Transcript Unit 8 - Google Code

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Adaptation
Evaluation
Curriculum
Syllabus
Grading
Textbooks
Recycling
Work in groups of 4 and discuss how you understand these terms.
(5 minutes)
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TOPIC 1
TEXTBOOK EVALUATION, USE
AND ADAPTATION
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Objectives
1. What is the role of textbooks in a language
program?
2. Why do teachers need to evaluate and
adapt textbooks?
3. How do teachers evaluate textbooks?
4. How do teachers adapt textbooks?
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All the materials in a course book
• Textbook
package that we use in the
classroom
• Course book
• School book
to
present
practise
language,
develop
learners’
and
and
to
language
skills.
Spratt, M. et al (2006). The Teaching Knowledge Test Course. Cambridge: CUP.
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Teacher’s book + Audio/ Video recordings +
Workbook/ Activity book + Mini dictionary +
extra materials on a website, etc.
All the materials in a course book
• Textbook
package that we use in the
classroom
• Course book
• School book
to
present
practise
language,
develop
learners’
and
and
to
language
skills.
Spratt, M. et al (2006). The Teaching Knowledge Test Course. Cambridge: CUP.
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I. Role of textbook in a language program?
Work in pairs/ groups with your friends.
– What do you see as the benefits and limitations of
using a textbook?
– Give examples to illustrate your points
(10 minutes)
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Benefits of using textbooks
• They provide structure and syllabus for a
program
• They help standardize instruction
• They maintain quality
• They provide a variety of learning resources
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Benefits of using textbooks
• They are efficient
• They can provide effective language model and
input
• They can train teachers
• They are visually appealing
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Hutchinson and Torres (1994):
"The textbook is an almost universal element of [English
language] teaching. Millions of copies are sold every
year, and numerous aid projects have been set up to
produce them in [various] countries…No teachinglearning situation, it seems, is complete until it has its
relevant textbook. " (p.315).
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Negative effects of using textbooks
• They may contain inauthentic language
• They may distort content
• They may not reflect students’ needs
• They can deskill teachers
• They are expensive
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II. Why do teachers need to evaluate
and adapt textbooks?
• The rapid ELT development more and more
textbooks have made their way to the market.
 Choosing the right textbook is becoming more
and more important at all levels of ELT in schools.
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Although most classroom teachers will not be
involved in the production of textbooks, all teachers
have the responsibility for textbook evaluation,
selection and adaptation.
Need analysis
Class profile
Select the
textbook/ material
( Questionnaires/
Interviews/
Diagnostic tests)
Learner’s level,
language
needs and
interests, etc.
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III. Evaluating textbooks
WHAT TO CHECK IN A TEXTBOOK?
YES
• Aims and Curriculum Fit
• Design and organization
NO
• Language content
• Skills
• Topic
USE IT
• Methodology
• Teacher’s books
REPLACE IT
ADAPT IT
• Practical consideration
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III. Evaluating textbooks
WHAT TO CHECK IN A UNIT?
• Aims
• Content and Balance
USE IT
• Topics
• Methodology
•Aims
•Topics
• Activities
• Texts
• Support
•Texts
ADAPT IT
•Visuals, Guidelines,
Explanations
•Exercises, Activities,
Tasks, Games, Quizzes
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IV. Adapting textbooks
1.omission: the teacher leaves out things deemed
inappropriate, offensive, unproductive, etc., for the
particular group.
2.addition: where there seems to be inadequate coverage,
teachers may decide to add to textbooks, either in the
form of texts or exercise material.
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3.reduction: where the teacher shortens an activity to give it
less weight or emphasis.
4.extension: where an activity is lengthened in order to give it
an additional dimension. (For example, a vocabulary activity
is extended to draw attention to some syntactic patterning.)
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5.rewriting/modification: teacher may occasionally decide to
rewrite material, especially exercise material, to make it
more appropriate, more “communicative”, more demanding,
more accessible to their students, etc.
6.replacement: text or exercise material which is considered
inadequate, for whatever reason, may be replaced by more
suitable material. This is often culled from other resource
materials.
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7.re-ordering: teachers may decide that the order in which the
textbooks are presented is not suitable for their students.
They can then decide to plot a different course through the
textbooks from the one the writer has laid down.
8.branching: teachers may decide to add options to the
existing activity or to suggest alternative pathways through
the activities. (For example, an experiential route or an
analytical route.)
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IV. Adapting textbooks
Task 3 (p. 11)
Examine New English 10 standard textbook, Unit 1: A
day in life of …, Reading, and compare it with the
skeleton lesson plan. Find and mark on the lesson plan
the things that have been added, changed, replaced or
removed.
Pair work. 10 minutes.
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III. Adapting textbooks
• Work in groups
– Choose a unit from English 10 course book.
– In what way (s) will you need to adapt the material?
(10 minutes)
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REFLECTION
Think about these comments from teachers. Which do
you agree with and why?
1.
I plan my lessons to respond to my learners’ needs, so I never use a
course book.
2.
I always plan my lessons following the suggestions in the teachers’
book.
3.
I use all the materials in every unit in the order given in the book.
4.
I use a course book, but I change most of it so that learners don’t get
bored.
5.
I’ve got a good course book and I haven’t got time to adapt any of it.
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V. Conclusion
1- Firstly, teachers need to have the authority to evaluate,
select and adapt textbooks.
• In many cases, teachers are simply told to use a certain
textbook.
• In worse circumstances, teachers are told how to use a
book.
• Some teachers are even criticized for intentionally
leaving out
activities
that
they
do
not
consider
appropriate or necessary.
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2- Secondly, teachers have to have the initiative to evaluate,
select and adapt textbooks.
– Very often, with a heavy workload, teachers simply do not have the
time or energy to do anything beyond lesson planning and marking
students’ homework.
– Without explicit encouragement from authorities, many teachers do
not make an effort to evaluate and adapt textbooks.
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3- Thirdly, teachers need to know how to evaluate,
select and adapt textbooks.
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References
• Hutchinson, T. & Torres, E. (1994). 'The Textbook as
Agent of Change'. ELT Journal. 48/4.
• Spratt, M. et al (2006). The Teaching Knowledge Test
Course. Cambridge: CUP.
• To,T.T.H. & Nguyen, T.T.M (2008). ELT Methodology IIILanguage Assessment and ELT Material Development.
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THANK YOU
FOR YOUR ATTENTION!
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