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Chapter 1

Teaching and Learning


materials for the
classroom
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Types of Material and Resources


Textbooks
Resource centre
Language games
Language lab
NITE (Newspaper in Teaching English)
Blackboard Sketches
Use of Radios, T.V. for teaching English
Internet for Teaching English
Use of ICT for Teaching English
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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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Purpose of the Teaching and


Learning Materials
sources of input for language learning
used as ways of promoting output, either spoken or
written
used to provide scaffolding for learning
used to stimulate reflection

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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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The advantages and disadvantages of using


Teaching and Learning Materials for ELT classroom.
In deciding on teaching materials there are a number of
options:
Choosing a suitable published course
Adapting a published course to match the needs of the
course
Using teacher-made materials and authentic materials
as the basis for the course.

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Advantages and disadvantages of


TDM (Teacher-designed Materials)
Advantages
- Relevance in accordance to students and institutional needs
+ develop expertise
- Reputation enhance reputation due to commitment given
- Flexibility can be revised and adapted as needed
Disadvantages
- Cost Take time to produce
- Quality not the same standard as CM (Commercial materials)
- Training Need to train teachers to prepare them
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Chapter 2
Factors in Selection
and Evaluation
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Before selecting and evaluating the ELT teaching and


learning materials, this factors should be considered:
Level
Content
Clarity
Accessibility
Practicality
Versatility
Cost effectiveness
Durability
Impact
Authenticity
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Why do we need to be selective?


Facilitates students construction of understanding
through inquiry so they are better able to explore,
question, identify, organize, analyze, synthesize, and
evaluate information. These processes and skills
enhance deeper understanding of the subject matter
and promote information literacy and lifelong learning

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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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Reviewing textbooks guideline


*considering factors
1 They should correspond to learners needs. They
should match the aims and objectives of the language
program.
2 They should reflect the uses (present or future) that
learners will make of the language and to ensure that
the materials may help equip students to use language
effectively for their own purposes.
3 They should take account of students needs as
learners abd should facilitate their learning processes
without being too rigid.
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4 They should have a
clear
role
as a support for learning14
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especailly in mediating
between the target language

General Criteria in Choosing


Textbooks
Brown (1995, p. 161) lists five major categories to
consider in choosing a textbook:
(a) authors and publishers reputation;
(b) fit to the curriculum (meeting needs, goals, etc.);
(c) physical characteristics (layout, organisation, etc.);
(d) logistical factors (price, auxiliary aids, workbooks);
and
(e) teachability (especially the usefulness of a teachers
edition)
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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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Example of Textbook Checklist *pls


provide this while designing
checklist
Name of Book: ___________
Publisher: _____________
Target group: ___________

Level: _______ Age:___________

Teacher evaluating the book:Name:______________

Job position: _____________

Use of Book: _Main course

_Supplementary

_Others:_______

Evaluation Scale :
1 Very Weak 2- Weak 3- Moderate 4- Good 5-Very Good

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*Checklist should be in statement

Criteria

Items

Practical
Considerations

1.
2.
3.
4.

Layout and Design

1. Textbook include a detailed overview of the


functions, structures and vocabulary that will be
taught in each unit
2. layout and design is appropriate and clear
3. Textbook is organized effectively
4. Adequate vocabulary list or glossary is included
5. Adequate review sections and exercises is
included
6. teacher's manual contains guidance about how
the textbook can be used to the utmost
advantage
7. the materials
objectives
areSoffeatul
apparent to both
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the teacher
and student

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1 2
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

1. the textbook provides a balance of activities (e.g. is there an


even distribution of free vs. controlled exercises and tasks that
focus on both fluency and accuracy).
2. The activities encourage sufficient communicative and
meaningful practice
3. The activities incorporate individual, pair and group work
4. the grammar points and vocabulary items are introduced in
motivating and realistic contexts
5. The activities promote creative, original and independent
responses
6. the tasks are conducive to the internalization of newly
introduced language
7. the textbook's activities can be modified or supplemented
easily

Skills

1. the materials include and focus on the skills that my students


need to practice
2. the materials provide an appropriate balance of the four
language skills
3. the textbook pay attention to sub-skills - i.e. listening for gist,
note-taking, skimming for information, etc.
4. the textbook highlight
practice
natural pronunciation (i.e.Preparedand
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stress and intonation).

