1. THE BEST TEACHERS TEACH FROM THE HEART NOT FROM THE BOOK
Dilrabo Ahmadalieva (Andijan State University)

2. Read the passage. Fill the gap & replace words in italics with appropriate ones
From the first I went to school, I had to bring it. Throughout my school years I learned with it. It was not until I entered the College of Education that I was told not to use it, and I had to design and produce my own … during teaching practice. Since becoming a teacher I have mixed feeling towards it. Sometimes I hate it and sometimes I love my inevitable teaching partner. This seems unlikely. This seems unlikely to be a perfect marriage, however , I cannot ask for divorce. Every day I have to strive to bridge the gap , to satisfy the demands of it, but in ways that will be satisfying to those who learn from it.

3. Think about the metaphor which can describe the coursebook
Inevitable teaching partner
It is perfect marriage

4. Coursebook is A recipe Holybook Springboard Compass Straitjacke
Survival kit
Supermarket
Crutch

5. Who needs materials
Authorities from officials in a ministry of Education
Head of the Departments
Parents
Training officers

6. Some arguments for & against coursebook based teaching
Grant(1987),O’Neil (1982,1993) Hutchinson & Torres(1994), & Ur (1996)
Why teachers & learners need a
Coursebook

7. Answers
A coursebook is a map. It shows where one is going and where one has been
It provides Language Samples
It offers variety

8. Why learners need a coursebook
It defines what is to be learned and what will be tested
It reinforce what the teacher has done and makes revision and preparation possible.
It thus offers support for learning outside class

9. Why teachers need a coursebook
It provides 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

10. Why teachers use textbooks
Extremely difficult to develop materials
Time –consuming and demanding process to develop new materials
Teachers have limited time.
Textbook lessen preparation time provide ready made activities and provide concrete samples of classroom progress through external stakeholders can be satisfied

11. Arguments for using textbooks
Framework that regulates and time the program
For Ss no textbook=no purpose and learning is not taken seriously
A textbook can serve as a syllabus.
Provides ready –made teaching texts and learning tasks
Without a book = out of focus & Ts –dependent
Security, guidance and support

12. Problems
Teachers are not properly trained on how to choose, adapt, evaluate and use their coursebooks
Curriculum has not met with the practical needs in the classroom.
Students have little or no role or involvement in book selection process

13. Cunningworth (1984:6)
“ no course book will totally be suited to a particular teaching situation. The teacher will have to find his own way of using it and adapting it if necessary. So we should be not looking for the perfect course book which meets all our requirements, but rather for the best possible fit what the book offers and what we as teachers and students need

14. Things to take into concideration:
objectives, goals, methods and approaches of the language program
Teachers' background
Teaching styles
Students’ needs
Students’ learning preference/ style

15. Sheldon’s criteria Rationable Available user definition
layout/ graphic
Accessibility
Linkage
selection /grading

16. Materials evaluation (From analysis to E)
Learner factors
Learners need
Teachers factor
Institution specific program

17. “External” & “Internal” evaluation
Was suggested by McDonough and Shaw (1993:66-77)
“External” is based on what is gleaned from the cover of the book
Intended audience
Proficiency level
Context of use
Organization of teaching materials
The view of the authors

18. Grant (1987:119 )“Internal” evaluation
CATALYST
C Communicative?
A Aims?
T Teachibility?
A Available add-ons?
L Level?
Y Your impression?
S Students interest?
T Tried and tested?

19. Cunningworth (1995:7) Sates the role of the coursebooks in ELT as:
A resource of presentation material
a source of activities for learners practice and communicative interaction
A reference source
A syllabus
A resource for self assessment work
a support for less experienced teachers

20. 3 options for teachers Teachers need and use texbooks
Teachers do not need and use textbooks
They produce their own materials.
Teachers select a textbook and supplement some other materials to perfect it.

21. From lesson materials to course materials
Materials should (be) ….
Clearly linked to the curriculum
Authentic in terms of text and task
Stimulate interaction
Encourage learners to develop learning skills, and skills in learning
Encourage learners to apply their developing language skills to the world beyond the classroom Nunan (1988b-1)

22. Rossner (1988:143) Materials will:
Provide “comprehensible input” “desirable condition for language learning”
Raise learners awareness about language, communication, learning
Provide experience ion communication in a new language

23. Model for designing materials Ian McGrath (2002) Hutchinson and Waters (1987:118)

24. input A stimulus to activity New language item Models of language use
A topic for communication
Opportunities for learners to use their skills and existing knowledge

25. content
Texts convey information and feelings

26. language
Learners need a language with which to carry out communicative tasks and activities. Good materials allow learners the opportunities to take the language of text and use them in their practice

27. tasks
The purpose of learning language is communication or use language outside of the classroom confidently

28. questions have been discussed
How to select or evaluate appropriate coursebook
What is the role of curriculum in encouraging teachers & students to development their own materials

29. PRESET curriculum 2.2. Methodology strand:
Aim: to prepare graduates to enter into teaching profession as specialists of English teachers who are familiar with a sufficient range of approaches to teaching and learning English to meet the needs of learners of XXI century.

30. Objectives: By the end of the course students should demonstrate:
ability to critically evaluate, adapt and write materials;

31. Objectives By the end of the course, students will
know how to critically evaluate existing learning and teaching materials, including materials from websites;
know how to adapt, make informed choices, and supplement materials for different teaching contexts;
have developed a principled approach to materials design;
know how to compensate for lack of materials in certain teaching contexts;
know how to exploit authentic source materials.

32. Acharya Vinobaji Bhave the phylosopher and disciple of Mahatma Gandi was asked once to give his blessing and his message to the teachers. He blessed and asked with a smile on his face “What do you do?”
Teacher said “We teach” “Don’t teach”, said Vinobaji.

33. “Teacher job is not to teach, but to initiate and support the process of learning. Teaching is artificial and relatively new in human history. Learning natural and has been there for all time”
From “Teacher Trainer” magazine vol. 22, no 3, p.14.

34. Thank you for your attention!!!