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Advantages of textbooks
The material to be covered and the design of each lesson are carefully
spelled out in detail.
Textbooks provide organized units of work. A textbook gives you all the
plans and lessons you need to cover a topic in some detail.
A textbook series provides you with a balanced, chronological presentation
of information.
Textbooks are a detailed sequence of teaching procedures that tell you what
to do and when to do it.
Textbooks provide administrators and teachers with a complete program.
The series is typically based on the latest research and teaching strategies.
Good textbooks are excellent teaching aids. They're a resource for both
teachers and students.
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Classification of materials
Personal materials that the teacher carries with them their voice, facial expression, gestures. This
could extend to the teacher dressing in special ways for specific circumstances (such as telling a story
or teaching vocabulary).
There are Environmental materials that exist in the immediate (classroom) environment the
students, their clothing, the furniture, other objects in the room, objects visible from the room through
the windows or door.
There are Traditional materials for teaching such as pens and pencils, paper, rulers, board, chalk or
markers, and exercise or note books.
There are Published materials such as textbooks, course books, readers, reference books
(dictionary, thesaurus) and grammar books.
There are Customised classroom materials such as flash cards, and work sheets.
There is Computerised equipment such as computers, printers, scanners, LCD projector, and
interactive whiteboards.
There are Online resources such as information sites, games sites, video and story sites.
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Chapter 2
Factors in Selection
and Evaluation
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Resources criteria
are directly related to school curriculum policy and program, based on the
departments framework of standards and accountability,
support an inclusive curriculum
encourage understanding of the many important contributions by people from
diverse cultural and linguistic groups, people with disabilities and minority groups
motivate children, students and educators to examine their own attitudes and
behaviour and to comprehend their duties, responsibilities, rights and privileges as
citizens in our society
are relevant for the age of the children or students for whom they are selected and
for their emotional, intellectual, social and cultural development.
provide opportunities for children and students to find, use, evaluate and present
information and to develop the critical capacities to make discerning choices
represent a range of views on all issues.
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Chapter 3
Evaluation and
Exploitation of
course books and
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Textbook evaluation
1 Goals of the course (Will the textbook help to accomplish the course goals?)
2 Background of the students (Does the book fit the students background?)
3 Approach (Does the theoretical approach reflected in the book reflect a philosophy that you and
your institution and your students can easily identify with?
4 Language skills (Does the book integrate the four skills? Is there a balanced approach toward
the skills? Does the textbook emphasize skills which the curriculum also emphasizes?)
5 General content (Does the book refelct what is now known about language and language
learning?)
6 Quality of practice materials (in terms of variety tasks, clarity of directions, active participation
of students, grammatical and other linguistic explanation and review materials.)
7 Sequencing (How is the book sequenced?)
8 Vocabulary (Does the book pay sufficient attention to wards and word study?)
9 General sociolinguistic factors (in terms of variety of English and cultural content) 10 Format (Is
the book attractive, usable, and usable?)
11 Accompanying materials (Are there useful supplementary materials?)
12 Teachers guide (Is it useful?)
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_Supplementary
_Others:_______
Evaluation Scale :
1 Very Weak 2- Weak 3- Moderate 4- Good 5-Very Good
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Criteria
Items
Practical
Considerations
1.
2.
3.
4.
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5
Reasonable price
easily accessible
Recent publication
Teacher's guide, workbook, and audio-tapes
accompany the textbook
5. Authors view is parallel to users
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Criteria
Statement
Activities
Skills
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4 5
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Criteria
Statement
Subject and
Content
Miscellaneous
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4
3
5
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Example:
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Chapter 4
Selection and
Adaptation
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Adaptation
a process whereby certain parts of a whole textbook or a set
of materials need to be modified to meet the needs of a specific
teaching learning situation
is a small-scale process of changing or adjusting the various
parts of a textbook/material
Is recommended over developing or producing new material as it
is considered to be less time consuming and more effective
than writing materials from scratch
Factors to consider:
1.Personalizing
2.Individualizing
3.Localizing
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Why adapting?
Conclusion
1. There is a mismatch of what the material offer and
what is needed.
2. There is non congruence
3. Thus, modification is needed to meet the learners
need
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Framework for
adaptation
contextualizatio
n
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External factors
- Mother tongue
Setting
-Ideological base
-The whole T & L environment
- Motivation
- Reasons for learning
- Preferred learning styles
- Personality
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Factors to consider:
Personalize - increasing the relevance of content in relation to
learners' interests and their academic, educational or
professional needs
Individualize- address the learning styles both of individuals
and of the members of a class working closely together
Localize - 'Localizing' takes into account the international
geography of English language teaching and recognizes that
what may work well in Mexico City may not do so in Edinburgh
or in Kuala Lumpur.
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Technique/Form of adaptation
1. Adding materials through:
Extending supplementing the material with more of the same
Expanding supplements by putting in for eg. a different language skill
2. Deleting through subtracting and abridging
A process whereby certain material is omitted due to inappropriate,offensive and
unproductive for the target group.
