FLIPBOOK

Analog Worksheet

Task 3

Analog and digital didactic language materials Tutor: Diana Constanza Cruz Students Juan Pablo Giron C. Marzia J Ruzynke C. Group: 77was created by Slidesgo, and CR E DITS: This presentation template includes icons by Flaticon, and infographics & images by Freepik

Universidad Nacional Abierta y a Distancia UNAD Escuela de Ciencias de la Educación

Licenciatura en Lenguas Extranjeras con Énfasis en Inglés Course Materials Design Bogotá, 2022

TABLE OF CONTENTS 1

Introduction

2

Template-worksheet

3

Template-Worksheet

4

Final activities

Describe Topics

Describing Feelings

Describing events in the future

Analog and digital didactic language materials

1

INTRODUCTION

This magazine is a presentation to everything that has been working

2 Template-worksheet Describing feelings

Objective Its main goal is to improve their reading comprehension by helping them learn new vocabulary related to "feelings and emotions," use it in authentic contexts and communicate verbally with their peers.

Warm Up

We'll start working on the assignments you have for today's class. This exercise will help you identify your mood. To share your "emoticon" with others, you will color and cut out an "emoticon" that you have created. When everyone is finished, one by one you will share your emoticons expressing your feeling for the day. "Today I feel happy, bored, sad, angry, etc." you will listen to your classmates with a lot of respect, For this activity, your teacher will hang out the photocopies, scissors, and colors.) (10´).

1st

Presentation and Practice

Types of subjectivism

2nd

3rd

4th

1st

You are going to watch the video the teacher is going to play, you must pay attention to the new vocabulary related to “FEELINGS AND EMOTIONS”

2nd

https://www.youtube.com/watch?v=g3J8dirGgOw or https://quizizz.com/join/quiz/637d6bde3087dc001d 33fe61/start?studentShare=true ( all the activity)

Follow the teacher’s directions through the play of the video.

3rd

As a result, you will be able to remember and use the vocabulary that was covered in this lesson. The four language skills will be developed. To achieve the desired result, you must follow the three steps: a "Silently watch the entire video." Until minute 3´. b- Observe the video and follow the teacher's instructions to recreate the action and each "feeling" using the verb "be." C- As you hear on the video and repeat the answers, Don´t forget to do the “Review” of the video.

4th

Follow your teacher’s directions, or you can do it by yourself. a. Pay attention to the narrative on the video the teacher is reading, “How I felt this morning when my cat disappeared” https://youtu.be/ZU88nC21Nr8

4th b. Read aloud and ask for any new vocabulary that you don't understand or are unfamiliar with.

c. You will locate the story you are watching on this worksheet, underline the new vocabulary, and write it down in your notebook to learn it. (15´) d. After finishing the reading comprehension, you will work with the previously assembled team.

Production/evaluation a.

Create a comic strip about a short story using the vocabulary associated with "Feelings or Emotions" from the video using the template your teacher will hang to your workgroup. I'm eager to see that project soon!

b.

The four group members will have to recreate the comic strip while remembering how to properly use the vocabulary on the subject that was created in the workshop today. (15´) Workgroups of no more than four people will be formed.

References

· English Singsing.(2017, May 10). [NEW] Feel-feelings – Are you happy? – English educational [Video]. YouTube. https://youtu.be/1IUX0Qy-IDM · 22 de noviembre de 2022. (n.d.). Www.youtube.com. Retrieved November 24, 2022, from https://youtu.be/ZU88nC21Nr8 · EDIT.org – online editor. (n.d.). Edit.org. Retrieved November 22, 2022, from https://youtu.be/1IUX0Qy-IDM ·

(2022). Canva.me. https://youtu.be/ZU88nC21Nr8

· Quizizz: Practice link. (n.d.). Quizizz.com. https://quizizz.com/join/quiz/637d6bde3087dc001d33fe61/start?studentShare=true · The Art Kit Coloring pages and printables for kids. (2020, January 18). https://www.theartkitblog.com · EDIT.org - online editor. (n.d.). Edit.org. Retrieved November 24, 2022, from https://edit.org/edit/all/2f55ni18a

Template-Worksheet Describing events in the future

3 Objective Develop the ability to describe events in the future using spoken, listened an written English.

Warm up Activity 1

Watch and listen to the next video and then answer the following questions: https://www.youtube.com/wat ch?v=HCTunqv1Xt4 a.

