Powerpoint

2.  Task Sheet
Needs Analysis
Text Selection
Designing Activities
Layout

3. Veterinary Science field
 Context of the materials to be
designed
 Third year students from
Universidad Católica de Córdoba

4.  Grabe and Stoller (2001)
 Hutchinson and Waters
(1987).
 Information about: field of
study, institution, the learners
 Syllabuses up to third year

5.  Authentic document (Nunan)
 (McGrath, 2002)
 Linguistic / Cognitive demands
 TAVI approach (Dudley-Evans
and St. John, 1998)
Carrier content and real content

6.  “Guides reading process and
determines other activities”
(Dudley-Evans and St. John, 1998)
 Designed as authentic task
(McGrath, 2002)
Authentic tasks  real life

9.  Activities  Pre-reading, while
reading, post-reading (Grabe and
Stoller, 2001)
 PreP, Glossary, Affixes, Noun
Phrases
 Model of reading  top- down,
bottom- up

10.  Activation of knowledge
Previewing and predicting
3 phases: associating –
reflecting - further associating

13.  Voc. knowledge  reading
abilities (Grabe and Stoller,
2001)
 Sts new words instruction.
 Key words :
- Important for text.
- Helpful beyond text.

16.  Cognates and transparent
words
 Difficult terms
 Analyze words taken from the
text.
Practice on word formation

18. Importance
Recognition of its function
Difference between English
and Spanish
Rules
Practice

20. Materials should:
• “achieve impact”
• “help learners to feel at ease”
• “help learners to develop confidence”
• “be perceived by learners as relevant and
useful”
• “expose learners to language in authentic
use”

21.  Dudley-Evans and St. John
(1998)
 Tomlinson B. (1998)