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
7.
8.
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
11.
12.
13. Voc. knowledge reading
abilities (Grabe and Stoller,
2001)
Sts new words instruction.
Key words :
- Important for text.
- Helpful beyond text.
14.
15.
16. Cognates and transparent
words
Difficult terms
Analyze words taken from the
text.
Practice on word formation
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”