The Framework of Materials and Methods
Current Approaches to Materials and Methods
Scape room quiz
Start
By Marcia Elisa Chicas Rivas - CR15093
Summary 1
English seems to be the most widely spoken language in communication. The need for social, economic, and technological communication has intensified worldwide, and English teachers engage in teaching English for a wide variety of reasons: for work, tourism, academic purposes, and as a Second or Foreign Language. That's why they are compelled to assess their teaching situation and look for suitable approaches, frameworks, methodologies, materials, and resources that cater to their students’ individual and collective needs. That's why it is crucial to know what the framework comprises and consider the students' contextual factors when planning; then, students can achieve the objectives as closely as possible; of course, these are specified according to the learners, teachers, and context.
continue
Answer the questions posed in each classroom to get a certificate of completion.
01
Question 1/5
English language teaching has diversified over the years. Choose which of the following does NOT belong to the varieties of English Language Teaching:
English as a Foreign Language (EFL) and English for Young Learners (EYL)
Content and Language Integrated Learning (CLIL) and English for Academic Purposes (EAP)
Common European Framework of References (CEFR), Test of English as a Foreign Language (TOEFL)
02
Question 2/5
What is important to take into consideration before setting the overall goals of a language teaching program?
An analysis of the strengths and weaknesses of the teacher in regards to CLT.
An analysis of the reasons why a group of learners in a particular environment needs to learn English.
An analysis of the approaches, methods, techniques, and strategies a teacher can use in a given class.
03
Question 3/5
They are what the framework is divided into:
Context and syllabus
Learning goals and reasons to learn English
Language skills and materials
04
Question 4/5
Which of the following is true about the framework:
It is a document that contains information about the different English courses offered by a particular educational institution.
It is a set of components in which objectives are determined according to the teachers, students, and contexts so that teaching programs can be set out.
It is a set of approaches that intends to teach English to non-native speakers through listening, speaking, reading, and writing.
05
Question 5/5
What are some contextual factors that teachers need to consider when planning?
Age, level of proficiency in English, aptitude, mother tongue, attitudes to learning, motivation, reasons for learning, preferred learning styles, and personality.
The teacher, technology, traveling, age, friends, motivation, patience, confidence, culture, social skills, and history.
Teachers’ age, aptitude, mother tongue, advanced English skills, reasons for learning, religion, use of cellphones in class, student’s family, and personality.
You nailed it!
Keep working like that!
Next
Summary 2
After considering the context and the setting where the teaching-learning process would take place, planning is the next step. It involves more than setting objectives in a language program. The teacher must analyze and choose or design an appropriate syllabus or a combination of several syllabi for English language teaching that best fits his student's needs and interests in learning English. After doing so, it is crucial to select suitable materials and resources so that learners acquire new knowledge, develop skills in different ways, and accomplish their goal of learning and using English. As teaching materials and classroom methods evolve, teachers should focus on developing communicative competencies through interaction using the target language.
continue
06
Question 1/5
Which of the following factors influence course planning, syllabus design, the selection of materials and resources, and the appropriateness of methods?
The role of English in the classroom, religion, the selection of teachers, the use of computers, social media, teachers’ age, extrinsic motivation, and syllabus.
The role of English in the country and the school, management and administration, the number of students, the socio-cultural environment, and the physical environment.
The role of English as a Lingua Franca in the school, intrinsic motivation, the number of students, the use of cell phones, creativity, and parents’ educational level.
07
Question 2/5
This document has all the information that needs to be taught and learned in a particular subject.
Syllabus
Curriculum
Lesson plan
08
Question 3/5
To show the relationship between the theory and practice of language teaching as an ‘interdependent system’, teachers take into account three different levels in program planning:
Approach, techniques, and design
Design, approach, and syllabus
Approach, design, and procedure
09
Question 4/5
Which of the following does NOT belong to the types of syllabi?
Grammatical or structural, functional-notional, and content-based
Grammar translation, silent way, and total physical response
Integrated skills, task-based learning, and lexical
10
Question 5/5
Which of the following is TRUE about Communicative Language Teaching (CLT):
CLT supported the idea that mastering grammar, vocabulary, and pronunciation led to communicative competence.
CLT moved away from mastering grammar, vocabulary, and pronunciation to knowing what to say and to whom.
