Made by: Nidya Marlyn Moncada Puente

1. Nidya Marlyn Moncada Puente

2. Journal
On February 8th, 2016 we
discussed about what didactic
materials are and what are they
for. Didactic materials can be
flashcards, posters, rods, puppets,
maps, images/pictures, videos,
colors, realia, authentic material,
etc.
Why to develop DM?
Didactic materials develop abilities in our
students
Help to improve our students attitude
towards learning
Promotes imagination, socialization and
best self-knowledge
Students feel motivated
They stimulate senses and interests

3.  They are also called:
 Supporting resources
 Teaching resources
 Didactic resources
 Educational resources
 Didactic materials are a resource
used to make the learning process
more meaningful
With meaningful classes students can
learn, analyze, and reflect about their
learning

4. Didactic materials
Didactic materials
are all kind of
materials used by
the teacher in
class, used from
the teacher’s own
creative way to
improve the
learning of
students.

5. What are the objectives of DM?
 Sustain student’s interest
 Clarify important concepts
 To give all students in a class the opportunity to
share experiences necessary for new learning
 To help make learning more permanent
 To motivate learning
 To stimulate imagination and creativity
 To enrich the sensorial experience

6. Didactic materials
What are the functions?
• TO INFORM
• TO REACH AN OBJECTIVE (which
needs to be clearly defined)
• TO GUIDE THE T-L PROCESS
• TO MAKE COMMUNICATION
POSSIBLE
• HELPS CONTEXTUALIZATION
• SENSITIVITY
• MOTIVATION
Materials must be objective-
based.
The teacher must have:
 Knowledge of the learning
styles
 Interests of our students
 Previous knowledge
 Experience
 Ability in using materials

7. USING THE BLACKBOARD
 On February 15th, 2016 we
started learning about how
to use the blackboard.
 There are some things you
have to consider:
Write clearly and in straight
lines
Stand in a way of not giving
the back
Talk as you write. Say aloud
what you are writing.

8. Drawings
 Drawings have to be
simple (lines and
circles). As simple as a
child can also do it.
While you draw you
need to ask the
learners questions, for
example: What do you
think this is? Are these
people adults or
children?
 We made a class using
stick figures on the board, I
need to say it wasn’t easy
and I need to practice and
improve a lot. I taught
prepositions, it was a good
activity in which I practiced
the rules of the blackboard
like talking as I write, write
and draw clearly, etc.

9. Using the blackboard PRACTICE
 On February 16th, 2016,
we had to give a class
using stick figures. My
reflection on this practice is
that I really have to
practice my handwriting
and drawing. I have to
admit that I used to say
that I didn’t know how to
draw, but I am enjoying
doing it now. I know that if I
keep practicing, I will be a
very good teacher.

10. More didactic materials
 Wall-charts: They’re good for
new functional grammar
items, vocabulary and
conversation work.
 They may be produced
commercially, for educational
purposes and produced by
the teacher or students,
drawn or collage.
 They need to be: clear, have
strong color or dark tone and
large enough.
 Cue cards: They could be
useful to develop
conversation, they may have
words, simple drawings or
magazine pictures.

11. Flashcards
 Flashcards can be used for an introduction or
warm-up or to reactivate students language
 You can ask your students “What do you see?”
so you encourage critical thinking.

12. Coursebooks
 On February 22nd, 2016 we learned
new things about course books, for
example:
Arguments in favor:
 It give us a FRAMEWORK – Teacher
and students know where they are
going
 SYLLABUS followed systematically so
content will be covered
 ECONOMY – A book is the cheapest
way of providing learning materials for
each student

13. Coursebooks
 CONVENIENCE – A coursebook is small
enough, convenient package
 GUIDANCE – The coursebook can provide
useful guidance and support
 AUTONOMY – Learners can use the
coursebook to learn new materials by their
own

14. Coursebooks
Arguments against coursebooks:
 INADEQUANCY – Every class has their own learning needs
 IRRELEVANCE – Lack of interest, the topics dealt may not
be interesting for the class
 LIMITATION – It’s set structure and sequence may inhibit a
learner’s initiative
 HOMOGENEITY – Coursebooks have their own methods and
chosen teaching/learning approaches.
 OVER-EASINESS – Teachers may find themselves
functioning merely as mediators of it’s content instead of as
teachers in their own rights.

