FP009 – MATERIALS AND RESOURCES IN EFL-DESIGN, CREATION,

ADAPTATION AND EVALUATION

ASSIGNMENT
General information

This assignment consists of creating a ‘kit’ of own-produced materials for a specific group.
Besides, it must be done in groups and has to fulfil the following conditions:

 Length: between 8 and 10 pages (without including cover, index or appendices – if

there are any).
 Type of font: Arial or Times New Roman.
 Size: 11.
 Line height: 1.5.
 Alignment: Justified.

The assignment has to be done in this Word document and has to fulfil the rules of
presentation and edition, as for quotes and bibliographical references which are detailed
in the Study Guide.

Also, it has to be submitted following the procedure specified in the “Subject Evaluation”
document. Sending it to the tutor’s e-mail is not permitted.

In addition to this, it is very important to read the assessment criteria, which can be
found in the “Subject Evaluation” document.

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ASSIGNMENT

Carry out the following task

You are expected to submit a ‘kit’ of own-produced materials for a specified group of
learners in your current or a future context.

 The kit should be a coherent block of work, produced in response to some observed
need of the learners.
 It must be prefaced by a rationale, in which the issues that have been raised about
design, trialling, adaptation and evaluation in the subject are discussed, as they are
relevant to your circumstances and the materials. A rationale might include discussion
of the context, the age and level of the students, the nature of the syllabus and
materials used by the learners, the need you perceive, the belief about language
learning and teaching that the materials represent, and any other issues that are
relevant to your materials (for example because of the particular media chosen).
 You must also include information about how you intend to evaluate the materials
when they are used.
 You must submit copies of the materials you produce, with the teacher’s instructions
that make it clear how they are to be used. Write these instructions as if they were for
another teacher who could use them.

Note: You may find it useful to refer to the reading available in Assignment Materials
section (at the same place where you can find this paper).

Important: you have to write your personal details and the subject name on the
cover (see the next page). The assignment that does not fulfil these conditions will
not be corrected. You have to include the assignment index below the cover.

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Names and surnames:

● Bryan Nahum Baltodano Hoyos

● Evanduarley Fernando da Fonseca

● Henriqueta Sara Mussungu Gonçalves

● Mateus Evaristo Graciano Ngumbe

Group: fp_tefl_2024-02

Due date: July 29-2024

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 Introduction
Many author stated that teaching material play a big role in teaching and learning, that
material are fundamental to language learning and teaching. In addition material cannot
be isolated but embedded because provide relevance in teaching education, material
bring reflection on the experience teacher in providing practice in teaching and learning.
This requires different choice and with most of the data involves design of EFL material.

The option to choose this type of material production is because it is possible and easy to
align with the framework for charactering the trends in materials in accordance with the
three sets of axis on teaching strategies. This material is based on mix language as the
level of our learner is slightly compatible with Direct Method, in which the degree of
language learning prediction is frequent. Therefore our work is structured as follow: first
we are going to describe the rationale, followed by the type of course next the target
population moving on to the aims and objectives of the furthermore principles regarding to
material finally the grade ten, eleven , twelve content and conclusion.

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 Rationale
One of the impacts of colonialism is the factor that Portuguese has been the official
language in Angola since independence in 1975 and spoken by most Angolans as first or
second language together Bantu and other African language. The composition of the
biggest language group can be distributed as follows: the Ovimbundu who speaks
Umbundu, the Kimbudo, the Bakongo, cokwe just to mention some. And English is our
second language.

Regarding to my teaching I teach in rural area in high school Liceu 26B and is located in
Namibe city it started working as a high school on 2016 comprising grades 10, 11 and 12.
Students, ranging from 15 to 20 years old so the topics to be covered are accessible to
their background knowledge, mainly legal understanding. The syllabus is a Content-Based

Syllabus, as all activities and tasks derive from the topic syllabus, though some aspects of
task-based syllabus will be provided in the materials, activities and tasks are permeated
with intralingua directive approach to lead learners to implicitly acquire language related to
their field of study as they are designed to impart learners the communicative competence
in the second language acquisition In order For learners to be communicatively
competent .Moreover they will have to be submitted to a variety of classroom experience
in order for them to master and adapt to the second language well. Either in the pre-
reading , or in the while reading , as well as in the post stage of reading of any activity,
the material foresees to expose learners to the situation where they will be lead to master
the language naturally. It will imply them to perform the tasks requested in the materials.
Our belief is that the input selected to enrich the beneficiaries will facilitate the acquisition
of the macro-skills, mainly the oral communicative skills: speaking and listening. This led
us to the curse.

Type of course

As to the courses is entitled in three courses mainly: Physical and Biological; Sciences
Humanities and economic Juridics. Apart from humanities who have four lessons of
English per week, all the courses have three English lessons per week. The school works
in two shifts, the day and evening shifts. The curses are sweetly to everyone

Target population

The course book in use to teach English at Grade 10 is Ribeiro do Carvalho and Maria R.
Oliveira (2015) Inglês 10ª Classe. Porto Editora. As to Grade 11 the Course book in use is
Makuntima k. and Isaac Paxe (2008) Inglês 11ª Classe. Texto Editores. Regarding

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Grade 12 the course book in use is Ribeiro do Carvalho and Maria O Oliveira (2014)
Inglês 12ª Classe. Porto Editora. It is important to mention that the course book
mentioned above were available both the student’s book and the teacher’s book.

