Module Course Design and Evaluation: Instructions For Student Dear Student

Tempus Project N° 544161-TEMPUS-1-2013-1-UK-TEMPUS-JPCR "Developing the
Teaching of European Languages: Modernising Language Teaching through the development of

blended Masters Programmes"
Module Course design and evaluation
Coordinators: Pierre Larrivée, Gulnara Makhkamova

Authors: Mariia Avverina, Lesia Dobrovolska, Olena Kordyuk, Gulnara Makhkamova, Nargiza
Mahmudova, Tetyana Myronenko, Anna Ostapenko, Aygul Tadjibaeva, Nozliya Normuradova,
Fazliddin Rozikulov
Instructions for student
Dear student,
In spite of the obtained knowledge in FLT courses in BA department the undergraduates
still have gaps in creation of different educational programms and courses.
The objective of this Master’s module is to prepare future teachers for the organisation of
courses, from design to assessment. By the end of this module, you will be able to assess and
design modules, select and adapt teaching material, and devise and apply a variety of assessment
methods. This contributes to your professional development in the education universe.
The CDE course is integrated with other vocation-oriented modules that give you an
opportunity for mastering constructive and instructional competences. The module is designed in
the form of blended learning which combines traditional face-to-face classroom methods with
more modern computer-mediated activities. The blended learning creates an integrated approach
to both instructors and learner.
MODULE’S STUDY MONITORING

1. MODULE HOURS AND STRUCTURE
This course is intended for 100 hours (classroom work – 40 and independent study – 60).
Structurally the module consists of 3 units which includes 12 lessons (subthemes). In turn, each
lesson is organized in the strict stage sequence:
1. Spark
2. Input
3. Follow-up activities
There are short instructions for acquiring teaching materials in each lesson and assessment.
You should read all instructions and do all activities given in these stages, so you can’t move
further and get scores.
The content of module integrates the theory and practice that assists to solve some
problems in CDE with or without the help of an instructor. The content of lessons is not
comprehensive review of all aspect of CDE, but it covers the vast majority of aspects related
with curriculum, syllabus, material design and evaluation which have more applied character and
will be beneficial for organizing pedagogical activity.
All the information necessary for you is given in activities, resource and glossary blocks of
the Moodle platform..
2. WEEKLY ACTIVITIES
A module contains the materials and tasks for a week. Each module will become available
to you every time. Weekly assignments will be submitted on Saturday by e-mail.
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This program is aimed your consistent participation according to my regular instructions
and feedback. Please try to complete assignments on time in accordance with the week plan. You
will receive my feedback for each assignment.
You are responsible for handing in all assignments on time. I have the right to reject
acceptance of any assignment which passed the deadline. When an extended due date is granted,
a percentage (e.g., 20%) from that assignment score may be deducted. Your assignments must be
original and fulfilled independently.
3. INSTRUCTOR-STUDENT AND STUDENT-STUDENT COMMUNICATION

Since this is a blended course, our face-to-face communication and via internet will be very
important.
Face-to-face classrooms will be organized 2 times a month, where I will give you
instructions, we will discuss some problems and difficulties, and other matters related to the
content of module and feedback results.
In order to participate in this course, you will need the following technology, all of which, I
hope, you already have at your disposal. Moodle platform runs well in most browsers (Internet
Explorer, Chrome, Firefox) and can also be accessed with your mobile phone.
In communicating with you directly, we will use our email accounts. If I have sent a
message to your through email, I will strive to respond within two days.
You have tutor’s phone number at the top of the module, and her/his Skype ID. Any of
these means of communication are acceptable for you, you are welcome to contact with tutor
every time if you have an urgent concern. Remember that, if you are having troubles with a quiz
or submitting an assignment, independent work guides and supporting material are available for
you.
4. GENERAL REQUIREMENTS FOR INDEPENDENT WORK

a. Content and quality of the written works: All assignments are expected to be well
graded on depth of coverage (comprehensive/ thorough treatment of the topic reflecting a clear
understanding of the subject), presentation (clear, concise, readable prose), and commentary
(strength of evidence and attention to counter arguments, examples, inferences where necessary).
You will need to use effective strategies for planning, editing, and proofreading your work. No
professional writing assistant can provide you with help on content. You are encouraged to ask
your peers to review your writing before submitting it to me. This is a good practice for
reviewing received material, for promoting peer discussion, and for receiving peer comments on
the content of your work. I will not check that you are doing this, but it will show and make a
substantial difference in the quality of your work.
b. Document Format: The primary format for writing papers and documenting sources in
our field is APA. By default, use Times New Roman size 12 font and 1-inch margins all around.
Double-spacing is optional for me. In the top left corner of the first page, always include a
heading that contains your full name, the course and group number, and the date. Also, indicate
the assignment in the heading or in the title.
5. GRADING
This module is in development process. Reconstruction of the content will depend on
your achievements in this course. Before teaching this module I will organize an entry test to
reveal the level of your knowledge in the field of CDE. I will compare the indicators of the
entry with final examination to evaluate the quality of this module. While the assessment of the
module quality I will verify the understanding of the core notions of the field, its substantial
focus is on the skills developed in the module.
I will adhere to transparency and clarity in grading. To that you should read task-
instructions thoroughly. I will mark your work and give comments on all written papers. My
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comments should be taken into consideration to improve further drafts and assignments. In
addition, I will read all the submissions for a given task before assigning grades.
Your achievements in acquiring the content of the module will be assessed through: 1)
formative assessing – final activity per lesson, 2) summative assessing – unit activity (at the end
of the each unit) and 3) final assessing – portfolio with different tasks.
You are asked various tasks that have been covered in the given lesson. I will give you
feedback both on knowledge of the subject that you demonstrate and your presentation skills.
The feedback will help you to improve in both these areas. Assessing presupposes organizing
also self-assessment, peer-evaluation given in the task-instructions. Self-evaluation allows you
fix your achievements and shortcomings that provide urgent self-correction. The peer-evaluation
is used through what students learn to organize successful assessment in the teaching process and
revise the material. These types of assessment will be discussed at the end of the each unit for
revision and comparison of all students’ achievements with my grades.
.
Grades on individual assignments will be reported on the rubric in the Moodle platform.
The criteria and parameters of grading
Grading In % Criteria
High 86%-100% The student meets all requirements for this

(A) course and demonstrates his/ her learning to an
exceptional degree and exceeds all expectations in the
course.
Good 71%-85% The student meets all requirements for this
course and demonstrated his or her learning very
(B) well.
Satisfactor 56%-70% The student doesn’t fulfill all requirements for

y (C) this course. Learning is demonstrated adequately
and satisfactory.
Become moving to units study familiar with the module contents, and the aim and
learning outcomes of each lesson which you should demonstrate by the end of your learning.
Module Contents
Unit 1. Course design
Lesson 1. Types of syllabus.
Lesson 2. Syllabus design.
Lesson 3. Evaluation of syllabus.
Unit 2. Material design and evaluation
Lesson 1. Types of teaching material.
Lesson 2. Evaluating material
Lesson 3. Selection and adaptation of the material
Lesson 4. Electronic material.
Lesson 5. Material for developing intercultural competence
Unit 3. Assessing learners
Lesson 1. Types of assessment
Lesson 2. Alternative assessment
Lesson 3. Assessment design
Lesson 4. Grading and feedback
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Lesson 1. Types of syllabus
Synopsis: The unit gives an overview of types of syllabuses in foreign language teaching;
analyses advantages and disadvantages of each type of syllabus and describes peculiarities of
synthetic and analytical syllabi.
Aim and outcomes:

The aim of the course is to familiarize course participants with the main constituents of the
course design and to give them the possibility to analyse and work out samples of syllabuses. By
the end of this lessons, you will be able to distinguish the types of syllabus used for a particular
course, to reveal their strengthens and weaknesses for a specific group of learners and to devise a
course syllabus.
Lesson Content
Spark
Activity1. Discuss in the small groups the following questions:

How would you define the term “syllabus” based on your school and academic experience?
What should, or may, a syllabus contain?
Activity 2. Watch the video: https://www.youtube.com/watch?v=Mxln5qBDr94 and discuss in