According to the video, write 5 examples of future events that you hear in the song. 1. 2. 3. 4. 5. a. Listen to the song and try to complete the missing words in the following text. When I ____ older losing my hair Many years from ____ ____ you still be sending me a Valentine Birthday greetings, bottle of _____ If I'd ____ out till quarter to three Would you _____ the door Will you still need me, ____ you still ____ me when I'm sixty-four You'll be ____ too And ____ you say the word I _____ stay with you I could be handy, mending a fuse When ____ lights have ____

Presentation and practice

Activity 1

Read the following part of an article written by Andrew Winston and solve the following activity. The World in 2030: Nine Megatrends to Watch Demographics: There will be about 1 billion more of us, and we will live longer. The world should reach 8.5 billion people by 2030, up from 7.3 billion in 2015. The fastest growing demographic will be the elderly, with the population of people over 65 years old at 1 billion by 2030. Most of those new billion will be in the middle class economically, as the percentage of citizens in dire poverty continues to drop (a rare sustainability win). Even as the middle swells, however, the percentage of all new wealth accruing to the very top of the pyramid will continue to be a major, and destabilizing, issue.

That said, the other megatrends, especially climate change, could slow or change the outcomes here. Urbanization: Two-thirds of us will live in cities. The urbanization of our populations will increase, creating more megacities as well as small- and medium-size metropolises. Countervailing forces will include a rising cost of living in the most desirable cities. The effects will include the need for more big buildings with better management technologies (big data and AI that makes buildings much more efficient), and we will need more food moved in from where we grow it to where we eat it — or rapidly expand urban agriculture.

Activity 2

Production/evaluations Activity 2

Watch the next video and then solve the following activity: https://www.youtube.com/watch?v=RNVh_HM X2IY 1.Based

on the video, record an audio where you describe in your own words what the world will be in 2050. 2. Make a list of 10 phrases that you heard in the video and record an audio, reading the phrases and using the corret pronunciation.

References ● image of a boy reading. (n.d.). https://mb.com.ph/wp-content/uploads/2022/06/ECARTOON-JUN-26-2022-300x293.jpg ● image of a boy using a computer. (n.d.). https://encryptedtbn0.gstatic.com/images?q=tbn:ANd9GcTzc7Tkx7Aq1x8FMykxB082H_k14aLEaRjRlmCy0WxxJe6 5kyAoDhxXSGCkKk6j-wx6l0I&usqp=CAU ● image of a girl writting. (n.d.). https://encryptedtbn0.gstatic.com/images?q=tbn:ANd9GcQQOlRkBoSkkeFXtqOxa8V808vrRPe6g0bffQ&usqp=CAU ● speaking image. (n.d.). https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQPaU7iBPjUHif-Qj- eqaHUP4lfDnFMwq6UjTT5mumQhoxveC-1g6DBJGrDE_waDYeCEY&usqp=CAU ● The Beatles. (2018, June 19). When I’m Sixty Four (Remastered 2009). Youtube. https://www.youtube.com/watch?v=HCTunqv1Xt4 ● Winston, A. S. (2019, May 7). The World in 2030: Nine Megatrends to Watch. MIT Sloan Management Review. https://sloanreview.mit.edu/article/the-world-in-2030-nine-megatrends-towatch/

MOCKUP TEMPLATE

Task 3

Analog and digital didactic language materials Tutor: Diana Constanza Cruz Students Juan Pablo Giron C. Marzia J Ruzynke C. Group: 77was created by Slidesgo, and CREDITS: This presentation template includes icons by Flaticon, and infographics & images by Freepik

Universidad Nacional Abierta y a Distancia UNAD Escuela de Ciencias de la Educación

Licenciatura en Lenguas Extranjeras con Énfasis en Inglés Course Materials Design Bogotá, 2022

Objectives ● Develop and Produce digital teaching materials for English that can be used both online and face-to-face. ● Create activities and exercises that emphasize enhancing your English communicative skills. ● Develop a flipbook that contains the different worksheets ● llustrate the value of creating reading materials ● Gain the ability to use spoken, listened to, and written English to describe future events ● Gain the capacity to express and illustrate feelings and emotions. ● Analog and digital didactic language materials – Condense – The last version ● Based on the chapter “Develop Reading Materials”, what are the most important elements that material developers should take into account in selecting and presenting the reading materials? Mention and explain at least three elements.

a. Captures the attention of the reader: To ensure that the readings are diverse enough to appeal to a wide audience of readers and catch the reader's interest: Whether in-person or online, teachers are always seeking fresh approaches to inspire their students to read. The variety of the materials used must give the reader the impression that there are several options available. According to Hoover and Gough, proficiency in language comprehension and decoding is a prerequisite for reading comprehension (2011). b. Support materials for EFL/ESL: Language has traditionally been highly valued for its vocabulary. Without grammar, a person can read a text, but without vocabulary, they cannot progress. In a teaching context, real texts can be utilized to communicate a point. You may constantly check that your resources are suitable for the pupils' age and academic level. c. Reading assignments: Reading assignments at a language school must to be enjoyable, inspiring, and suitable for the student's age, developmental stage, and needs. Texts have to be stuffed full of inventive lexical and structural elements. One of the finest methods to establish a love of reading in youngsters is through English-language reading.)