CLT supporters advocated that knowing what to say and to whom was less important than being linguistically competent.
Way to go!
Keep working the good work!
Next
Summary 3
The principles of Communicative Language Teaching (CLT) are accepted worldwide, and its approach has evolved over the years. Some of the benefits of using this approach are that students have an experience close to real-world speaking situations and take into account the context, topic, and roles of the learners involved. Of course, it brings together some implications for non-native English speakers. Managing classrooms implies more than choosing a suitable topic and having the ideal English class. Some implications emerge from time to time, for instance, authenticity of the material, mastery of the language, English skills, etc. Nevertheless, teachers may continue improving their lesson plans and using other alternatives, such as the multi-component syllabus, the lexical approach, the task-based approach, and more., to aid their learners in achieving their goal of mastering the English language and using it in the real-world.
continue
11
Question 1/5
As Johnson (1981, p.5) suggests, functions refer to:
A speaker’s intention
A speaker’s confidence
A Speaker’s grammar
12
Question 2/5
Making suggestions, threatening, warning, or giving advice are examples of:
Grammatical structures
Communicative functions
Structural exponents
13
Question 3/5
What are the two broad approaches that a multi-component syllabus is divided into:
A view of the language in use and a version of a more formal linguistic syllabus
A view of the lexical syllabus and authentic English material
A view of the language in use and a version of more grammatical rules
14
Question 4/5
In CLT, the term authenticity may imply that:
Students should learn to be original in their utterances avoiding copying from other learners.
Teachers should prepare their own resources based on their students' needs.
The language material used in the classroom should resemble the language used outside the classroom.
15
Question 5/5
Which of the following is true about Task-based learning (TBL):
The Task-based learning (TBL) approach focuses on having students achieve a goal or solve a problem rather than on having them complete grammatical and vocabulary exercises.
The Task-based learning (TBL) approach focuses on helping students acquire linguistic competence rather than on helping them communicate and interact with others.
The Task-based learning (TBL) approach focuses on having students acquire grammatical and lexical accuracy rather than on having them communicate and interact in the target language.
Impressive!
Keep going!
Next
Summary 4
Task-based learning can be seen as an evolution of Communicative Language Teaching since the activities promote communication among students rather than learning grammar structures only. The design of a coursebook is concerned with the perspective of the learner and the language material itself. The selection of topics is one way to take into account the learners' needs and interests. However, in some cases, it is hard to pay attention to every single student, especially in large classes. Teachers try to incorporate the students' individual differences into their methodology. They also use different strategies for students to learn efficiently. English language teaching has gone through many changes throughout the years. CLT has withstood the test of time and has given rise to methodologies that seek to inspire and motivate students to use their English in real contexts.
continue
16
Question 1/5
What are the three key stages that Task-based learning is divided into?
The task cycle phase, the middle task, and the lesson plan.
Lesson plan, activities, and resources available.
The pre-task phase, the task cycle itself, and the language focus.
17
Question 2/5
These are the two perspectives that textbooks address the perspective of the learner of the language material itself:
Students’ needs and interest in learning English and the level of English proficiency of the student's parents.
An analysis of the characteristics of learners as individuals and the process of comprehending and producing language.
The type of interaction students has in the classroom and a deep analysis of the teachers’ background.
18
Question 3/5
Students’ needs and interests are crucial for the selection of topics, but other key learner variables must be considered as well, for example, personality, motivation, attitude, aptitude, preferred learning style, and intelligence.
True
False
19
Question 4/5
The demand for using English nowadays has led people to choose a common means of communication for speakers whose mother tongue isn’t English and who live in a country where English isn’t an official language; this can be achieved can be face-to-face or through digital means.
English as a Second Language (ESL)
English as a Lingua Franca (ELF)
Communicative Language Teaching (CLT)
20
Question 5/5
This tool is used by teachers for the planning and assessment of language learning; besides that, it is widely recognized as the standard for assessing a person's proficiency in all European languages.
Common European Framework of Reference (CEFR)
Communicative Language Teaching (CLT)
Content and Language Integrated Learning (CLIL)
You've worked so hard for this.
Congratulations! You have answered all the questions
Thank you, next!
The end!
Congratulations! You've succesfully answered all the questions.. Now, it's time to get your certificate of completion.
Let's go!
