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MATERIALS EVALUATION AND MATERIAL DESIGN

Using coursebooks Evaluating coursebooks Supplementing coursebooks Adapting authentic texts Creating own materials

By: Lejla Isaković

Using coursebooks – Multilayered syllabuses

Aims

Main language children use

Main vocabulary

Main receptive language

Introduction: Hello Max!

What‘s your name? I‘m

Numbers 1-10

Open your (pupil‘s) books

To introduce yourself To state and ask age To identify colors

(Eddie) Hello. Goodbye. How old are you? I‘m (7). What color is it? It‘s (red)

Red, yellow, green, blue, pink, purple ...

at page (1) Now look at (activity 2) on page (2). Find (the word) ...

Unit 1: Max‘s magic Book

What‘s this? What‘s in your schoolbag? It‘s (a pencil

Book, pencil case, school bag, pen, ruler, pencil,

Hold up (your book) Show me (Max)

To identify and ask about

case)

rubber

Open/close (your eyes)

classroom objects To talk about possessions To describe the color of classroom objects

My, your Is this your (ruler)? Yes, it is. No, it isn‘t. What color is your (pen)?

Listen to (the words) Ready for school?

Unit 2: A house for the animals

What‘s this? It is (a tiger). It‘s (a dog).

Tiger, crocodile, wolf, dog, cat, lizard, elephant ...

Point to (the tiger) This is (Nick)

To identify animals To describe animals using adjectives

It isn‘t (a cat). Is it (small)? A (giraffe) is (tall).

Can you see (the animals)? Now complete (the sentences)

Unit 3: Lucy at school

Where‘s the (library)?

Classroom, library, gym,

Put the pictures in order

To identify school, rooms, and furniture To state and ask about the location of objects To describe a picture

Where are you? I‘m in the (gym). There are (three books on the shelf)

playground, park, toilets, In, on, under Table, chair, shelf

School, fairies, school report, then Is there a fairy in (the library)? Run, Lucy, run! Green light, go! Look right and left.

 

Evaluating coursebooks

Learner factors

Thease factors include the age, cultural background, cognitive maturity, interests, and needs of the learners.

Teacher factors

These factors include the teacher‘s professional background, whether they are native or non-native teachers, their experience in a given context, typical workload, way of working, difficulties and interests, and their access to professional development opportunities.

Institutional and contextual factors

These factors include the number and frequency of hours English is taught per week, how English is integrated into the rest of the curriculum, whether there are curricular guidelines, the resources available to teachers and learners such as computers, access to the

Adapting authentic texts

The grasshopper and the ants

Adapting authentic texts The grasshopper and the ants One winter day, when the sun came out

One winter day, when the sun came out unexpectedly, all the ants hurried

Adapting authentic texts The grasshopper and the ants One winter day, when the sun came out
Adapting authentic texts The grasshopper and the ants One winter day, when the sun came out

out of their anthill and began to spread out their store of grain to dry.

bring out

food

Up came a grasshopper who said: ‚I am so hungry. Please will you give me some

of your grain?‘

One of the ants stopped working for a moment and replied:

Adapting authentic texts The grasshopper and the ants One winter day, when the sun came out

‚Why should we? any What has happened to your own store of food for the winter?‘

‚I have not got a store‘ – said the grasshopper. ‚I did not have time to collect any

food last summer because I spent the whole time singing.‘

The ant laughed and all the others joined in.

