Lecture 2. Materials evaluation and design
Download as PPTX, PDF1 like388 views
The document outlines the relationship between curriculum, syllabus, and teaching materials in English language education, emphasizing that the curriculum encompasses broader educational goals while the syllabus focuses on specific topics and teaching steps. It advocates for the use of multiple textbooks to enhance student motivation and address diverse learning needs, as relying on a single course book can lead to outdated content and boredom. Additionally, it presents instructional approaches and anticipated learning outcomes to support teachers in effectively evaluating and selecting materials for their courses.
Lecture 2. Materials evaluation and design
- 1. Mutual correspondence between course books and teaching curricula Department of English language teaching methodology
- 2. Lecture outline : What is the curriculum and syllabus? 2.The relationship between syllabus and materials 3.The curriculum represents the content that needs to be taught.
- 3. Syllabus can be defined as the topics that are covered in a subject. Whereas, the overall syllabus along with the knowledge, personality development is known as the curriculum. The difference between the two is that curriculum has a more broad base than syllabus.
- 4. The relationship between syllabus and materials Course materials such as the syllabus and textbook set the tone for a course. Therefore, careful planning must go into developing a syllabus and choosing a textbook. An effective syllabus can increase the number of successful students and decrease the number of problems that arise throughout a course by communicating the instructor's expectations for students in the course
- 5. The curriculum represents the content that needs to be taught. Within the curriculum exists the essential questions and content that drive the understanding within the content area. The syllabus is more of the practical steps in order to achieve this end goal. The syllabus is to fit into the larger curriculum design, but represents the means by which to achieve the end result. The syllabus is also the means through which the student understands why they do what they do and how individual parts are able to fit into the larger entity. In successful understanding of both, students are able to gain greater insight and comprehension of material.
- 6. Why teachers should use several books (not one) to teach a course? • The syllabus suggests using several books for the use to teach this course. - Course books become outdated and might not match the syllabus • - It is almost impossible to find all the needed topics in one course book • - It will allow a teacher to take into account needs, learning styles, preferences of a particular class • -Students will be more motivated and interested to learn as using one course book the whole year (or even several years) might be boring. • - It will allow a teacher and students access up-to-date materials the primary goal of teachers is to teach learners not teaching a course book from cover to cover. A course book should not replace a syllabus. Teachers should try to use a variety of resources and regard a course book as a source book. •
- 7. Approaches to teaching and learning • Task-based sessions (analysis of materials from language learning websites, evaluation of sample teaching materials, materials design in pairs and in small groups); Discussions; Mini lectures in key areas; Textbook reviews; Self study. • Learning outcomes • By the end of the course students will have developed criteria for evaluating course books/textbooks and applied them in selecting course books for their own teaching contexts; tried out and evaluated various ways of adapting and supplementing teaching materials; developed and tried out teaching materials for a specific context. •
- 8. DISSCUSION What is the relationship between syllabus and textbook? What is relationship between curriculum and syllabus?
- 9. Resources: 1.Tomlinson, B. (Ed.) (2010). Materials Development in Language Teaching. Cambridge: Cambridge University Press. 2.Nunan D. (2009). Task-based Language Teaching. Cambridge: Cambridge University Press. 3.McDonough, J., & Shaw, C. (2003). Materials and Methods in ELT (2nd edition). Oxford: Blackwell. 4.McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh University Press.
- 10. Thank you for your time!