3. Modifying through rewriting and restructuring:
Rewriting - Making modifications to the linguistic content or making it more
communicative
Restructuring/reordering/reorganising - Refers to the linguistic content in terms of what
should be taught first
Localizing
Modifying content
Reorganizing content
Modifying tasks
4. Simplifying: Also a form of modification in that some rewriting takes place.
Can be applied to sentence structure,
lexical
content
or grammatical structures
Prepared
by: Nurul
Syifa, Soffeatul
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Chapter 5
Technical skills and
knowledge for
producing materials
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2. Check everything - especially basic grammar and spelling errors,check using WORD
3. Big enough- pictures or other materials must be big enough for the all the pupils to see clearly,
may use LCD to project
4. Durable or disposable - teaching aids must be able to last many uses, laminate, or make them
cheap and disposable
5. No child left out- have sufficient materials so that every child can participate
6. Hit the ground with your feet running -be ready to start your lesson straight away, do not make the
class wait for you while you prepare things
7. Dont waste your time on the packaging-what is more important is the stuff inside
8. Keep focussed on the children- stay focussed on the children and the lesson that you have planned
9. Kids need to do something-ensure that here are activities for the children to do, steer away from
reading and writing exercises only
10.Allow for low tech-schools may not be equipped with technology, always ensure there is a low tech
option
11.Use your body and voice
12.Avoid starting with reading and writing better with listening
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Language games
1. Why? :
- Increase motivation
-Make language learning authentic
-Encourage thinking in English
2. Types of language games:
- Card game
- Drawing games: Pictionary
- Board game
- Word making game
- Game show
- Circle game
- Vocabulary game
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Teacher-designed materials VS
Commercial materials/course book
(Strengths
of TDM)
Aspect
TDM
CM
Contextualization
Resources available
Cost
Individual needs
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Aspect
Individual needs ctd
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TDM
CM
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Aspect
TDM
Personalization
Timeliness
CM
(X) No personal touch
Do not address students
interests etc
Less choice of freedom
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Teacher-designed materials VS
Commercial materials/ course book
(Weaknesses
of TDM)
Aspect
TDM
CM
Organisation
Physical organization
Quality
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Aspect
TDM
CM
Quality of content
Time
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Recognizing the importance of support from parents and the community operate
within a framework for democratic decision-making.
Responsibility for Selection
Should be delegated to English language arts professionals who have the experience
and education needed to make sound choices and also the ability to defend the
choices made
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Most appropriately done by the English language teachers who are closest to the students
2.
3.
The process should be part of the school's annual schedule, and adequate time must be set
aside for the work at hand.
4.
Evaluation process : the selection group should discuss every work under consideration for
inclusion, giving extended attention to works that are likely to be assigned for whole-class
reading or viewing.
5.
Makes use of published reviews of materials and opinions of informed peers, including district
language arts coordinators, librarians, and leaders in professional associations.
6.
All selections should be made on the basis of the materials' strengths in terms of the selection
criteria.
7.
Once selections are made, the selection group should be encouraged to maintain a file of
written rationales, if only in the form of meeting notes, which explain how selections meet the
selection criteria.
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EVALUATING
ELT
MATERIALS
External
Organization of the materials. Eg: The blurb or the claims made on the cover of the teachers /
students book + The introduction and table of contents.
Note:
The table of content may sometimes be seen as a bridge between the external and internal stages
of the evaluation and can be often reveal useful information about the organization of the materials,
giving information about vocabulary study, skill to covered, additional interactive digital materials
and so on, possibly with some indication as to how much class time the author thinks should be
devoted to a particular unit. Consequently, it is often useful to see how explicit it is.
What can be deduced : Intended audience, proficiency level , the context in which the materials
are to be used, how the languages are presented and organized into teachable units, authors view
on methodology and the relationship between the learner, language and learning process.
Questions to ponder:
1) Core/supplementary ?
2) Teachers book, in print or locally available?
3) Vocabulary list included?
4) Visual materials?
5) Layout and presentation?
6) Material too culturally biased or specific?
7) Cof the inclusion of digital materials?
Prepared by:
Nurul Syifa, Soffeatul
8) Inclusion
of tests in the teaching materials
(diagnostic,
progress, achievement); suitable?
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Raunaqiah.Partnership: Nurul Atiqah, Salihah Rusdi
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Chapter 6
Developing Resources for
Teaching
Listening Skills
Speaking skills
Reading Skills
Language Arts
Grammar
Vocabulary
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Material
Pros
Cons
Suggested LS
Audio
recording
durable, consistency,
authentic, promote real-life
comm, reliable, provide
opportunities to recognize
variety voices of people,
clear, it can be repeated
many times.
Background noise,
depends on the class
size, suprasegmental
features: accents,
stress, pace, dialect,
choice of word,
enunciation, slang.
Hard to modify.
1.2.1 Able to
participate in daily
conversation
1.2.4 Able to
participate in guided
conversation with
peers
Map
contextualized, real-life,
authentic, across skills,
encouraging discussion
Size
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Material
Pros
Cons
Suggested LS
Puppets
Appeal to young
learner,
Encourage shy pupils
Time consuming, No
facial expression
Board games
Encourage
motivation, fun
learning
Requires constant
modification,
Depends on the size
of the class,
Photos
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Chapter 7
Presentation and Evaluation
of Materials Produced
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Criteria
Items
1. Durability
2. Costeffectiveness
3. Practicality
4. Exploitability
5. Versatility
6. Clarity
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by: appeal
Nurul Syifa,and
Soffeatul
1. the material
is Prepared
visually
attractive to the
Raunaqiah.Partnership: Nurul Atiqah, Salihah Rusdi
children.
1
4
2
5
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