the group what you should keep in mind when creating a syllabus.
Activity 3. Group Work. Divide into 6 groups and try to give the definition to a certain type of a
syllabus:
Group 1 Grammatical syllabus
Group 2 Lexical syllabuses
Group 3 Skills syllabus
Group 4 Functional-notional syllabus
Group 5 Content (topic or theme-based) syllabus
Group 6 Task-based syllabus
Input
Activity 4. Read the text about types of syllabi taken and adapted from Jack C.Richards
“Curriculum Development in Language Teaching” Cambridge University Press, 2001. Compare
your results of the previous activity with the information given below.
There are following types of syllabuses: grammatical, lexical, skills, functional-notional,
contents-based, task-based.
Grammatical syllabuses. This type of syllabuses is grounded upon the hypothesis that language
is a system consisting of a set of grammatical rules, therefore learning language means
understanding these rules and then applying them in practice. The content of this syllabus is
chosen due to grammatical notions of simplicity and complexity. These syllabuses introduce one
item per definite time and require its mastery before moving to the next one.
Lexical syllabuses were the first type of syllabuses to be introduced in foreign language teaching.
They identify a target vocabulary to be taught normally arranged according to levels such as the
first 500, 1000, 1500, 2000 words (Richards, 2001:154).
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Skills syllabuses deal with different fundamental abilities that are involved in using a language for
such purposes as reading, writing, listening, or speaking. Mastering any foreign language
through skills is based on the assumption that learning a complex activity involves mastery of a
number of micro-skills or individual skills that collectively make up the activity.
Functional-notional syllabuses. The input in such syllabuses is chosen and graded according to
the communicative functions that language learners need to present at the end of the programme.
The functional-notional syllabuses show a broader view of language based on works of
philosophers and sociolinguistics.
Content (topic or theme-based) syllabuses. The content of language learning in such syllabuses
might be determined according to situations, topics or other academic subjects. The motivation
for content-syllabuses is the idea that language is not a subject but “a vehicle for
communication”.
Task-based syllabuses deal with the classroom management and activities which encourages
language acquisition with the language knowledge or skills that students are supposed to master.
These syllabuses have a list of requirements to the tasks the learners will do in class in the target
language.
A syllabus is effective when it gives specific instructions what learners will do and learn during
all stages of study. A well designed syllabus achieves the following key points:
- it promotes learners’ success in the class;
- it guides learners in the process of learning and shows teachers’ interest in their results;
- it decreases possible problems learners may face while studying the course.
An effective syllabus is a main element in professional development of any teacher. Devising
your own syllabus demands reflection of the form and purpose of your teaching approach.
Question that may be used while devising a syllabus:
- How should I choose the content?
- What will be the order of the constituents of the content?
- Are the ways for presenting the material the best?
- How should I assess the course?
When starting devising your syllabus, you should remember that it is a directive educational
document. It shows the information about your course and your teaching strategy to your
colleagues.
Activity 5. Study the Power Point Presentation by Mehmet Sercan Uztosun on 24 February 2015
(https://prezi.com/pg3t3zwzklch/week-2-types-of-syllabus/) and answer the following
questions:
1. Do you agree with all the advantages and the disadvantages mentioned in the presentation?
2. What the advantages and the disadvantages can you add?
3. How these types can be classified?
4. Choose one of the syllabus’s type and during 2 minutes describe its structure and content.
Follow-up activities
Activity 6. Etymologically syllabus means a ‘label or ‘table of contents’. The American Heritage
Dictionary defines syllabus as on outline of a course of study. Syllabus represents the expression
of educational ideas in practice. Syllabus can also be seen as a “summary of the contents to
which the learners will be exposed” (http://www.eltweekly.com/elt-newsletter/2011/02/82-
research-article-types-of-syllabuses-in-language-teaching-%E2%80%93-eslefl-context-by-
shabnum-iftikhar/). Assess critically the given statements and write “for” and “against”
arguments.
Syllabus Curriculum
1. “The specification and ordering of 1. “Refers to the totality of content to be
content of a course or courses” (White, 1988) taught and aims to be realized within one
2. Syllabus design is based essentially on a school or educational system” (White, 1988)
decision about the “units” of classroom activity, 2. “A curriculum subsumes a syllabus”
and the “sequence” in which they are to be (Markee, 1997)
performed.” (Robinson, 1996:7) 3. “The philosophy, purposes, design and
3. “Any syllabus is a plan of what is to be implementation of a whole program”(Graves,
achieved through teaching and learning” (Breen, 1996) 5
2001:151)
Course
“An integrated series of teaching, learning experiences, whose ultimate aim is
to load the learners to a particular state of knowledge” (Hutchinson and
Waters, 1987)
Activity 7. Syllabuses are divided into two groups: synthetic and analytical.
Read the article “Types of syllabuses” from
(http://mcu.edu.tw/~vedrash/Research/Present/ELC_Curriculum/syllabusTypes.htm. Think
about the difference between synthetic and analytic types of syllabus. Say to which of these two
groups each of the syllabuses mentioned above belongs. On the basis of the received information
point out the main characteristics of synthetic and analytic syllabuses and fill in your own table.
Activity 8. Look at the following English language course books for the 1-st year BA students:
1) New Headway. Upper Intermediate. John and Liz Soars. Oxford University Press, 2005;
2) Language Leader. Upper Intermediate. Kempton Grant. Pearson, Longman. 2008. Reflect to
the following questions.
a) What features of synthetic syllabuses, if any, can you identify in those books? Justify your
answer.
b) What features of analytical syllabuses, if any, can you identify in those books? Give reasons.
Write the list of advantages and disadvantages of analytical type of syllabuses.
Extra activity. Group work. As future teachers develop the steps of establishing a syllabus
taking into account your school practice experience. Elaborate a plan for a lesson according to
different types of syllabuses. Consider how you would sketch a syllabus of one of these types.
Final activity. This activity is final at the lesson and it enables you to check what you have
learnt about types of syllabuses and the way to design it.
In groups choose the aspect of the national syllabus and compare it with any EL coursebook used
in your country. Prepare a poster presentation to show whether or not they match.
Key Reading
1. Jack C. Richards. 2001. Curriculum Development in Language Teaching. United Kingdom:
Cambridge University Press. – P.334
(http://www.professorjackrichards.com/wp-content/uploads/Curriculum-Approaches-in-
Language-Teaching.pdf)
2. Prabhu, N.S. 1987. Second Language Pedagogy. Oxford: Oxford University Press. – P.160
(http://whitehouseteachers.com/wp-content/uploads/2016/03/Second-Language-Pedagogy.pdf)
3. LinguaLinks Library. 1998. How to design language syllabus. SIL International. Retrieved
December 7, 2001
(http://www-
01.sil.org/LinguaLinks/LANGUAGELEARNING/MangngYrLnggLrnngPrgrm/HowToDesignALangua
geLearningSy.htm)
http://tics.uptc.edu.co/contenidos/fesad/C4/C4U2T1/c4_u2_t1.pdf
Further reading
1. Canale Michael and Merrill Swain. 1980. Theoretical Bases of Communicative Approaches to
Second Language Teaching and Testing. Applied Linguistics, Vol. I, No.1.
(http://ibatefl.com/wp-content/uploads/2012/08/CLT-Canale-Swain.pdf)
2. Larsen-Freeman, Diane. 2011. Techniques and Principles in Language Teaching. New York:
Oxford University Press. – P.318
(https://mindmyteaching.files.wordpress.com/2015/11/techniques-in-language-teaching.pdf)
3. Richards, Jack C. and Rodgers, Theodore S. 2001. Approaches and Methods in Language
Teaching. Cambridge: Cambridge University Press.
(http://www.ed.gov/databases/ERIC-Digests/ed29460)
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4. Oshima Alice and Ann Hogue. 1998. Writing Academic English. Reading, Massachusetts:
Addison-Wesley Publishing Company. P. 262.
(https://itnice01.files.wordpress.com/2009/07/eng.pdf)

Lesson 2. Syllabus design
Synopsis: The lesson introduces the learners to the key points of syllabus structure, its policies
and values and helps course participants create their own ones on the basis of the given
constituents.
Aim and outcomes of the lesson:

The aim of the lesson is to familiarize course participants with the main constituents of a
syllabus and to give them possibility to work out an example. By the end of this lesson, you will
be able to identify a syllabus structure and content, to design course syllabus for a specific group
of learners.
Lessons Contents
Spark
Activity 1. Reflect upon the following questions:
- What are the components of a syllabus?
- What potential challenges and concerns might you come across while designing a syllabus?
- What should you consider as you draft your syllabus?
Activity 2. Think about the key terms given in the previous lesson and create a diagram to
show their interrelationship.
Input
Activity 3. Read the following article from the University of Washington’s

Center for Teaching and Learning (http://www.washington.edu/teaching/teaching-
resources/preparing-to-teach/designing-your-course-and-syllabus/) that describes the
components of a syllabus. Discuss in a group what are the most important components of a
syllabus? Why?
Activity 4. Study the information taken and adapted from Jack C.Richards “Curriculum
Development in Language Teaching” (Cambridge University Press, 2001) to correlate the given
constituents with components of a syllabus.
The constituents of a syllabus are
1. Goals and objectives show desirable outcomes and focus of the course as determined by the
teacher or course designer, setting measures to the sphere of learners knowledge.
2. Prerequisites restrict learners according to certain types of their learning experience.
3. Topics to be studied denote the content of the course (worked out by the teacher or course
designer).
4. The schedule gives a timetable for learning (with the dates of tests and final assessment).
5. The grading or evaluation part tells learners what activities are to be done during the course
and how they will be marked and evaluated (tests, projects, presentations etc.).
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A syllabus usually consists of the following components given below. (adapted from Jack
C.Richards “Curriculum Development in Language Teaching” Cambridge University Press,
2001).
COMPONENT DESCRIPTION
Title page The title of the course, semester and year, number of parts, time for class and
individual work, lecturer name
Course description A brief summary of the course: purpose and outcomes
Course objectives Knowledge and skills students should obtain
Course Main topic covered in the course
organization
Materials Key reading and optional books (with authors and editions)
Prerequisites and Courses students should have learned/ passed before the course (or at the
co-requisites same time); prerequisite skills with additional information what students
should do if they lack such skills
Course All assignments, types of assessment, project or individual work, attendance.
requirements It shows the requirements to all type of work assigned in the course
Evaluation and The information how each type of work will be graded
grading policy
Course The information about attendance and participation in each type of work
expectations
Course calendar Topics and assignments are given week by week
Advice What to do to study effectively
Activity 5. Watch the video “Task-in-Process model for designing a language course syllabus”
by Simona Petrescu (https://vimeo.com/99141867). Answer the following questions:
- What problems and questions did Simona face while designing language course
syllabuses?
- What went wrong sometimes?
- What two fundamental assumptions did she commit to?
- What is her course design model? Give its brief description.
- What steps did the relocation and HR courses contain?
Activity 6. Watch the video presentation on Preparing an Effective Course Syllabus made by
Janet Giesen, Ed.D., Instructional Design Coordinator of Faculty Development and Instructional
Design Center of Northern Illinois University (https://www.youtube.com/watch?
v=QJ7zzqU5ljM). Make a list of ultimate steps in designing a course syllabus item. Share it with
your partner.
Activity 7. As you have already learnt Course Design consists of the concrete constituents (see
the given below). Where would you start when designing your own course? Create your own
diagram and prove your answer.
The constituents of the Course Design (determined by Cathleen Crave “Designing a Language
Course: A Guide for Teachers”, 2000):
- Formulating goals - Conceptualizing content
- Assessing needs - Articulating beliefs
- Developing materials - Designing an assessment plan
- Organizing the course - Defining the context
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Now watch the slides “A System Approach to Course Design” by Yanti Kurniawati and
Akhmad Fauzi (http://www.slideshare.net/Yanti95/a-system-approach-to-course-design and
compare it with your information (diagram). Is there any difference? Why?
Activity 8. Study the given instructions and define the aim and objectives to a vocabulary lesson
at school (choose any age group). Tips how to write objectives you may find at this link
http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table.
The list below contains some of the verbs that can help you to determine concrete objectives.
Clearly stated aims and objectives are the key elements for devising of the course. Aims are wide
statements identifying learners’ general educational outcomes, while objectives are specific
measures by which these will be achieved.
List of verbs to determine objectives
analyze identify
appreciate infer
classify integrate
collaborate interpret
compare justify
compute list
contrast name
define organize
demonstrate outline
direct report
derive respond
designate solicit
discuss state
display synthesize
evaluate
explain
Look through one of the Units in this Module and comment on:
a) The relevance of the aim and objectives to the content/topic/unit;
b) The sequence of the material.
Extra activity. Read the article from Center for Teaching and Learning’s booklet “Designing a
Course Syllabus: A Learning-Centered Approach”
(http://ctl.byu.edu/sites/default/files/designing-a-course-syllabus_0.pdf)for tips for a learner-
centered syllabus development.
A. Answer the following questions:
- What does the tone of a syllabus depend on?
- Should a syllabus contain answers for most typical students’ questions about the course? Why?
- What is better: a detailed syllabus or a brief one? Explain your point of view.
- Why is it important to keep a syllabus flexible?
Discuss in groups what are main characteristics of a good syllabus?
B. On the based of the received information compare two course syllabuses, which you like, to
reveal the most successful in the aspect of learner-centredness.
learnt about the constituents of the syllabus and how to design it according to a certain
educational programme.
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Draft a syllabus for lyceum students on the basis of state educational programme. Present it in
the classroom and let your group mates analyze it critically.
Key Reading
1. Allen, J.O.B. 1984. Functional-analytic course design and the variable focus curriculum. / C.
J. Brumfit (ed.). The Practice of Communicative Teaching. ELT Document 124. Oxford:
Pergamon.
(https://www.teachingenglish.org.uk/sites/teacheng/files/F044%20ELT-44%20The%20Practice
%20of%20Communicative%20Teaching_v3.pdf)
2. Graves, K. 2000. Designing Language Courses. Heinle and Heinle.
(http://www.tesl-ej.org/wordpress/issues/volume4/ej16/ej16r8/)
3. http://cte.illinois.edu/resources/topics/syllabus/guide.html
4. http://www.brown.edu/about/administration/sheridan-center/teaching-learning/course-
design/creating-syllabus/tips
5. http://teaching.colostate.edu/tips/tip.cfm?tipid=5
6. http://www.washington.edu/teaching/teaching-resources/preparing-to-teach/designing-
your-course-and-syllabus/)
Further reading
1. Littlejohn, Andrew. 2011. The analysis of language teaching materials: Inside the Trojan
horse. B. Tomlinson (Ed.). Materials development in language teaching. Cambridge: Cambridge
University Press. http://www.andrewlittlejohn.net/website/docs/Littlejohn%20Analysis%20of
%20Language%20teaching%20materials.pdf
2. Seferaj, Kristjan. 2014. Coping with New Teaching Approaches and Materials: An East-
European EFL Teacher's Interpretation of Communicative Teaching Activities. Sue Garton and
Kathleen Graves. International Perspectives on Materials in ELT. Palgrave.

