Material selection1
description
Transcript of Material selection1
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Materials i tècniques per a l’ensenyament de l’anglès com
a llengua estrangera
Fernando Romeu EsquerréEscola Oficial d’Idiomes de [email protected]
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Books1. Pros and cons of using coursebooks
2. Where we can choose from – Publishing
houses
3. Analysis of coursebooks
4. Analysis of lessons or units
5. Supplementary material
6. Readers
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Coursebooks – Pros and consA coursebook is …
A recipe A straitjacket
A holy book A survival kit
A springboard A crutch
A compass A supermarket
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Why do teachers and learners need a book?
It is a map. It shows where one is going and
where one has been.
It provides language samples.
It offers variety.
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Why do learners need a book?
It defines what is to be learnt and what will be
tested.
It reinforces what the teacher has done and
makes revision and preparation possible.
It thus offers support for learning outside the
class.
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Why do teachers need a book?“Coursebooks are good servants, but poor masters”
It provides a structure for teaching.
It saves time. To prepare materials from scratch
for every lesson would be impossible.
It offers linguistic, cultural and methodological
support.
It is easy to keep track of what you have done and
to tell others where you have reached.
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Where to choose from
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Teacher-training events
APAC ELT Convention – In February (24th to 26th).
Barcelona
Jornades de Llengües Estrangeres (Tarragona, Lleida
and Girona)
Jornades Pedagògiques de l’anglès del Montsià (early
February)
Teachers’ day organized by publishing houses
EOICAT (every other year)
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Materials evaluation
Materials evaluation is a procedure that involves
measuring the value (or potential value) of a set of
learning materials. It involves making judgments about
the effect of the materials on the people using them and it
tries to measure some or all of the following:
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the appeal of the materials to the learners
the credibility of the materials to the learners, teachers
and administrators.
The validity of the materials
The reliability of the materials
The ability of the materials to interest and motivate
learners and teachers.
The value of the materials in terms of short-term
learning (important, for example, for performance on
tests and examinations).
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The value of the materials in terms of long-term
learning.
The learner’s and teacher’s perception of the value of
the materials.
The assistance given to teachers in terms of
preparation, delivery and assessment.
The flexibility of the materials.
The contribution made by the materials to teacher
development.
The match with administrative requirements.
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The evaluation of materials fully depends on the context in
which they are to be used. It is not the materials that are
being evaluated, but their effect on the people who come
into contact with them.
An evaluation is not the same as an analysis. It can
include an analysis or follow from one, but the objectives
and procedures are different. An evaluation focuses on the
users of the materials and makes judgements about their
effects.
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Analysis of coursebooks
Price and availability Methodology
Add-ons and extras Language skills
Layout and designTopics and cultural appropriacy
Instructions Teacher’s guide
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Analysis of coursebooks II
By looking at the table of contents, can we draw
conclusions on the general approach of each
book?
Do lessons correspond to the promises in the
table of contents?
Which coursebook would you use and why?
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Using a coursebook – Some decisions
General decisions about the book
Order of units.
Components to be used (workbook, dvd …).
Decisions about the activities in the book
Adaptation as addition.
Adaptation as change.
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Adapting materialsAdaptation as addition
Devise more items of the same type (extension)
Give students another exercise from another source or make up
another exercise (supplementation)
Paraphrase a coursebook instruction or explanation (extemporisation)
Adaptation as change
• Omission
• Replacement
• Re-ordering
• Combining / Modifying
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Adapting materials - IIOmission
Learners already know it.
Too many tasks in an area.
The item is not a priority.
Bad design or inappropriateness
Re-ordering
• To revise an area earlier than the coursebook does.
• To compare and contrast areas.
• To provide thematic unity.
• To provide an appropriate follow-up.
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Adapting materials - III
Replacement
Inappropriate length.
Mismatch between learner’s needs and material.
Materials are misleading or not clear enough.
Tasks are badly designed.
Changing the form of tasks
Not suitable for learning style
Need of a change of pace
Task often repeated in coursebook
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Activities – Adaptation and stages
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Activities – Adaptation and stages II
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Activities – Adaptation and stages III