1. FEEDBACK

2. SELECCIÓN Y EXPLOTACIÓN DE RECURSOS Y MATERIALES DIDÁCTICOS UNIDAD 4 MCDISL

3. Temas 4.1 Estrategias de selección y adaptación 4.2 Características y potencialidades de los recursos y materiales 4.3 Nuevas tecnologías y materiales multimedia 4.4 Particularidades de los materiales lingüísticos y extralingüísticos 4.5 Pertinencia en el uso de materiales de acuerdo con el contexto áulico.

4. What are materials? Most people associate the term “language-learning materials” with the coursebook because that has been their main experience of using materials. Materials could obviously be cassettes, videos, CD-Rooms, dictionaries, grammar books, readers, workbooks or photocopied excercises. They could also be newspapers, food packages, photographs, live talks by invited native speakers, instructions given by a teacher, tasks written on cards or discussions between learners. In other words, they can be anything which is deliberately used to increase the learner’s knowledge and/or experience of the language.

5. Materials’ evaluation noveltyvariety Attractive presentation Appealing content Impact

6.  Materials should help the learner feel at ease  Materials should help learners to develop confidence  What is being taught should be perceived by learners as relevant and useful  Materials should expose the learners to language in authentic use  Materials should provide the learners with opportunities to use the target language to achieve communicative purposes  Materials should take into account that the positive effects of instruction are usually delayed  Materials should take into account that learners differ in learning styles

7.  Materials should maximise learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates both right and left brain activities.  Materials should no rely too much on controlled practice  Materials should provide opportunities for outcome feedback

8. Who are my students? Needs Skills Level Cycle

9. What’s the context? School’s location Shift Classroom condition Situational learning requirements Educational community Etc.

10. What’s the learning purpose?

11. Independent work  Read the material of the handouts, specially the check lists included, then select the standars or features that you consider could be important when choosing materials.  With a partner create your own checklist to show to the class  Participate by showing your materials, the way you use them, and explain why and how you find them efficient. Your participation will be evaluated.

12. Interactive materials and app  Mobil devices:  Duolingo  Comic book  any online dictionary  Vine  Twitter post, images, links for reading pages  Facebook post, images, quizes  Instagram, Pinterest, Tumblr, flick, etc (pictures and manuals for example  All kinds of app for potos  App with avatars like Tellagami  Interactive web pages with specific excercises

13. Research and share R&S  Look for other apps, interactive pages and materials. Share it with your classmates and créate a directory/ map/ list of them.

14. Referencias  Materials Development in Language Teaching edited by Brian Tomlinson http://books.google.com.mx/books?id=jqSS9_fbZYIC&printsec=frontcover&sourc e=gbs_ViewAPI&redir_esc=y#v=onepage&q&f=false