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Lesson 3. Evaluation of Syllabuses
Synopsis: The lesson focuses on the procedure of evaluation of the syllabus and its purpose for
foreign language teaching process.
Aim and outcomes of the lesson:

The aim of the lesson is to familiarize course participants with the main criteria for evaluation of
syllabuses. The learners will have the opportunity to appraise, evaluate and adapt existing
syllabuses and courses.
Lesson contents
Spark
Activity 1. Reflect upon the following questions:
- Is there any difference between evaluation and assessment?
- How would you define both terms?
- What are the primary criteria for evaluation of syllabuses?
Input
Activity 2. Study the table content given in the site
https://www.cte.cornell.edu/documents/events/2014_AnnCon_Presentations/Syllabus
%20Rubric%201_13%20Sheet1.pdf and comment on each point. Pick three dimensions and
decide why recommended criterion is better than emerging and beginning ones.
Activity 3. Study the given information and comment on the formative and summative
evaluation.
According to http://www.socialresearchmethods.net/kb/intreval.php there exist the following
types of syllabuses evaluation:
Formative evaluation
Types of evaluation depend on the
intensifies or accomplishes
object and the purpose of the object of evaluation - it
evaluation. The most common helps to form it by
types are formative and summative examining the delivery of
evaluation. the learning programme, its
quality of implementation
and assessment of different
stages of its fulfillment
(content, input etc.).
Summative evaluation verifies the
outcome or result of the object – it
generalizes it by pointing out what
steps should be done to implement
the programme; assessing whether the
object cause the outcome; specifying
the overall casual factor; summing up
relative prerequisites associated with
the object.
Follow-up activities:
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Activity 4. Consider the following online discussion on the differences between evaluation and
assessment. Compare the opinions of different scholars and give your own feedback.
http://www.researchgate.net/post/Are_there_any_differences_between_evaluation_and_asse
ssment_in_Language_Teaching. Write comments on the main criteria for evaluating a syllabus.
Activity 5. Read the article “Reviewing Your Syllabus” by Tami Strang (from
http://blog.cengage.com/reviewing-your-syllabus/) and answer the questions:
- How do you go about reviewing your syllabus at the start of a term?
- What essential elements do you include?
- How do you use the syllabus as a teaching tool?
Activity 6. Debugging the design of a syllabus: What could go wrong? Evaluate your draft of
the syllabus you prepared for the previous lesson taking into account the following questions:
- What kinds of situations might arise as you implement this course?
- Will students be motivated to do the suggested material? What if they are not?
- Does the syllabus content encourage student involvement?
- Will students get sufficient feedback on their performance?
- How can you prevent (or at least minimize) psychological and linguistic difficulties?
- What methodology can be successful?
Activity 7. Create your own syllabus’s evaluation criteria in accordance with the given items.
Course objectives Criteria
Course syllabus
Textbooks
Supplemental reading
list
Technologies
Assessment tools
Within these criteria evaluate a syllabus of any Module you study in terms of this programme.
Unit assessment. This is final assessment at the end of the Unit. Your task is to design a 10 hour
course for a group of learners of your choice (e.g. young learners, teenagers, adults, business,
students).
- Present the course in a table format week by week.
- Provide a rationale of approximately 1000 words explaining why you have designed the
course this way; what principles are in the course and how you have chosen the content.
Key Reading
1. Joint Committee on Standards for Educational Evaluation. 1994. The program evaluation
standards. Newbury Park, CA: Sage
(http://legacy.oise.utoronto.ca/research/field-centres/ross/ctl1014/Joint1994.pdf)
2. Norris, J. M. and Yu.Watanabe Foreign Language Program Evaluation Project. 2007.
University of Hawai.
(https://manoa.hawaii.edu/assessment/resources/pdf/RolesandResponsibilitiesbookletFLProgEva
lMANOA.pdf)
3. Richard Kiely and Pauline Rea-Dickens Programme Evaluation in Language Education.
2005. Graduate School of Education, University of Bristol. Palgrave Macmillan. – P.307
(http://www.palgraveconnect.com/pc/doifinder/view/10.1057/9780230511224)
4.https://assessmentisforever.wordpress.com
5. http://www.socialresearchmethods.net/kb/intreval.php
12
6. http://www.learnnc.org/lp/editions/linguafolio/6302
Further reading
1. Harmer, J. 1994. The Practice of English Language Teaching. London: Longman.
https://www.google.com/url?
url=https://www.researchgate.net/file.PostFileLoader.html%3Fid
%3D53c8bdf6d4c1185f198b45b9%26assetKey%3DAS
%253A273601113067522%25401442242996719&rct=j&q=&esrc=s&sa=U&ved=0a
hUKEwiSpMjR2bDKAhVBqHIKHT0zCGAQFggeMAA&usg=AFQjCNFzbtm-
MYLYkTk37B-x-ep3UXjTew
University Press. http://www.andrewlittlejohn.net/website/docs/Littlejohn%20Analysis%20of
%20Language%20teaching%20materials.pdf
3. Ramírez Salas, Marlene. 2001. English teachers as material developers.
RevistaElectrónicaActualidadesInvestigativas en Educación 4,2.
http://www.redalyc.org/pdf/447/44740214.pdf
The TKT Course Modules 1,2 and 3. Cambridge University Press 2011. (Unit 24 TKT
p. 156-157)

Lesson 1. Types of teaching material
Synopsis: This lesson reviews types of teaching material and their functions in the teaching
process.
Aim and outcomes: The aim of the lesson is to get acquaintance with the types of teaching
material for their development and design and develop instructional skills.
By the end of this lesson you will be able to distribute the types of teaching material for a
particular lesson, to reveal their strengths and weaknesses for a specific group of learners.
Lessons Contents
Spark
Activity1. We are going to study types of teaching material. Before the brainstorm, what does
the teaching process mean? Continue the list of the tools needed for a successful organization of
the teaching process in the given chart.
For teacher For students Technical

tools
Syllabus Students’ book Computer
13
Activity2. Here is a graphic model of Teacher, learner and teaching material relationship.
Learner <-> Teacher <-> Teaching material
a) Share your associations on how the elements of the model are connected.
b) Transform the linear scheme into a cluster.
c) Use the cluster to speak about the interdependence of the three constituents.
d) Analyze the following modes from the point of effectiveness:
Learner <–> teacher (face-to-face learning)
Learner <-> teaching materials (independent or distance learning)
Input
Activity3. Match means of teaching with its functions and discuss their importance in ELT.
Means of teaching Function and description

1. State educational standard A. The content of teaching is presented in detail. For
(curriculum) (C) example: hours, teaching material, resources. It’s an
instruction for teachers.
2. Program/syllabus (A) B. Selected resources or materials by a teacher in
accordance with learners’ needs and diversity of
learners.
3. Course-book (textbook) (D) C. It is educational document where the goal, tasks,
requirements to learners’ language level as a results of
education, and content of teaching are described
4. Supplementary material (B) D. A resource or a model of learning/teaching which is
usually created for a certain level of learners’ language
proficiency. It provides material for development of
learners’ language sub-skills and skills.
Activity 4.
Do you agree that a course-book is still the most valuable resource nowadays? Read the articles
and answer the questions. Think about their benefits and drawbacks and compare your answers
with the views expressed in the articles.
1) “A textbook in the world of modern teaching materials” (http://conference.pixel-
online.net/edu_future/common/download/Paper_pdf/ENT15-Wisniewska.pdf)
2) “A Study of Teachers’ Perceptions toward Using English Textbooks: A Case Study of 10-th
Grade English Teachers in Maha Sarakham Province” by Ladaporn Srakang and Anchalee
Jansem (http://www.litu.tu.ac.th/journal/FLLTCP/Proceeding/049.pdf ).
What are the types of teaching material reflected in the course-book?