Based on the chapter “Some Guidelines for Developing Listening Materials explain the following listening performances and give at least 2 examples for each type: Intensive listening: The purposeful instruction of speech, grammar, vocabulary, and pronunciation is known as intensive listening. Indepth listening focuses mostly on phonology, syntax, and lexis. At the phonological, lexical, grammatical, and pragmatic levels, this analysis may be done. Provoked repetition, mistake detection, and simultaneous interpretation are all part of it. Examples: Watching a movie understanding and enjoying the story. It is a way to measure an individual, phonological, morphological, and ability to paraphrase. Selective listening: This is a method to listen without giving it your entire attention. According to Professor David Brown, language learners should be taught to listen for specific facts and events, such as place, circumstance, and context, to improve their selective listening abilities. Speeches, media broadcasts, stories, and anecdotes are the main sources of selective listening discourse. Examples: A. planning what you're going to say while someone is talking. B. Deciding when to retain important information and when to ignore noncritical information. • Interactive Listening or interactive hearing refers to listening in which the speaker receives input from the listener after they have understood the content. Non-interactive listening is listening to that doesn't require a reaction, like listening to the radio. Rost (2011) asserts that effective cooperation requires both intelligible output and negotiation. These discussions enhance interactions among students. Interactive listening is said to need collaborative discussion. Lynch (1996) asserts that communicative exercises help people learn how to manage taking turns and to request feedback. You may improve your English listening abilities by engaging in extensive listening. It entails paying attention to several recordings, films, and interviews on

Examples: A. Tell students that they are going to hear part of a conversation in a hotel or whatever other situation you have chosen. B. Ask them to predict what they think they will hear. Extensive listening: You may improve your English listening abilities by engaging in extensive listening. It entails paying attention to several recordings, films, and interviews on the same subject. All students with intermediate and advanced language competence can benefit from this. It is thought to be an effective approach to raising language proficiency and listening comprehension. Examples of pastimes that require a lot of hearing include viewing movies, listening to radio programs, watching vodcasts or post cast, listening to podcasts (digital audio files), listening to songs, and watching interviews and lectures.) An example would be listening to see if the speaker is using proper grammar, syntax, vocabulary, and pronunciation. “I like eat” is wrong, but “I like to eat” is right. Responsive listening: Students are instructed to do an action that draws the listener's attention in a certain way, such as vocally, visually, physically, socially, emotionally, and so on. Listening to a little quantity of a language, such as an order, an inquiry, or a greeting, is referred to as responsive listening. Examples include requesting clarification, giving commands, asking questions, and gauging comprehension (Brown, 2001). Examples: Open-Ended Responsive Listening: A listener hears: What country are you from

The student writes: _______________________________ Suitable Response to a Question The listener hears: What country is Steven from Student select: a. Thailand c. Philippines

b. Cambodia d. Laos

Autonomous listening: In elementary school, pupils learn to pay attention to their instructors without the teacher's help. All types of natural language learning, including acquiring a child's first language, are regarded as autonomous listening. It switches the emphasis from instructing to learning. Based on the chapter “Materials to Develop Speaking Skill” explain the notions of accuracy, fluency, and complexity, and mention what kind of activities a teacher can apply in class for learners who are not confident in speaking. Accuracy: describes how to rectify students' usage of the language system, including their grammar, vocabulary, and pronunciation. Fluency is also connected to the use of grammar, vocabulary, and pronunciation. If the teacher offers the controlled practice of the vocabulary and grammatical constructs required for the activity, accuracy may be prioritized before the speaking assignment. Fluency: which may provide flow and smoothness across turn borders, can be regarded as an interactive event. The usage of grammar, vocabulary, and pronunciation are all related to fluency. We can be satisfied with fluency and design exercises that are practicable for students who lack speaking confidence while still providing them time to prepare their remarks. Like "Increase phonemic sensitivity". Complexity: The amount of sophistication of the language, sentences, and structures that students utilize to complete a speaking task might vary. Getting kids involved in performing in a play might boost their selfassurance while speaking in front of an audience. The way the activity was created may have enhanced its complexity.

Based on the chapter “Materials for Teaching Writing”, explain what kind of authentic materials should we use for teaching writing in the language class In second and foreign language classrooms, literature is a vital and reliable resource for the development of writing abilities. Students can use literature as a model to help them write in the same style, format, and subject matter as the original work. Computers and the internet may also be essential sources of supplementary information for students of teachers. Writing news segments might be a real resource that can be used for this, therefore students or learners shouldn't worry about the quality of the sentences and the logical flow of ideas.