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1 2
4 5

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Criteria

Statement

Subject and
Content

1. the subject and content of the textbook is relevant


to my students' needs as English language learners
2. the subject and content of the textbook is generally
realistic
3. the subject and content of the textbook is
interesting, challenging and motivating
4. Providing sufficient variety in the subject and
content of the textbook
5. the materials are not culturally biased and they do
not portray any negative stereotypes

Miscellaneous

1. the textbook is appropriate for the languagelearning aims of my institution


2. the textbook raise my (students') interest in further
English language study

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1
4

3
5

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Example:

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Chapter 4
Selection and
Adaptation
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The main criteria of materials


Appropriate to their developmental growth
Relevant to the achievement of appropriate learning outcomes
Selection : choosing, from the available resources, those
materials considered to be the best, most appropriate and/or most
suitable for the particular learning activity, and rejecting what is
inferior, inappropriate, unsuitable or unacceptable.
Why adapt textbook:
1. timing, affective factors, and responses to learner difficulties.
2. personalize the text, making it a better teaching resource, and
individualizes it for a particular group of learners.
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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?

Not enough grammar coverage in


general.
Not enough practice of grammar points
of particular difficulty to these learners.

fail (unable) to fulfil the goals


The communicative focus means that
and objectives specified by
grammar is presented
national or local syllabuses or
unsystematically.
curricula
Reading passages contain too much
fail to fulfil the goals and
unknown vocabulary.
objectives of schools where the
Comprehension questions are too easy
materials are used
because the answers can be lifted
cannot be finished in the time
directly from the text with no real
understanding.
available
Listening passages are inauthentic,
require facilities or equipment
because they sound too much like
or other supporting materials
written material being read out.
that are not available
Not enough guidance on pronunciation.
not engaging the learners
Subject
personality
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learners of this age and intellectual

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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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Factors involved in adaptation of


materials
Internal factors
- Age
- Interest
- Level of proficiency
- Aptitude

External factors

- Mother tongue

- Academic and education level


- Attitudes to learning

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
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Key Features in Adaptation


Learner centred
Flexibility and choice allowing different activities,
tasks, projects, etc.
Open-ended various interpretations
Relevance learners for effective learning development
Universal topics
Authenticity input and tasks
(Brian Tomlinson,2003: Developing Materials for
Language Teaching)
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Step by step in adaptation


1. Specify learning need in as precise terms as possible including a
profile of characteristics of learners and any implications this
might have for learning materials
2. Identify material for potential in adaptation
3. Identify effectiveness of material/need for adaptation covering the
following features: Learning objectives,Content level,Depth of
coverage,Media used,Presentation and style,Terminology.Culture
specific
4. Define the extent of adaptation and the form this might take
5. Produce a specification, budget and schedule for the adaptation to
examine feasibility and cost effectiveness
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Others Factors in Selection and


Adaptation
1 The role of English in the country
2 The role of English in the school, and its place in the
curriculum.
3 The teachers: their status, both at national and
institutional levels, their training, mother tongue,
attitudes to their job, experience, expectations
4 Management and administration: who is responsible for
what level of decision, particularly which are the control
points for employment of staff, budgets, resource
allocation and so on.
5 Resources available:Prepared
books
and
paper,
audio-visual
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material (hardware and software for cassette and video),

Others Factors in Selection and


Adaptation

7 Time available for the programme, both over a working year


(longitudinally), and in any one week or term (intensive or extensive).
8 Physical environment: the nature of the building, noise factors, flexibility
of tables and chairs, size of room in relation to size of class, heat and cold,
and so on.
9 The socio-cultural environment: this can often determine the suitability of
both materials and methods
10 The types of tests used, and ways in which students are evaluated:
assessment procedures may, for example, be formal or informal and
subjective. They may also be external, in the form of a public or national
examination, or internal to the institution and the course.
11 Procedures (if any) for monitoring and evaluating the language teaching
programme itself
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Chapter 5
Technical skills and
knowledge for
producing materials
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Principles Underlying the Choice of