Why must a course-book be created on the basis of the curriculum and syllabus?
What content components of teaching English of the syllabus are reflected in the course-book?
What problems of a course-book are discussed in the article?
What are criteria for evaluation and selection of a course-book?
Activity 5. Go to http://busyteacher.org, and study different types of teaching materials. Make a
list of types of materials you consider new and interesting. Share your results with the class and
discuss the usefulness of each type of material in view of context, types of learners, and context
of teaching. What is more appropriate for individual distance-learning a language?
14
Activity 6. There is an increasing thrust in the last 40 years to use of authentic materials. Skim
the statements about authentic material and read the article “Authentic Materials: Towards a
Rational Selection and an Effective Implementation” http://univ-
biskra.dz/fac/fll1/images/pdf_revue/pdf_revue_04/segni%20laamri.pdf. Think of contexts in
which the importance of authenticity is relative and those where it is primary. Define the criteria
of authenticity of teaching material.
1. An authentic text presupposes using real language, which is culturally relevant and
contextually wealthy. This text helps learners close the gap between the classroom lesson and the
real life by direct use of classroom lessons in their lives. (Spelleri, 2002)
2. The terms authenticity and authentic are used for describing oral and written language
samples that are the reflection of language forms which are used naturally and appropriately
based on the cultural and situational context (Rogers & Medley, 1988).
3. Authentic is any material which has not been specifically produced for the purpose of
language teaching (Nunan, 1989; Jordan, 1997).
4. Authentic materials are the texts designed for the native speakers which are real and not
initially designed for language learners (Harmer, 1991).
5. Authenticity in texts which are not produced for teaching purposes but for a real
communicative purpose (Lee, 1995).
6. If there is a correspondence between the texts used in the classroom and types of texts
used outside the classroom then it is possible to call such texts authentic (MacDonald et al.,
2006).
7. The fact that a text may have been produced by a fluent user of the language for fluent
listeners or speakers pales into insignificance when such a text is approached by a non-fluent
learner of that language. The learner will re-define any text again to his/her own priorities,
precisely because s/he (sic) is a learner. (Breen 1985:62)
Activity 7. How would you rate the following on a scale of 1 to 10 in terms of authenticity? 10 =
most authentic and 1 = least authentic. Compare your answers with a partner. If you have
different answers try to convince each other of your point of view.
1. Learners listen to a radio news bulletin and write down the number of different items they
hear.
2. Learners read a dialogue in the textbook about booking a hotel room and then role play the
same situation.
3. Learners read a poem by Philip Larkin and compare in groups how it makes them feel.
4. Learners do a quiz to discover their preferred language learning strategies and then discuss in
groups how they can best implement these strategies.
5. Learners read a short magazine article, underline all the words they don’t know and can’t
guess and then look them up in a dictionary.
6. Learners listen to an interview in a job centre and fill in a form with the personal details of
the applicant.
7. Learners do an exercise on choosing the correct verb forms and then discuss their answers
with a partner.
8. Learners read an article on research into genetically modified tomatoes and have to write to
identify the different sections of a scientific article.
Extra activity. Think about the changes you have made (or would be prepared to make) to
authentic written texts in order to make it easier for your students to cope with them.
1. Which of the following are unjustified in your view? Why?
2. Would some be justified in only certain circumstances?
15
a. cutting out a newspaper/magazine article and photocopying it;
b. retyping an article;
c. reproducing only a part (but a continuous part) of the original text;
d. editing out sections of a text to simplify the argument or content;
e. editing out linguistic elements that are not syntactically necessary and would pose difficulty.
learnt about types of teaching materials, what authentic material is and what you should do when
you haven’t a course-book for teaching process?
Decide which age these materials will be most appropriate to. Create an activity with one of the
given materials taking into consideration an age group and authenticity of material and task.
Think – Newspaper article
– Advertisement
– Poems
– Stories
– Games
– Pictures
Key reading:
http://www.litu.tu.ac.th/journal/FLLTCP/Proceeding/049.pdf
http://univ-biskra.dz/fac/fll1/images/pdf_revue/pdf_revue_04/segni%20laamri.pdf.
http://conference.pixel-online.net/edu_future/common/download/Paper_pdf/ENT15-
Wisniewska.pdf
http://busyteacher.org,
Further reading:
University Press.
http://www.andrewlittlejohn.net/website/docs/Littlejohn%20Analysis%20of%20Language
%20teaching%20materials.pdf
2. McGrath, Ian. 2002. Materials Evaluation and Design for Language Teaching. Edinburg:
Edinburg University Press.
3. Seferaj, Kristjan. 2014. Coping with New Teaching Approaches and Materials: An East-
European EFL Teacher's Interpretation of Communicative Teaching Activities. Sue Garton and
Kathleen Graves. International Perspectives on Materials in ELT. Palgrave.

Lesson 2. Evaluating material

Synopsis: This lesson covers the reasons, principles and criteria of evaluating teaching material
and activities.
Aim and outcomes: The aim of the lesson is to familiarize you with the principles and criteria of
evaluating teaching material and activities and develop your analytical skills. By the end of the
lesson, you will be able to define the concepts and role of course-books, identify and use
principles and criteria of evaluating material, and apply them to particular resources.
16
Spark
Activity 1.
a. Make sure you know what all these types of material are. Think about their effectiveness in
development language skills.
1. literary texts
2. course-books
3. student workbook
4. videos
5. on-line lesson plans
6. teacher-prepared study guides
7. reference books
8. pamphlets
9. magazine articles
10. newspapers
b. What are the reasons to assess these materials? Which would you assess for the following
reasons?
____to select a new course-book/textbook;
____to identify strengths and weaknesses in a textbook for coordination of teaching activity;
____ to adapt, add or substitute materials from other sources if a textbook has weak points;
____to enhance a teacher’s development by giving insights into the nature of different materials;
____to promote a range of published and electronic materials.
Discuss in the group. What criteria can be used to assess teaching material?
Activity 2. Comment on the following axioms regarding guidelines in material evaluation:
* A set of materials is a source for developing a learner’s personality and also his/her
learning styles and learning strategies. Teaching materials must provide learners with the
opportunity to go back and revise. (Tandlichová, 2002:146).
* Material should be useful, meaningful and interesting for learners, be slightly higher in the
level of difficulty than the learners' current level of English proficiency, and have clear
instructional procedure and methods, that is, the teacher and learners should be able to
understand what is expected in each lesson and for each activity (Kitao & Kitao 1997:3).
* “Materials should also be contextualized to the experiences, realities, and first languages
of learners. An important part of this involves awareness on the part of the teacher – designer of
the “socio-cultural appropriacy” (Jolly & Bolitho 1998: 111).
Can you add anything to these axioms? Extend your ideas within the following items: 1) skills,
2) activities, 3) assessment.
Input
Activity 3.
Material evaluation can be operated according to a series of different criteria.
Watch the video presentation on the material evaluation https://www.youtube.com/watch?
v=ebrCIlwY4X4. What basic principles and techniques of material evaluation except the above
mentioned were presented in the video? Watch video again and check if this list comes from the
video. If not, write down the ones mentioned in the video.
17
Consider the following elements.
- accessibility;
- flexibility;
- variety;
- appropriacy of the context;
- learner autonomy;
- authenticity;
- gradual progress;
- suitability to age/level;
- student-centeredness;
- balance of skills, tasks;
- educational values;
- clear organization and clarity of instructions
- continuity.
Activity 4. From a pragmatic point of view, the following checklist seems to be useful for
evaluation of a course-book (these criteria were summarized from the books: 1) Cunningsworth,
A. 1995. Choosing Your Course-book. Oxford: Heinemann; 2) Balan R., Ceham A., et al. 2003.
In-service Distance Training Course for Teachers of English. Romania: Polirom).
A. Study these criteria and think about other criteria.
Aims and 1. Does the CB cover all the components of the national curriculum?
approaches 2. Do the aims of the CB meet the learners’ needs?
3. Is the CB suited to your teaching context?
4. Is it relevance for learners and teachers?
5. Is it flexible? Does it take into consideration different teaching and learning
styles?
6. Is there succession with previous stage (forms) of teaching?
Design and 7. Is the content organized in terms of: a) topics and situations; b) structures and
organization functions; c) skills?
8. Is the organization of the structure clear and understandable?
9. Is there enough material for revision and recycling?
10. Is there any material for individual study?
11. Is the layout clear?
12. Are the illustrations clear and relevant to the activities?
13. Are the instructions clear and easy to follow?
Content 14. Does the content make relevant with real life situations?
15. Are there relationships among various topics and situations?
16. Does the linguistic material (vocabulary, grammar, pronunciation) cover the
texts and verbalize speech intentions?
17. What types of activities are used in CB? Are they variable?
18. Is the vocabulary to be learned: a) appropriate for the level; b) useful in
terms of students’ needs?
19. Does the book include material for development of pronunciation and
intonation skills?
20. Are the structures and functions contextualized?
21. Are the topics relevant to students’ interests and age?
22. Is there enough variety and range of topics, situations?
23. Do the topics reflect cultural aspect?
24. Does the material contribute to developing intercultural competence?
25. Is the material authentic or semi-authentic?
Skills 26. Does the language material (vocabulary, grammar, pronunciation) cover the
18
texts and verbalize speech intentions
27. Are all skills developed and in what balance are they presented?
28. Are there instructional strategies to practise skills integratively?
Activities 29. Are assignments clearly organized?
30. Is there a balance between controlled activities and less controlled and free
activities?
31. What is the balance of skill-getting and skills using activities?
32. Do the activities stimulate students’ creativity?
33. Are challenging questions to stimulate discussion presented?
Methodolog 34. Is the approach to language learning appropriate to the teaching/learning
y context/age and language level?
35. What are the didactic principles in structuring the teaching process used by
the authors?
36. What forms of interaction and technologies are used by the authors?
37. Are there any guidelines for the teacher included?
38. Are there instructions for testing and scoring/marking?
B. Take a course-book you use in your teaching OR one you would like to use OR one that you
used as a student. Use the checklist above to evaluate the book. Was it simple to apply or did you
have any difficulties? Would you take out or add any items to the list? Overall, how useful
would you judge checklists to be in evaluating a textbook?
Activity 5. From popular online course, Teacher Development Interactive - Young Learners,
watch teacher trainer Diane Pinkley as she talks about how you can spot the strengths and
weaknesses of a textbook when choosing materials for your classroom, and offers tips on how
best to use them. https://www.youtube.com/watch?v=S4hCSqvP7Tk
Compare these tips with the above criteria. Make a list of ultimate steps in material
evaluation of textbooks
Activity 6.
A. Evaluate one of the lessons in the current national EL course-book in the aspect of teaching
listening according to the following checklist taken and adapted from A. Cunningsworth
(Choosing Your Course book. Oxford: Heinemann, 1995):
 Does the CB contain the listening material? What kind of listening

material is there?
 Is the listening material related to the real-life situations and
presented in a meaningful context?
 What kind of listening strategies and activities are suggested by the
author(s)?
 Are there pre-listening, while-listening and post-listening stages?
 How can you characterize sound quality, speed of delivery, accent
and authenticity of audio-text?
B. After analysis of a course-book write your recommendation to overcome the shortcomings in

teaching listening. What will you advice to improve in CB in terms of a) texts for listening; b)
activities
19
Activity 7. Observe any lesson of your teacher and analyse it in terms of interaction in
accordance with the following items (taken and adapted from: Weimer, M., Parrett, J.L.1088.
How Am I Teaching. Magna Publication, Inc. Madison, W. P.49).
- Does a teacher involve learners by questions and other stimulus?

- Does a teacher answer questions clearly and directly?
- Does a teacher use rhetorical questions to attract learners’ attention?
- Does a teacher give learners time to think and respond to questions in the right way;
- Does a teacher concentrate and encourage learners to answer and respond to each other’s
questions?
- Does a teacher organize relevant learners’ discussion to proceed uninterrupted?
- Does a teacher ask disputable questions to stimulate discussion?
- Does a teacher pay attention to communicative rules (turn-taking; respect of personal
opinions and view points).
Extra activity. Undertake a questionnaire with BA students to reveal their opinion about
activities presented in the current EL course-book. Write findings of your survey in the terms of
strong and weak points of activities.
Share the results of survey with your peers. You can use the given below questionnaire OR
create yourself.
0= Strongly Disagree, 1=Disagree, 2= No Idea, 3= Agree, 4= Strongly Agree.