Wrong answer
Try again
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Marcia Elisa Chicas Rivas
Created on October 7, 2022
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Transcript
The Framework of Materials and Methods Current Approaches to Materials and Methods
Scape room quiz
Start
By Marcia Elisa Chicas Rivas - CR15093
Summary 1
English seems to be the most widely spoken language in communication. The need for social, economic, and technological communication has intensified worldwide, and English teachers engage in teaching English for a wide variety of reasons: for work, tourism, academic purposes, and as a Second or Foreign Language. That's why they are compelled to assess their teaching situation and look for suitable approaches, frameworks, methodologies, materials, and resources that cater to their students’ individual and collective needs. That's why it is crucial to know what the framework comprises and consider the students' contextual factors when planning; then, students can achieve the objectives as closely as possible; of course, these are specified according to the learners, teachers, and context.
continue
Answer the questions posed in each classroom to get a certificate of completion.
01
Question 1/5
English language teaching has diversified over the years. Choose which of the following does NOT belong to the varieties of English Language Teaching:
English as a Foreign Language (EFL) and English for Young Learners (EYL)
Content and Language Integrated Learning (CLIL) and English for Academic Purposes (EAP)
Common European Framework of References (CEFR), Test of English as a Foreign Language (TOEFL)
02
Question 2/5
What is important to take into consideration before setting the overall goals of a language teaching program?
An analysis of the strengths and weaknesses of the teacher in regards to CLT.
An analysis of the reasons why a group of learners in a particular environment needs to learn English.
An analysis of the approaches, methods, techniques, and strategies a teacher can use in a given class.
03
Question 3/5
They are what the framework is divided into:
Context and syllabus
Learning goals and reasons to learn English
Language skills and materials
04
Question 4/5
Which of the following is true about the framework:
It is a document that contains information about the different English courses offered by a particular educational institution.
It is a set of components in which objectives are determined according to the teachers, students, and contexts so that teaching programs can be set out.
It is a set of approaches that intends to teach English to non-native speakers through listening, speaking, reading, and writing.
05
Question 5/5
What are some contextual factors that teachers need to consider when planning?
Age, level of proficiency in English, aptitude, mother tongue, attitudes to learning, motivation, reasons for learning, preferred learning styles, and personality.
The teacher, technology, traveling, age, friends, motivation, patience, confidence, culture, social skills, and history.
Teachers’ age, aptitude, mother tongue, advanced English skills, reasons for learning, religion, use of cellphones in class, student’s family, and personality.
You nailed it!
Keep working like that!
Next
Summary 2
After considering the context and the setting where the teaching-learning process would take place, planning is the next step. It involves more than setting objectives in a language program. The teacher must analyze and choose or design an appropriate syllabus or a combination of several syllabi for English language teaching that best fits his student's needs and interests in learning English. After doing so, it is crucial to select suitable materials and resources so that learners acquire new knowledge, develop skills in different ways, and accomplish their goal of learning and using English. As teaching materials and classroom methods evolve, teachers should focus on developing communicative competencies through interaction using the target language.
continue
06
Question 1/5
Which of the following factors influence course planning, syllabus design, the selection of materials and resources, and the appropriateness of methods?
The role of English in the classroom, religion, the selection of teachers, the use of computers, social media, teachers’ age, extrinsic motivation, and syllabus.
The role of English in the country and the school, management and administration, the number of students, the socio-cultural environment, and the physical environment.
The role of English as a Lingua Franca in the school, intrinsic motivation, the number of students, the use of cell phones, creativity, and parents’ educational level.
07
Question 2/5
This document has all the information that needs to be taught and learned in a particular subject.
Syllabus
Curriculum
Lesson plan
08
Question 3/5
To show the relationship between the theory and practice of language teaching as an ‘interdependent system’, teachers take into account three different levels in program planning:
Approach, techniques, and design
Design, approach, and syllabus
Approach, design, and procedure
09
Question 4/5
Which of the following does NOT belong to the types of syllabi?
Grammatical or structural, functional-notional, and content-based
Grammar translation, silent way, and total physical response
Integrated skills, task-based learning, and lexical
10
Question 5/5
Which of the following is TRUE about Communicative Language Teaching (CLT):
CLT supported the idea that mastering grammar, vocabulary, and pronunciation led to communicative competence.
CLT moved away from mastering grammar, vocabulary, and pronunciation to knowing what to say and to whom.