‚If you spent the summer singing, you will have to spend the winter dancing for

your supper ‘

One winter day the grasshopper met and ant. The ant was eating some nice food. The grasshopper said: ‚I am so hungry, can you give me some food, please?‘‘ The ant said:‘‘I worked hard all summer. What did you do in the summer, grasshopper?‘‘ ‚I was singing and dancing.‘ The ant shook her head and did not give him any food. The grasshopper was very sad and hungry. He met another ant. The grasshopper said:‘‘I am so hungry. Can you give me some food, please?‘‘ The ant said:‘‘I worked hard all summer. What did you do in the summer, grasshopper?‘‘

‚‘I was singing and dancing.‘‘ The ant shook her head and did not give him any food. The grasshopper was sad and hungry when he met a third ant. The grasshopper said:‘‘I am so hungry. Can you give me some food, please?‘‘ The ant said: ‚‘I worked hard all summer. What did you do in the summer, grasshopper?‘‘ ‚‘I was singing and dancing.‘‘ The ant shook her head and did not give him any food. The grasshopper was sad and hungry when he met the queen of the ants. The grasshopper said:‘‘I am so hungry. Can you give me some food, please?‘‘ The queen said: ‚‘I worked hard all summer. What did you do in the summer, grasshopper?‘‘ ‚‘I was singing and dancing.‘‘ The queen said: ‚‘I see. We will give you some food but you have to promise to help us next summer and play music for us all year around.‘‘ The grasshopper was happy and he promised to help and play music for them. He had a nice dinner with his new friends‘‘

Adaptation of ‚‘The grasshopper and the Ants‘‘ for

storytelling

Adapting does not always work

MEENY, MINY, MO & CO, SOLICITORS Allex O Buildings, Toe Lane, Tel: 12345

Dear Mr Wolf,

We are writing to you on behalf of your client, Miss Riding-Hood, concerning her grandma. Miss Hood tells us that you are presently occupying her grandma‘s cottage and wearing her grandma‘s clothes without this lady‘s permission.

Please understand that if this harassment does not cease, we will call in the Official Woodcutter, and –if neccessary- all the King‘s horses and all the King‘s men.

On a separate matter, we must inform you that Messrs. Three Little Pigs Ltd. are now firmly resolved to sue for damages.

Your offer of shares in a turnip or apple-picking business is declined, and all this huffing and puffing will get you nowhere.

Yours sincerely

Harold Meeny

H Meeny

Creating own materials

UNIT: FAMILIES Younger learners learners

Cross-curricular activity Crafting: a family

Older

tree: make the tree, decorate it,

Reading sections of an authentic

display it, and talk about it.

book: children like you in the

world (ad information book)

Vocabulary members of the family (with extended family)

Structure ‘‘have got‘‘

Speaking Future of families in

our societies

Listening Short descriptions of families in different Mind parts maps of Adventages the world and

disadventages of having big

Speaking dialogues: sharing photo albums: ‚‘this is my brother. He is two

here.‘‘

families

Listening Animal families

Speaking Family you would like

when you grow up

Crafting Making cards for Mothers‘ Day or Fathers‘ Structure Day ‚‘When I grow up, I

will‘‘

Listening Extraordinary families

Writing Introduce your family –

create a webpage

Speaking Play a game: find

someone who

...

In their family.

Ideas for younger and older children on the topic of Fa

Lesson planning

  • 1. Do the lessons fit together well? (is there a logical progression from one lesson to the next? Does my second lesson build on my first lesson? )

  • 2. Do the lessons look balanced in teems of variety of activities, skills, interaction patterns? (is there a range of activities, are both listening and speaking practised and is there any group or pair work?)

  • 3. Do I have a progression from receptive to productive pšractice (listen first and then speak?)

  • 4. Are the activites meaningful for the children? Why will they want to do them?

  • 5. Is the language outcome real, natural? Is the simple language planned for activities real and meaningful? Would children use the language like this in the real world?

  • 6. Are all the activities different? Check that no two activities do exactly the same thing.

  • 7. Have I thought of optional activities for those pairs/groups or individuals who finish early?

  • 8. Have I included my usual warmers/closing activities such as homework check?

Writing own texts

I eat apples - Crunch, crunch, crunch I eat sandwiches - Munch, munch, munch I eat lollipops – Lick, lick, lick And I eat ice cream – Quick, quick, quick.