Phương pháp giảng dạy,đánh giá sách tiếng anh Criteria by tanner green (1998) (1)

What is evaluation? Evaluation = a matter of judging the fitness of something for a particular purpose Why evaluate materials? To identify how successful the materials used in the classroom are. To examine whether the materials fulfill the prescribed course To examine the extent to which materials allow Ss to achieve learning objectives. To identify whether the designs of the materials are suitable for a syllabus. To provide a good theoretical base for writing another materia

EVALUATING ELT

MATERIALS

WHY EVALUATE MATERIALS???

• What is evaluation?

- Evaluation = a matter of judging the fitness of something for a

particular purpose

- Why evaluate materials?

• To identify how successful the materials used in the classroom are

• To examine whether the materials fulfill the prescribed course

• To examine the extent to which materials allow Ss to achieve

Criteria by Mc Donough & Shaw

(1993)

* External evaluation  ‘overview’ from the overview’ from the outsideE.g + Cover

+ Introduction

+ Table of contents

* Internal evaluation  more detailed

The External Evaluation

1 * The ‘overview’ from the blurb’/ the claims made on the cover of the teachers/students book

* The introduction & table of contents

Components of typical ‘blurb’ +

introduction

• The intended audience

• The proficiency level

• The context in which the material are to be used

• How the language has been presented & organized into teachable units/lessons

• The author ‘overview’ from the s view on language and methodology

Other factors to consider

2 Are the materials to be used as the main ‘core’

course or to be supplementary to it?

3 Is a teacher’s book in print & locally available?

4 Is a vocabulary list/index included?

5 What visual material does the book contain? Is

there for cosmetic value only or is it actually

integrated into the text?

6 Is the layout and presentation clear or cluttered?

7 Is the material too culturally biased or

9 The inclusion of audio/video material &

resultant cost essential?

10 The inclusion of tests in the teaching

material useful?

The internal evaluation

1 The presentation of the skills in the materials

- Are all the language skills covered? In what proportion? Is

this appropriate?

- Are the skills treated discretely or in an integrated way?

2 The grading (level) and sequencing

• Some materials: ‘overview’ from the steeply’ graded

>< Others: no grading at all

• Types of grading:

- Grading within the unit

- Grading across the unit the progression of difficulty: linear fashion

- ‘overview’ from the Modular’ grading = grouping a set of units at

approximately the same level

* In cases of no grading investigate the extent to which we think this is true

3 Where reading/’discourse’ skills involved ? Is there much

of the way of appropriate text beyond the sentence?

4 Where listening skills are involved? Are recording

‘overview’ from the authentic’ or artificial?

5 Do speaking materials incorporate what we know about the nature of real interaction?

Are artificial dialogues offered instead?

6 The relationship of tests & exercises to (a) learner needs and (b) what is taught by the course material

The overall evaluation

1. The usability factor

2. The generalizability factor

3. The adaptability factor

4. The flexibility factor

CRITERIA BY TANNER

& GREEN (1998)

METHOD

• Does the book’s method suit your own teaching method and overall aims? (Grammar-Translation Method? Audio-Lingual Method? Communicative Approach? Theme-

based? Task-based? Project-based?)

• Does the book focus on grammar, or does it have lots of fluency activities, groupwork and mingling?

• Are the questions open-ended, or of the yes/no variety?

• If a book looks very ‘overview’ from the busy’  overwhelming for learners.

• If there are a lot of mistakes T is likely to question the level of expertise of the course book writer

 Clearly laid out activities

 bright colors

 adequate amount of white space

The book should:

• save T’s time + information should be easy to find

• Include an index or table of contents with the skills and/or grammar focus of each unit

• Include Answer key to exercises

• Does the textbook use authentic language or not?

• Does the language seem true-to-life and current?

• Authentic + up-to-date

 Decide what is authentic and balance it with words

ARTIFICIAL VS AUTHENTIC LANGUAGE

Dialogue 1:

- Rin: Hello Mai.How are you?

• Mai: I’m fine, thank you And you?

• Rin: I’m fine, thanks Do you have free time tonight,

around 7 p.m?

• Mai: Yes, I do

• Rin: Let’s go to the cinema I have bought 2 tickets for

“Guardians of the galaxy 2”

• Mai: That sounds great!I’d love to.I like that film very

much”

Dialogue 2

• Rin: Hey, how are you?

• Mai: Oh not too bad How are you?

• Rin: Fine Well are you available tonight, around 7 p.m or

so?

• Mai: Yup sure! How come?

• Rin: Errr Do you fancy going to Lotte Cinema with me?

Actually, I’ve got 2 tickets for “Guardians of the Galaxy 2”

• Mai: Are you kidding me? I’m a big fan of that film.I’ll

definitely come!

Problems with dialogue 1

 The sentences are correct, BUT: + sound “robotic” and “unreal” with well-formed sentences

+ NOT a genuine communication

 ARTIFICIAL

Features of authentic dialogues

• length and turn-taking patterns

• hesitation devices: “ah”, “errrr”, “um”

• back-channelling: “I see”, “OK”, “yes”, “uh huh”, “yeah”

• By looking at the topics in a course book, a teacher can decide if they are relevant and interesting to his or her learners

• The topics should be relevant and interesting to the

teacher as she has to use the topics as a vehicle for

teaching

• If it is a multi-skills class, does the course book adequately

cover the skills that are required?

• If it is a conversation class, does the course book teach

conversation skills, or is it merely a speaking course?

• Does a writing book have a process or product approach to

writing?

• Does a reading book look to develop reading skills into reading strategies, or does it merely have a reading section followed by comprehension questions?

 Whatever the situation, the course book needs to fit the class syllabus