selecting and evaluating materials
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This document discusses selecting and evaluating materials for English language teaching. It outlines three main areas for selecting texts: 1) type of course, 2) type of students, and 3) other text-related factors. It also describes three methods for evaluating materials: 1) a quick book evaluation, 2) a detailed book evaluation, and 3) evaluating a single piece of material. Each method of evaluation has its own criteria. Selecting texts and evaluating materials are important but distinct processes that require considering the appropriate criteria for the given students and course.
selecting and evaluating materials
- 1. LITERATURE ON ELT Presented by: AMIRUDDIN 161052501054 DIRWAN BIN LATOLA 161052501060 GRADUATE PROGRAM STATE UNIVERSITY OF MAKASSAR 2017
- 2. SELECTING AND EVALUATING MATERIALS
- 3. A. SELECTING TEXTS Three main area 1. Type of Course 3. Factors Connected with Text 2. Type of Students
- 4. 1. TYPE OF COURSE Level of students Students’ reasons for learning English Kind of English required Length/intensity of course
- 5. 2. TYPE OF STUDENTS Age Intellectual maturity Emotional understanding Interests/hobbies Cultural background* Linguistic proficiency* Literary background* *complex criteria
- 6. 3. OTHER TEXT-RELATED FACTORS Availability of texts Length of text Exploitability Syllabus suitability
- 7. B. EVALUATING MATERIALS What type of published materials do the teachers need to use with their students?
- 8. A. EVALUATION TEXT 1. Quickie book evaluation 2. Detailed book evaluation 3. Evaluating a piece of material
- 9. B. COMPARISON OF EVERY EVALUATION QBE DBE EPM Title of book Author(s) Publisher • Level, • Overall aims/approach, • Types of text used, • Skill/language area which book will help to improve, • Strengths/Weakness of material, and • Students’ suitability • Aims and organization, • Materials and activities, • Instructions and layout, • Accompanying resources, and • Suitability for class/group • Suitability of approach for your students, • Suitability of level of your students, • Relevance and interest of text/s chosen, • Variety and appropriateness of tasks and activities, staging and grading of tasks and activities, • Opportunities for students participation and personalization, • Linguistic guidance, • Cultural/literary/historical background provided, • Clarity of instructions, and • layout and design.
- 10. C. CONCLUSION There are many criteria of selecting and evaluating texts. Both text selection and evaluation are absolutely different. They have their own criteria. The most important thing from this session that has to be noted down is on how we are able to list the criteria which we are think are important in terms of the group of students that we will be teaching.
- 11. Thank you very much for your kind attention... Group 3.