This document discusses ordering a student's textbook and a teacher's textbook, but is unclear whether one or both books are needed. It asks if both books or just one of the books is required.
Este documento proporciona una lista de libros de texto y útiles escolares requeridos para cada grado de primaria (1o a 5o año) en el Colegio Los Pilares para el año 2010. Detalla los libros, cuadernos, carpetas, cartucheras y demás materiales necesarios, así como proveedores autorizados.
A detailed proposal of a sequence of steps to adjust a lesson from the book English File 2 to practise past simple by having learners do different activities. Done with two fellow professors Nidia Angarita and Yolanda Leguizamón in 2009.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
The document discusses several principles for adapting teaching materials, including relating materials to objectives, choosing materials students can use effectively, and considering learner needs. It also lists key learner variables like personality, motivation, attitude, aptitude, and preferred learning styles that impact material design. Contextual factors like age, interests, mother tongue, and reasons for learning should be considered when planning. Factors like a country's use of English, available resources, and class environment also affect course planning.
The document discusses the role of textbooks in language teaching and provides guidance on evaluating textbooks. It notes that textbooks can serve as a framework, provide ready-made materials, and offer support and guidance to teachers. However, textbooks also have limitations and may not fully meet the needs of every teaching situation. The document recommends that teachers supplement textbooks as needed and consider factors like objectives, teaching styles, and student needs when evaluating textbooks. It also presents checklists teachers can use to systematically evaluate textbooks.
The document discusses the benefits of meditation for reducing stress and anxiety. It notes that meditation can help calm the mind and body by lowering heart rate and easing muscle tension. Regular meditation practice of 10-20 minutes per day is recommended to experience stress-reducing benefits.
This document summarizes and compares two English language coursebooks for young learners: Cookies and Friends A and English Adventure Collection.
Cookies and Friends A is designed for preschool students and focuses on commands, classroom language, and developing creativity through tracing, miming, singing and observing. English Adventure Collection is for students aged 4-10 who have not been exposed to English before; it uses Disney characters to motivate students and incorporates motor skills, coloring, chanting and lessons with a Mickey Mouse puppet.
Both books employ a lexical syllabus with frequent repetition and practice of new words. Cookies and Friends A introduces new language through flashcards and movements while English Adventure Collection uses songs to relate new items to previous
Este documento proporciona una lista de libros de texto y útiles escolares requeridos para cada grado de primaria (1o a 5o año) en el Colegio Los Pilares para el año 2010. Detalla los libros, cuadernos, carpetas, cartucheras y demás materiales necesarios, así como proveedores autorizados.
A detailed proposal of a sequence of steps to adjust a lesson from the book English File 2 to practise past simple by having learners do different activities. Done with two fellow professors Nidia Angarita and Yolanda Leguizamón in 2009.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
The document discusses several principles for adapting teaching materials, including relating materials to objectives, choosing materials students can use effectively, and considering learner needs. It also lists key learner variables like personality, motivation, attitude, aptitude, and preferred learning styles that impact material design. Contextual factors like age, interests, mother tongue, and reasons for learning should be considered when planning. Factors like a country's use of English, available resources, and class environment also affect course planning.
The document discusses the role of textbooks in language teaching and provides guidance on evaluating textbooks. It notes that textbooks can serve as a framework, provide ready-made materials, and offer support and guidance to teachers. However, textbooks also have limitations and may not fully meet the needs of every teaching situation. The document recommends that teachers supplement textbooks as needed and consider factors like objectives, teaching styles, and student needs when evaluating textbooks. It also presents checklists teachers can use to systematically evaluate textbooks.
The document discusses the benefits of meditation for reducing stress and anxiety. It notes that meditation can help calm the mind and body by lowering heart rate and easing muscle tension. Regular meditation practice of 10-20 minutes per day is recommended to experience stress-reducing benefits.
This document summarizes and compares two English language coursebooks for young learners: Cookies and Friends A and English Adventure Collection.