0 1 2 3 4
1. There are a variety of activities in the

textbook.
2. The instructions to the activities are clear

and appropriate for me.
3. The activities match my level in general.
4. The activities help me to understand the

topic better.
5. The writing activities are adequate.
6. The speaking activities are adequate.
7. The listening activities are adequate.
8. The reading activities are adequate.
9. The language activities are adequate.
learnt about evaluation of teaching materials. Write a report on an EL course-book evaluation
(200 words). Follow the given plan:
1. Principles and approaches of materials evaluation
2. Criteria for material evaluation.
20
Key reading
1. Brown, J. B. 1997. Textbook evaluation form. The Language Teacher 21,10, 15–21.
Griffiths, C. 1995. Evaluating materials for teaching English to adult speakers of other
languages. English Teacher Forum 33,3, 50-51.
2. McGrath, I. 2002. A chapter “Materials Evaluation and Design for Language Teaching”.
Edinburgh: Edinburgh University Press.
Sheldon, L.E. 1988. Evaluating ELT textbooks and materials. ELT Journal 42,4, 237- 246.
Further reading
1. Gearing, K. 1999. Helping less-experienced teachers of English to evaluate teachers’ guides.
Hemsley, M. 1997.
2. The evaluation of teachers’ guides – design and application. ELTED 3,1, 72–83.
ELT Journal 53,2, 122–127.

Lesson 3. Selection and adaptation of material

Synopsis: This lesson gives information about theoretical and practical matters related to
selection and adaptation of teaching materials.
Aim and outcomes:

The aim of this lesson is to familiarize you with the principles and procedure of selection and
adaptation of teaching materials and develop your constructive skills. By the end of this lesson,
you will be able to identify the principles and criteria of selection and adaptation of the teaching
material; to select and adapt authentic materials using a variety of strategies for a particular age
group.
Spark
Activity 1. Answer the given below questionnaire adapted from Modules 1, 2 and 3 of the The
TKT Course (2011, Mary Spratt, Alan Pulverness and Melanie Williams, Cambridge University
Press, 156-157). http://www.cambridge.org/us/cambridgeenglish/catalog/cambridge-english-
exams-ielts/tkt-course-modules-1-2-and-3-2nd-edition
https://vk.com/doc93461282_231840399?hash=c7245dde36e42a01ff
- Why is it necessary to take into consideration students’ needs when

selecting and adapting teaching material?
- What questions should a teacher ask when selecting material?
- How is selection and adaptation influenced by students’ motivation?
- How much flexibility are you allowed as a teacher in selecting and
adapting teaching material?
Activity 2. The effectiveness of the English language teaching and learning process depends on
teaching materials, because they are the center of instruction. Teachers need to know how to
select the best material for the course and how to make extra materials for the instruction.
The teacher's task is to select the course-book or supplementary materials that best match the
21
syllabus and learners’ needs and interests. Learners’ needs and interests can be identified through
questionnaires, interviews or diagnostic tests.
Think about key items related to data collection during needs analysis process and share
your ideas with group mates.
Input
Activity 3. Read the information about types of evaluation and their aims for successful
organization FLT process (taken and adapted from the article written by R. Ellis “The empirical
evaluation of language teaching materials” (ELT Journal 51, 1997. Pp.36-42) and answer the
questions.
How can you interpret the predictive evaluation?
Is it necessary to conduct a retrospective evaluation?
Why did Ellis distinguish subtypes of the retrospective evaluation?
Teachers are often faced with the task of choosing what teaching materials
to use. That’s why they are required to carry out a predictive evaluation of the
materials to make a decision regarding what materials to use or to determine which
are best suited to their teaching purposes. Teachers predict which activities 'work'
and which do not, they think how to modify the materials to make them more
effective for future use and also serve as a means of 'testing' the validity of a
predictive evaluation During practice they may feel the need to undertake a
retrospective evaluation to determine whether the materials have 'worked' for them.
Retrospective evaluation presupposes impressionistic evaluations and empirical
evaluations. That is, during the course in impressionistic evaluations teachers assess
whether particular activities 'work' usually with reference to the enthusiasm and
degree of involvement manifested by students, while at the end of the course they
make summative judgments of the materials. While empirical evaluations are less
common, if only because they are time-consuming. However, teachers report using
students' journals and end-of-course questionnaires to judge the effectiveness of their
teaching, including the materials they used.
On the basis of this information decide what reasons for selection material are and what
supplementary material can be selected or designed? When and how can we apply these types of
evaluation?
Activity 4. Watch the video How to Select High-Quality Materials

(https://www.youtube.com/watch?v=xEySJlGyvNU). Discuss in the group the key points of the
video:
- What are the criteria for material selection?
-What material can be considered as high-quality material?
Evaluate and select 3 texts for the school learners related to the topic “Travelling”. Distribute
these texts according to the language levels taking into account complexity of linguistic material.
Activity 5.
A. Read the extract of the article from B. Tomlison (http://journals.cambridge.org) and watch the
video Adapting Materials (https://www.youtube.com/watch?v=wAToAmbtJbM) and answer the
questions:
1) What are the common reasons for material adaptation?
22
2) What are the principles of materials adaptation offered by Grant?
3) What are the common deficiencies of existing ELT materials?
4) What items in FL teaching can be adapted?
5) Why does a teacher have to adapt the current material?
6) How does the addition of visual aids influence the perception of materials by
YL?
C. Draw a scheme to summarize the received information about reasons and items of
adaptation.
Follow-up activities:
Activity 6. Choose a national EL course-book for sixth-grade learners and identify
potential problems and possible techniques for adaptation (addition, omission, etc).
Add to the list in the first three columns in the table below on the basis of your
course-book analysis.
Select concrete supplementary material (text, task, vocabulary, audio, video relevant
to the lesson/unit you have chosen and, explain your choice. (In the classroom a
teacher and students may decide to take one course-book for the whole group and
distribute the lessons among the students for this task). Complete the 4 th column in the
table.
Problem Technique Possible Supplementar

s s solutions y material
The task Shortenin Use as
or g material much as
exercise you need,
is too but do not
long. feel you
The have to
learners use it all.
don't Give
need so different
much parts of
practice. the text or
task to
different
learners.
The Changing Make
texts or the level material
tasks are of the more
too easy material challengin
g
Activity 7. Work in groups of 3-4 peers with similar teaching experience. Select the
material that may support either a skills-based lesson or teaching language systems.
Reflect on the principles of your choice and prepare a guide to material selection for
your type of a lesson. Compare your guide with that of another group.
Look at all the materials you have selected. Discuss the following questions:
23
1) What are the difficulties your learners may have with the material?
2) What are deficiencies of the materials?
3) What strategies could be used to adapt it?
4) Adapt your materials for a particular group of learners and a particular place in
your syllabus (if possible).
Swap materials with another group. Give feedback on the materials from the other group.
Extra activity. Think about the differences of a teacher-centred approach and

learner-centred approach to adaptation. Select a newspaper item and adapt it
considering learner-centred approach to adaptation. Write a one-page report about
your suggestions and prepare to give a ten-minute presentation.
learnt about matters of selection and adaptation of material and how sufficiently you can apply
the obtained knowledge and skills in this aspect into practice. Adapt the given Aesop’s Fable
according to the pointed out age levels in the table (I, II). Before, consider the levels of
adaptations you will do.
1. At text level (visuals, diagrams, animation design of the page).
2. At sentence level we can include definitions and short explanations.
3. At word level we can use labels or highlight key content vocabulary by underlining using
capital letters or using bold font. Add glossaries.
Design activities to the adapted by you semi-authentic text. Consider the following list as
possible examples/suggestions which you can use for pre-reading, while reading and post
reading activities design.
After that check whether the material is:
1. Appropriate for the age of learners and the stage of learning?
2. Do they match the learning outcomes?
3. Do they have skill-getting and skill-using activities and verbal and visual aids?
4. Are there strategies for interaction?
I
Original text Adapted for primary school Comments on techniques
learners (4 year) used
Aesop’s Fables Once a Fox lost his tail… Omission, Reduction,
The Fox Without a Tail Changing grammar patterns
It happened that a Fox caught its
tail in a trap, and in struggling to
release himself lost all of it but
the stump. At first he was
ashamed to show himself among
his fellow foxes. But at last he
determined to put a bolder face
upon his misfortune, and
summoned all the foxes to a
general meeting to consider a
proposal which he had to place
before them. When they had
assembled together the Fox
proposed that they should all do
away with their tails. He pointed
out how inconvenient a tail was
24
when they were pursued by their
enemies, the dogs; how much it
was in the way when they
desired to sit down and hold a
friendly conversation with one
another. He failed to see any
advantage in carrying about such
a useless encumbrance.
‘That is all very well,’ said one
of the older foxes; ‘but I do not
think you would have
recommended us to dispense
with our chief ornament if you
had not happened to lose it
yourself.’
Distrust interested advice.
II
Original text Adapted for secondary school Comments on techniques
learners (7year) used
Aesop’s Fables
The Fox Without a Tail
It happened that a Fox caught its
tail in a trap, and in struggling to
release himself lost all of it but
the stump. At first he was
ashamed to show himself among
his fellow foxes. But at last he
determined to put a bolder face
upon his misfortune, and
summoned all the foxes to a
general meeting to consider a
proposal which he had to place
before them. When they had
assembled together the Fox
proposed that they should all do
away with their tails. He pointed
out how inconvenient a tail was
when they were pursued by their
enemies, the dogs; how much it
was in the way when they
desired to sit down and hold a
friendly conversation with one
another. He failed to see any
advantage in carrying about such
a useless encumbrance.
‘That is all very well,’ said one
of the older foxes; ‘but I do not
think you would have
recommended us to dispense
with our chief ornament if you
had not happened to lose it
25
yourself.’
Distrust interested advice.
Key reading
1. ATESL Adult ESL Curriculum Framework. Selecting Materials and Methods.
Section 4: Selecting Methods and Materials.
http://www.atesldocuments.com/cf/sites/default/files/downloads/Introduction.pdf
2. Marand, Ebrahim Sheikhzadeh. 2011. Adoption, Adaptation, and Development of
Language Instructional Units. European Journal of Social Sciences 22, 550.
http://arzek.weebly.com/uploads/1/2/9/1/12914289/adopt_n_adapt.pdf
3. McGrath, Ian. 2002. Materials evaluation and design for language teaching.
Edinburgh: Edinburgh University Press. https://www.google.co.uz/search?
tbm=bks&hl=ru&q=McGrath%2C+Ian.
+2002.+Materials+evaluation+and+design+for+language+teaching.+Edinburgh
%3A+Edinburgh+University+Press.
4. Tomlinson, Brian. 2012. Materials development for language learning and
teaching. Lang. Teach. 45.2, 143–179. Cambridge University Press 2012
http://journals.cambridge.org Downloaded: 16 May 2012 IP address: 131.111.127.89
http://www.google.com/url?
url=http://www.cambridge.org/download_file/740396/0/&rct=j&q=&esrc=s&sa=U&
ved=0ahUKEwi2zJqr3LDKAhUi73IKHR5BBAcQFgg9MAg&usg=AFQjCNEsHkl3
ABqZkuT1TVtTUxeebDkVWw
http://www.cambridge.org/us/cambridgeenglish/catalog/cambridge-english-exams-
ielts/tkt-course-modules-1-2-and-3-2nd-edition
https://vk.com/doc93461282_231840399?hash=c7245dde36e42a01ff
http://ebooks.cambridge.org/ebook.jsf?bid=CBO9781139062398
Further reading:
1. Harmer, J. 1994. The Practice of English Language Teaching. London: Longman.
https://www.google.com/url?
url=https://www.researchgate.net/file.PostFileLoader.html%3Fid
%3D53c8bdf6d4c1185f198b45b9%26assetKey%3DAS
%253A273601113067522%25401442242996719&rct=j&q=&esrc=s&sa=U&ved=0a
hUKEwiSpMjR2bDKAhVBqHIKHT0zCGAQFggeMAA&usg=AFQjCNFzbtm-
MYLYkTk37B-x-ep3UXjTew
2. Ramírez Salas, Marlene. 2001. English teachers as material developers.
RevistaElectrónicaActualidadesInvestigativas en Educación 4,2.
http://www.redalyc.org/pdf/447/44740214.pdf
The TKT Course Modules 1,2 and 3. Cambridge University Press 2011. (Unit 24 TKT
p. 156-157)
2. Tomlinson, Brian (ed.). 2003. Developing materials for language teaching.
London: Continuum Press.
http://www.teachingandtranslation.com/Developing%20Materials%20for
%20Language%20Teaching%20(2nd%20ed).pdf

