Module teaching and integrating language skills lesson 1

Materials evaluation and design
Syllabus, coursebook, materials
Handout 1 Curriculum (sample)
CURRICULUM

	Modules/semesters		1	2	3	4		5	6		7-8
		Hours per week (total in a semester)
I	Language courses
1	Listening and Speaking		2 (40)	2 (40)	2 (40)	2 (40)
2	Reading		2 (40)	2 (40)	2 (40)	2 (40)		2 (40)
3	Writing		2 (40)	2 (40)	2 (40)	2 (40)		2 (40)	2 (40)		1 (16)
4	Integrated skills		2 (40)	2 (40)	2 (40)	2 (40)
5	Grammar in context		4 (80)	4 (80)
6	Vocabulary		2 (40)	2 (40)	2 (40)	2 (40)
7	Discourse analysis				2 (40)	2 (40)
8	English as an international language								1 (20)
9	Independent Study Skills		2 (40)
10	Classroom language								1 (20)
	Total:		16	14	12	12		4	4		1
II	Methodology courses
1	Language learning				2 (40)
2	Approaches to language teaching					2 40)
3	Teaching and integrating language skills						1 (20)		2 (40)
4	Teaching language systems for communication					2(40)
5	Language Testing and Assessment						2 (40)				2 (40)
6	Materials evaluation and design								2 (40)
7	English for Specific Purposes										1 (16)
8	Planning for teaching and learning								1 (20)
9	Classroom Investigation								1 (20)		1 (16)
10	Developing intercultural competence						2 (32)
11	Teaching Different Age Groups								2 (32)
	Total:		0	0	2	4	5		8		4
	Overall:		16	14	14	16	9		12		5
	Number of weeks		20	20	20	20	20		20		16
	Teaching Practice										6h * 8 weeks

Indicative bibliography
Tomlinson, B. (Ed.) (2010). Materials Development in Language Teaching. Cambridge: Cambridge University Press.

Nunan, D. (2009). Task-based Language Teaching. Cambridge: Cambridge University Press.

MODUL 5: MATERIAL DESIGN AND EVALUATION
LESSON 27
THEME: Choosing teaching materials e.g. students' book, teachers' book, CDs, books for independent learning
Lead-in
Objective: to uncover current practices of choosing and using course books
Time: 10 min

►Procedure:

• 
  ☺ (5 min) Ask participants the following questionsand elicit answers after each question:
  

1. What materials do you use to teach your students?
2. Do you have to use certain course books in your institution? What are they?
3. Who chooses the books you use in your teaching?
Possible answers:
1. Books, magazines, newspapers, songs, etc.
2. Some teachers have to use certain textbooks (e.g. coursebooks by Arakin or Bonk), while others do not stick to a certaintextbook and are free to choose any material they like.
3,Teachers themselves, students, head of the chair, dean,vice-rector.

• 
  (5 min) Establish that in some institutions and disciplines teachers can choose the course book they want to use and in others they have to keep to the course book prescribed by the authorities (chair, faculty, the Ministry of education, etc.). Tell participants that in any case they should be able to evaluate and select course books, especially now when teachers (through PDCs, British Council library, UzTEA Resource Centres, Macmillan Publishers and others) have more access to modern course books like Headway, Inside Out, Reward etc.
  

However, not many teachers are able to evaluate and select the course book which will suit
their needs. This session will focus on exploring criteria for evaluating and selecting course
books.
Activity 1 Evaluating course books
Objective: to help participants develop criteria for evaluating course books
Time: 35 min
Materials: 6 copies of each course book: Inside Out Pre-intermediate, Reward Preintermediate, Natural English, True to Life Upper-intermediate, Culturally Speaking Intermediate, 5-6 sheets of A4 paper, markers


NB:The course books were suggestedin accordance with their availability in the Professional Development Centre at the University of World Languages, Tashkent. You can choose any other modern course books but it is recommended to give no more than 4-5 different titles to the whole class due to time constraints.






MODUL 5: MATERIAL DESIGN AND EVALUATION
LESSON 28
Theme: Analysis and critical evaluation of teaching materials for foreign language classes. Internet sites, sources for assessing language skills. Sources for young language learners
Lead in
Questions and Answers of week 3:
Q1: What is a uniform resource locator (URL)?
A; This is another name for a web address. It usually starts www.
Q2: What is the difference between a .org website and a .com website and why is it useful to understand the difference?
A .org website is usually the website of a non-profit organisation, a .com is a commercial site. This knowledge can help when evaluating websites since you may have to pay for some services on a commercial site.
Q3: Why is it useful to understand how URLs are constructed?
A: It is useful to know how URLs are constructed so you can use it to help find what you are looking for, even if the link no longer works. How to do this is explained in more detail in the What are URLs? section.
URLs
Have a look at the URL in the address bar of your browser. It will look something like this:
http://courses.britishcouncil.org/pub/learningtechnologies/mod/resource/view.php?id=36
You can see that the address is split into different parts with forward slashes.
Let's have a look at another address, this one for the British Council's English pages on the Internet.
http://courses.britishcouncil.org/pub/english/index.htm

This may look more familiar as it includes the familiar www and .htm (or .html)

This image shows how this web address is formed.

The protocol bit ensures your computer is talking to the correct part of the Internet. Generally we don't even need to remember to type this in, the browser will automatically add it.

When you enter this address the computer opens a file called index.htm. This file lives in a folder called english which itself is on a computer called britishcouncil.org which is on the World Wide Web.
It's like looking at a postal address on an envelope, with the different parts helping you, sitting at your computer, pinpoint a file on a remote computer.