1. 1 Materials Evaluation S Parfyonova school №44 TomINSET Cohort V Session II. Парфенова Светлана Михайловна Учитель английского языка МОУ СОШ №44

2. 2 Aims Aims 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

3. 3 Outcomes 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

4. 4 In favour of using a coursebook 1. Framework. 2. Economy. 3. Convenience. 4. Guidance. 5. Autonomy. 6. Syllabus. Ur, Penny. 1966

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

6. 6 Catalist -Communicative? -Aims? -Teachable? -Available additions? -Level? -Our impression? -Student interest? -Tried and tested? Neville Grant (1991) ‘Making the Most of your Textbook’ Longman

7. 7 Criteria for assessment (impressionistic overview) CriterionImp. Objectives explicitly laid out in an introduction and implemented in the material √√ Approach educationally & sociably acceptable √ Clear attractive layout; print easy to read √

8. 8 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√ ( table continonuation)

9. 9 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√ ( table continuation)

10. 10 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 ( table continuation)

11. 11 IN-DEPTH EVALUATION Subjective Analysis Coursebook Learner’s needs Syllabus, Federal Standard Evaluator’s experience

12. 12

13. 13 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.

14. 14 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.

15. 15 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 …”

16. 16 Thank you!