Professional Documents
Culture Documents
Course Book
1. Defining Criteria:
On what bases will you judge materials? Which criteria will be more important? It
could be assured that there will be a clash in one course book, it might pair your
criteria in one area such as language or skills, but it might have the more
appropriate methodology in another one. We have to consider which one is more
suitable to the target group. After a brief introduction of the importance of
materials evaluation, an evaluation of a section of the chosen course book will be
carried out from both the subjective and objective point of view.
2. Subjective Analysis:
What realisations of the criteria do you want in your course, analysis of your
course, in terms of materials requirements? Sheldon (1988) suggests the course
book evaluation sheet including a list of factors, i.e., the rational, availability,
layout, rating, comments, and so on, which is a subjective analysis, consisting of
materials requirements.
English for Business Studies in Higher Education Studies is a skills-based course
designed particularly for level 3 business students. It provides carefully graded
practice and progressions in the key academic skills that all students need, such
as listening to lectures and speaking in seminars. It also equips students with the
specialist business language they need to participate successfully within a
SUBJECTIVE
ANALYSIS
(i.e. analysis of your course, in
terms of materials requirements)
OBJECTIVE
ANALYSIS
(i.e. analysis of materials
being evaluated)
AUDIENCE
AIMS
2A) What are the aims of your course?
2B) What are the aims of the
materials?
(Note: check that the aims are
The course book was shaped with a view as follows to help students/teachers
know the sphere and its functions:
a) Listening: how to understand and take effective notes on extended lectures,
including how to follow the argument and identify the speaker's point of view.
b) Speaking: how to participate effectively in a variety of realistic situations,
from seminars to presentations, including how to develop an argument and use
stance markers.
c) Reading: how to understand a wide range of texts, from academic textbooks
to Internet articles, including how to analyze complex sentences and identify
such things as the writer's stance.
d) Writing: how to produce coherent and well-structured assignments, including
such skills as paraphrasing and the use of the appropriate academic phrases.
e) Vocabulary: a wide range of activities to develop students' knowledge and
use of key vocabulary, both in the field of business studies and of academic
study in general.
f) Vocabulary and Skills banks: a reference source to provide students with
revision of the key words and phrases and skills presented in each unit.
g) Full transcripts of all listening exercises.
Conclusion:
To sum up, even though the evaluation of materials course book is a complicated topic, it does not
only help us learn more about teaching and learning, but also help us handpicked appropriate teaching
materials from professional judgment and adjust the inadequate ones, raise awareness of or reflect on
the teaching and learning experience.
Cunningworth (1984: 6) : "No course book will totally be suited to a particular teaching situation. The
teacher will have to find his own way of using it and adapting it if necessary. So we should not be
looking for the perfect course book which meets all our requirements, but rather the best possible fit
that the book offers and what we as teachers and students need."
References:
1. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Heinemann.
8. Sheldon, L. (1988) Evaluating ELT textbooks and materials. ELT Journal, 42/4,
237246.
b) Describe how you could adapt the materials or design your own activity to complement the section
you described in part A for a specific cohort of learners. For this group of learners, identify their
needs, level and the cultural context.
I would adapt the materials in the following way to support my findings in the
earlier part:
1) Course Outline:
Course outline gives the students an overview of the goals of the course, and to
help them make sense of how the learning activities and assessments contribute
to their learning. I would incorporate the following points in my outline:
2) Websites
I would digitalize the data and store it in a remotely accessible repository:
Graphs;
Maps;
Photos; and
Visual materials help you emphasize on certain topics and thus make the content
easier and simpler to understand by breaking it into logical pieces. I would use
visual images to augment rather than repeat what is mentioned in the text.
4) Handouts
Handouts will help my students to focus on what I wish to explain rather that
concentrating on noting everything down. These handouts will be made available
on the Internet for the student to print and bring to the lecture.
6) Lecture Recordings
I would try to provide students with recordings of the lectures for later reference
and also a copy of the presentation slides/videos/animations that I use to teach
in the class to help them revise when and as necessary.
References