Talking of supplementary material the ones mostly used by the teachers were

LizhSoars and John Soars (2005). NewHeadway. Elementary and Pre-Intermediate.

Oxford: Oxford University Press. The dictionary most used was the Longman Picture
Dictionary (2010). As to the syllabus adopted the ones in use at Liceu 26B are from
INIDE (2013) Programa de Inglês Iniciação 10ª11ª12ª classes.

Need for the material design

We claim that the area of teaching English for Specific Purpose has been given much
attention as English became Lingua Franca worldwide and Angola is located in Austral
Africa most of its neighbourhood countries speak English and its member of South Africa
Developed Countries SADC. Moreover its vehicle for business and communication.

Aims and objectives

In general terms, the material has been designed to achieve the following objective:
1. To develop in learners the ability to write common legal text types in English, such as
letters or memorandums.
2. To foster in learners the ability to read and understand legal texts, such poem articles,
novel.
3. To build learners with the capacity of spoken English when used to speak about
presentations, discussions daily.
4. To strengthen learners ‘speaking skills and enable them to engage more effectively in a
range of speaking situations typical of the practice of conversation
5. To employ effectively all the vocabulary learnt from the exercises for terminology
acquisition, and uses the larger accessory language to produce effective and successful
communication.
6. To hold and run a long coherent communicative event showing the capacity to
appreciate literary texts concerned with the subject area to be assertive in their
explanations

Principle
Regarding the syllabus proposed, we have highlighted some principles for the
implementation of the materials:

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The teaching and learning process should incorporate students’ prior declarative
knowledge, as well as vocabulary, grammar ,pronunciation and subject knowledge;
Lesson planning should preview stages focusing on presentation ,practise and production
including the task , The materials and the overall tasks should contain exercises that
foster students’ metalinguistic knowledge; in reading , Learning activities should preview
process that presupposes the integration of the four language skills; more over
Continuous assessments should direct the understanding of learners towards an
exposure of real-world activities usage with different entities. Finally, learner should be the
center of learning and different techniques should be incorporate in order to raise the
language communication. Next section will be about the structure of the material.

Structure of the material

The material consist of six task: two for grade 10,two for grade 11 and two for grade 12
and we are going to demonstrate them in form of table

Grade beginner 10

Unit /topic Aims structure Skills Topic Possible

situation situation
presentation Students Introduce Speaking introduce Students
should have yourself and writing to each should
the abilities to skills other t introduce
introduce each other
themselves to the
classroom

Here after teaching , the teacher tell the students to practise the use of am or are:
1. I -------------Naomi. I --------------------not Nicole Kidman.
2. --------------you John? Yes,I-----------------------------------------
3. ------------------you are susan? yes,I----------------------------
4. And you?--------------------you Jude? No , I------------not I----------Jo
5. Hello--------------------you Mrs Roberts? No,I---------not.I --------Mrs River.

Source: grade ten course book pg.11

Grade 11
Unit structure skills Topic Phonology Possible

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 situation Situation
celebration What do Skimming celebration Hapy Describing
people information birthday invents that
selebrate happen
regulars

Source: grade eleven course book

Post Reading: Match the words in column A with the definitions in column B
What kind of special celebration do you associate these expression with? Wedind,
engagement parties, birthday parties,etc.?

A B
Blow out a candle welcame a guest
Take a photo give present
Cut the cake send someone flowers
Light a candle go to church

Grade 12

unit structure skills Topic phonology Posible

situation situation
Unity3 Writing a Writing a Word stress What
technology report report Fighting for E.g.Sit should you
(reading (reading cholera dawn! do if you
lesson) lesson) are having
diarrhoea?

Source: grade 12 course book

in this topic we used something more creativity ,we instructed the students to debate in
order to use their background knowledge related speaking skills . que question where :
what is cholera?
What is the Couse of cholera?
Is cholera common?
What can be done in order to avoid cholera?
Then tell the students to write a report on what they have learned.

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 Conclusion
We have concluded that material are fundamental to language learning and teaching. In
addition material cannot be isolated but embedded because provide relevance in teaching
education, material bring reflection on the experience teacher in providing practice in
teaching and learning. We stated that Students, ranging is from 15 to 20 years old so the
topics to be covered are accessible to their background knowledge, mainly legal
understanding. The syllabus is a Content-Based and the curse are Physical and
Biological; Sciences Humanities and economic Juridics we also identified the objective of
the material such as To develop in learners the ability to write common legal text types in
English, such as letters or memorandums. To foster in learners the ability to read and
understand legal texts, such poem articles, novel. To build learners with the capacity of
spoken English when used to speak about presentations, discussions daily.
To strengthen learners ‘speaking skills and enable them to engage more effectively in a