26
Lesson 4. Electronic material
Synopsis: This lesson reviews technology-based teaching material and matters related to their
selection.
Aim and outcomes: The goal of the lesson is to familiarize you with the types of electronic
material and criteria of their selection. By the end of this lesson you will be able to identify the
advantages and appropriateness of the material considered and to select electronic material for
using in the practice of teaching.
Lesson contents
Spark
Activity 1. We are going to study types of electronic material. Answer the questions:
How often do you use electronic materials?
Do you consider them important?
What do you use them for?
Do you consider yourself competent enough to use/work out your own electronic materials? If
not, what could help?
Activity 2. Discuss in the group a variety of Internet tools and how we can implement them into
the FLT process.
 computer networking and telecommunications for data access and participation in
learning communities
 technological resources such as the World Wide Web, CD-ROM, videotape, videodisc,
computer software, simulation and modeling tools, and multimedia technologies
 mass media including television, radio, films, newspapers, and magazines
 local community resources including social service agencies, libraries and resource
centres, businesses, and individuals with expertise in particular areas.
Input
Activity 3. Watch the PowerPoint presentations “Classification of visual and audio teaching
materials” http://pt.slideshare.net/diputr/audio-visual-aids-presentation-2012. Think about
advantages and disadvantages of such material in contemporary educational process. Write a list
of short recommendations when and with what purpose we can use visual and audio material.
Activity 4.
A. Selection of the electronic material is organized on the basis of certain principles or criteria.
Try to interpret the given in the box principles of selection for electronic material. Can you add
other principles?
- objectivity of the material presented on Internet;

- timely availability;
- ease of replacing;
- relevance to the age group;
- compliance with the information needs of learners
- subject-matter and context-based
27
B. Stempleski (1992) suggests that teachers ask themselves the following questions before
choosing a video or video series. What would you change to adapt the table below for other
electronic text based material?
Criteria Teachers questions

Inspiration/Motivatio Will the video appeal to my students? Will it make them want to
n learn?
/Interest
Content Does the content match my instructional goals? Is it culturally
appropriate for the learners? Is the topic discussed there acceptable
for them?
Clarity of message Is the instructional message clear to my students?
Pacing Is the rate of the language or instruction too fast for my students?
Graphics What graphics are used to explain a concept? Do they clarify it? Do
they appear on screen long enough to be understood by learners?
Length of sequence Is the sequence to be shown short enough?
Activity 5. Expand the given ideas in the written form

- you can’t totally depend on the course-book
- you should develop your own materials including electronic ones
- you should select and use electronic material taking into account the teaching conditions (stage,
learning styles, topic or situation, etc.)
Activity 6. Consider the site busyteacher.org. In small groups, select an illustration of one type
of electronic material. Prepare a video presentation on the diverse uses that could be made of it.
Review the presentation, after the feedback has been provided by your peers, and upload the
finalized version on your website.
Extra activity. Think about one of the lessons where as a teacher you used electronic materials.
What went well, or not so well, in this respect? Work out a short piece of essay “My best/worst
experience in using electronic language teaching materials” to put on your web page.
learnt about the types of electronic material and its selection for teaching aims. To summarize
the obtained knowledge and skills prepare a poster for a MA students’ pedagogical conference
where you’ll present the types of electronic material, their didactic potential and prove efficiency
of electronic material in comparison with traditional material.
Key reading:
Alan Brinkley, Betty Dessants, Michael Flamm, Cynthia Fleming, Charles Forcey, and Eric
Rothschild. 1999. Using Electronic Resources for Teaching. The Chicago Handbook for
Teachers: A Practical Guide to the College Classroom. Chicago: University of Chicago Press.
http://www.press.uchicago.edu/Misc/Chicago/075125.html
28
Audio-Visual Aids in Teaching. http://www.ehow.co.uk/video_4950111_audiovisual-aids-
teaching.html
http://pt.slideshare.net/diputr/audio-visual-aids-presentation-2012
Further reading:
1. Çakir, Ismail. 2006. The use of video as an audio-visual material in foreign language teaching
classroom. The Turkish Online Journal of Educational Technology 5, 4.
http://www.tojet.net/articles/v5i4/549.pdf
2.Hampel, Regina. 2006. Rethinking task design for the digital age: A framework for language
teaching and learning in a synchronous online environment. ReCALL 18,1, 105-121.

Lesson 5. Material for developing intercultural competence
Synopsis: The lesson presents theoretical and practical matters about intercultural competence
and material for its development.
Aim and outcomes:

The aim of this lesson is to explore the potential of cultural material for developing intercultural
competence. By the end of this lesson, you will be able to distinguish, evaluate, select and adapt
the main types of intercultural materials.
Spark
Activity 1. We are going to study the teaching material for developing intercultural competence.
Consider the following statements:
- Having to cover a very full curriculum, teachers usually lack the time to spend on teaching
culture.
- Many teachers have a limited knowledge of the target culture and, therefore, are reluctant to
teach it.
- Teachers are often confused about what cultural aspects to cover.
How would you address the issues raised?

What is the role of cultural aspect in ELT?
Activity 2. Think about the given definition of intercultural competence below.

*Intercultural competence is “ability of a person to behave adequately in a flexible manner when
confronted with actions, attitudes and expectations of representatives of foreign cultures (Meyer
1991: 137)
Give other definitions if you know.
Input
Activity 3. Study the components of intercultural communicative competence (ICC) introduced
by M. Byram (1) Acquiring intercultural competence. A review of learning theories.// In Sercu
L. (1995) Intercultural competence, V.1: The secondary school. Aalborg University Press. Pp.
55-66; 2) Teaching and assessing intercultural communicative competence. Clevedon, England:
Multilingual Matters. 1997. Pp. 31-54).
29
Discuss in groups the differences between the 4 proposed types of competences. Give arguments
to prove objectiveness and potential of these components for intercultural competence
development and communicative competence improvement.
Intercultural communicative competence

Knowledge: Skills: Attitude: Critical cultural
- social group and - ability to recognize - openness and awareness:
contacted cultures significant phenomena curiosity about other - ability to think about
(target and own); in a foreign cultures and people; things actively and
- processes of environment and to - readiness to intelligently rather than
interaction in the elicit their meanings understand and just accept them.
cross-cultural and connotations, and accept cultural
contexts. their relationship to differences.
other phenomena;
- ability to interpret
cultural codes, explain
and relate them to own
culture;
- ability to acquire new
cultural knowledge and
operate with these
knowledge during
intercultural interaction
Activity 4.
A. Successful teaching intercultural communication depends on the materials selected. In the
table below there are three main types of materials and these can, of course, be used for the
development of ICC. Discuss how these different types of materials can be used to develop ICC.
Complete the 2nd column with ideas for specific materials that might be used in each case to
develop the 4 aspects of ICC studied in the previous activity.
Text-based
materials:
Computer-
based
materials:
Audio-
video
materials:
B. Exchange your experience with the group on the following

1. What is the role of case studies and critical incidents in dealing with cultural
misunderstandings?
2. Explain how role-plays and simulation games can contribute to the development of
cultural competence.
3. How can you use computer-based material?
30
Activity 5. Analyse your favorite course-book focusing on whether cultural information is
given in it, and how much of cultural information is presented in the book. Consider aspects such
as which countries are represented, whether any non-native accents presented, whether cultural
aspects of language use are introduced etc.
You can use the following criteria for evaluation:
1. Are there any topics that might not be culturally suitable for the learners in class?
2. What cultural and social groups are represented?
3. Are there any stereotypes information?
4. Is the cultural information presented with comments such as being good or being bad? Or is it
presented without such comments?
5. Do the authors include a variety of cultures or just specific ones such as British or American
culture?
6. Are there illustrations? If so, are they appropriate to the learners' native culture? Would
additional information be necessary to explain them or are they self-explanatory?
7. What are the learners supposed to do with the cultural information such as using actively or
just be aware of it for a better understanding of the target culture?
8. What is your overall view of the course-book?
9. What kind of changes would you recommend to the authors of the analyzed course-book?
10. What are strengths and weaknesses of cultural material for development of ICC?
Activity 6. Taking into consideration the obtained knowledge and skills in the previous lessons
and this one select a postcard as culture material and work out the activities to it for the lyceum
students.
Activity 7. Make a PowerPoint presentation on the topic “Intercultural material for different
stages of education: difficulties and ways of overcoming them”. Choose one presentation from
your classmates and consider strong and less strong points.
Extra activity. Watch the video: Cultural misunderstanding (part 1)

(https://www.youtube.com/watch?v=SYbynThuONs),
While watching it take notes on the mistakes (cultural) made by the actors, try to classify them.
How could these misunderstandings be prevented? What should they have done not to fail in
their business? (The video contains the material about different types of cultural
misunderstandings at negotiations).
Discuss in the group a didactic value of such a video and ways of using this video material in
teaching intercultural competence in the English classrooms.
Unit assessment. This is a final assessment at the end of the Unit. How can the competences,
evoked earlier, be used to adapt a curriculum or a teaching resource? Take an example and work
together in groups towards improving either resource.
Write a report (300-350 words) on your finding
Prepare a 5 minute oral presentation to the class to convince them about ways to modify the
material towards more intercultural contents.
Key reading
1. Kilickaya, Ferit. 2004. Guidelines to Evaluate Cultural Content in Textbooks. //The Internet
TESL Journal X,12. http://iteslj.org/
2. Usó-Juan, Esther &Alicia Martínez-Flor Jaume. 2008. Teaching Intercultural Communicative
Competence through the Four Skills. Revista Alicantina de Estudios Ingleses 21, 157-170.
Further reading:
31
1. Byram, M., B. Gribkova and H. Starkey. 2002. Developing the intercultural dimension in
language teaching.
http://lrc.cornell.edu/rs/roms/507sp/ExtraReadings/Section0/Section0/uploads/File12352727452
04/InterculturalDimensionByram.pdf
2. Raigón Rodríguez, Antonio R. 2011. An Online Workshop for Intercultural Training.
International Conference “ICT for Language Learning”.

