Materials Evaluation

Objectives: by the end of the session the participants will have by the end of the session the participants will have got familiarized with the types of materials and the role of the coursebooks in teaching-learning context;. got familiarized with the types of materials and the role of the coursebooks in teaching-learning context;. reflected on their own experience in using textbooks; reflected on their own experience in using textbooks; developed a set of criteria for materials selection and evaluation; developed a set of criteria for materials selection and evaluation; made needs analysis for selecting a coursebook. made needs analysis for selecting a coursebook.

Materials readers dictionaries Teachers book pictures, photos Audio/video material flash cards textbook Real objects

a recipe a recipe a holy book a holy book a compass a compass a survival kit a survival kit a supermarket a supermarket a foreign country a foreign country Discuss in pairs What does each of the metaphors mean? What does each of the metaphors mean? Which metaphor shows your ideas of using a coursebook in class? Which metaphor shows your ideas of using a coursebook in class? What would be your own metaphor for a coursebook? What would be your own metaphor for a coursebook?

Advantages and disadvantages of using a coursebook. Provides a structure for learning and teaching Provides a structure for learning and teaching Offers variety Offers variety Defines what to be leaned, taught and tested Defines what to be leaned, taught and tested Offers support for the learners outside the class Offers support for the learners outside the class Saves time for preparation Saves time for preparation Offers cultural, linguistic and methodological support Offers cultural, linguistic and methodological support Takes away teachers initiative Takes away teachers initiative Global c/b will never meet the local needs Global c/b will never meet the local needs The set is incomplete The set is incomplete Doesnt suit all the learners Doesnt suit all the learners Low level of teachers creativity Low level of teachers creativity Lack of variety of teaching procedures Lack of variety of teaching procedures

Approaches to coursebook evaluation Impressionistic overview – a general impression of a coursebook, just by looking through it and getting an overview of its possibilities and its strengths and weaknesses, noting significant features that stand out. Impressionistic overview – a general impression of a coursebook, just by looking through it and getting an overview of its possibilities and its strengths and weaknesses, noting significant features that stand out. In depth-evaluation. a deeper examination of a coursebook, looking at how specific items are dealt with (syllabus, aspects of language, developing all four skills, relevance to home teaching situation). In depth-evaluation. a deeper examination of a coursebook, looking at how specific items are dealt with (syllabus, aspects of language, developing all four skills, relevance to home teaching situation).

Needs analysis Program me needs aims of the English program specific objectives, e.g. in terms of language items, functions, topics, skills to be covered. syllabus (what does it consist of and how is it organized in terms of grammar, functions, skills, etc) evaluation Teaching- learning situation status and role of English in Russia time per week available physical environment The teachers role of the teacher in the educational system methodological competence and awareness attitude to teaching and to learners right to adapt or supplement the standard coursebook The students age and interests socio-cultural background

In depth-evaluation. Subjective analysis In depth-evaluation. Subjective analysis Coursebook ContentMethodologyOrganization stating what realization of the criteria you want in your course.

Step 2. Objective analysis. analyzing how the materials being evaluated realize your criteria. analyzing how the materials being evaluated realize your criteria.

Matching.

Outcomes of materials evaluation. materials adaptation; materials adaptation; small-scale material writing; small-scale material writing; integration of both integration of both

Adapting published materials. Materials are not good or bad; they are more or less effective in helping students to reach the goal in a specific teaching-learning situation. A. Cunningsworth

Adapting published materials. Techniques for adaptation. omitting - leaving out some parts of material omitting - leaving out some parts of material adding – using extra material from other sources, extention adding – using extra material from other sources, extention replacing - changes in content context replacing - changes in content context changing – modification of procedures changing – modification of procedures developing small-scale material – compensating the gaps by self-made activities developing small-scale material – compensating the gaps by self-made activities

Ways of adaptation. adapting at the activity level (remove, change, replace, add) adapting at the activity level (remove, change, replace, add) adapting at the Unit level (remove, add, change, replace, sequence) adapting at the Unit level (remove, add, change, replace, sequence) adapting at the Syllabus level (restructure) adapting at the Syllabus level (restructure)