A Critical Evaluation Of Selected Teaching Materials English Language Essay

A Critical valuation Of Selected T all(prenominal)ing Materials side of meat Language EssayThis assignment is aimed at providing a critical rating of one of the modules (units) in the text take New slash frame in, Pre-intermediate level in a relevant consideration for its possibly crush accustom. This is an home(a) rating of a unit, in McDonough and Shaws (1993) terms, rather than ripe an external military rating establish on the statements of the publishers. It is wellspring kn decl ar that no textual matter stinker be so generic to function in an rarified manner in all specific contexts, solely if chosen with tact, text daybooks can provide a general framework for an optimal use of cartridge holder and resources at the hand of teachers and bookmans. The lack of an objective standard to evaluate textbooks should non bring this significant investigation to a halt because in the hanker run nothing can replace the c argon and discretion in selection of the silk hat uncommitted resource. Experience together with skill in this argona would definitely serve cultivation.Introduction in that respect atomic number 18 disparate views on the use of textbook, from those who put it at the heart of incline voice communication programmes (Sheldon 1988 237) to those who consider their use as problematic (Swales 1980). A reasonable spatial relation is a halfway between a long standing and natural arguments on whether textbook makes all the deviance or makes no difference whatsoever. Despite being far from perfect, textbooks remain the almost suitable factor of providing structure (Hutchinson and Torres 1994) and they currently are regarded as an inevitable resource for wording learning with its capacity and relative effect depending on context and the situations (Cunningsworth 1979, McGrath, 2002).Reasons for evaluation of textbooksA general perception is formed, as Sheldon (1988) pitch noted, that regards argumentbooks as evanescent nic es for pro conciliate rather than treating educational quality. McGrath (2002) relates the utility as a like a shot function of informed judgement of a teacher on the rightness of a particular textbook for a devoted class manner. Selection, rejection, addition and limiting are four processes that teachers can use to adapt coursebooks to their hires (McGrath, 2002 59). Richards (2001 260) contends that because most teachers are not material writers themselves, they should adapt already available textbooks to fit students needs and seek ever opportunity to be creative and tack on the textbook exercises or activities whenever necessary. a teacher will find the need to modify, or expand some parts while omitting otherwise parts, or reorganising the content in textbook as get, a fact which is in addition very true for clip Edge.It should also be noted that book may be perfectly suitable for one situation scarcely short of most parameters of a fair selection in some other si tuation. Thus, its evaluation in isolation is impossible. Thats why Richards (2001 256-257) explains that cultureing the role of textbook, teachers and learners in the curriculum takes precedence over textbook evaluation.Methods for evaluationThere are various methods and several perspectives for implementing evaluation. One perspective to textbook evaluation is what Hutchinson and amnionic fluid (1987) present simply as an analytical matching process to available solutions, but a generally agreed upon criteria for evaluation can be summarised as the commission on design, linguistic content, topic, and logistics (McGrath, 2002). Evaluation an also be done internally or externally. The fundamental methods to evaluate a textbook are listed by McGrath (2002) as the impressionistic, the checklist, and the in-depth methods.Evaluation using impressionstic methodCunningsworth (1995) holds that impressions are useful as a general introduction and a loyal overview which helps choosing the coursebook. The coursebooks title New great Edge may not be very revealing but it is exciting combined with its cover images. The sizing is convenient and the representations look multi heathenish. Following Cunningsworths checklist (1995), the topic of the module, primary(prenominal) prime(prenominal)s, is a pick up point to consider whether the as it suggests variety and raises real interest, and enables learners to expand their cultural awareness. It provides great potential for student interaction. Tomlinson (2003) argues that graphic details such(prenominal) as opening pictures deliver a great impact on learners. In module 2, the photo of women in very chic dresses is not promptly connecting to the topic or the other one near that, too. Images with more doubtfulness could disclose the energy of the topic. The photos in the first two pages are not the units strongest point since they are culturally loaded or at best unfamiliar to alien diction learner but photos in pa ge 3 and onward are very engaging, funny and expressive. Another good point is the balanced focus on form and meaning which go side by side, and column by column.Following is an adapted evaluation checklist (drawn