Cookies and Friends A is designed for preschool students and focuses on commands, classroom language, and developing creativity through tracing, miming, singing and observing. English Adventure Collection is for students aged 4-10 who have not been exposed to English before; it uses Disney characters to motivate students and incorporates motor skills, coloring, chanting and lessons with a Mickey Mouse puppet.
Both books employ a lexical syllabus with frequent repetition and practice of new words. Cookies and Friends A introduces new language through flashcards and movements while English Adventure Collection uses songs to relate new items to previous
Materials Evaluation, Coursebook Solutions, Elementary For Gazi ELT StudentsMuhammed Ak
This document evaluates the Solutions Elementary course book. It examines various elements of the book including its syllabus, skills coverage, topics, vocabulary and grammar presentation, visuals, activities, and organization. Concerns raised include the book having insufficient rationale and guidance for teachers, a lack of sample exam sheets and pronunciation support. However, strengths identified are its inclusion of additional teacher's book activities and coverage of appropriate skills. In conclusion, the evaluators thank the readers for their consideration and provide their names.
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.
The document is an introduction to the textbook "English, please! 2" which was designed under cooperation agreements between the Colombian Ministry of Education, the British Council, and the Foundation of Businesspeople for Education. It provides information about the textbook's purpose of strengthening students' English language competencies and developing their intercultural awareness through topics. It also lists the organizations and individuals involved in the development and production of the textbook.
The document discusses the role of textbooks and materials in English language teaching. It addresses both the advantages and disadvantages of textbook use. Some key advantages include that textbooks provide structure for students and teachers, can promote self-directed learning, and support inexperienced teachers. However, textbooks also come with limitations such as potentially reflecting cultural or gender biases and containing unrealistic language models. The document emphasizes that teachers should adapt materials to best suit their students' needs and align with course objectives.
This document provides an inventory of English teaching materials including videos and DVDs, dictionaries, flashcards, reference books, and readers. It lists numerous titles within each category, such as videos for children like Pocahontas 2 and Toy Story, dictionaries for both students and teachers including visual dictionaries and dictionaries for specific age groups, and leveled readers for different cycles including titles from Oxford, Macmillan, and Ladybird.
Approaches and methods in language teachingOderayQuijada
The Audio-Lingual Method does not explicitly address dealing with feelings. The focus is on habit formation through repetition and reinforcement.
View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
based on oral work.
Role of Students' Native Language
Not used in class.
Means for Evaluation
Oral question-answer drills, dialog repetition, written exercises based on oral patterns.
Response to Students' Errors
The document provides a summary of a teacher interview about use of coursebooks:
1) The teacher believes coursebooks should focus on students' interests and local context but should not be the only resource.
2) Coursebooks are frequently used for reading and vocabulary activities but less for grammar due to losing student focus.
3) The teacher supplements coursebooks with online activities to engage students when the coursebook is not relevant to them.
4) Developing communicative skills like speaking and listening is important, especially for lower-level students.
The document provides a summary of a teacher interview about using course books in English classes. The teacher finds course books useful as a guide but not something to be strictly followed. While some activities are boring, she adapts and supplements them to make them more interesting for students by considering factors like their interests, age, and background. She particularly finds speaking activities in the books valuable for practicing grammar and pronunciation. Overall, the teacher views course books as helpful resources but believes it is important not to be ruled by them and to tailor activities to students.
The document evaluates the English coursebook "Travelers" for 8th grade primary school students. It finds that Travelers properly designs topics that interest students, such as culture, self-care, places and the world. Each unit emphasizes similar participation of boys and girls. Attractive illustrations set themes and motivate students. Additionally, Travelers clearly adopts a three-phase reading approach and helps develop language skills through integrated tasks that promote autonomous and collaborative learning. It also encourages critical thinking through curious tips. In conclusion, the document finds Travelers' methodology suitable for both students and teachers by integrating skills through team-based and task-based learning activities connected to students' real lives.
