a) Are the various stages in a teaching unit (what you would probably call presentation,
practice and production) adequately developed?
b)Is dogmatic ininsisting on the use of a Presentation Practice Production (PPP) approach
a) Is each question an evaluation question?
b) Does each question only ask one question?
c) Is each question answerable?
d) Is each question free of dogma?
e) Is each question reliable in the sense that other evaluators would interpret it in the same
Which ones are the categories proposed by Rubby (2003) about dynamic model of material evaluation?
Psychological validity, pedagogical validity , process and content validity.
Teaching/learning situation, a neutral analysis, and a belief-driven evaluation .
Teaching/learning situation,psychological validity and neutral analysis.
A belief-driven evaluation, selection, and pedagogical validity
McGrath (2002) proposes ‘four evaluative adapting material processes´ They are :
1.Teachers may select the material
2. They have to reject either completely or partially sections
3. Add extensions or further exploitation of the existing materials
4.It should be learner centered.
Saraceni (2003), advocates that, in order to involve
learners in the process, materials should actually be written with learner
adaptation in mind, aiming to be learner-centred, flexible, open-ended, relevant, universal
and authentic, and giving choices to learners. She also stresses that offering provocative topics
and aesthetic experience can facilitate learner adaptation.
Which one of the option below is not a model of potential benefits in electronic materials?
Facilitating reading by making hidden information available, by providing on-the-spot help,
by supporting comprehension with graphics, video and sound, and facilitating writing
through modelling the genre, demonstrating the process, facilitating brainstorming and
research, helping to draft and providing the potential for conferencing, editing and revision
When thinking or writing about electronic materials it helps to distinguish between CALL
materials, web sources of language experience, and ICT applications which can be made use of both to deliver materials and to facilitate interaction
Organisational advantages such as easy access, convenient storage and retrieval, easy
sharing and recycling and cost efficiency; pedagogical advantages such as authenticity,
interaction and situated learning; learner advantages such as instant feedback, choice of
route and sequence, monitoring of progress, control and empowerment (Reinders & White
Localised adaptation of materials; free source of a variety of authentic texts; out-of-class
opportunities for spoken interaction between learners; development of digital literacy
through comparing and evaluating sources of similar information; choice of routes and
activities when using teacher blog materials (Motteram 2011)
´´When thinking or writing about electronic materials it helps to distinguish between CALL
materials i.e. ELT materials available from [blank_start]websites[blank_end], computer software, courseware and [blank_start]onlinecourses[blank_end], web sources of language experience e.g. [blank_start]Google, YouTube, Facebook[blank_end] and ICT
applications which can be made use of both to deliver materials and to facilitate interaction e.g. [blank_start]mobile phones[blank_end].´´
Regarding pedagogic approaches used through the years for material development, the reading argues that:
“In the sixties and early seventies they stressed they were teaching the language directly, without the use of [blank_start]translation[blank_end] or [blank_start]explanation[blank_end]: in the seventies they boasted that they were following a [blank_start]communicative approach[blank_end] which featured either the learning of functions or notions, or both. Subsequently, they have claimed to be following natural approaches based on topics, themes or tasks and many coursebooks nowadays stress that their syllabus is based on the ‘can do’ statements of the Common European Framework…´´
According to Tomilson and its opinion about the need of published material, he sets:
..."My position is that most teachers and students welcome published materials and can
gain from them. However, if a teacher has [blank_start]confidence, principled creativity[blank_end] and the respect
of their learners, then a textbook-free course can actually be more facilitative in providing
the [blank_start]personalised, relevant and engaging[blank_end] experience of language in use and opportunities
for observing how the language is used and for meaningful [blank_start]communication[blank_end], which many
textbook authors find it difficult to provide."
confidence, principled creativity
Money and budget
contextualization, and exposure
personalised, relevant and engaging
teaching and learning process
Amrani 2011 reports:
I would like to see more [blank_start]localised[blank_end] textbooks and more [blank_start]global textbooks[blank_end] which are designed to be [blank_start]flexible[blank_end] and to
offer teachers and students opportunities for localisation, personalisation and choice. In
addition, publishers could produce web-based global ‘coursebooks’ which offer opportunities
for [blank_start]choice[blank_end], [blank_start]modification[blank_end] and replacement and which facilitate ‘an ongoing process where
materials are refined and even changed throughout the life of a product’