Download to read offline
More Related Content
Similar to Creating english textbook
Creating english textbook
- 2.
- 3. ● Abid Rashid30 ● Syed Adeed 53 ● Muhammad Arif 09 ● Syed Jawad 44 ● Syed Hassan 49 ● Naseer ud Din 06 Conducted by;
- 4.
- 5. english text book Atextbook or course book (UK English) is a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions. Schoolbooks are textbooks and other books used in schools.
- 6. ● "textbook" means.something perfectly done, or done following specific instructions. Example Sentences: The driving student performed a textbook parallel park while doing his driving test. our presentation was textbook.
- 7. The functions oftextbook ■ As a source of language ■ As a learning support ■ For motivation and stimulation ■ For reference (Dudley-Evans & St. John, 1998)
- 8. ● A textbookis a book used for the study of a subject. People use a textbook to learn facts and methods about a certain subject. Textbooks sometimes have questions to test the knowledge and understanding of the learner. A workbook is a type of textbook that has only practice questions and exercises purpose
- 9. Advantages of textbook ■ have a positive effect on learner motivation ■ provide authentic cultural information about the target culture ■ provide exposure to real language ■ relate more closely to learners’ needs ■ support a more creative approach to teaching (Phillips & Shettlesworth, 1978; Clarke, 1989; Peacock, 1997)
- 10. Past and currenttrends in English language textbooks Then ■ Author and academic centered ■ Uncertain global market ■ European focus ■ Sell what is published ■ Culture and methodology of origin ■ English for its own sake Now ■ Market led ■ Specific fragmented markets ■ Pacific Rim/ Latin American focus ■ International or local culture ■ Indigenous learning situations ■ English for specific purposes
- 11. Past and currenttrends in English language textbooks Then ■ UK/ US publisher dominance ■ Native speaker expertise ■ Culturally insensitive ■ Low risk / competition ■ Little design ■ Artificial texts and tasks ■ Single-volume titles Now ■ Rise in local publishing ■ Nonnative speaker competence ■ Culturally sensitive ■ High risk / competition ■ Design rich ■ Authenticity ■ Multicomponent/multimedia
- 12. Evaluating textbooks Before evaluatinga textbook, information is needed on the following issues: ■ The role of the textbook in the program ex. Will it be used with small classes or large ones? ■ The teachers in the program ex. Are teachers free to adapt and supplement the book? ■ The learners in the program ex. What do learners typically expect in a textbook?
- 13. Criteria for textbookevaluation They should: ■ Correspond to learners’ needs. Match the aims and objectives of the language learning program. ■ Reflect the present or future uses ■ Take account of students’ needs ■ Have a clear role as a support for learning (Cunningsworth, 1995)
- 14. A checklist fortextbook evaluation and selection( Appendix 2) Organized under the following categories (p. 274) ■ Aims and approaches ■ Design and organization ■ Language content ■ Skills ■ Topic ■ Methodology ■ Teachers’ books ■ Practical considerations (Cunningsworth, 1995)
- 15. Questions to askwhen selecting ESP materials ■ Will the materials stimulate and motivate? ■ To what extend does the material match the stated learning objectives and your learning objectives? ■ To what extent will the materials support the learning process? (Dudley-Evans & St. John, 1998)
- 16. A good providerof materials will be able to: ■ Select appropriately from what is available ■ Be creative with what is available ■ Modify activities to suit learners’ needs ■ Supplement by providing extra activities (Dudley-Evans & St. John, 1998)
- 17. Preparing materials fora program Advantages: ‧Relevance ‧Develop expertise ‧Reputation ‧Flexibility Disadvantages ‧Cost ‧Quality ‧Training
- 18. The nature ofmaterials development The process of materials development: ■ Preparation: ex. critical analysis of texts ■ Representation: ex. examples, demonstrations ■ Selection: ex. choice from modes of teaching, organizing, managing, and arranging ■ Adapting and tailoring to student characteristics: ex. consideration of social class, gender, age (Shulman, 1987)
- 19. Characteristics for goodlanguage teaching materials (Tomlinson, 1998) Materials should: ■ achieve impact ■ help learners feel at ease ■ help learners to develop confidence ■ be relevant and useful to students ■ require and facilitate learner self-investment ■ expose the learners to language in authentic use ■ provide the learners with opportunities to achieve communicative purpose ■ take into account that positive effects of instruction are usually delayed
- 20. Characteristics for goodlanguage teaching materials Materials should: ■ take into account that the learners have different learning styles ■ take into account that learners differ in affective attitudes ■ permit a silent period at the beginning of instruction ■ maximize learning potential ■ not rely too much on controlled practice ■ provide opportunities for outcome feedback ■ Learners must be ready to acquire the points being taught ■ The learners’ attention should be drawn to linguistic features of the input
- 21. Decisions in creatingtextbook Processes of program design and materials design: ■ Developing aims ■ Developing objectives ■ Developing a syllabus ■ Organizing the course into units ■ Developing a structure for units ■ Sequencing units ■ Choosing input and sources ■ Selecting exercise types
- 22. Choosing input andsources ■ Grammar materials ■ Listening materials ■ Reading materials ■ Writing materials ■ Speaking materials ** copyright permission
- 23. Selecting exercise types(Appendix 1, p.272) An example of exercises that involve a nonlinguistic response to the text: ■ Ordering a sequence of pictures ■ Comparing texts and pictures ■ Matching ■ Using illustrations ■ Completing a document ■ Mapping it out ■ Using the information in a text ■ Jigsaw reading (Grellet, 1981)
- 24. Selecting exercise types Anexample of exercises that involve a linguistic response to the text: ■ Reorganizing the information: recording events ■ Reorganizing the information: using grids ■ Comparing several texts ■ Completing a document ■ Question types ■ Study skills: summarizing ■ Study skills: note taking (Grellet, 1981)
- 25. Managing a materialswriting project ( Appendix 3, p. 277) A team-based writing project involves: ■ Selecting the project team ■ Planning the number of stages involved ■ Identifying reviewers ■ Planning the writing schedule ■ Piloting the materials ■ Design and production
- 26. Monitoring the useof materials Forms of Monitoring: ■ Observation ■ Feedback sessions ■ Written reports ■ Review ■ Students’ reviews
- 27.