Developing the criteria for textbook evaluation 1RahmatAbdullah
The document outlines a scheme for evaluating English as a Second Language (ESL) textbooks based on 4 assumptions: that the textbook uses up-to-date teaching methods, provides guidance for non-native English speaking teachers, meets the needs of language learners, and considers the socio-cultural environment. It then provides more details on each assumption and proposes a checklist for evaluating textbook items like grammar, vocabulary, reading, writing, and technical elements. The document emphasizes that the evaluation criteria can be adapted based on the educational level and curriculum objectives.
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.
This document analyzes an English language coursebook published in 2000 by Oxford University Press. The coursebook follows a mixed/multi-strand syllabus combining topics, tasks, grammar, vocabulary and functions in each unit. Each unit includes a starter, topic, grammar spot, practice exercises and integrated skills activities to enhance communicative skills. The materials include 50% authentic and 50% unreal texts, with a traditional sequencing of presentation, practice, production activities.
This document discusses considerations for evaluating textbooks in Morocco and presents criteria for textbook evaluation. It begins by noting that evaluation needs clearly defined objectives and stakeholders. It then lists requirements for evaluation such as professionalism, accountability, and openness. The document presents many potential criteria for textbook evaluation, including content, ease of use, innovation, treatment of diversity, and participation of teachers. It emphasizes that textbooks should be evaluated throughout the production process rather than after implementation.
This document discusses principles for selecting and adapting materials and activities for speaking lessons. It recommends choosing materials that are motivating and at an appropriate level for students, moving from easier to more difficult. Activities should provide contexts for students to speak about interesting topics. Teachers should maintain a balance between fluency and accuracy and provide models for pronunciation. Opportunities for interaction, such as groupwork and noticing gaps in their language, are also important. When evaluating materials, teachers should consider their instructions, time requirements, ability to motivate students and target language, and suitability for students' levels and learning styles. The goal is to select materials that facilitate a student-centered approach.
Textbook Analysis - When English Rings the Bell - by Agung IntanMade Sariyanta
This textbook is designed for 7th grade students in Indonesia according to the 2013 curriculum. It aims to help students master English language skills while developing morality. Each chapter focuses on a language skill and includes pictures, exercises, and projects. While the textbook effectively integrates skills and uses engaging content, it lacks audio materials and controlled exercises. Overall, it is suitable for its intended students by using appropriate vocabulary and culturally relevant content.
The document discusses different approaches to adapting textbooks for language teaching. It notes that textbooks provide structure but may not meet learners' specific needs or the teaching context. Teachers can adapt textbooks by changing, supplementing, eliminating, or resequencing materials at the activity, unit, or overall syllabus level. The adaptation process is cyclical, involving planning, teaching, assessing, and replanning how the textbook is used.
This document analyzes an English textbook for Indonesian senior high school students. It provides details on the textbook such as the title, publisher, intended grade level, and chapters analyzed. It then evaluates the textbook based on 9 criteria including goals of the course, student background, language skills, content, practice materials, sequencing, vocabulary, and accompanying materials. Overall, the analysis finds the textbook is appropriate for the course goals and encourages student activity and familiar contexts. However, it also notes some weaknesses such as unclear instructions and lack of integrated language skills.
This document provides an evaluation of the "Global English" coursebook used for 4th grade high school students in Chile. It analyzes the book based on two important aspects for teachers: language content and skills. The coursebook adequately covers main grammar items and vocabulary at each level. It also provides material for reading, writing, listening and speaking skills that are integrated and suit the syllabus. However, it lacks material for pronunciation practice. Overall, the evaluation finds the coursebook is well-designed and suitable for developing students' English skills, but requires teacher support for pronunciation.
Materials designed for english language teaching a critical analysisOsnovna šola Pivka
The pupils were divided into five mixed ability groups with four pupils in each group, in which each member had a significant role to play in reaching the final goal.
