This document discusses selecting and evaluating materials for English language teaching. It outlines three main areas for selecting texts: 1) type of course, 2) type of students, and 3) other text-related factors. It also describes three methods for evaluating materials: 1) a quick book evaluation, 2) a detailed book evaluation, and 3) evaluating a single piece of material. Each method of evaluation has its own criteria. Selecting texts and evaluating materials are important but distinct processes that require considering the appropriate criteria for the given students and course.

1. LITERATURE ON ELT
Presented by:
AMIRUDDIN
161052501054
DIRWAN BIN LATOLA
161052501060
GRADUATE PROGRAM
STATE UNIVERSITY OF MAKASSAR
2017

2. SELECTING AND EVALUATING MATERIALS

3. A. SELECTING TEXTS
Three main area
1. Type of Course
3. Factors
Connected with Text
2. Type of Students

4. 1. TYPE OF COURSE
Level of students
Students’ reasons for learning English
Kind of English required
Length/intensity of course

5. 2. TYPE OF STUDENTS
 Age
 Intellectual maturity
 Emotional understanding
 Interests/hobbies
 Cultural background*
 Linguistic proficiency*
 Literary background*
*complex criteria

6. 3. OTHER TEXT-RELATED FACTORS
 Availability of texts
 Length of text
 Exploitability
 Syllabus suitability

7. B. EVALUATING MATERIALS
What type of published
materials do the teachers
need to use with their
students?

8. A. EVALUATION TEXT
1. Quickie book evaluation
2. Detailed book evaluation
3. Evaluating a piece of
material

9. B. COMPARISON OF EVERY EVALUATION
QBE DBE EPM
Title of book Author(s) Publisher
• Level,
• Overall
aims/approach,
• Types of text used,
• Skill/language area
which book will help
to improve,
• Strengths/Weakness
of material, and
• Students’ suitability
• Aims and
organization,
• Materials and
activities,
• Instructions
and layout,
• Accompanying
resources, and
• Suitability for
class/group
• Suitability of approach for
your students,
• Suitability of level of your
students,
• Relevance and interest of
text/s chosen,
• Variety and
appropriateness of tasks
and activities, staging and
grading of tasks and
activities,
• Opportunities for students
participation and
personalization,
• Linguistic guidance,
• Cultural/literary/historical
background provided,
• Clarity of instructions, and
• layout and design.

10. C. CONCLUSION
There are many criteria of selecting and evaluating
texts. Both text selection and evaluation are absolutely
different. They have their own criteria. The most important
thing from this session that has to be noted down is on how
we are able to list the criteria which we are think are
important in terms of the group of students that we will be
teaching.

11. Thank you very much for your kind attention...
Group 3.