1. Topic 23
The development of curriculum materials for English class. Criteria for the selection and use of texstbook. Authentic and adapted documents.

2. Content 1. Examine the profile of the students.
2. Paroduction of English lessons curricular materials.
3. Criteria for choosing and using coursbooks.
4. Materials to be used in order to make students reach communicative competence.
5. The involvement of students in material design.

3. Introduction Abundance of English language teaching materials.
Teachers will be involved in the selection of materials and the design.
To do these tasks teachers should know their students and their needs.

4. 1. Profile of the students
Profile of the students (Harmer, 2007):
Description of the students (age, sex, background) and what they bring into the classroom.
Description of the students’ needs (reaching communicative competence, students with special needs)

5. 2. Production of English lesson curricular materials
Time-consuming
Finely tuned to their students’ needs
Reasons (Brewster, 2002):
The couresbook doesn’t provide enough practice on a problematic point.
Some materials from the coursebook are not appropriate.
Teacher wants to foster some other methodology.
Add some activities for the sake of variety.

6. Most common types of materials
Worksheets
Flashcards
Exercises that are drawn/written on a paper and then photocopied for every student.
Clear, simple and attractive.
Simple instructions.
Last a few minutes and practise one particular language point.
Can be used for oral and written work.
Individually or in pairs.
Think how students will use them: instructions – written or oral. check if there is enough space.
Most common types of materials

7. Types of worksheet activities:
Information gap activities
A picture dictation
A time dictation
True/false activities

10. In the middle of the picture is a big chair
In the middle of the picture is a big chair.  Standing on the chair is a very thin woman with long legs.  She is the mother, and is wearing glasses and an apron.  She is scared because there is a big snake under the chair.  The snake is smiling because he is going to eat the spider in front of him.

11. Flashcards Very useful for young learners Using pictures/some words
Pictures clearly recognisable, large letters
May be used:
To introduce and practise vocabulary (What’s this?)
Yes/No questions (Do you like?)
Talking about possessions/uses of modal verbs

12. 3. Criteria for choosing and using a coursebook.
Very difficult issue.
Sometimes it is necessary to work with a book in order to decide.
Any coursebook evaluation form should be based on the folowing criterias (Nunan, 1989):
Clear link between the classroom and the world
Foster independent learning
Focuses on students’ learning process.
Readily available.
Accords with students’ needs.
Can be used with different levels of difficulty.
Clear pedagogical objectives.

13. The coursebook evaluation form’s parts (Harmer, 2007):
Practical considerations (price, availability, etc.)
Lay-out and design (attractive for students)
Activities (balance of activities, aural input, communicative activities)
Skills (balance of skills, aural component over written, receptive skills over productive)
Language (authentic texts, relevant to students’ needs, adequate for students’ cognitive development)
Subject and content (relevant, realistic, interesting, varied)
Guidance (clear explanation).

14. For teachers The use of coursebook: ADVANTAGES (Heliwell, 1992):
A clearly thought/out programme
A wide range of materials
Economy of time
Practical teaching ideas
Activities for students’ individual work/
homework
A basis for discussions
For teachers

15. ADVANTAGES (Heliwell, 1992):
A sense of purpose, progression
A sense of security
Independent, autonomous learning for students
A reference for checking and revising

16. When using for a first time use it as it is suggested by the author
see advantages and disadvantages
Decide on the pace of progress (170 hours)
Plenty of additional and varied practice.

17. 4. Teaching materials: authentic, simulated, non-authentic.
Authentic material:
Produce for purposes other than language practice.
Easily justified: real language use.
4 types of authenticity in the classroom (Candlin, Edelhoff, 1982):
Goal
Environment
Text
Task

18. Non-authentic material:
According to Nunan learner authenticity
the acceptance by the learner of the authenticity of the given text, environment, set of material and task.
Non-authentic material:
Designed especially for language learners (Harmer)
Artificial texts : to illustrate particular points
Simulated authentic: appear to be authentic

19. 5. The involvement of students in material design
Learner-centred approach make students participants of the material design.
Helliwell (1992) suggests to start designing in the Spanish classes.
Ways to involve students:
Think of possible ways to make a similar activity at home.
Give them the outline. Prepare in pairs a flashcard/worksheet to go with this activity.