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Coursebook evaluation

Coursebook evaluation. Teaching English to Young Learners 22.02.2011. I. Textbook Excellent / Good / Adequate / Poor / Totally Lacking / Mandatory / Optional /Not Applicable A. Content

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Coursebook evaluation

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  1. Coursebookevaluation TeachingEnglishtoYoungLearners 22.02.2011

  2. I. Textbook Excellent/Good/Adequate/Poor/TotallyLacking/Mandatory/Optional/Not Applicable A. Content i. Is thesubjectmatterpresentedeithertopicallyorfunctionally in a logical, organizedmanner? ii. Doesthecontentserve as a windowintolearningaboutthetargetlanguageculture (American, British, ect.)? ii. Arethereadingselectionsauthenticpieces of language? iv. Comparedtotextsfornativespeakers, doesthecontentcontainreal-life issuesthatchallengethereadertothinkcriticallyabout his/her worldview? v. Arethetextselectionsrepresentative of thevariety of literarygenres, and do theycontainmultiplesentencestructures?

  3. VocabularyandGrammar i. Arethegrammarrulespresented in a logicalmannerand in increasingorder of difficulty? ii. Arethenewvocabularywordspresented in a variety of ways (e.g. glosses, multi-glosses, appositives)? iii. Arethenewvocabularywordspresented at an appropriate rate sothatthetext is understandableandsothatstudentsareabletoretainnewvocabulary? iv. Arethenewvocabularywordsrepeated in subsequentlessonstoreinforcetheirmeaninganduse? v. Arestudentstaught top-downtechniquesforlearningnewvocabularywords?

  4. ExercisesandActivities i. Arethereinteractiveandtask-basedactivitiesthatrequirestudentstousenewvocabularytocommunicate? ii. Do instructions in thetextbooktellstudentstoreadforcomprehension? iii. Are top-downandbottom-upreadingstrategiesused? iv. Arestudentsgivensufficientexamplestolearn top-downtechniquesforreadingcomprehension? v. Do theactivitiesfacilitatestudents’ use of grammarrulesbycreatingsituations in whichtheserulesareneeded? vi. Doesthetextmakecomprehensioneasierbyaddressingonenewconcept at a time instead of multiplenewconcepts? vii. Do theexercisespromotecriticalthinking of thetext?

  5. Attractiveness of theTextandPhysicalMake-up i. Is thecover of thebookappealing? ii. Is thevisualimagery of highaestheticquality? iii. Aretheillustrationssimpleenoughandcloseenoughtothetextthattheyaddtoitsmeaningratherthandetractingfrom it? iv. Is thetextinterestingenoughthatstudentswillenjoyreading it?

  6. II Teacher'sManual A. General Features i. Doesthemanualhelpteachersunderstandtheobjectivesandmethodology of thetext? ii. Arecorrectorsuggestedanswersgivenfortheexercises in thetextbook?

  7. B. Background Information i. Areteachersshownhowtoteachstudentstousecuesfrommorphology, cognates, rhetoricalrelationships, andcontextto asist them in lexicalinferencing? ii. Is there a list of trueandfalsecognatesforvocabularywords?

  8. C. MethodologicalGuidance i. Areteachersgiventechniquesforactivatingstudents’ background knowledgebeforereadingthetext? ii. Areteachersgivenadequateexamplesforteachingstudentstopreview, skim, scan, summarize, andtofindthemain idea? iii. Doesthemanualsuggest a clear, concisemethodforteachingeachlesson?

  9. D. SupplementaryExercisesandMaterials i. Doesthemanualgiveinstructions on howtoincorporateaudiovisualmaterialproducedforthetextbook? ii. Doesthemanualprovideteacherswithexercisestopractice, test,andreviewvocabularywords? iii. Doesthemanualprovideadditionalexercisesforreinforcinggrammarpoints in thetext?

  10. III. Context A. Is thetextbookappropriateforthecurriculum? i. Doesthetextcoincidewiththecoursegoals? B. Is thetextbookappropriateforthestudentswhowill be using it? i. Is thetextfree of materialthatmight be offensive? ii. Aretheexamplesandexplanationsunderstandable? iii. Willstudentsenjoyreadingthetextselections? iv. Willthecontentmeetstudents’ feltneedsforlearningEnglishor can it be adaptedforthispurpose?

  11. C. Arethetextbookandteacher’smanualappropriatefortheteacherwhowill be teachingfromthem? i. Is theteacherproficientenough in Englishtousetheteacher’smanual?

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