FOCUS GROUP V

Diler GültekinGözde UludağMary Kumar BromwellSeyit Ömer GökEylem Yaşam CindiEsra Çelik Soydan

TASK 1

HEAVEN

PLANNING:SPECIFICATIONS FOR THE WRITERS TO FOLLOW

1. Meeting with textbook and curriculum unit Teaching context Physical conditions of the school, classrooms Equipment Student profiles Teacher profiles Sharing of the objectives

2. Classroom observations (to get to know the teachers and students better, to have an idea about how the lessons are delivered)

3. Identification of the themes (not “too” content specific; applicable to real life, likely to arouse interest among students)

4. How the skills are treated within the themesReading & Listening & Speaking: (strategy training

following the exercises, not separately at the of the unit or the back of the book)

Writing: (for lower levels, included in the book; for upper levels a separate writing book)

WRİTİNG PROCESSA. STUDENT BOOK

The order of the materials in the units: Warm – up (i.e. video) The skills might follow a different order in each unit

(SURPRISE element!) A variety of question types Recycling of important strategies as well as grammar and

vocabulary items Vocabulary words should come from frequency word lists &

academic word lists Selection and order of grammar items (frequency of the

grammar items, the time allocated for different items might be different E.g. Countables vs. Simple Past)

B. TEACHER’S BOOK

NOT JUST AN ANSWER KEY! The rationale behind the book (the materials, the

suggested methodology and exercise types) Resource pack for the instructors (should include leveled

materials, A1 (one at the level, one slightly above the level, and one slightly below the level)

Cultural elements and subject-specific information should be explained.

Suggestions on the exploitation of the materials Extra ideas for production They should provide ideas for a whole lesson, not

activities alone (transitions between the activities should be provided as well)

C. WORKBOOK – SUPPLEMENTARY MATERİALS PACK

Include a variety of activity types Recycling of the strategies in terms of

all four skills Recycling of the previously taught /

learned grammar items as well as vocabulary items

Inclusion of common English devices

D. A SEPARATE BOOKLET FOR ASSESSMENT UNİTS

Include a variety of question types (both for skills and grammar & vocabulary)

E. TECHNOLOGY

POST-WRITING PROCESS They share their first draft of the books

or particular units with us Piloted Feedback must be taken into

consideration before it is published

TASK 2 - HELL

STEP 1: Needs and wants of learners Our objectives Teaching context (teaching hours,

modular or semester-based system, length of the programme, classroom sizes, student profile, teacher profile)

Limitations of the institution

STEP 2• Request a varıety of appropriate books

that meet the criteria

STEP 3• External evaluation (themes,

appearance, layout and design, assessment tools, components)

STEP 4 Internal evaluation

See how the skills are integrated To what degree and how well text and

materials meet the objectives

STEP 5 Selection of top 2-3 books based on

internal evaluation

STEP 6• In-depth analysisa) By curriculum member

i. Close study of the whole book ii. Plan hypothetical lessons and unitsiii. Develop hypothetical timeframe

b) By interested teachersi. Assign one skill to each teacher; ask them to

analyze one coursebook with a focus on their assigned skill and to give feedback to the curriculum team

STEP 7: Selection of the best of what is left

STEP 8I-PILOT(MİCRO-EVALUATİON)WHY?

To identify the strengths and weaknesses of the book and to prepare supplementary materials

Concerns: When? Who? Who with? How long?

STEP 9 Ongoing preparation of the

supplementary materials Concerns: When? Who? How long?

STEP 10 Ongoing evaluation with both the

teachers and the students Observations Meetings & Interviews Questionnaires Diaries

COMMENTS & QUESTIONS