Lecture 2 What is Good Essay Writing
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The document discusses good essay writing and provides tips for writing a successful essay. It notes that a good essay must be supported by evidence from reference materials and discussions. It should have an engaging introduction and use clear, simple language and short sentences. The key points should be well organized into coherent paragraphs. Writers are advised to choose an interesting topic they have background knowledge in and know their readers. They should write a draft outline and ensure they have sufficient references before beginning to write their essay.
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Technical English 2 (May 2015) - Reading Material
This text discusses the principle that individuals should only be compelled or controlled by society through force or social pressure to prevent harm to others, not for their own benefit. It asserts that an individual's liberty can only rightfully be interfered with for self-protection purposes. The only justification for exercising power over someone against their will is to prevent harm to others, as their own good is not a sufficient reason to compel them to act in a certain way or restrain them.
Course Outline Technical English 2 31534
This document outlines the syllabus for a Technical English II course offered at the Centre of Foundation and General Studies. The course is worth 3 credit hours and will focus on developing students' academic English skills as well as introducing occupational components to prepare them for future studies and jobs. Assessment will include two online tests, assignments, presentations, and a final exam. The lecturer is Murni Salina and the course objectives are to equip students with language skills for effective social, business, and workplace communication and to develop their ability to understand and respond critically to texts and write accurately for academic and occupational purposes. The course schedule provides details of topics to be covered in each of the 14 lectures, including strategies for reading, writing, speaking, grammar
Course Outline Materials Development and Adaptation
1) This course outline provides information on a 3 credit course called Materials Development and Adaptation offered through the Department of English at a university.
2) The course aims to evaluate current English language teaching materials used in schools, teach criteria for materials evaluation, and discuss techniques for developing and adapting materials.
3) Assessment includes assignments evaluating and developing original teaching materials, tests, and a portfolio compiling all coursework materials.
Textbook Evaluation Checklist
This document is a textbook evaluation tool that consists of 6 parts for reviewing textbooks. It includes sections to rate the organization/format, content, teacher's edition/supplementary materials, inclusion/equity/diversity issues, and alignment with district curriculum and state standards of the textbook. Reviewers are asked to rate various criteria on a scale from 0 to 3 to evaluate different aspects of the textbook.
Lecture 6
This document discusses evaluation criteria for English language teaching materials from several studies and sources:
- Rahimpour & Hashemi (2011) evaluate content, physical make-up, and practical concerns. Jayakaran & Nimechisalem (2011) consider compatibility with teaching principles and balance of language skills.
- Tsiplakides (2011) evaluate how tasks contribute to language acquisition and development and how activities progress and vary.
- Inal (2006) lists 11 criteria including relevance of subjects/contents and language, interest, variety, authenticity, and cultural sensitivities.
- Robinett (1978) cited in Yilmaz (2005) considers goals, students, approaches
Lecture 5 Materials Development and Adaptation
This document discusses different types of textbook evaluation:
- Pre-use evaluation assesses potential without experience using the book. It examines potential performance.
- In-use evaluation occurs while materials are being used, to monitor newly introduced or aging books. It assesses suitability.
- Post-use evaluation retrospectively assesses performance of books already used, to decide whether to continue use. It also assesses suitability.
External evaluation examines claims on the cover and introduction, as well as the table of contents to understand intended audience, level, context, and presentation. Internal evaluation investigates skills presentation, grading, practice opportunities, authenticity, tests, and motivation factors. The overall evaluation considers usability, general
Material lect5
This document discusses different types of textbook evaluation:
- Pre-use evaluation occurs before a book is used and examines potential performance.
- In-use evaluation happens while a book is being used to monitor newly introduced or aging materials.
- Post-use evaluation provides a retrospective assessment of a book's performance after it has been used.
It also outlines factors to consider for external evaluation of a book's description and claims, and internal evaluation of how language skills, materials, and tests are presented. The overall evaluation examines a book's usability, general features, adaptability, and flexibility.
Lecture 4 Materials Development and Adaptation
The document discusses the process and approaches for evaluating instructional materials. It describes the selection process as having 7 steps: 1) identifying program aims and objectives, 2) analyzing the teaching and learning situation, 3) finding or designing an evaluation checklist, 4) limiting criteria, 5) creating a shortlist, 6) in-depth evaluation using the checklist, and 7) making a selection decision. It also outlines two main evaluation approaches - impressionistic overview and in-depth evaluation, and notes that combining both forms a sound evaluation basis. Several evaluation methods are mentioned, including piloting materials, gathering teacher and student opinions, and detailed analysis.
Lecture 3 Materials Development and Adaptation
This document discusses materials evaluation in language learning. It defines materials evaluation as the systematic appraisal of instructional materials to measure their impact on language learning quality. Materials evaluation examines the potential and practicality of materials, and helps teachers determine if materials should be adopted, maintained, or replaced based on their strengths, weaknesses, and how well they meet learner and teacher needs. The document also outlines the purposes of materials evaluation such as adopting new textbooks, identifying issues with current materials, comparing options, and informing teacher training. Both predictive evaluation of potential future materials and retrospective evaluation of past materials use are discussed.
