMO LENGUA EXTRANJERA
TEACHING ENGLISH FOR SPECIFC PURPOSES

THE SCREENSHOTS

ESCUELA DE CIENCIAS DE EDUCACIN

LICENCIATURA EN INGLS COMO LENGUA EXTRANJERA
TEACHING ENGLISH FOR SPECIFC PURPOSES

BIBLIOGRAPHY

Arauz, M. (2011). diseo, produccin y evaluacin de medios y materiales

didacticos.

Nacional, M. d. (s.f.). Lineamientos curriculares: Idiomas Extranjeros. Bogot.