15.  The more you do with the books closed, the
more you add your own ideas to the class.
 Why not to follow a book cover to cover?
 You will make both yourself and your students
bored.
 Highly unlikely that you will manage to eater
for your learners’ needs.

16. Reflection on this class
 This class helped me realize that we as
teachers don’t always have to follow the book
cover to cover, that there are ways we can
adapt our own objectives to the book. And if
we only do what the book says students will
get bored and they won’t learn.

17.  Areas in which
students are different:
 Attitude
 Gender
 Style
 Age
 Speed
 Ways students are
different:
 Motivation
 Background
 Aptitude
 Confidence
 Exposure

18. “A good
teacher
teaches from
the heart of
his/her
students”.

19. Material’s adaptation
 Omission: Teacher leaves out things judged as
inappropriate
 Addition: Teacher adds texts or tasks in case of
inadequate coverage
 Reduction: Teacher shortens an activity to give it less
emphasis
 Extension: Activity is lengthened to present additional
dimension
 Re-writing/Modification: Teacher writes material to

20. What can we adapt?
 Aims
 Topics
 Texts
 Visuals
 Guidelines and explanations
 Exercises, activities and tasks
 Games, quizzes and questionnaries

21. Guidelines for designing effective
english language teaching materials
Advantages
 Contextualization
 Individual needs
 Personalization
 Timeliness
Disadvantages
 Organization

22. What factors should we consider
when designing materials?
 Learners’ needs
 The curriculum and the context
 Personal confidence and competence

23. SARS
 On Friday 4th, 2016 our teacher told us to read 2 texts:
Adapting Materials, SARS – Lesson Planning, Adapting your
coursebook and on Friday we made a mind map about the
most important things we read.
 What’s SARS?
S- Select
A- Adapt
R – Reject
S - Supplement

24. Writing clear objectives
 We learned a very important part of being a teacher, to write clear
objectives,
 What’s an objective? It is what learners should know and be able to do as a
result of the lesson.
 There’s an acronym for objectives
S PECIFIC
P LEASURABLE
A CHIEVABLE
R EALISTIC
T IME BOUND
A DJUSTABLE

25. What’s an objective?
 It is a description of a performance you want learners
to be able to exhibit before you consider them
competent.
 A statement that informs students of what he or she
can do.
 It defines what you will have students do.
 Provides link between expectations, teaching,
grading.
 It helps teachers to foster high level thinking skills in
their students.

26. The ABCD Method
 A stands for AUDIENCE (Who?)
 B stands for BEHAVIOR (Expectations as a
result of the lesson)
 C stands for CONDITIONS (Instrument, How?)
 D stands for DEGREE OF MASTERY
NEEDED (How much will be accomplished?)

27. ABCD EXAMPLE
 Example of objective:
 Given a list of weather terms the students will be able to
accurately explain what each term means in 1 or 2
sentences for all terms given.
 Audience: Students
 Behavior: Explain what each term means in one or 2
sentences
 Condition: Given a list of weather terms
 Degree of mastery: All terms given

28. Flashcards class
 On March 10th, we presented a class in which we
had to use flashcards, two activities and an
objective.
 My objective was: Students will be able to
accurately describe their classmates’ and their
own daily routines given some flashcards within
20 seconds.
 I made teams using a classroom management
technique. I used flashcards of shapes, colors,

29. Class using flashcards

30. Reflection
 This partial helped me learn a lot of important
things I can use when I give classes, some of the
things weren’t easy to do for example using the
blackboard, but it all takes time and practice and I
know one day I will be able to be an excellent
teacher. I learned that didactic materials
encourage students to learn in a fun and
meaningful way and I can’t wait to keep learning
new strategies and new ways to make my
teaching more meaningful.