Lecture 2 Materials Development and Adaptation
The document discusses the roles and advantages of instructional materials, particularly textbooks. Textbooks can serve as resources for teaching materials and activities, references for language skills, and supports for less experienced teachers. While textbooks provide structure and standardized lessons, they also have disadvantages like being inflexible and containing inauthentic language. Ideal textbook use supplements them with other materials to give teachers and students more flexibility.
Lecture 1 Materials Development and Adaptation
Materials refer to anything used in language teaching and learning, including textbooks, CD-ROMs, DVDs, handouts, charts, and websites. Materials can be informative, instructional, experiential, or exploratory. Commercially produced materials mostly focus on informing learners about language features and guiding practice. Material development involves evaluating, adapting, designing, producing, and researching materials for language learning.
Lecture 1
This document defines materials in language learning as textbooks, course books, CD-ROMs, DVDs, handouts, charts, and websites that teachers and learners use to teach and learn language. Materials can be informative, instructional, experiential, or exploratory, and commercially produced materials mostly focus on informing learners about language features and guiding practice. The development of materials involves evaluating, adapting, designing, producing, and researching materials to make language learning effective.
Chapter 2 : CS Components
This document discusses the key components of a computer system. It identifies the main components as hardware, software, and warmware. A computer system performs four main tasks: receiving input, storing information, processing data, and outputting information. The document then examines the components that facilitate these tasks in more detail, including input devices, the processor, output devices, and storage. It provides examples of common input, processing, output, and storage devices and their functions.
Chapter 2 : IT Components
An information system has five key components: people, procedures, software, hardware, and data. The document explains each component in detail - people are end-users, procedures are rules for using the system, software are computer programs, hardware are physical devices, and data is raw unprocessed information. An information system brings together these five elements to convert data into useful information for people.
Course Outline - Materials Development & Adaptation
This document outlines a course on materials development and adaptation for teaching English as a second language. The 3-credit course is offered through the Department of English at a Malaysian university. Key elements of the course include evaluating existing teaching materials based on established criteria, adapting materials to suit different student groups and skills, and developing original instructional materials. Assessment consists of evaluating an existing textbook, creating and presenting adapted materials, tests, and compiling a portfolio of class materials. The goal is for students to learn skills in appraising, selecting, adapting and developing materials to effectively teach English.
Course Outline - Technology in ELT 1/14/34
This document outlines the course details for CPD 2113 TECHNOLOGY IN ELT, including administrative information, learning objectives, course content, assessment tasks, and schedule. The 3-credit course aims to provide knowledge on using technology in education. Over 14 weeks, topics will include the role of technology, software/applications, and developing lesson plans and multimedia software. Assessment includes a group presentation evaluating educational software (20%), a final exam (20%), and a group multimedia software project with presentation and report (40%). The course is intended to help students understand and apply technology in their teaching.
Developing an EL Textbook Evaluation Checklist
This article describes the development of an English language textbook evaluation checklist. The researchers first reviewed existing textbook evaluation checklists and identified common criteria. They then developed a tentative checklist organized into two main categories: general attributes and learning-teaching content. The general attributes section includes subcategories like relation to syllabus, methodology, suitability to learners, and physical attributes. The learning-teaching content section includes criteria for areas like listening, speaking, reading, writing, vocabulary and grammar. The researchers considered issues of validity, reliability and practicality in developing the checklist. They intend to further refine the checklist through additional research studies. The checklist is intended to help educators evaluate and select textbooks.
Online Task
The document provides a list of 14 discussion topics across various categories including dating, fashion, food, movies, music, sports, travel, nightlife, news, language learning, and the internet. For each topic, there are 2-4 questions provided, and participants are asked to choose 3 topics to draft responses for each question in that topic. They are also asked to generate their own additional question for each of the 3 topics they choose.
Technical English ll - Mosquitoes
Mosquitoes find humans using carbon dioxide, warmth, and movement. Female mosquitoes require blood meals to develop their eggs. There are four stages in a mosquito's lifecycle - egg, larva, pupa, and adult. Mosquitoes lay their eggs in various standing waters, where the larvae live until becoming pupae and then emerging as adult mosquitoes. Their tiny wing scales help them fly efficiently and make swatting difficult.
Technical English ll - Getting a New Job
Anna is a college senior searching for a job in New York City. Living in the expensive city will be difficult once her parents stop providing money after graduation. She sees an ad for a job downtown that sounds interesting and pays well. Her college counselor tells her she needs to fill out an application, write a resume, and include a cover letter. Anna completes the application materials and sends them in. She receives a call inviting her to an interview, which goes well. The next day, she is offered the job.
More from Salina Saharudin (20)
Course Outline Materials Development and Adaptation
Course Outline Materials Development and Adaptation
Course Outline - Materials Development & Adaptation
Course Outline - Materials Development & Adaptation
Lecture 2 What is Good Essay Writing
- 1. WRITING SKILLS CED 2123 Lecture 2 What is good essay writing? Murni Salina Fac of Education & Social Science UNISEL Bestari Jaya