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    10 Teyl Materials Evaluation and Materials Design

    Uploaded by

    Shela Noviriantika Hidayah

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    © All Rights Reserved
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    10 Teyl Materials Evaluation and Materials Design

    Uploaded by

    Shela Noviriantika Hidayah
    15 views11 pages

    Copyright

    © © All Rights Reserved

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    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    15 views11 pages

    10 Teyl Materials Evaluation and Materials Design

    Uploaded by

    Shela Noviriantika Hidayah

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 11

    N D

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    UA F
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    L N
    S
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    L S DE I
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    A S
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    I
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    A

    R IAL
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    AT ER
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    A

    M AT
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    H A
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    INTRODUCTION

    COURSEBOOKS ARE THE MOST


    TEACHING AND LEARNING MATERIAL
    RIGHT NOW.

    WHAT IS THE CHARACTERISTIC OF


    COURSEBOOK IN THIS MODERN ERA?
    USING COURSE BOOKS

    Some teachers follow the rules, some not.


    Teachers are in the middle. They must
    follow the books but they ALSO have
    some scope in individual contribution.
    There is national syllabus and private
    syllabus
    MULTILAYERED SYLLABUS

    It means that most of


    syllabus now consist of
    many kind of lessons,
    activities, sing songs,
    games, fuzzles, etc.
    MULTILAYERED SYLLABUSES
    AIMS MAIN MAIN MAIN SKILL ATTIT
    LANG. VOCAB RECEPTI UDES
    CHILD USE ULARY VE
    LANGUA
    GE
    TO WHAT’S NUMBE LET’S ASKING SHOWI
    INTR YOUR RS PLAY N NG AN
    ODUC NAME? COLOR RESPON INTER
    E DING EST
    EVALUATING COURSE BOOKS

    - THEY ARE EVALUATED AND


    ADAPTED.
    - TEACHERS MUST MONITOR
    WHAT WORKS AND WHAT
    DOES NOT WORK.
    FACTORS IN EVALUATING COURSEBOOKS

    (contextualize) (teachability) (adaptability) (flexibility) (students’ interest)

    LEARNER FACTORS; AGE, CULTURAL BACKGROUND, COGNITIVE


    MATURITY, INTERESTS, AND NEEDS OF THE LEARNERS
    TEACHER FACTORS; TEACHERS’ PROF BACKGROUND WHETHER
    THEY ARE NATIVE OR NON NATIVE TEACHERS, ETC
    INSTITUTIONAL N CONTEXTUAL FACTORS; THE DURATION
    ENGLISH TAUGHT, RESOURCES AVAILABLE SUCH AS
    COMPUTER, INTERNET, BOOKS, ETC.
    SUPPLEMENTING COURSEBOOKS

    THEY ARE ATTRACTIVE BUT RESTRICTIVE.


    SO WE HAVE TO IDENTIFY THE BOOKS.
    MAKE A LITTLE CHANGE OR CREATIVITY
    TO MATCH THEM WITH THE CLASS. FOR
    EXAMPLE: WE CAN EXPLAIN ABOUT OUR
    CULTURES, STORIES, ENVIRONMENT,
    ETC. THAN NATIVE ENGLISH’S.
    ADAPTING AUTHENTIC TEXT

    THIS STEP IS AN ACTIVITY WHERE THE


    TEACHERS TRY TO ADAPT AN
    AUTHENTIC TEXT INTO A READABLE
    AND UNDERSTANDABLE TEXT.
    AVOID A DIFFICULT WORD OR PHRASE.
    CREATING OWN MATERIALS

    Many primary school use what we call


    “topic based planning and teaching”.
    It supports the teachers to plan their
    own material.
    Example of topic based planning: water.
    LESSON PLAN

    The next step in


    evaluating material is
    trying to find out the
    objectives.

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