Step 2:
- two pupils from each group search the Internet to find at least three facts about their
animal's habits using the frequency adverbs
- they write short sentences using the adverbs correctly
- they take the information back to their group
Step 3:
- the group discusses the information and decides on the best three facts
- one pupil copies or types the final three facts
- the facts are added to the picture puzzle
Step 4:
- a representative from each group presents their animal and facts to
Materials Evaluation, Coursebook Solutions, Elementary For Gazi ELT StudentsMuhammed Ak
This document evaluates the Solutions Elementary course book. It examines various elements of the book including its syllabus, skills coverage, topics, vocabulary and grammar presentation, visuals, activities, and organization. Concerns raised include the book having insufficient rationale and guidance for teachers, a lack of sample exam sheets and pronunciation support. However, strengths identified are its inclusion of additional teacher's book activities and coverage of appropriate skills. In conclusion, the evaluators thank the readers for their consideration and provide their names.
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.
The document is an introduction to the textbook "English, please! 2" which was designed under cooperation agreements between the Colombian Ministry of Education, the British Council, and the Foundation of Businesspeople for Education. It provides information about the textbook's purpose of strengthening students' English language competencies and developing their intercultural awareness through topics. It also lists the organizations and individuals involved in the development and production of the textbook.
The document discusses the role of textbooks and materials in English language teaching. It addresses both the advantages and disadvantages of textbook use. Some key advantages include that textbooks provide structure for students and teachers, can promote self-directed learning, and support inexperienced teachers. However, textbooks also come with limitations such as potentially reflecting cultural or gender biases and containing unrealistic language models. The document emphasizes that teachers should adapt materials to best suit their students' needs and align with course objectives.
This document provides an inventory of English teaching materials including videos and DVDs, dictionaries, flashcards, reference books, and readers. It lists numerous titles within each category, such as videos for children like Pocahontas 2 and Toy Story, dictionaries for both students and teachers including visual dictionaries and dictionaries for specific age groups, and leveled readers for different cycles including titles from Oxford, Macmillan, and Ladybird.
Approaches and methods in language teachingOderayQuijada
The Audio-Lingual Method does not explicitly address dealing with feelings. The focus is on habit formation through repetition and reinforcement.
View of Language, Culture
Language is viewed as a set of habits to be formed through repetition and reinforcement. Cultural information is presented
contextually through dialogs.
Aspects of Language the Approach Emphasizes
Oral skills emphasized through imitation and repetition drills; grammar is induced from examples; reading and writing
based on oral work.
Role of Students' Native Language
Not used in class.
Means for Evaluation
Oral question-answer drills, dialog repetition, written exercises based on oral patterns.
Response to Students' Errors
The document provides a summary of a teacher interview about use of coursebooks:
1) The teacher believes coursebooks should focus on students' interests and local context but should not be the only resource.
2) Coursebooks are frequently used for reading and vocabulary activities but less for grammar due to losing student focus.
3) The teacher supplements coursebooks with online activities to engage students when the coursebook is not relevant to them.
4) Developing communicative skills like speaking and listening is important, especially for lower-level students.
The document provides a summary of a teacher interview about using course books in English classes. The teacher finds course books useful as a guide but not something to be strictly followed. While some activities are boring, she adapts and supplements them to make them more interesting for students by considering factors like their interests, age, and background. She particularly finds speaking activities in the books valuable for practicing grammar and pronunciation. Overall, the teacher views course books as helpful resources but believes it is important not to be ruled by them and to tailor activities to students.
The document evaluates the English coursebook "Travelers" for 8th grade primary school students. It finds that Travelers properly designs topics that interest students, such as culture, self-care, places and the world. Each unit emphasizes similar participation of boys and girls. Attractive illustrations set themes and motivate students. Additionally, Travelers clearly adopts a three-phase reading approach and helps develop language skills through integrated tasks that promote autonomous and collaborative learning. It also encourages critical thinking through curious tips. In conclusion, the document finds Travelers' methodology suitable for both students and teachers by integrating skills through team-based and task-based learning activities connected to students' real lives.