from McGrath 2002). It provides a brief overview of appearance and physical details based on an impressionistic method.Practical considerationsaffordableYesweight (for transportation purposes)YesSupport for breeding and learningTeachers book available?YesCassettes/CD-Rom available?YesSuitable for self-study?Yes consideration RelevanceSuitable for length of course?NoSuitable for aims of course?YesSuitable for learners level?Suitable for learners cultural background?Suitable for teachers? take resources available?Likely appeal to learnersLayoutVisualsTopicsYesYes (partially)YesYesYesYesYes (partially)The impressions may be more absolute for experienced teachers but they are often very subjective and simplistic. The in-depth methods, on the other hand, deserve such a space which is beyond the confine of this paper. The practicality of checklist method is highlighted in Cunningsworth (1995 2). Therefore, several methods and perspectives including checklist methods worth consideration in this paper. To evaluate the book part I selected which is followed by an evaluation from external and internal perspectives as well as a micro analysis.Evaluation by dint of ChecklistsCunningsworth (1995) create a checklist which is widely used for evaluation of textbooks. This is one the first checklists that gives a broad analysis (Tomlinson 2003). It should be noted that any checklist has its own advantages and disadvantages and they should be adapted to meet the needs of a specific context (McGrath, 2002 27). Cunningsworths checklist (1995) is powerful in addressing talking to content, skills, topics as well as methods but ignores the role of culture and institution.McGrath (2002) pinpoints the principles underlying the design of materials.Checklist is adaptabl e such as the questionnaire Rahman and Sinha (2010) used. It is given to twain teacher and students after background reading, to elicit their estimation of the textbook via several items assessing its layout and physical make up, subject matter, mental lexicon and structure, exercises and activities. The questionnaire given to teachers has an extra section on their evaluation of aims and goals and has more items on each of the above mentioned sections.Almost any quality that teachers and speech communication instruct methodology would deem essential for textbooks can be evaluated through a checklist. For instance, learner-centeredness is a quality that can be fostered in a textbook in a form of gradual independence from teacher and developing students self confidence in using English (Cunningsworth, 1995). Jun, Hua and Huiru used an evaluation questionnaire to this effect from which applying a gist would be useful. Firstly, communication skills are developed fairly well throug h the New Cutting Edge since we have two speaking task about important firsts through both an open-ended personal and a picture- support controlled activity. A scaffold for doing this task is in the 3rd page where a sentence completion task necessary pair work and comparison activity about personal information an originally in the module. Most other tasks are fill-in-gap grammar, vocabulary and write exercises as well as pronunciation practice. Pair work encourages reconciling learning and pronunciation practice leads to an awareness of linguistic skills. The topic important first can relate very well to students lives, views and feelings and offers options to cater for learner differences. Answer key on page 158 is a helpful propagation material, but there is little sign of indexing and internet technology that enhance independent language learning.External EvaluationThe publishes claims that New Cutting Edge follows a Communicative Language Approach to teaching English which stand outs learners all-inclusive development in their language by incorporating all language skills. Students are promised to see improvement in their functional English and their king to communicate on a daily basis. It is also said that the limit hold the interest and respond to the needs of students at this level. Topics are wide-ranging, attractive and up-to-date and designs and images are so vivid that makes this book superior to other coursebooks. The activities in each unit are described as so engaging that can lead students to a comfortable use of English outside classroom in real life situations and that exercises both focus on essential grammatical points and help learners to communicate spontaneously enriched by an authentic sample of reading, listening, writing, speaking, listening and pronunciation activities.Units ofNew Cutting Edgecorrespond to the Common European Framework which allows students and teachers to simply check the learning outcomes against a genera lly recognised standard.The coursebook also boasts of a very distinctly and cumulative structure in consecutive modules that gradually build on each other to improve grammatical points, key vocabulary, and various skills as well as revision and practice opportunities. The supplementary materials for New Cutting Edge are in sufficient, supply which is deemed as suitable because of its synergetic natureand its various features which contains class/ student audio