Lesson 1. Types of assessment
Synopsis: This lesson familiarises with new terms of assessment and describes the functions of
assessment, its types and principles.
Aim and outcomes:

The aim of the lesson is to familiarise you with the functions, objects, types and principles of
assessment and develop your instructional and analytical skills. By the end of the lesson, you
will be able to identify types of assessments and their tools, the basic principles of language
skills assessment, to know testing items suitable to a class and some assessment techniques to
use them in practice
Content of the lesson
Spark
Activity 1. Reflect to the questions:
1. What does assessment mean for you?
2. Tell the group about one of your experiences of being assessed.
3. What are the main functions of assessment?
4. You should distinguish the terms “assessment”, ‘evaluation, “testing” to prevent
confusion of using them in this unit.
Activity 2. Read the following statements and make sure you can explain the difference
between the 3 terms.
According to the educators, “Assessment is collecting data for revealing the level of students’
language proficiency achieved within a certain time period. In language assessment, we gather
information in a systematic way with the help of testing tools. <...> The objects of the
assessment are: a) knowledge and subskills – language competence; b) using knowledge and
language subskills in the process of production and reception of speech and interaction
(communicative competence); c) country-study and linguo-cultural knowledge of verbal and
32
non-verbal behavior – socio cultural competence”. (Jalolov, Makhkamova, Asurov. 2005.
English language teaching methodology (Theory and practice). Tashkent: Science and
technology. Pp.216-217).
Assessment leads to evaluation, which “is used for expressing a final judgments about a
student’s level of performance which has been measured by using different assessment tools.
Evaluation refers to the extent to which the teaching/learning objectives stated at the beginning
of a school year, terms of lesson have been achieved. This judgement is formally expressed in
numbers, or marks...” (Balan et.al, 2003. In-service Distance Training Course for Teachers of
English. -Romania: Polirom, P. 215-216).
Assessing learner’s performance/proficiency is done via different techniques, one among them is
testing, which is generally understood as “giving a test” (Balan et.al, 2003. In-service Distance
Training Course for Teachers of English. -Romania: Polirom, P. 216).
“Language testing is a tool for measuring language performance in learners” (Milrood, R.P.
English Teachi8ng Methodology”. Moscow; DROFA. 2007. P.207).
Input
Activity 3. Read the text taken and adapted from the book by H. Douglas Brown “Language
assessment: Principles and Classroom Practices” (2010).
While reading underline ideas that you find new with one line, ideas that are familiar to you but
you have questions about – with 2 lines.
Another useful distinction to bear in mind is the function of an assessment: How is the
procedure to be used? Two functions are commonly identified in the literature: formative and
summative assessment. Most of our classroom assessment is formative assessment: evaluating
students in the process of “forming” their competencies and skills with the goal of helping them
to continue that growth process. The key of such formation is the delivery (by the teacher) and
internalization (by the student) of appropriate feedback on performance, with an eye toward the
future continuation (or formation) of learning.
For all practical purposes, virtually all kinds of informal assessment are (or
should be) formative. They have as their primary focus the ongoing development of the learner's
language. So when you give a student a comment or a suggestion, or call attention to an error,
that feedback is offered in order to improve the learner's language ability.
Summative assessment aims to measure, or summarize, what a student has
grasped, and typically occurs at the end of a course or unit of instruction. A summation of what a
student has learned implies looking back and taking stock of how well that student has
accomplished objectives, but does not necessarily point the way to future progress. Final exams
in a course and general proficiency exams are examples of summative assessment.
One of the problems with prevailing attitudes toward testing is the view that all tests
(quizzes, periodic review tests, midterm exams, etc.) are summative. At various points in your
past educational experiences, no doubt you've considered such tests as summative. You may
have thought, “ Whew! I'm glad that's over. Now I don't have to remember that stuff anymore!"
A challenge to you as a teacher is to change that attitude among your students: Can you instill a
more formative quality to what your students might otherwise view as a summative test? Can
you offer your students an opportunity to convert tests into "learning experiences?
Performance-based assessment is another popular type of assessment which is opposed
to paper-and-pencil selective respond tests. Performance-based assessment is based on
interactive tasks, test participants are measured in the act of speaking, requesting, responding, or
in combining listening and speaking, and in integrating reading and writing. Paper-and pencil
tests certainly do not elicit such communicative performance. Traditional testing (paper and
33
pencil selective respond tests) helps answer the question, “Do you know it?” and performance
assessment helps answer the question, “How well can you use what you know?”
It is necessary to state that there are different terms used by scientists for performance-
based and paper and pencil selective responses assessment, sometimes they are called direct
(when skills are measured) and indirect (when knowledge is measured) types of assessment.
Reflect to the questions:

What types of assessment are distinguished?
What is the goal of formative assessment?
What is the goal of summative assessment?
When can a teacher organize performance-based assessment?
Activity 4. There are five principles of language assessment (summarized from D. Brown,
Mousavi, 2002. p. 804 and Hughes, 2003, p.1).
A. Read carefully and match principles with their functions and features.
Principles Functions and features

1. Practicality A. It is shows the effect of testing on teaching and learning It is seen as a
part of the impact a test may have on learners and teachers, on educational
system in general, and on society at large”. For example, if you want to
encourage oral ability, then test oral ability (5).
2.Reliability B. This principle may be present in the following ways in a test:

- The language if the test is as natural as possible.
- Items are contextualized rather than isolated.
- Topics are meaningful (relevant, interesting) for the learner.
- Some thematic organization to items is provided, such as through a
story line or episode.
- Tasks represent, or closely approximate, real world tasks. (4)
3. Validity C. This principle depends on several factors: fluctuations in learners, in

scoring, in test administration, in the test itself. I can be shaped in various
ways:
- It can be determined by anxiety, temporary illness, “a bad day”, and other
physiological and psychological factors which may influence the results of
one’s “true score”.
- It is influenced by human errors, inexperience, biased approach. It
happens when two scorers do not apply the same standards. It also occurs
in the classroom because of unclear assessment criteria and bias toward
“good” and “bad” students.
- It may turn to unreliable because of the conditions of test administration.
For example, while testing aural comprehension (the noise in the room,
not good quality of the tape), in paper-tests the photocopy may be of poor
quality, etc.
-It depends on the nature of the test may cause measurement errors. For
instance, if the test is too long, the test-takers may answer incorrectly for
the time factor. The test may have ambiguous items or the can be more
than one correct answer which are the examples of poorly written tests.
(2)
4. Authenticity D. This principle answers the questions: how well a test determines
whether or not students have reached an established set of goals or level of
34
competence.
There are content and face its types, 1) which first addresses the match
between test questions and the content or subject area one is intended to
assess, and 2) which is of significance when constructing assessment.
According to D. Brown will likely be high, if students will encounter: a
well-constructed, expected format with familiar tasks, a test that is clearly
doable within the allotted time limit, items that are clear and
uncomplicated, directions that are crystal clear, tasks that relate to their
course work (content validity), and a difficulty level that presents a
reasonable challenge. (3)
5. Washback E. It not excessively expensive, stays with appropriate time constraints, is

relatively easy to administer, has a scoring/evaluation procedure that is
specific and time-efficient. (1)
B. On the based of received information about principles given in the table do True/false
assignment.
1. During design testing tools you should ground on the principles, in particular, reliability,
validity, authenticity.____________
2. Testing is an activity the main purpose of which is to convey how well students know or can
do something.______
3. Authenticity is material which used by the native speakers .________
4. Validity is doing the task._____
5. Washback is the effect, positive or negative, that a test has on the teaching and learning that
precede it. ____
6. Reliability produces consistent results when administered of different occasions._______
C. Compare the learned principles with the following assumption given by Svinicki, 1999.
Summarize the received information and comment on their interrelations.
Ideally, effective exams have four characteristics. They are:

 Valid, (providing useful information about the concepts they were designed to test),
 Reliable (allowing consistent measurement and discriminating between different
levels of performance),
 Recognizable (instruction has prepared students for the assessment), and
 Realistic (concerning time and effort required to complete the assignment) (Svinicki,
1999).
Activity 5. According to Alderson (2001), performance-based assessment of language typically
involves oral production, written production, open-ended responses, integrated performance
(across skill areas), group performance, and other interactive tasks.
Brainstorm with your group a variety of tasks to assess each of the aspects of performance
listed above. Share your ideas and compile a class list.
Activity 6. Study the following chart. Comment on each point focusing on:
Are you familiar with it or not?
What experiences have you had with these types of assessment?
What are differences between traditional and alternative assessment?
35
What do you understand under the terms “contextualized”, “decontextualized”?
Traditional assessment Alternative assessment

