T.C.

MALTEPE UNIVERSITY
EDUCATION FACULTY
ENGLISH LANGUAGE TEACHING DEPARTMENT
2010-2011
LANGUAGE TEACHING MATERIALS EVALUATION
N 401
FALL TERM

LANGUAGE TEACHING MATERIALS EVALUATION

5 ECTS Credits
3hrs/week

4th year- Fall semester

Undergraduate
Theory: 3 hrs/week
Contact: Ifakat KARSLI
ifakatkarsli@maltepe.edu.tr

N 401
required
English

Office Hours: Monday 09:00-11:00

Objectives of the Course:
This course is designed to help students be aware of importance of material evaluation for selection of the best course
books and materials for teaching and learning.
Learning Outcomes and Subskills
The students will be able to:
1. Learn theory and principles of ELT materials design:
1.1. selecting, adapting, developing and evaluating materials,
1.2. the basic arguments for and against the use of coursebooks in the classroom,
1.3. the relation between methodology, ideology and the coursebook writer,
2. Learn the format for the selection of language materials:
2.1. suitability regarding the format,
2.2. the students proficiency level, learnability, ease of use,
2.3. cultural content, availability of communicative interaction and language use,
3. Learn to use corpus-based authentic materials set in a real-world context which allows learners to interact with
each other or the teacher in meaningful ways:
3.1. adapting or developing materials for language teaching,
3.2. adapting coursebook materials to particular learning needs and teaching contexts,
3.3. designing teaching materials and supplementing materials parallel to the methodology, to the level and needs
of the students and to present school environment,
3.4. evaluation of materials and text books used in EFL classroom settings,
3.5. language material and textbook evaluation criteria and ways to relate materials design to current ELT
methodology.
General Competencies:
Based on the needs analysis being able to evaluate materials designed to current ELT Methodology to make utmost
use of them.

Weeks
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10

Week 11
Week 12

Week 13

Week 14

COURSE OUTLINE
Refreshment
Warm welcome to the prospective teachers of the 4th grade. To give information on
syllabus, deliver students manual.
Needs analysis: to decide and schedule the way of analysing needs
Approaches to evaluation; Deciding on a checklist;Selecting course books-the
essentials
Selecting the best available course book; Selecting course books-the essentials
Specifying aims and analysing the learning/teaching situation;The role of course
books; Selecting course books-the essentials
Selecting course books; Uses of course books; Analysing and Evaluating course
books: A Rationale and some Guidelines
What the course book claim; Types of materials evaluation; Purposes of materials;
Analysing and Evaluating course books: A Rationale and some Guidelines
Midterm
Evaluating for potential and evaluating for suitability; Guidelines for evaluation;
Analysing and Evaluating course books: A Rationale and some Guidelines
Revision: Evaluating for potential and evaluating for suitability; Guidelines for
evaluation;
The guidelines in practice. A case study
Analysing and Evaluating course books: A Rationale and some Guidelines
The make-up of the course book package; The organization of course books;
The course book package
Language form and language use; Grammar
Evaluating the grammar content: a case study
Vocabulary
Phonology
The language content
Integration of pronunciation teaching with other work
Discourse
Style and Suitability
Varieties of English
The syllabus base; Content-based syllabuses; Structural and functional syllabuses;
Situational and topic-based syllabuses
The ESP materials
Teachers books
Selection and Grading

Teaching Methods and Techniques:

Contrastive and evaluative analysis, in-class and at-school; study for comparison and contrast evaluation; study on
different publishers language teaching book sets including publishing of the Ministry of National Education.
Lectures, handouts
Students contribution/ participation

Assessment methods:
Contrastive and evaluative analysis of different books/materials in class; for midterm exam, 40%.
Project work for Final Exam: Each student is to visit private and state primary and secondary schools and survey on
material selection and the learning and teaching outcomes and write report of evaluation for final exam, 40%.
- mid-term exam
%40
- final exam
%40
- overall assessment
%10
- others (attendance, extensive reading, etc.) %10

ASSESSMENT CRITERIA
IN-TERM STUDIES
Contribution
Laboratory
praxis
Field Study
Extensive studies for the course (Extensive translation, preparation, review,
consolidation)
Assignment
Presentation
Projects
Seminars
Midterm exam
Final
TOPLAM
Effect of semestral work/studies/exam to the termly GPA
Effect of Final exam to the termly GPA
TOPLAM

Prerequisite

Amount

Effective
Proportion

%80
34 hours

%10

%10

1
1

%40
%40
%100
%40
%60
%100

: NONE

Textbook/Recommended Reading:
Choosing Your Coursebook by Alan Cunningsworth. 1995, Heinemann.
Recommended

: Materials and Methods in ELT by Jo McDonough and Christopher

Shaw. 1993, Blackwell Publishing. ISBN 0-631-22737-7
Curriculum Development in Language Teaching by Jack C. Richards,
Pp. 145-168. Cambridge University Press
Source Book for Teaching English Overseas: A Practical Guide for Language Assistants by
Michael Lewis and Jimmie Hill, Selection of Teaching Material , 1981. Heinemann
Does it work? Evaluating Tasks in Language Teaching by Rod Ellis.
Retrieved from http://www.jalt-publications.org/tlt/files/96/sept/eval.html
Course Design by Dubin, F. and E. Olsthain, New York, NY: Cambridge University Press
Textbook Selection and Evaluation by Alexandra Skierso in Teaching English as a Second
or Foreign Language, Second edition by M. Celce-Murcia (Ed.). Pp. 432-453. Boston,
Massachusetts: Heinle & Heinle Publishers.

Class Materials

: Different publishers language teaching book sets including publishing of

the Ministry of National Education

RELEVANCE OF THE INSTRUCTIONAL OUTCOMES TO THE PROGRAMME COMPETENCE

No

Level of Effect
Via programme outcomes/competence one will be able to
1

5
x

design an effective ELT programme

provide appropriate Learning environment applying to ELT

3
5
26

appoint the most useful resources and books for ELT

supply with the technological sources for ELT

help carry professional development research results to his

implementations

*1 least, 2 less, 3 averages, 4 high, 5 highest, or it is also identified as absolutely /partially

ECTS (WORKLOAD TABLE)

Activities

Number

Duration of teaching (Including exam week: 14x total course

hours)
Labratory
praxis
Curricular Practical Training (if any)
Field Study
Extensive studies for the course (Extensive Reading,
preparation, review, consolidation)
Preparation of Presentations/seminars
Project
Assignments
Midterm Exam
Final Exam
Gross Workload

Duration
(1 teaching
length)

Gross
workload
in hours

42

1
(50 mins)

42

14

42

14
1
1

3
1
1

42
1
1
150 hours