10.materialsuation1.ppt

1、Materials Selection topics which offer the possibility of learning something new; engaging stories; universal themes; local references,2. Materials should help learners to feel at ease: Layout of presentation: lots of white space The students should be able to relate the texts and illustrations to t

2、heir own culture The materials try to help the students learn rather than test them 3. Materials should help learners to develop confidence 4. Materials should meet learners needs: What is covered in the materials should be relevant and useful to the learners. 5. Materials should require and facilit

3、ate learner self-investment. 6. Learners must be ready to acquire the points being taught.,7. Materials should expose the learners to language in authentic use. 8. The learners attention should be drawn to linguistic features of the input. 9. Materials should provide the learners with opportunities

4、to use the target language to achieve communicative purposes 10. Materials should take into account that the positive effects of instruction (teaching) are usually delayed.,11. Materials should take into account that learners differ in learning styles: Activities should be variable and should cater

5、for all learning styles so all learners can benefit. Different styles of learning: Visual Auditory Kinaesthetic Studial: learners like to pay conscious attention to the linguistic features of the language and wants to be correct; Experiential Analytic: discrete bits of language Global: whole chunks

6、of language Dependent, Independent,12. Materials should take into account that learners differ in affective factors: attitudes and motivation 13. Materials should permit a silent period at the beginning of instruction. 14. Materials should maximise learning potential by encouraging intellectual, aes

7、thetic and emotional involvement which stimulates both right and left brain activities: Enable the learners to receive information through different cerebral processes and in different states of consciousness so that it is stored in many different parts of the brain, maximising recall.,Advantages of

8、 using coursebook,-Coursebooks fufil a wide range of practical needs, particularly in context where English is being taught in a non-English-speaking environment eg, are uncomfortable social realities ( for instance, unemployment, poverty, family breakdown, racism)left out? Layout 1.Is there a clari

9、ty of design & layout? 2. Is there an optimum density & mix of text & graphical material on each page, or is the impression one of clutter? 3. Are the artwork & typefaces functional? Colorful? Appealing? 4. Is there enough white space on each page?,Accessibility Is the materials clearly organized &

10、easy to access? Are there indexes, vocabulary lists, section headings & other methods of signposting the content that allow the student to use the materials easily, especially for revision or self-study purposes? Is the earner given clear advice about how the book & its contents could be most effect

11、ively exploited? Are the instructions for carrying out activities clearly & concisely but adequately articulated? Can learners navigate with ease their way through the materials in order to have a clear view of the progress made?,Linkage 1.Are the units & exercises well linked in terms of theme, sit

12、uation, topic, pattern of skill development or grammatical/lexical progression? 2.Does the textbook cohere both internally & externally)e.g, with other books in a series)? Selection/Grading 1.Is the linguistic inventory presented appropriate for the students purposes, bearing in mind their L1 backgr

13、ound? 2. Is the selection & grading of tasks & activities based on a clearly discernible system(e.g, frequency counts for vocabulary, cognitive load for tasks)? 3. Does the introduction, practice & recycling of new linguistic items seem to be shallow/steep enough for the intended students?,Sufficien

14、cy Is the book complete enough to stand on its own, or must the teacher produce a lot of ancillary bridging material to make it workable? Can the course be taught using only the students book, or must all the attendant teaching aids be deployed? Balance/integration/Challenge Do the activities allow

15、the learners to go beyond a merely superficial under standing of the text/discourse & require interpretive & inferential skills that call for higher-order critical thinking?,2.Is there a good balance between receptive & productive knowledge, skills & abilities? 3. Is the focus on the product or the

16、process of learning or both? Stimulus/Practice/Revision Are there sufficient opportunities for students to use and practise their conversational strategies & skills? Is there sufficiently rich exposure to language data through opportunities for extensive reading? Do the materials provide for recycli

17、ng of content, of vocabulary & structures? Is allowance made for revision, testing, & ongoing evaluation? Are self-checks provided?,Flexibility 1. Do the materials allow for the flexible use of tasks/texts/activities, permitting them to be exploited or modified as required by local circumstances? Or

18、 is it too rigid in format, structure & approach? 2. Do they allow for alternative sequencing/routes/paths? Or is the order of activities in the curriculum & the pace at which they must be done quite fixed? 3. Do the materials expect students to spend too much time on their homework? 4. Is there a wide range of supplementary materials & teaching aids avaiable?,Educational Validity Does the textbook accord with broad educational concerns(e.g, the natur