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    Sai - Presentation Teaching Resources

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    Sai Theebann
    The document discusses criteria for evaluating English language coursebooks for primary schools in Malaysia. It provides a list of over 30 criteria across several categories, including organizational features, content, vocabulary and grammar, language skills, and activities. It then gives examples of criteria that could be included in a checklist for textbook evaluation, justifying five criteria: organizational features to create interest and avoid errors; suitable content at the appropriate level; emphasis on vocabulary and grammar; balanced teaching of language skills; and activities to improve skills and thinking. An example listening and speaking activity is described using a comic strip, and reasons given for its use are that it tests these skills through a communicative approach in a cost-effective way. Factors like proficiency level and

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    Sai - Presentation Teaching Resources

    Uploaded by

    Sai Theebann
    40 views19 pages
    The document discusses criteria for evaluating English language coursebooks for primary schools in Malaysia. It provides a list of over 30 criteria across several categories, including organizational features, content, vocabulary and grammar, language skills, and activities. It then gives examples of criteria that could be included in a checklist for textbook evaluation, justifying five criteria: organizational features to create interest and avoid errors; suitable content at the appropriate level; emphasis on vocabulary and grammar; balanced teaching of language skills; and activities to improve skills and thinking. An example listening and speaking activity is described using a comic strip, and reasons given for its use are that it tests these skills through a communicative approach in a cost-effective way. Factors like proficiency level and

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    Teaching resources

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    Sai_Presentation Teaching Resources

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    The document discusses criteria for evaluating English language coursebooks for primary schools in Malaysia. It provides a list of over 30 criteria across several categories, including organizational features, content, vocabulary and grammar, language skills, and activities. It then gives examples of criteria that could be included in a checklist for textbook evaluation, justifying five criteria: organizational features to create interest and avoid errors; suitable content at the appropriate level; emphasis on vocabulary and grammar; balanced teaching of language skills; and activities to improve skills and thinking. An example listening and speaking activity is described using a comic strip, and reasons given for its use are that it tests these skills through a communicative approach in a cost-effective way. Factors like proficiency level and

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    40 views19 pages

    Sai - Presentation Teaching Resources

    Uploaded by

    Sai Theebann
    The document discusses criteria for evaluating English language coursebooks for primary schools in Malaysia. It provides a list of over 30 criteria across several categories, including organizational features, content, vocabulary and grammar, language skills, and activities. It then gives examples of criteria that could be included in a checklist for textbook evaluation, justifying five criteria: organizational features to create interest and avoid errors; suitable content at the appropriate level; emphasis on vocabulary and grammar; balanced teaching of language skills; and activities to improve skills and thinking. An example listening and speaking activity is described using a comic strip, and reasons given for its use are that it tests these skills through a communicative approach in a cost-effective way. Factors like proficiency level and

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    3 a) Analyse and briefly discuss

    FIVE criteria that you would look


    into when evaluating an English
    Language course book for a
    primary school in Malaysia.
    BY,
    SHALINI KANGAN
    T3 TESL 1
    Textbook provides a useful table of contents,
    glossary and index.

    Layout is consistent and chapters are arranged
    logically.

    Chapters contains clear and comprehensive
    introductions and summaries.

    Reading level is appropriate for age/grade.

    The visual imagery is of high aesthetic quality.

    The printing quality is high error-free.

    The cover of the book is appealing.

    The visuals used are relevant to the content.
    For example: pictures, drawings,

    The style of writing is interesting, clear and
    appropriate for the students ability level.

    The content is in line with the curriculum and the syllabus.

    Must meet students needs for learning English.

    Information and instructions are clearly written and
    explained.

    Activities in the textbook:
    - appropriate to the level of the students.
    - apply to a diversity of student abilities, interests and
    learning styles.

    The content contain real-life issues that challenge the
    readers to think critically about his/her overview.



    The text selections represent variety of literary
    genres.

    The four language skills are developed
    systematically and in a balanced way.

    The chapters cover a variety of topics from
    different fields.

    The texts are up-to-date and accurate.



    The grammar rules are presented in increasing order of
    difficulty.

    There is enough reinforcement and practice of the
    structures of the grammar.