Developing the criteria for textbook evaluation 1RahmatAbdullah
The document outlines a scheme for evaluating English as a Second Language (ESL) textbooks based on 4 assumptions: that the textbook uses up-to-date teaching methods, provides guidance for non-native English speaking teachers, meets the needs of language learners, and considers the socio-cultural environment. It then provides more details on each assumption and proposes a checklist for evaluating textbook items like grammar, vocabulary, reading, writing, and technical elements. The document emphasizes that the evaluation criteria can be adapted based on the educational level and curriculum objectives.
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.
This document analyzes an English language coursebook published in 2000 by Oxford University Press. The coursebook follows a mixed/multi-strand syllabus combining topics, tasks, grammar, vocabulary and functions in each unit. Each unit includes a starter, topic, grammar spot, practice exercises and integrated skills activities to enhance communicative skills. The materials include 50% authentic and 50% unreal texts, with a traditional sequencing of presentation, practice, production activities.
This document discusses considerations for evaluating textbooks in Morocco and presents criteria for textbook evaluation. It begins by noting that evaluation needs clearly defined objectives and stakeholders. It then lists requirements for evaluation such as professionalism, accountability, and openness. The document presents many potential criteria for textbook evaluation, including content, ease of use, innovation, treatment of diversity, and participation of teachers. It emphasizes that textbooks should be evaluated throughout the production process rather than after implementation.
This document discusses principles for selecting and adapting materials and activities for speaking lessons. It recommends choosing materials that are motivating and at an appropriate level for students, moving from easier to more difficult. Activities should provide contexts for students to speak about interesting topics. Teachers should maintain a balance between fluency and accuracy and provide models for pronunciation. Opportunities for interaction, such as groupwork and noticing gaps in their language, are also important. When evaluating materials, teachers should consider their instructions, time requirements, ability to motivate students and target language, and suitability for students' levels and learning styles. The goal is to select materials that facilitate a student-centered approach.
Textbook Analysis - When English Rings the Bell - by Agung IntanMade Sariyanta
This textbook is designed for 7th grade students in Indonesia according to the 2013 curriculum. It aims to help students master English language skills while developing morality. Each chapter focuses on a language skill and includes pictures, exercises, and projects. While the textbook effectively integrates skills and uses engaging content, it lacks audio materials and controlled exercises. Overall, it is suitable for its intended students by using appropriate vocabulary and culturally relevant content.
The document discusses different approaches to adapting textbooks for language teaching. It notes that textbooks provide structure but may not meet learners' specific needs or the teaching context. Teachers can adapt textbooks by changing, supplementing, eliminating, or resequencing materials at the activity, unit, or overall syllabus level. The adaptation process is cyclical, involving planning, teaching, assessing, and replanning how the textbook is used.
This document analyzes an English textbook for Indonesian senior high school students. It provides details on the textbook such as the title, publisher, intended grade level, and chapters analyzed. It then evaluates the textbook based on 9 criteria including goals of the course, student background, language skills, content, practice materials, sequencing, vocabulary, and accompanying materials. Overall, the analysis finds the textbook is appropriate for the course goals and encourages student activity and familiar contexts. However, it also notes some weaknesses such as unclear instructions and lack of integrated language skills.
This document provides an evaluation of the "Global English" coursebook used for 4th grade high school students in Chile. It analyzes the book based on two important aspects for teachers: language content and skills. The coursebook adequately covers main grammar items and vocabulary at each level. It also provides material for reading, writing, listening and speaking skills that are integrated and suit the syllabus. However, it lacks material for pronunciation practice. Overall, the evaluation finds the coursebook is well-designed and suitable for developing students' English skills, but requires teacher support for pronunciation.
Materials designed for english language teaching a critical analysisOsnovna šola Pivka
The pupils were divided into five mixed ability groups with four pupils in each group, in which each member had a significant role to play in reaching the final goal.
Step 2:
- two pupils from each group search the Internet to find at least three facts about their
animal's habits using the frequency adverbs
- they write short sentences using the adverbs correctly
- they take the information back to their group
Step 3:
- the group discusses the information and decides on the best three facts
- one pupil copies or types the final three facts
- the facts are added to the picture puzzle
Step 4:
- a representative from each group presents their animal and facts to