Materials

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Guideline to assembling raw


materials
1. Keep it simple - Avoid making things complicated

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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Limitations of Using Raw Materials


FACTORS
- Learners
Teachers would need to carry out a needs analysis
relevance, interest, motivation and meeting specific
individual needs, skills in listening, speaking, reading,
writing, vocabulary knowledge and grammar; as well as
individual students learning preferences, students
experiences (life and educational), their first language
and levels of literacy in it, their aspirations, their interests
and their purposes for learning English.
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Limitations of Using Raw Materials


ctd
FACTORS ctd
- Curriculum and the context
Ensure that the goals and objectives of the overarching
curriculum are kept close at hand when designing
materials
-Resources and facilities available
Teachers must be realistic about what they can achieve
in terms of materials design and production within the
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limitations of available
resources
facilities.

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Limitations of Using Raw Materials


ctd
FACTORS ctd
-Personal confidence and competence (eg:)
Willingness to embark on materials development Will be influenced by the
teachers level of teaching experience and his or her perceived creativity or artistic
skills and overall understanding of the principles of materials design and production.
1. Add activities to those already suggested.
2. Leave out activities that do not meet your learners needs.
3. Replace or adapt activities or materials with: - supplementary materials from
other commercial texts - authentic materials (newspapers, radio reports, film
etc.) - teacher-created supplementary materials
4. Change the organization structure of the activities, for example, pairs, small
groups or whole class.
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Limitations of Using Raw Materials


ctd
FACTORS ctd
-Copyright compliance
Teachers need to be aware of the restrictions that copyright laws
place on the copying of authentic materials, published materials and
materials downloaded from the Internet for use in the classroom.
How to overcome limitation of time :
Sharing materials with other teachers
Working in a team to take turns to design and produce materials
Organizing central storage so materials are available to everyone
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Teacher-designed materials VS
Commercial materials/course book
(Strengths
of TDM)
Aspect
TDM
CM
Contextualization

(/) Enables them to take into


account their particular
learning environment and to
overcome the lack of fit of the
course book.

(X) Necessarily generic and not


aimed at any specific group of
learners or any particular
cultural or educational context.

Resources available

(/) Enables them to make best


use of the resources available
in their teaching context.

(X) Needs to be purchased

(/) Can be the best option in


terms of both school and
student budget

(X) Can be costly

Cost

Individual needs

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(/) Can be responsive to the


(X) Very few incorporate
heterogeneity inherent in the
opportunities for learners to
classroom, hence encompasses build on the first language
the learners first languages
skills already acquired
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and cultures,
their learning
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Aspect
Individual needs ctd

Decisions regarding organizing


principle or focus for the
materials and activities.

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TDM

CM

(/) Provide the opportunity to


select texts and activities at
exactly the right level for
particular learners, to ensure
appropriate challenge and
levels of success

(/) Teachers are in power to


make the decision and can be
changed over the course of the
programme if necessary + can
choose from the range of
possibilities, including topics,
situations, notions, functions,
skills etc., or a combination of
these principles, as starting
points to develop a variety of
materials that focus on the
developing needs of their
particular group of learners.

(X) Remains organized around


grammar elements and the PPP
(presentation, practice,
production) model of teaching.
Often with an unrelenting
format which can be deeply
unsnagging

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Aspect

TDM

Personalization

(/) Adds a personal touch to


teaching that students
appreciate.
Are able to tap into the
interests and taking account of
the learning styles of students
hence likely to increase
motivation and engagement in
learning.
Greater choice freedom and
scope for spontaneity when
teachers develop their own
materials.

Timeliness

CM
(X) No personal touch
Do not address students
interests etc
Less choice of freedom

(/) Can respond to local and


(X) Cannot respond to
international events with up-to- situations as such
date, relevant and high interest
topics and tasks. The teachable
moment can be more readily
seized.