cassettes and CDs, a workbook with key, as well as teachers books, tests, videos, mini dictionary and links to other consort websites. (www.longman.com/cuttingedge)Internal evaluationThe New Cutting Edge series have the characteristics of modern textbooks Haines (1996) lists such as being multi-componential (grammar, vocabulary, reading, speaking, writing and a study tip in one module), commercialised, and culturally sensitive as well as having a rich design which consist of lively pictures, optical aids and diagrams, inden tations, word clouds, bullets and numbering. The first page begins with a catchy publicize and itemised summary besides pictures at the top. Even in grammar section childly pictures and design are intended to help learning while in vocabulary section, more expressive images are used (human faces for words of feeling). The visually attractive cover of this book is a plus like promontory series because as McGrath (2002) claims, the cover, title or sizes of a book are important factors in motivating learners.Evaluation of textbook with micro-analysis of the chosen module (unit)New Cutting Edge, Pre-intermediate by Cunnigham and Moor taps several language skills and subskills. It is a textbook intended for teaching English as a Foreign Language. The New in title suggest maturation from an earlier version besides having a tricky commercial effect. The authors claim that it just got sharper and fresher and easier to use (New Cutting Edge, Pre-intermediate Students Book, back cover). Th e book is undisturbed of fifteen modules, each containing eight pages, with additional resources such as tapescripts, mini-dictionary and desegregation material. Auxiliary matter consists of a teachers resource book, workbook with and without key editions, CDs and audio cassettes for students use and a separate cassette for classroom use as well as an accompanying website, tests and videos.The book under review is in general support of an integrated skills approach and this second unit has a particular speech pattern on pronunciation. Texts for reading are kept short. constitution is practiced at the end of module after speaking tasks. This means productive skills are run in order of presentation. The colourful layout and reasonable placing of items makes it look last word but the photographs are not of highest quality but the illustrations are and cartoons are lively. Closer scrutiny follows in a tabulated form.Topic Important Firsts. voltage to enhance speculation, but may be too short.Language sharpen Past Simple and Time PhrasesA good continue to a filter in previous module (unit). Timely to introduce time phrases (matching with topic)Vocabulary and WordspotThematic presentation of new vocabulary with visuals is very engaging. Diagrams in wordspot can consolidate that but it may be difficult for learners at this level.SpeakingThe first task with questions which makes learners to talk about generally activates the outgo and breaks the ice for other students who seem to be clueless. The second task is aided with pictures and scaffolds the shy to talk about other people.PronunciationThere are three areas in this unit to deal with pronunciation of past tense regular and stress, a bit above the right size, comparatively.ListeningThere are 11 parts for which there is need to listening and tape, which is relatively high. They address not only the listening part itself but also pronunciation and stress practice as well as checking answers to vocabulary a nd grammatical exercises.ReadingReading parts are short which may be good at this stage of course if it helps fast pace. whitethorn be a supplementary reading is required for faster students.WritingThe writing practice comes at the end and reading writing integrated activity.ReviewIn the practice section, grammar and vocabulary exercises dominate and there is no pronunciation exercise despite the weight it has throughout the unit.i Sequencing ii Methodologyi Sequencing of skills is generally good with some skills practice between. An exclusion should perhaps be made for writing it should not be the last or the least or seem so. Because of its learning potential for foreign language learners that often go unrealised.ii it follows a task based syllabus and a mixture of communicative approach to language teaching with form-focused instruction as it brings language focus into attention.ConclusionThis evaluation once again confirm the point that a quest to find a perfect coursebook ma ybe unrealistic, but there will be a best book for any situation (Grant 1987). The organization of the material in this units as a sample of the book in question, suggests ways that language can be integrated in the diverse aspects of life.However, students with more earnestness can be given an opportunity to produce more output. My testimony is to supplement the material with more tasks requiring productive language use such as writing and speaking and that there be more room for discussion and illustrations or examples. They can be set as homework, or if time allows, at the end of session. In all, I found this book very inspiring and highly recommend it for use in an appropriate level and context.