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1. Materials Evaluation

2. Objectives:
 by the end of the session the participants will have
 got familiarized with the types of materials and the role
of the coursebooks in teaching-learning context;.
 reflected on their own experience in using textbooks;
 developed a set of criteria for materials selection and
evaluation;
 made needs analysis for selecting a coursebook.

3. Materials
readers
dictionaries
Teacher’s book
pictures, photos
Audio/video material
flash card
textbook
Real objects

4.  a recipe
 a holy book
 a compass
 a survival kit
 a supermarket
 a foreign country
Discuss in pairs
 What does each of the metaphors mean?
 Which metaphor shows your ideas of using a
coursebook in class?
 What would be your own metaphor for a coursebook?

5. Advantages and disadvantages of
using a coursebook.
Provides a structure for
learning and teaching
Offers variety
Defines what to be leaned,
taught and tested
Offers support for the
learners outside the class
Saves time for preparation
Offers cultural, linguistic
and methodological support
Takes away teacher’s
initiative
Global c/b will never meet
the local needs
The set is incomplete
Doesn’t suit all the learners
Low level of teacher’s
creativity
Lack of variety of teaching
procedures

6. Approaches to coursebook
evaluation
 Impressionistic overview – a general impression of a
coursebook, just by looking through it and getting an
overview of its possibilities and its strengths and
weaknesses, noting significant features that stand out.
 In depth-evaluation. a deeper examination of a
coursebook, looking at how specific items are dealt
with (syllabus, aspects of language, developing all four
skills, relevance to home teaching situation).

7. Needs analysis
Program
me needs
aims of the English program
specific objectives, e.g. in terms of language items, functions, topics, skills to be
covered.
syllabus (what does it consist of and how is it organized in terms of grammar,
functions, skills, etc)
evaluation
Teaching-
learning
situation
status and role of English in Russia
time per week available
physical environment
The
teachers
role of the teacher in the educational system
methodological competence and awareness
attitude to teaching and to learners
right to adapt or supplement the standard coursebook
The
students
age and interests
socio-cultural background

8. In depth-evaluation.
Subjective analysis
Organization Methodology
Content
Coursebook
stating what realization of the criteria you want in your course.

9. Step 2. Objective analysis.
 analyzing how the materials being
evaluated realize your criteria.

10. Matching.

11. Outcomes of materials evaluation.
materials adaptation;
small-scale material writing;
integration of both

12. Adapting published materials.
Materials are not good or bad; they
are more or less effective in
helping students to reach the goal
in a specific teaching-learning
situation.
A. Cunningsworth

13. Adapting published materials.
Techniques for adaptation.
 omitting - leaving out some parts of material
 adding – using extra material from other
sources, extention
 replacing - changes in content context
 changing – modification of procedures
 developing small-scale material – compensating
the gaps by self-made activities

14. Ways of adaptation.
 adapting at the activity level (remove, change,
replace, add)
 adapting at the Unit level (remove, add, change,
replace, sequence)
 adapting at the Syllabus level (restructure)