Crafting English Curriculum: Material Selection & Student Input

Posted on Apr 5, 2025 in Other civil servant exams

Unit 23: English Speaking Language Curriculum Materials

UNIT 23: Elaboration of English Speaking Language curriculum materials. Criteria for selecting and using course books. Authentic and adapted documents: limitations of use. Students input in material design. The present essay aims to study the production of English lessons curricular material. In order to do so, the first part of the essay will examine the profile of the students. Secondly, I will concentrate on the production of English lessons curricular materials. The third part of the essay will examine the criteria necessary when choosing and using coursebooks. Then, I will consider the different kinds of materials in order to make the students reach communicative competence. The last part of this essay will consider the involvement of the children in material design. Finally, I will compile the main conclusions and the bibliography used to develop this topic.

As far as the foreign language learning is concerned, the legal framework is the Organic Law 2/2006 of Education, 3rd May modified by the Organic Law for the Improvement in Educational Quality, 8/2013, 9thDecember, in the section XII of its preamble establishes that “the command of a second or third language has become a priority in the Education field, as consequence of the globalization process we live”. One of the most relevant aspects of the Organic Law for the Improvement in Educational Quality is related to the Order ECD/65/2015, 21st of January which establishes the relation among the key competences, contents and evaluation criteria in Primary Education. On the other hand, the Royal Decree 126/2014, 28th of February, establishes the Minimum Teaching Requirement for Primary Education and it states in the article 7, Objective F “to acquire basic communicative competence, in at least, one foreign language to enable expression and comprehension of simple messages and survive in everyday situations”. In addition, the Order EDU/519/2014 17th of June, modified by the Order EDU 278/2016 8th of April, which establishes the minimum contents for the Primary Education in the Autonomous Community of Castilla y Leon.

Bearing in mind all these legal references, I will start mentioning the

1. Curricular Materials for the English Class

In this section we will analyze two important

1.1. Variables When Selecting Teaching Materials

The Communicative Approach and the Natural Approach have something in common: the consideration of humanistic factors in language learning. There is a set of principles that will affect the design of teaching materials:

  1. Learning a language implies learning how to communicate in it correctly, fluently and appropriately.
  2. Communicative Competence can be defined as a set of sub-competences: linguistic competence, sociolinguistic competence, socio-cultural competence, discourse competence and the strategic competence.
  3. The Constructivism states that learners construct their own competence autonomously and independently.
  4. In the Learner-centred curriculum, the students are considered to be the centre of the teaching process. Therefore, communicative situations must be based on their needs and interests, and the activities must be related to their personal experiences. The connections between the new language and the students’ experiences promote meaningful learning and add motivation.
  5. Current curricular activities present the language in a realistic and natural way, contextualized.

On the other hand, The analysis of the student’ characteristics is essential for teachers and course designers. The teacher must take into account the students’ age and interests. The aptitude variable will make teachers plan different teaching for learners with different types of aptitudes, and respect children’s learning rhythms. What the teacher can do to avoid negative attitudes, is to analyze the cause, show more interests towards the students and use materials that are as interesting as possible. In addition, Success plays an important part in learners’ motivation. Teachers should set realistic goals and tasks at which their students can be successful.

Now, I will continue by explaining the

1.2. Types of Materials in Communicative FLT

In the Communicative Approach, the main role of materials is to promote communicative language use. There are different types of materials: Text-based materials like the textbooks, task-based materials such as games or pairwork activities and realia, which is the authentic materials as magazines, advertisements, maps, objects…. The use of authentic materials contributes to reduce the distance between the classroom and the real world. As there are many published course books on the market nowadays, and it can be very difficult to select the most suitable to fulfill our teaching purposes.

2. Criteria for Selecting and Using a Course Book

It is important to bear in mind the communicative approach, the integrated skills, the organization of the course, the stages of the unit in which the presentation should be motivating and meaningful, presenting the teaching items in context. The practice should have a balance between controlled and free production, and the activities should be varied and adequate for the students’ age and interests. The attractive layout and the complementary materials such as workbook, flashcards, songs, puppets…and the teacher’s book which should be useful and easy to consult.

