I.                  Text book evaluation, use and adaptation

1.     Role of text book

Benefits:

·        Provide structure and syllabus for a program: without text book = no central core

·        Standardize instruction: ensure that all Ss in different classes receive similar content -> can tested in the same way

·        Maintain quality: material have been tried and tested.

·        Provide a variety of learning resources: workbook, CD ROMs, CD, cassettes, videos..

·        Efficient: save T’s time, devote time to teaching rather than production.

·        Provide effective language models and input: support teacher

·        Train Ts: help limited Ts in teaching experience serves as a medium of initial teacher training.

·        Visually appealing: high standard of design and production

Negatives effects:

·        Contain inauthentic language:

·        Distort content:

·        Not reflect Ss’ needs

·        Deskill teacher

·        Expensive

2.     Checklists for textbook evaluation

·        Aims and curriculum fit

·        Design and organization

·        Language content

·        Skills

·        Topic

·        Methodology

·        Teacher’s book

·        Practical consideration

3.     When to adapt the textbook

·        There is seldom time to use everything in the textbook

·        Tb cannot cater for all possible teaching contexts

·        Tb tend to offer a variety of materials for teachers to choose from

·        Tb may not offer enough material

·        Tb selection criteria may not always be explicit or sound

·        T don’t always have a say in Tb selection

What to adapt the text book

Aims – topic – texts – visuals, guidelines, explanations -  exercises, activities, tasks, games, quizzes.

How to adapt the textbook

Omit – reorder – replace – combine -  add

II.               Supplementary materials

1.     Effective materials

·           Teacher’s factor: include language proficiency, training and experience, cultural background, preferred teaching styles.

·           Ss’ factors: motivation, learning style preference, language learning needs and interest.

·           Contextual factors: availability of teaching sources, school cultural, classroom conditions, classroom size.

2.     Instructional principle

·           Second language learning is facilitated when learners are engaged in interaction and meaningful interaction.

·           Effective classroom learning tasks and exercises provide opportunities for Ss to negotiate mening, expand their language resources, notice how language is used, take part in meaningful intrapersonal exchange.

·           Meaningful communication results from Ss processing conten that is relevant, purposeful, interesting and engaging.

·           Communication is a holistic approach

·           Language learning is facilitated both by activities that involve inductive or discovery learning

·           Language learning is a gradual process and trial and error.

·           Learners develop their own routes of learning, progressing at different rates and have different and motivations for language learning.

·           Successful language learning involves of effective learning and communication strategies

·           The role of Ts in language classroom is a facilitator.

·           The classroom is a community where learners learn through collaboration and sharing.

3.     Types of materials: printed – visual – audio – audio-visual – web-based

4.     Types of materials

types

advantages

Disadvantages

T-made

Provide variety & enjoyment

More practice in language & skills work

Make teaching materials relevant & personalized

Responding to Ss’ needs

Time-consuming

Require some skills

Learner-

Made

Provide variety & enjoyment

More practice in language  & skills work

Personally relevant material

Increase Ss’ sense of responsibility for their own learning

Class become less predictable and difficult for Ts to control

Some lazy Ss don’t contribute materials

Authentic

Provide variety & enjoyment

Extensive and intensive practice in language & skills work

Potential irrelevance

Difficult for low-level students

Reference

Provide variety & enjoyment

More practice in language & skills work

Potential irrelevance

Require extra skill: reference skill or performing art for drama

III.           Test assessment

1.     Reasons for test

Evaluation: to mesure Ss' ability

motivation: make Ss want to do well

Teaching tool: make Ss review and consolidate what they have learn; provide information exernal to current teaching

Official assessment: provide test takers with some certificate on their language level

2.     Types of test

Proficiency

Achievement

Placement

Diagnostic

Discrete-point test items (tung van de 1)

Integrative test items (nhieu van de cung 1 luc)

3.     Qualities of a good test

Reliability

Validity

Types of validity:

Face validity

Content validity

Response validity

Statistical or empirical validity

4.     Stages of test constructions

Decide what kind of test is going to be

Write a list of what the test is going to cover

Think about the length, layout and format

Find appropriate texts

Weight the sections according to importance/ time spent

Write the questions

Write the instructions and ex

Decide on the marks

Make a key

Write a marking scheme for less objective question

Pilot the test

Review and revise the test and key

After the test taken, analyse the result kept or reject

5.     Evaluations of tests

Test purpose - Test format - Test content - Test validity – test reliability – test practicality – test washback

Calculating item difficulty level

(high correct + low correct)/ total number in sample

(5+2)/20 =35%. Too easy items have difficulty level of more than 90%. Too difficulty items have fewer than 30% right

Calcutating discrimination level

(high correct – low correct)/ total number in sample

(5-2)/20 = 15% (acceptable)

10% or less is not acceptable while 15% or higher is acceptable