Topic 23 - Materials

Question 1

Topic 23
1 INTRODUCTION AND JUSTIFICATION

“One language _______ you in a _______ for _______. Two languages _______ _______ _______ _______ the _______.”

Frank Smith

Answer 1

Topic 23
1 INTRODUCTION AND JUSTIFICATION

“One language sets you in a corridor for life. Two languages open every door along the way.”

Frank Smith

Question 2

Topic 23
2.2. Classification of didactic materials

Classification of materials:
- Printed _______
- Visual _______
- Storybooks
- Realia
- Audio _______
- Audiovisual _______
- ICT

Answer 2

Topic 23
2.2. Classification of didactic materials

Classification of materials:
- Printed materials
- Visual materials
- Storybooks
- Realia
- Audio materials
- Audiovisual materials
- ICT

Question 3

Topic 23
2.2. Classification of didactic materials

Printed materials (_______, _______, _______) which are _______ _______ to _______ in a _______ _______ what _______ _______ _______.

Answer 3

Topic 23
2.2. Classification of didactic materials

Printed materials (magazines, worksheets, comics) which are great resources to practise in a written way what has been taught.

Question 4

Topic 23
2.2. Classification of didactic materials

Visual materials (_______, _______, _______, and _______) play an _______ _______, especially at _______ _______, because _______ _______ _______ _______, _______ _______, and _______ _______ _______ by _______ _______ _______. (Council of Europe, 20__)

Answer 4

Topic 23
2.2. Classification of didactic materials

Visual materials (flashcards, posters, wall charts, and images) play an important role, especially at early stages, because visual support facilitates comprehension, enhances memory, and promotes greater retention by contextualising language input. (Council of Europe, 2020)

Question 5

Topic 23
2.2. Classification of didactic materials

Storybooks provide _______ _______ in _______, _______ _______ and _______ to _______ _______, and _______ _______, _______ and _______ _______ with _______.

Answer 5

Topic 23
2.2. Classification of didactic materials

Storybooks provide meaningful language in context, combine images and text to support comprehension, and foster motivation, imagination and early contact with literature.

Question 6

Topic 23
2.2. Classification of didactic materials

Realia (_______ _______ such as _______, _______, or _______) help _______ a _______ _______ between _______ and _______. These _______ _______ _______, _______ _______, and _______ the _______ between _______ _______ and the _______ _______.

Answer 6

Topic 23
2.2. Classification of didactic materials

Realia (real-life objects such as coins, menus, or tickets) help establish a direct connection between language and reality. These materials facilitate comprehension, reinforce retention, and strengthen the link between classroom learning and the real world.

Question 7

Topic 23
2.2. Classification of didactic materials

Audio materials (_______, _______, _______, and _______ _______ _______ by _______ or _______) _______ _______ to _______ _______, _______, and _______ _______, and are _______ for the _______ of _______ _______, _______ _______ _______ _______ into the _______.

Answer 7

Topic 23
2.2. Classification of didactic materials

Audio materials (songs, recordings, podcasts, and oral input provided by teachers or students) expose learners to authentic pronunciation, rhythm, and intonation patterns, and are essential for the development of listening skills, bringing real language use into the classroom.

Question 8

Topic 23
2.2. Classification of didactic materials

Audiovisual materials (_______, _______ or _______) _______ _______ and _______ _______, _______ _______ to _______ _______ _______ of _______. In addition, they _______ to _______ _______ and _______.

Answer 8

Topic 23
2.2. Classification of didactic materials

Audiovisual materials (videos, movies or videogames) combine visual and auditory input, allowing learners to observe contextualized use of language. In addition, they tend to increase motivation and engagement.

Question 9

Topic 23
2.2. Classification of didactic materials

Information and Communication Technologies (ICT) have become _______ _______ _______ in the _______ _______. The Organic Law 3/20__ (_______) _______ the _______ of _______ _______ in _______ _______.

Answer 9

Topic 23
2.2. Classification of didactic materials

Information and Communication Technologies (ICT) have become indispensable didactic resources in the English classroom. The Organic Law 3/2020 (LOMLOE) highlights the importance of digital competence in Primary Education.

Question 10

Topic 23
3.1. Benefits and restrictions in the use of textbooks

Benefits of textbooks:
- Provide a _______ and _______ _______, _______ _______ and _______ _______ the _______ (Cunningsworth, 19__) -> _______ _______ (Harmer, 20__)
- Include _______ _______ and a _______ _______ of _______ that _______ _______ ______.
- Offer _______ _______, such as _______ and _______ _______, _______ and _______ _______, and a _______ _______, which _______ _______ _______ and _______ _______.

