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MaterialsMaterials EvaluationEvaluationS Parfyonova school №44

TomINSET Cohort V Session II.

Парфенова Светлана МихайловнаУчитель английского языкаМОУ СОШ №44

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AimsAims

By the end of the session you will have:

-made needs analyses for selecting coursebooks

-practiced in evaluating coursebooks

-practiced in adapting your coursebooks to your teaching situation

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OutcomesOutcomes

By the end of the module you will have:-developed criteria for materials selection-selected one coursebook appropriate to

your teaching/learning situation and defined areas for its adaptation

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In favour of using a coursebook

1. Framework.2. Economy.3. Convenience.4. Guidance.5. Autonomy.6. Syllabus. Ur, Penny. 1966

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Against using a coursebook

1. Inadequacy.2. Irrelevance, lack of interest.3. Limitation.4. Homogeneity.5. Over-easiness.

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Catalist-Communicative?-Aims?-Teachable?-Available additions? -Level? -Our impression?-Student interest? -Tried and tested?

Neville Grant (1991) ‘Making the Most of your Textbook’ Longman

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Criteria for assessment (impressionistic overview)

Criterion Imp.

Objectives explicitly laid out in an introduction and implemented in the material

√√

Approach educationally & sociably acceptable √

Clear attractive layout; print easy to read √ √

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Encourages learners to develop own learning strategies and to become independent…

√

Adequate guidance for the teacher; not too heavy preparation load √

Audio cassettes √

Readily available locally √

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Periodic review and test sections √

Plenty of authentic language ×

Good pronunciation explanation and practice ?

Good vocabulary explanation and practice √ √

Good grammar presentation and practice √ √

Fluency practice in all four skills √ √

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Appropriate visual material available √

Interesting topics and tasks √ √

Varied topics and tasks… √ √

Clear instructions √ √

Systematic coverage of syllabus √ √

Content clearly organized and graded √ √

Ur, Penny. 1996

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IN-DEPTH EVALUATION

Subjective Analysis

Coursebook

Learner’s needs

Syllabus,Federal Standard

Evaluator’sexperience

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Guidelines for evaluation

1.Coursebooks should correspond to learners’ needs. They should match the aims and objectives of of the language-learning programme.

2.Coursebooks should reflect the uses (present or future)

which learners will make of the language. Select course-

books which will help to equip to use lang-ge effectively.

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3. Coursebooks should take learner.account of students’ needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid ‘method’.

4. Coursebooks should have a clear role as a support for learning. Like teachers, they mediate between the target language and the learner.

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Making the best of it -what teachers can do

omission addition reduction extension rewriting/modification replacement reordering branching

Maley, Alan, “Squaring the circle- reconciling materials …”

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Thank you!