Conclusion : They avoid the one-size-fits-all approach


of most commercial materials.
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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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(X) Lack overall coherence and


a clear progression. Materials
may be piecemeal and can
result in poorly focused
activities lacking clear
direction.

(/) Course books are usually


organized around an
identifiable principle and follow
a discernible pattern
throughout.
Provide both teachers and
students with some security
and a coherent body of work
to remember and revise from

(X) May be difficult to locate for (/) Has a clearly thought


ongoing use, or may end up
through and well-organized
damaged or with parts missing. system.
(X) May contain errors, be
poorly constructed, lack clarity
in layout and print and lack
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durability.

(/) Made by professionals

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Aspect

TDM

CM

Quality of content

(X) Lack of experience and


understanding on the part of
the teacher may result in
important elements being left
out or inadequately covered.
May make inconsistent or poor
choices of texts.
Lack of clear instructions about
how to make effective use of
the materials

(/) Guided by clear criteria and


experience

(X) It is not viable

(/) Readily available

Time

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Importance of Instructional Material


(TEACHING AIDS)
They allow students to interact with words, images, and
ideas in ways that develop their abilities in reading,
listening, viewing, thinking, speaking, writing, and using
media and technology.

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Principles of material design


identified by Nunan (1988):
Materials should be clearly linked to the curriculum they
serve
Materials should be authentic in terms of text and task
Materials should stimulate interaction
Materials should encourage learners to focus on formal
aspects of the language
Materials should encourage learners to develop skills,
and skills in learning
Materials should encourage learners to apply their
developing skills to the world beyond the classroom
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49

Guidelines to develop or review policies for inclusion of


materials in English language arts programs *SCHOOL
PERSPECTIVE
Criteria
Materials must (1) have a clear connection to established
educational objectives and (2) address the needs of the
students for whom they are intended
Connection to Educational Objectives
Should align with the general philosophy of the school or
district, the curriculum goals and objectives of the
English language program, and the learning outcomes of
the particular course or grade level.
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Guidelines to develop or review policies for inclusion


of materials in English language arts programs ctd
Sub point 1 : Build a collection of instructional
materials that as a whole create balance and
emphasis in the curriculum.
That is able to meet : curricular goals of presenting
various points of view, situations, and styles; addressing
diverse ability levels; and representing the contributions
of people of diverse religions, ages, races, ethnicity,
abilities, and cultures
Sub point 2 : Selected with an eye toward
coordinating instruction within and between grade
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51
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levels, courses, and disciplines

Guidelines to develop or review policies for inclusion


of materials in English language arts programs ctd
Relevance to Student Needs

Materials should be examined for level of difficulty. Factors such as : complexity of


plot, organization, abstractness of the language, familiarity of vocabulary, and clarity
of syntax. + age-appropriateness
Procedures for Selection of Instructional Materials

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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52

Guidelines to develop or review policies for inclusion


of materials in English language arts programs ctd
Selection procedures
1.

Most appropriately done by the English language teachers who are closest to the students

2.

The group's charge must be clearly specified and understood by all.

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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8.

The selection criteria

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should be made public Nurul
in written
form. Rusdi
The actual

materials selected will

53

Guidelines to develop or review policies for inclusion


of materials in English language arts programs ctd
Opportunity for Informal Selection
Creative teachers take advantage of opportunities to use
materials which do not lend themselves to the formal
selection process e.g., current newscasts, television
programs, articles, student writing samples, or materials
for short-term projects

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54

Criteria for evaluation (eg: Web


evaluation, coursebooks etc)
Authority
Objectivity
Authenticity
Reliability
Timeliness
Relevance
Efficiency

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Brighton said to use..


Pre-use checklist
In-use checklist
Post-use checklist
In evaluating coursebooks.