One-shot, standardized exams Continuous long-term assessment
Timed, multiple-choice format Untimed, free-response format
Decontextualized test items Contextualized communicative tasks
Scores suffice for feedback Individualized feedback and washback
Norm-referenced scores Criterion-referenced scores
Focus on the "right" answer Open-ended, creative answers
Summative Formative
Oriented to process
Oriented to product
Non-interactive performance Interactive performance
Fosters extrinsic motivation Fosters intrinsic motivation
Activity 7. Examine the content of the table and fill in the gaps.
Types of Forms of Objectives of assessment Techniques

assessment assessment
Preliminary - to define - oral or written
assessment the level of language proficiency, the tasks;
level of cognitive and learning - tests.
abilities, and motivation to EL;
- to make acquainted with new
requirements and teaching conditions.
Formative -individual, pair - to make diagnostic of shortcomings
assessment and group work; in language performance;
- homework - to correct errors;
tasks; - to assess the level of language
- project forms of performance in the frame of the
work; gained material;
- indirect - to provide revising and rotation the
(implicit) form acquired material as an addition to the
using different new one;
questions or - to develop reflexive skills and self-
plays; evaluation;
- self-control; - monitoring the process of teaching
- mutual control. and bringing up.
36
Summative - individual, pair - oral or written tests
assessment and group forms; or tasks;
-self-control and - creative activities.
mutual control.
learnt about types of assessment in the teaching process. Take an EL courseboouk which you
like and on the based of the received information from this lesson write guideline for teachers
when and how to organize formative, summative and final assessment (300-350 words).
Key reading:
1. Brown D. H. (2003) Language assessment: principles and classroom practices. Longman.
2. Brown, J. D. (1996). Testing in language programs. Upper Saddle River, NJ: Prentice Hall
Regents.
3. Bailey, K. M. (1996). Working for washback: A review of the washback concept in language
testing. Language Testing 13(3), 257-279. https://www.ets.org/Media/Research/pdf/RM-99-
04.pdf
Further reading:
1. Campbell, C. and G. Duncan. 2007. From Theory to Practice: General Trends in Foreign
Language Teaching Methodology and Their Influence on Language Assessment. Language and
Linguistics Compass 1,6, 592–611.
2. Hudson, T. 2005. Trends in assessment scales and criterion-referenced language assessment.
Annual Review of Applied Linguistics 25, 205-227.
3. Hughes, A. (1989). Testing for language teachers. Cambridge: Cambridge University Press.
4. Lee, Icy. 2006. Ten mismatches between teachers' beliefs and written feedback practice. ELT
Journal 6, 13-22.

Lesson 2. Alternative assessment
Synopsis: The lesson gives an overview of strategies and types of alternative assessment,
describes their advantages in the process of teaching, presents activities for acquiring reflexive
and practical skills of students.
Aim and outcomes of this lesson. The aim of the lesson is to familiarise you with features and
types and tools of alternative assessment and develop your instructional and constructive skills.
By the end of this lesson you will be able to identify some alternative assessment techniques,
make a fair assessment of your students’ achievements and create suitable alternative techniques
for your classes.
Content of the lesson
Spark
Activity 1. Read the statement (Augustin Simo Bobda. 1993. Testing Pronunciation. English
Teaching Forum Journal. V.31. No3. P.18). and name techniques which can be considered as
37
alternative assessment for pronunciation. What do you mean by the communicative assessment
and communicative testing?
“It is supported by the fact that the purpose of testing pronunciation is not only to evaluate
knowledge and award grades, but also, and probably more importantly, to motivate students to
be sensitive to this aspect of English.”
Activity 2. Watch video (https://www.youtube.com/watch?v=FkK06hpQmt4) and discuss the

following questions in the group:
- What are the traditional methods of assessment?
- Are there fundamental differences between traditional methods of testing and alternative
assessments?
- To what extent do teaching techniques influence the choice of the assessment techniques?
Create a Mind map of “alternative assessment”.
Input:
Activity 3. Skim information about alternative assessment (taken and adapted
from the article by Ghazi Ghaith. Using Cooperative Learning to Facilitate Alternative
Assessment. English Teaching Forum. 2002. V.40, No3. –Pp.26-27) used in the teaching
process.
A. Discuss in the group: Specificity of alternative assessment, its role in FLT and its types.
What aspects of language learning could you assess with each of these alternative forms of
assessment? What do you think are the advantages and disadvantages of each type?
Alternative assessment is a useful means of gathering evidence regarding how learners

approach, process, and complete real life tasks in the target language. Label such as
performance, authentic, informal, and situated, have been used to describe alternative
assessment. Despite the different labels, what is common among these types of assessment is that
they do not adhere to the traditional testing criteria of objectivity, machine scorability,
standardization, or cost-effectiveness.
Alternative assessment uses a wide variety of formats, such as checklists, journals, reading
logs, portfolios, and video of role-plays, audio-tapes of discussion, self-evaluation questionnaire,
teacher observations, and anecdotal records to assess the performance of students. These formats
show what the students can actually do rather than what they are able to recall. Alternative
assessment reflects the curriculum being taught and provides information on the strengths and
weaknesses of each student. Furthermore, it provides multiple ways of determining the progress
of students and can be more culturally sensitive and free of the linguistic and cultural biases
inherent in traditional testing.
Alternative assessment is closely intertwined with classroom instruction. It does not require
a separate block of time to be administered because it is based on day-today instructional
activities. Finally, alternative assessment provides valid and reliable documentation of students’
achievement and progress. This is because it utilizes multiple sources of evidence based on
students’ products and performance tasks.
B. Decide the way of assessment of the problem solving activity focusing on the final product
within the following items:
- Understanding the problem
- Verbalization means.
- Identification of various solutions.
- Decision-making.
38
Activity 4. Below are the examples of alternative assessment we saw above from the article
“Using Cooperative Learning to Facilitate Alternative Assessment” by Ghazi Ghaith (English
Teaching Forum. 2002. V.40, No3. Pp.26-27).
Design activities for each of the alternative assessment types, according to the instructions given
below.
Observation of students provides valuable information regarding a number of core objectives

related to students’ behaviour.
1. Decide which behaviour, actions or events you want to assess and what language is
associated with the particular behavior you have chosen.
2. Devise observation form to assess the behavior, paying attention to the criteria you will use,
3. Design a task for students to carry out in class where you will observe the behavior.
Oral presentation is intended to enable students to give group presentations and assess their
performance.
1. Decide how big the groups are going to be and the topics they are going to present on.
2. Decide on the criteria to evaluate the presentations. Design an evaluation form for the
presentation. Think about how you will distinguish the evaluation for each student, or will you
give the same evaluation for the group?
Role plays?
Portfolios?
Activity 5. Go to the site http://www.teachthemenglish.com/2013/10/focus--‐on--‐portfolios--‐
4--‐advantages--‐of--‐ alternative--‐assessment/. This article discuss advantages of portfolio.
A. Reflect with your peers on material that is related to the following items: authenticity,
motivation and combination of traditional and innovative technology. Create a list of tasks for
portfolio.
B. Extent your idea about ways of scoring portfolio within the following items:
- criterion-referenced
- individual-referenced
- norm-referenced
- washback
Activity 6. You are going to organize the activity on the base of a dialogue for intensive
listening using telecommunication technology. Which parts of the video would you focus the
students’ attention on? Think of the ways helping your students to listen to and focus their
attention on the main points. How will you organize the feedback during this listening activity?
Extra activity. Prepare the Observation form using concrete indicators, for example, such as
accepts responsibility, participates in activities, follows rules or guidelines, uses different
techniques of assessment.
You can find information about Observation form in the book: Johnson, D.W. and Johnson
R.T. 1996. Meaningful and manageable assessment through cooperative learning. Edina, MN:
Interaction Book Company.
39
Final activity. This is final assessment at the end of the lesson. Your task is to design 4 tasks for
alternative assessment for a group of learners of your choice (e.g. young learners, teenagers,
adults, business, students).
Key reading:
1.Brown, James D. and Thom Hudson. 2012. The Alternatives in Language Assessment. TESOL
Quarterly 32,4, 653-675.
2. Johnson, D.W., Johnson, R.T. 1996. Meaningful and manageable assessment through
cooperative learning. Edina, MN: Interaction Book Company.
3. Defining Portfolio Assessment (www.unm.edu)
Further reading:
1. Hedge, T. 2000. Teaching and Learning in the Language Classroom. Oxford: Oxford
University Press. Pp. 375-378, 384-401.
2. Hughes, A. 2003. Testing for Language Teachers. Cambridge: Cambridge University Press.
3. Ur, P. 2003. A Course in Language Teaching. Practice and Theory. – Cambridge: CUP,
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Tempus Project N° 544161-TEMPUS-1-2013-1-UK-TEMPUS-JPCR "Developing the

Teaching of European Languages: Modernising Language Teaching through the development of

Module Course design and evaluation

Coordinators: Pierre Larrivée, Gulnara Makhkamova

Instructions for student

MODULE’S STUDY MONITORING

3. INSTRUCTOR-STUDENT AND STUDENT-STUDENT COMMUNICATION

4. GENERAL REQUIREMENTS FOR INDEPENDENT WORK

High 86%-100% The student meets all requirements for this

Satisfactor 56%-70% The student doesn’t fulfill all requirements for

Lesson 1. Types of syllabus

Aim and outcomes:

Activity1. Discuss in the small groups the following questions:

Activity 2. Watch the video: https://www.youtube.com/watch?v=Mxln5qBDr94 and discuss in

Module Course design and evaluation

Aim and outcomes of the lesson:

Activity 3. Read the following article from the University of Washington’s

Module Course design and evaluation

Lesson 3. Evaluation of Syllabuses

Aim and outcomes of the lesson:

Module Course design and evaluation

Lesson 1. Types of teaching material

For teacher For students Technical

Means of teaching Function and description

What are the types of teaching material reflected in the course-book?

Module Course design and evaluation

Lesson 2. Evaluating material

Activity 2. Comment on the following axioms regarding guidelines in material evaluation:

 Does the CB contain the listening material? What kind of listening

B. After analysis of a course-book write your recommendation to overcome the shortcomings in

- Does a teacher involve learners by questions and other stimulus?

0= Strongly Disagree, 1=Disagree, 2= No Idea, 3= Agree, 4= Strongly Agree.

1. There are a variety of activities in the

2. The instructions to the activities are clear

3. The activities match my level in general.

4. The activities help me to understand the

5. The writing activities are adequate.

6. The speaking activities are adequate.

7. The listening activities are adequate.

8. The reading activities are adequate.

9. The language activities are adequate.

Module Course design and evaluation

Lesson 3. Selection and adaptation of material

Aim and outcomes:

- Why is it necessary to take into consideration students’ needs when

Activity 4. Watch the video How to Select High-Quality Materials

1) What are the common reasons for material adaptation?

Problem Technique Possible Supplementar

Extra activity. Think about the differences of a teacher-centred approach and

Module Course design and evaluation

- objectivity of the material presented on Internet;

Criteria Teachers questions

Length of sequence Is the sequence to be shown short enough?

Activity 5. Expand the given ideas in the written form

Module Course design and evaluation

Lesson 5. Material for developing intercultural competence

Aim and outcomes:

How would you address the issues raised?

Activity 2. Think about the given definition of intercultural competence below.

Intercultural communicative competence

B. Exchange your experience with the group on the following

Extra activity. Watch the video: Cultural misunderstanding (part 1)

Module Course design and evaluation