CLT supporters advocated that knowing what to say and to whom was less important than being linguistically competent.
Way to go!
Keep working the good work!
Next
Summary 3
The principles of Communicative Language Teaching (CLT) are accepted worldwide, and its approach has evolved over the years. Some of the benefits of using this approach are that students have an experience close to real-world speaking situations and take into account the context, topic, and roles of the learners involved. Of course, it brings together some implications for non-native English speakers. Managing classrooms implies more than choosing a suitable topic and having the ideal English class. Some implications emerge from time to time, for instance, authenticity of the material, mastery of the language, English skills, etc. Nevertheless, teachers may continue improving their lesson plans and using other alternatives, such as the multi-component syllabus, the lexical approach, the task-based approach, and more., to aid their learners in achieving their goal of mastering the English language and using it in the real-world.
continue
11
Question 1/5
As Johnson (1981, p.5) suggests, functions refer to:
A speaker’s intention
A speaker’s confidence
A Speaker’s grammar
12
Question 2/5
Making suggestions, threatening, warning, or giving advice are examples of:
Grammatical structures
Communicative functions
Structural exponents
13
Question 3/5
What are the two broad approaches that a multi-component syllabus is divided into:
A view of the language in use and a version of a more formal linguistic syllabus
A view of the lexical syllabus and authentic English material
A view of the language in use and a version of more grammatical rules
14
Question 4/5
In CLT, the term authenticity may imply that:
Students should learn to be original in their utterances avoiding copying from other learners.
Teachers should prepare their own resources based on their students' needs.
The language material used in the classroom should resemble the language used outside the classroom.
15
Question 5/5
Which of the following is true about Task-based learning (TBL):
The Task-based learning (TBL) approach focuses on having students achieve a goal or solve a problem rather than on having them complete grammatical and vocabulary exercises.
The Task-based learning (TBL) approach focuses on helping students acquire linguistic competence rather than on helping them communicate and interact with others.
The Task-based learning (TBL) approach focuses on having students acquire grammatical and lexical accuracy rather than on having them communicate and interact in the target language.
Impressive!
Keep going!
Next
Summary 4
Task-based learning can be seen as an evolution of Communicative Language Teaching since the activities promote communication among students rather than learning grammar structures only. The design of a coursebook is concerned with the perspective of the learner and the language material itself. The selection of topics is one way to take into account the learners' needs and interests. However, in some cases, it is hard to pay attention to every single student, especially in large classes. Teachers try to incorporate the students' individual differences into their methodology. They also use different strategies for students to learn efficiently. English language teaching has gone through many changes throughout the years. CLT has withstood the test of time and has given rise to methodologies that seek to inspire and motivate students to use their English in real contexts.
continue
16
Question 1/5
What are the three key stages that Task-based learning is divided into?
The task cycle phase, the middle task, and the lesson plan.
Lesson plan, activities, and resources available.
The pre-task phase, the task cycle itself, and the language focus.
17
Question 2/5
These are the two perspectives that textbooks address the perspective of the learner of the language material itself:
Students’ needs and interest in learning English and the level of English proficiency of the student's parents.
An analysis of the characteristics of learners as individuals and the process of comprehending and producing language.
The type of interaction students has in the classroom and a deep analysis of the teachers’ background.
18
Question 3/5
Students’ needs and interests are crucial for the selection of topics, but other key learner variables must be considered as well, for example, personality, motivation, attitude, aptitude, preferred learning style, and intelligence.
True
False
19
Question 4/5
The demand for using English nowadays has led people to choose a common means of communication for speakers whose mother tongue isn’t English and who live in a country where English isn’t an official language; this can be achieved can be face-to-face or through digital means.
English as a Second Language (ESL)
English as a Lingua Franca (ELF)
Communicative Language Teaching (CLT)
20
Question 5/5
This tool is used by teachers for the planning and assessment of language learning; besides that, it is widely recognized as the standard for assessing a person's proficiency in all European languages.
Common European Framework of Reference (CEFR)
Communicative Language Teaching (CLT)
Content and Language Integrated Learning (CLIL)
You've worked so hard for this.
Congratulations! You have answered all the questions
Thank you, next!
The end!
Congratulations! You've succesfully answered all the questions.. Now, it's time to get your certificate of completion.
Let's go!
Wrong answer
Try again