2.2. Using the Course Book Effectively

Once the teacher has looked at various textbooks and chosen one that seems suitable, she will still have to look carefully at how she is going to use it:

  1. First, the teachers should examine the general outline and the organization of the lessons.
  2. Then they should read the introduction of the teacher’s book and the instructions for the different stages of the lesson.
  3. Next, they must decide whether they will change anything for the particular requirements of their class.
  4. Finally, the teachers can write the plan of their first lessons in detail.

2.3. Other Printed Materials

There are also other printed materials such as activity books, readers and adapted books for the reading corner, and dictionaries which promote autonomous learning.

Once we have set the criteria for selecting and using a course book, I will carry on with

3. The Preparation of Curricular Materials

It can be difficult and time-consuming to produce all the materials that are needed for a course. However, many teachers find necessary to produce some materials. As Julia Edge says “ the most important role of the teacher-produced materials is to bridge the gap between the classroom and the world outside”. In the next section, we will consider visual materials, written materials and auditory materials.

3.1. Visual Materials

Visual materials can be: flashcards, pictures or words on a piece of cardboard or posters to stick on the wall.

3.2. Written Material

The Written material most commonly prepared by teachers includes worksheets and written texts. What the teacher has to bear in mind is that this material should focus on the real world use of language, stories, notes, lyrics, newspapers… In the English class, the list of written texts should be similar to this one, although adapted to the student’s age and English level.

3.3. Auditory Materials

As to the Auditory materials I would like to say that there are many recorded speech materials on the market that can be useful in class. However, the teacher’s own voice is the most powerful auditory aid in the classroom, and we should make the most of it. Nowadays, new technologies constitute one of the most useful and real material, as they provide students not only with auditory activities but also with visual ones. Computers, tablets and mobile phones a highly motivating tools which reduce the distance between the classroom and the real world.

4. Authentic and Adapted Materials

On the other hand, it also is important to use Authentic and adapted materials because they are genuine materials. Their main advantage is that they provide examples of real language, but they may not be useful for beginner’s level. Adapted materials are specifically written for the teaching of English as a foreign language. The main advantage is that they adapt to each learner’s level of competence. The main limitation is that they might present an unreal use of language. To conclude: the lower the student’s level of competence, the higher the amount of materials we will have to use. As the level increases, the use of authentic materials will increase, too.

5. Student Collaboration in Material Design

What is more, The collaboration of students in material design, increase their motivation and respect towards the foreign language. Students can collaborate by bringing magazines, pictures, letters from penfriends, making recordings…. Students also can be a resource in themselves: their personal environmental can be used in many learning tasks.

6. Conclusion

As a Conclusion, I would like to say that varied and adequate material is an indispensable tool both for learners and teachers, since they facilitate the teaching-learning process. Therefore, the English teacher must select them carefully and must know how to use them properly, so that they contribute to develop the students’ communicative competence, which is the final aim of the current educational law.

The bibliography used to develop this unit includes:

  • COUNCIL OF EUROPE. (2003). Common European Framework of Reference for Languages. United Kingdom: Cambridge University Press.
  • EMMER, E.T. & GERWELS, M.C. (2002). Cooperative Learning in elementary classrooms: Teaching practices and lesson characteristics. The Elementary School Journal.
  • GARDNER, H. (2001): Reformulated Intelligence. Multiple Intelligences in XXI Century. Buenos Aires: Paidós.
  • HARMER, J. The Practice of English Language Teaching. London: Longman, 2008 (4th ed.)
  • NUNAN, D. (2010): Language Teaching Methodology. University Press.

Referring the webpages: www.primaryresources.co.uk. www.english4kids.com learnenglishkids.britishcouncil.org www.childrenstory.com/tales/ www.bbc.co.uk/