Materials i tècniques per a l’ensenyament de l’anglès com

a llengua estrangera

Fernando Romeu EsquerréEscola Oficial d’Idiomes de Tortosafromeu@xtec.cat

Books1. Pros and cons of using coursebooks

2. Where we can choose from – Publishing

houses

3. Analysis of coursebooks

4. Analysis of lessons or units

5. Supplementary material

6. Readers

Coursebooks – Pros and consA coursebook is …

A recipe A straitjacket

A holy book A survival kit

A springboard A crutch

A compass A supermarket

Why do teachers and learners need a book?

It is a map. It shows where one is going and

where one has been.

It provides language samples.

It offers variety.

Why do learners need a book?

It defines what is to be learnt and what will be

tested.

It reinforces what the teacher has done and

makes revision and preparation possible.

It thus offers support for learning outside the

class.

Why do teachers need a book?“Coursebooks are good servants, but poor masters”

It provides a structure for teaching.

It saves time. To prepare materials from scratch

for every lesson would be impossible.

It offers linguistic, cultural and methodological

support.

It is easy to keep track of what you have done and

to tell others where you have reached.

Where to choose from

Teacher-training events

APAC ELT Convention – In February (24th to 26th).

Barcelona

Jornades de Llengües Estrangeres (Tarragona, Lleida

and Girona)

Jornades Pedagògiques de l’anglès del Montsià (early

February)

Teachers’ day organized by publishing houses

EOICAT (every other year)

Materials evaluation

Materials evaluation is a procedure that involves

measuring the value (or potential value) of a set of

learning materials. It involves making judgments about

the effect of the materials on the people using them and it

tries to measure some or all of the following:

the appeal of the materials to the learners

the credibility of the materials to the learners, teachers

and administrators.

The validity of the materials

The reliability of the materials

The ability of the materials to interest and motivate

learners and teachers.

The value of the materials in terms of short-term

learning (important, for example, for performance on

tests and examinations).

The value of the materials in terms of long-term

learning.

The learner’s and teacher’s perception of the value of

the materials.

The assistance given to teachers in terms of

preparation, delivery and assessment.

The flexibility of the materials.

The contribution made by the materials to teacher

development.

The match with administrative requirements.

The evaluation of materials fully depends on the context in

which they are to be used. It is not the materials that are

being evaluated, but their effect on the people who come

into contact with them.

An evaluation is not the same as an analysis. It can

include an analysis or follow from one, but the objectives

and procedures are different. An evaluation focuses on the

users of the materials and makes judgements about their

effects.

Analysis of coursebooks

Price and availability Methodology

Add-ons and extras Language skills

Layout and designTopics and cultural appropriacy

Instructions Teacher’s guide

Analysis of coursebooks II

By looking at the table of contents, can we draw

conclusions on the general approach of each

book?

Do lessons correspond to the promises in the

table of contents?

Which coursebook would you use and why?

Using a coursebook – Some decisions

General decisions about the book

Order of units.

Components to be used (workbook, dvd …).

Decisions about the activities in the book

Adaptation as addition.

Adaptation as change.

Adapting materialsAdaptation as addition

Devise more items of the same type (extension)

Give students another exercise from another source or make up

another exercise (supplementation)

Paraphrase a coursebook instruction or explanation (extemporisation)

Adaptation as change

• Omission

• Replacement

• Re-ordering

• Combining / Modifying

Adapting materials - IIOmission

Learners already know it.

Too many tasks in an area.

The item is not a priority.

Bad design or inappropriateness

Re-ordering

• To revise an area earlier than the coursebook does.

• To compare and contrast areas.

• To provide thematic unity.

• To provide an appropriate follow-up.

Adapting materials - III

Replacement

Inappropriate length.

Mismatch between learner’s needs and material.

Materials are misleading or not clear enough.

Tasks are badly designed.

Changing the form of tasks

Not suitable for learning style

Need of a change of pace

Task often repeated in coursebook

Activities – Adaptation and stages

Activities – Adaptation and stages II

Activities – Adaptation and stages III