DISEO Y EVALUACIN DE RECURSOS

PEDAGGICOS WORKSHOP 3
Teacher: Jennie Popp
Students: Fernando Verdugo
John Cancino
Paulina Salcedo
Herminda Hidalgo
Jorge Ruiz
Katherinne Ibez
Gloria Garrido
Book name: Global
Level: Elementary
Year: 2010
Publisher : Macmillan
Context of use : University Talca. Students from first year.
Student level: Beginner
Aim: Students learn through English and about English in its
most international form.
ANALYSIS OF THE TARGET SITUATION OF USE
LITTLEJOHN
Cultural context: University level (Universidad Autonoma de Chile)
The institution: Talca (a branch)
The course: 1
st
year
Proposed aims: Meeting people, from unit 1.
Content: articles, possessive adjectives, verb to be, simple reading texts,
ordinal and cardinal numbers, simple conversations
Methodology: A mixture of direct instruction and communicative activities
Means of evaluation: A review of the contents at the end of the unit and a
development of metacognitive skills and contrastive activities
The teachers: Non-native speakers
The learners: Chilean students who come from public schools
MATERIALS ANALYSIS
1.From Analysis
1.1 What is their explicit nature?
English to be used in real situations and students to be exposed to different
varieties of English.
1.2 What is required of users?
Students to be motivated in the learning of the language.
1.3 What is implied by their use?
A global outlook
2. To description
Aspects of design: it is very modern, neutral colors, appealing to the
target age (18-20), high-quality paper, order in unit , from simple to more
complex exercises. The textbook is an efficient tool because it has
additional activities that deepen the learning process.
3. Aspects of publication
3.1 Name: Global, Elementary Coursebook (2010)
3.2 Author: Linsay Clandfield & Kate Pickering
3.3 Publisher: Mackmillan

4. Match and Evaluation
How appropriate are the aspects of design and the
aspects of publication to the target situation of use?
The textbook is appropriate because the contents are
appealing to young adults, the colors are attractive, the
information and the design of the pages are friendly
distributed.
It is carefully graded and up-dated.
5. Action:
Supplement the materials with more exercises and
complementary activities: dialogues, role plays and
information gaps and some language games.

DOUGLAS BROWNS MODEL, ADAPTED FROM ROBINETT

1.Goals of the course: Students develop the four language skills at an
elementary level.
2.Background of students: Adults, students from public and subsidiary
schools
3.Approach: Skill based learning approach
4.Language skills: The four language skills, listening, speaking, writing and
reading. These are integrated
5.General content: Activities in the textbook help students develop the four
language skills. Current and real life students.
6.Quality of practice material: Exercises are well balanced as coming from
easy to difficult ones
7.Sequencing: Reading, vocabulary, grammar, speaking, writing.
8.Vocabulary: it is in context and it is relevant in the unit.
9.General sociolinguistic factors: It is from European framework. It is a
British textbook.
10.Format: It is attractive, durable, useful.
11.Accompanying materials: It has e-workbook, audio CDs, teacher book
and teacher resource Disc, software and a website.
12.Teachers guide: It has methodological guidance, answer keys,
explanations.

RESULTS
Similarities
Both authors evaluate most of the same aspects.
Littlejohn is more specific than Brown and he evaluates the context.

Most effective model
Brown proposal

Reasons: the authors proposal is
Practical
Adaptable
Clearer