    The new vocabulary words are repeated / recycled in
    subsequent lessons to reinforce their meaning and use.

    A good distribution (simple to complex) of vocabulary
    load across chapters and the whole book.

    Activities in the textbook are balanced among the four
    skills.

    Activities that involve speaking skills / real life
    communication is a must.- Communicative Language
    Approach.

    Gradual development of the four skills throughout the
    textbook.

    The skills used are balanced throughout each chapter.
    activities that are appropriate for each level if the
    students.

    Interactive and task-based activities that require
    students to use new vocabulary to communicate.

    Activities that require students to do a research /
    study on a certain part of the topics.

    Activities that stimulate higher order thinking
    skills.



    b) Create a checklist for text book / course
    book evaluation containing five criteria and
    justify the criteria stated in your checklist
    Organizational feature
    - Systematic and up-to-date.
    - Create an interest for the pupils to use the
    book and apply the knowledge
    - Error-free: to encourage pupils to avoid
    mistakes/errors

    Content
    - Suitable and appropriate to the proficiency level of
    the pupils (cater pupils language ability)
    - Pupils must know what are they learning and the
    content should be up-to-date as well as relevant
    accurate.
    Vocabulary and Grammar
    - Pupils are encouraged to learn new words per day.
    - Grammar is emphasized so that pupils could write a
    good piece of essay.
    - Fluent speaker

    Four Language Skills
    - Pupils need to learn and apply four language
    skills in their daily life.
    - The language skills are taught in a balanced
    way.

    Activities
    - Helps pupils to stimulate higher order thinking
    skills.
    - Help pupils to improve their language skills.


    4. You wish to use the following
    comic strip to teach listening and
    speaking to a Year 3 KSSR class.


    a) Briefly describe ONE listening and
    speaking activity which you can carry put in
    this lesson.

    Activity:
    1. Teacher pastes the pictures in the comic strip on the white board. (BIG
    pictures)
    2. Teacher gives the comic strip to each pupil.
    3. Teacher reads the descriptions for each pictures and the pupils must
    number the pictures.
    E.g:
    Picture 1 : The title of the comic strip is Garfield
    Picture 2: Mr. Garfield walks silently.
    Picture 3: Mr. Garfield meets a teddy bear.
    Picture 4: Mr. Garfield goes near the teddy bear.
    Picture 5: Mr. Garfield hugs the teddy bear.
    Picture 6: Mr. Garfield dances with his teddy bear.
    Picture 7: Mr. Garfield puts the teddy bear down.
    Picture 8: Mr. Garfield continues his journey.


    3. After numbering the pictures, teacher reads
    the descriptions again and selects a few
    pupils to come to the front and number the
    pictures on the white board.

    4. Teacher asks other pupils to check their
    answers.

    5. Teacher asks pupils to be in pairs.
    6. Teacher shows a sample of short dialogue
    between Garfield and the teddy bear.

    7. Teacher asks pupils to take the role as Garfield
    and the teddy and create a simple dialogue
    between each other.

    8. Teacher gives time for the pupils to practice.

    9. Teacher selects few pupils to come to the
    front and start their dialogue session.
    b) Give TWO reasons and justify your
    reasons of exploitation of this material
    as in (a) above.
    A good way to test pupils listening and
    speaking skills.
    - Communicate Language Approach

    Cost-effective and easy to be prepared.
    - saves teachers time and money.
    - can be provided to all the pupils.

    2 c) Based on your teaching experience, briefly justify the selection and
    evaluation of the teaching and learning material below with reference to
    at least TWO factors in an ESL classroom in the school you have taught.
    Proficiency level
    - This teaching and learning material is suitable
    for above average pupils.
    - When considering the suitable level of
    materials we need to think about, for
    example, how much new vocabulary is
    included, and what grammar structures
    predominate, and how adult the topics and
    content are.

    Clarity
    - The material needs to be clear to see (visual
    - Blurry pictures, or texts have little value.
    - The meaning of the text should be clear, not
    overwhelmed with idiomatic expressions.
    Font size can be an important factor especially
    for younger learners who dont have the
    attention span to keep staring at the text and
    work their way through it. (cause pain)
    Some students may also have poor eyesight.

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