Evaluating and Adapting Materials

SYLLABUS

• Some topics to be taught.

• The overall organizing principle

  for what is to be taught and learned.

• A procedure.

Criteria that will provide

a comprehensive, external overview of how the materials have been organized.

• Internal Evaluation

• External Evaluation

• Open Evaluation

Examine the following criteria: the treatment and presentation of the

skills, the sequencing and grading of the materials, the type of reading, listening,

speaking and writing materials contained in the materials, etc.

• Internal Evaluation

• External Evaluation

• Evaluation

The length of teaching programme may be too short for the coursebook

to be worked through from beginning to end. The language needs of the students will determine the sequence in which the material will be taken.

• Reordering

• Simplification

• Adapting

types of syllabus

(Mark 2 answers.)

• • - grammatical or structural

  • - functional-notional

  • - situational

• • - skills-based

  • - topic-based

  • - student-based

• • - skills-based

  • - topic-based

  • - task-based

• • - grammatical

  • - functional-notional

  • - teacher oriented

Our students find the explanation of a new grammar point rather difficult,

so further exercises are added before they begin the practice material.

• Deleting

• Adding

• Modifying

A communicative coursebook has been selected as relevant in

our situation, some of the language functions presented are unlikely to be

required by learners who will probably not use their English in the target

language environment.

• Adapting

• Modifying

• Deleting

Passives are converted to actives;

simple past tense to simple present; reported into direct speech.

• Adapting

• Symplifing

• Reordering

It is a very practical activity carried out

mainly by teachers in order to make their work more relevant to the learners

with whom they are in day-to-day contact.

• Framework

• Symplifing

• Adaptation