Answer 10

Topic 23
3.1. Benefits and restrictions in the use of textbooks

Benefits of textbooks:
- Provide a coherent and structured syllabus, ensuring progression and continuity throughout the year (Cunningsworth, 1995) -> organisational tool (Harmer, 2007)
- Include motivating texts and a wide range of activities that address different skills.
- Offer supplementary resources, such as reinforcement and extension activities, audio and digital materials, and a teacher’s guide, which supports lesson planning and classroom management.

Question 11

Topic 23
3.1. Benefits and restrictions in the use of textbooks

Limitations of textbooks:
- As McGrath (20__) notes, coursebooks are _______ for a _______ _______ and therefore _______ _______ _______ to the _______ _______, _______, _______ _______, or _______ _______ of every _______ of _______.
- They may _______ a _______ _______ of _______ and _______, _______ _______ _______ _______, or _______ to _______ _______ _______ in the _______.
- An _______ _______ on the textbook may _______ _______ and _______ _______ for _______ _______.

Answer 11

Topic 23
3.1. Benefits and restrictions in the use of textbooks

Limitations of textbooks:
- As McGrath (2013) notes, coursebooks are designed for a broad audience and therefore cannot fully adapt to the specific needs, interests, learning styles, or sociocultural context of every group of learners.
- They may impose a fixed sequence of contents and activities, promote repetitive learning patterns, or fail to adequately address diversity in the classroom.
- An exclusive dependence on the textbook may reduce flexibility and limit opportunities for authentic communication.

Question 12

Topic 23
3.1. Benefits and restrictions in the use of textbooks

“the coursebook is a _______ _______ but a _______ _______.”

Harmer (20__)

Answer 12

Topic 23
3.1. Benefits and restrictions in the use of textbooks

“the coursebook is a good servant but a bad master.”

Harmer (2007)

Question 13

Topic 23
4.1 Authentic materials

Howards (20__), describes authentic materials as “any _______ _______ which has been _______ for _______ _______ _______ to _______ _______”.

Answer 13

Topic 23
4.1 Authentic materials

Howards (2004), describes authentic materials as “any genuine item which has been produced for purposes other than to teach language”.

Question 14

Topic 23
4.1 Authentic materials

Benefits of authentic materials:
- They _______ _______ to _______ _______ _______ in _______ _______
- They _______ the _______ between _______ and the _______ _______ _______
- As McGrath (20__) states, they _______ _______ _______, _______ _______ to _______ _______ into the _______ and _______ of _______ _______

Answer 14

Topic 23
4.1 Authentic materials

Benefits of authentic materials:
- They expose learners to real language use in meaningful contexts
- They reinforce the connection between learners and the foreign language world
- As McGrath (2013) states, they facilitate cultural immersion, allowing students to gain insights into the perspectives and practices of native speakers

Question 15

Topic 23
4.1 Authentic materials

Limitations of authentic materials:
- They can _______ _______ _______, being _______ for our _______.
- Their _______ can be _______, being _______ _______ or _______ _______.
- They _______ a _______ _______ of _______, so they are _______ _______ _______ to _______ on a _______ _______ of a _______.

Answer 15

Topic 23
4.1 Authentic materials

Limitations of authentic materials:
- They can present difficult language, being unsuitable for our children.
- Their extension can be inappropriate, being too long or too short.
- They include a great variety of structures, so they are not very useful to focus on a certain aspect of a language.

Question 16

Topic 23
4.2 Adapted materials

Use of adapted materials:
- Motivation: By _______ _______ to _______ _______, _______ _______ _______ and are _______ _______ to _______ with _______. This _______ the _______ _______ and _______ _______, _______ _______ _______ (Krashen, 19__).
- Relevance: Adapted materials are _______ to _______ because they _______ _______ with the _______ _______ and _______ _______ _______, _______ _______ and _______.
- Attention to individual differences: Adapted materials can _______ the _______ of _______ with _______ _______ or _______ _______ ______.

Answer 16

Topic 23
4.2 Adapted materials

Use of adapted materials:
- Motivation: By adjusting materials to students’ level, learners gain confidence and are more willing to engage with tasks. This reduces the affective filter and prevents anxiety, facilitating language acquisition (Krashen, 1982).
- Relevance: Adapted materials are meaningful to learners because they align closely with the language items and topics being studied, increasing comprehension and engagement.
- Attention to individual differences: Adapted materials can address the needs of students with learning difficulties or special educational needs.