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56

1) Consider the criteria (Pre-use checklist)


2) Create an evaluation instrument
3) Test your instrument (In-use checklist)
4) Swap copies instrument
5) Write a short discourse on your findings: - (Post-use checklist)
On what basis did you choose your criteria for the instrument?
How useful was your instrument?
How useful were your friends instrument(s)?
How good is the KSSR text book?
How good is the other book?
6) Make a PPT
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57

EVALUATING ELT MATERIALS


Internal
What is it? An in-depth investigation into the materials. Analyse the extent to which the
aforementioned factors in the external evaluation stage match up with the internal consistency and
organization of the materials as stated by the author/publisher.
What needs to be investigated?
- At least 2 units
- The presentation skills in the materials
- The grading and sequencing of the materials.
- The relationship of tests and exercises to (1) learner needs and (2) what is taught by the course
material. (Its appropriacy)
- Is the material suitable for different learning style?
- Are the materials engaging to motivate both student and teachers ?
- The type of reading, listening, speaking and writing materials contained in the materials
- Self-study provision and teacher learner balance in use of the materials.
External
What is it? Checking suitability based on the following:
1. The usability factor
2. The generalizability factors
3. The adaptability factor
4. The flexibility factor
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58

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?
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8) Inclusion
of tests in the teaching materials
(diagnostic,
progress, achievement); suitable?
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59

Chapter 6
Developing Resources for
Teaching
Listening Skills
Speaking skills
Reading Skills
Language Arts
Grammar
Vocabulary
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60

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

1.2.2 Able to listen


to and follow simple
directions to places
in the school
1.2.3 Able to give
simple directions to
places in school
5.1.5 Able to use
prepositions
correctly and
appropriately
c)beside d)next to e)
between, f)near

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61

Material

Pros

Cons

Suggested LS

Puppets

Appeal to young
learner,
Encourage shy pupils

Time consuming, No
facial expression

4.3.1 Able to plan,


produce and display
creative works based
on literary texts using
a variety of media
with guidance.

Board games

Encourage
motivation, fun
learning

Requires constant
modification,
Depends on the size
of the class,

2.2.4 Able to apply


dictionary skills b)
meaning base words,
2.2.1 Able to apply
word attack skills
a)homographs
5.1.7 Able to use
articles correctly and
appropriately a)zero
article b)the

Photos

Can be exploited for


various language
skills

Does not satisfy the


diversity of learners
learning style.

3.3.1 Able to create


simple texts using a
variety of media with
guidance a)linear text

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Vocabulary Shows visual aids, realia, composite picture, rearranging letters


Reading Jigsaw reading : sequencing- predicting the plot, practice sequencing events, scanning relevant
information.
Listening speaking
1.Map
Students tell their friends the direction based on the map in a role playing activity
2.Pictures
A composite picture ( a blind man is trying to cross the street)
Student tell their friend about their picture and their friend must retell what he has heard to the other friend
3.A series of pictures ( the hen that plants corn alone )
Teacher starts to tell a story based on the first picture, students listen carefully to the story as they will
continue the story based on the next pictures.
4.Telephone
Teacher brings telephones to the class. Students will use it in the role play activity. Authentic conversation
using telephone. Example, a friend asking a friend to help him to bring costume for party at school.
5.Cards
Each pair of students get a card in which stated a time. Example, morning, afternoon, evening, night.
Students will greet their partner and start talking about activities usually on that particular time.

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63

Chapter 7
Presentation and Evaluation
of Materials Produced

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64

Criteria

Items

1. Durability

1. the material is durable and safe for the children especially


young learner.
2. It is strong enough to last the distance.
3. Provide opportunities for the learners to make it on their
own.

2. Costeffectiveness

1. the material is cost effective and affordable.

3. Practicality

1. Easy to construct,carry and use.


2. Does not require LCD projector or laptop in order to use it in
the class.
3. Time effective (preparedness)
4. Reusable

4. Exploitability

1. the material can be exploited in various language skills.


2. Shows various use of material in language content chosen.

5. Versatility

1. the material provides various suggestion for alternate


activities and approaches.
2. The material satisfy various teaching and learning styles.
3. Can be adapted to meet the needs of the target pupils.
4. The material does not requires constant modification

6. Clarity
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by: appeal
Nurul Syifa,and
Soffeatul
1. the material
is Prepared
visually
attractive to the
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children.

1
4

2
5

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