EVALUATION AND ORGANIZATION OF TEACHING MATERIALS
| Title | ΑΞΙΟΛΟΓΗΣΗ ΚΑΙ ΟΡΓΑΝΩΣΗ ΔΙΔΑΚΤΕΑΣ ΥΛΗΣ / EVALUATION AND ORGANIZATION OF TEACHING MATERIALS |
| Code | Γλ3-451 |
| Faculty | Philosophy |
| School | English Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 600008033 |
Programme of Study: 2024-2025
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | Winter/Spring | - | 6 |
| Academic Year | 2023 – 2024 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600247943
|
Course Type 2021
Skills Development
Course Type 2016-2020
- Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600247943
- At the Website of the School: http://http://www.enl.auth.gr/course.asp?Id=108
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- English (Instruction, Examination)
Prerequisites
Required Courses
- Γλ3-329 THE CLASSROOM: PRINCIPLES AND PRACTICE
General Prerequisites
This course focuses on the following areas: evaluation and supplementation of currently used foreign language coursebooks with materials designed according to the learners’ age, needs, and level. To be more specific, the course will (i) provide an introduction to materials evaluation in order to enable prospective teachers to select or even adapt coursebook materials in ways which are appropriate in particular teaching contexts and (ii) relate materials design to current practices in ELT methodology. The course looks at materials designed for various age groups (i.e. young learners, teenagers and adults) and various proficiency levels.
Learning Outcomes
By the end of this course, the participants will be able to (i) understand a variety of techniques for evaluating materials, (ii) make informed choices about appropriate teaching materials, (iii) implement appropriate tasks in a given situation, and (iv)adapt teaching materials for a particular teaching situation.
General Competences
- Apply knowledge in practice
- Work autonomously
- Work in teams
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
- Setting the context
Materials vs teaching materials, learning objectives, learners (young learners, teenagers and
adults) how they learn, what topics interest them and what teaching materials they need,
micro-context vs macro-context, learner factors, learner needs, teacher factors
- Principles of materials evaluation and types of evaluation
Role of coursebook (advantages and disadvantages of using a coursebook), traditional vs
communicative coursebooks, purpose of evaluation, principles that are relevant to materials
evaluation - Types of evaluation: impressionistic overview, checklist, in-depth / pre-use, inuse
and post-use evaluation / Internal, external and overall evaluation
- The organisation of coursebooks and supplementary materials
The publishers’ blurb / Teachers’ guides / Layout /
- Adapting and extending teaching materials
Adaptation of coursebooks (why, how, what?)
Differentiating texts/tasks (sources of difficulty)
- Humanising the textbook
- Materials for the development of skills (i.e. listening, speaking, reading, and writing)
- Materials for developing grammar and vocabulary
- The ELT curriculum in the Greek educational context and evaluation of teaching
materials
- Designing materials for autonomy, learner training, language and cultural awareness
- Using Internet sources
Keywords
evaluation, organisation of teaching materials
Educational Material Types
- Slide presentations
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 117 | ✓ | ✓ | ✓ | |
| Reading Assigment | 20 | ✓ | ✓ | ||
| Written assigments | 10 | ✓ | ✓ | ||
| Exams | 3 | ✓ | |||
| Total | 150 |
Student Assessment
Description
Two options are available:
1. Final assessment or
2. Essay-evaluation of teaching materias (attendance is compulsory - a couple of absences allowed)
Student Assessment methods
- Written Exam with Extended Answer Questions (Summative)
- Oral Exams (Formative)
Bibliography
Additional bibliography for study
Braun, Linda W. 2001. Introducing the Internet to Young Learners: Ready-to-Go Activities
and Lesson Plans. Neal-Schuman Publishers.
Carter, R. and Nunan, D. 2001. The Cambridge Guide to Teaching English to Speakers of
Other Languages. Cambridge: Cambridge University Press.
Cunningworth, A. 1995. Choosing your Coursebook. Oxford: Heinemann.
Dean, J. 1992. Organising Learning in the Primary School Classroom. London: Routledge.
Dudeney, G. 2000. The Internet and the Language Classroom. Cambridge: CUP.
Edge, J. 1993. Essentials of English Language Teaching. Harlow: Longman.
Grant, N. 1987. Making the Most of your Textbook. Harlow: Longman.
Harmer, J. 2001. The Practice of English Language Teaching. Harlow: Longman.
Lewis, G. 2004. The Internet and Young Learners. Oxford: OUP.
Littlewood, W. 1994. Communicative Language Teaching. Cambridge University Press.
McDonough, J. and Shaw, C. 2003. Materials and Methods in ELT. Blackwell.
McGrath, I. 2002. Materials Evaluation and Design for Language Teaching. Edinburgh:
Edinburgh University Press.
Prodromou, L. 1992. Mixed Ability Classes. Macmillan.
Scrivener, J. 2005. Learning Teaching. Oxford: Macmillan.
Tomlinson, B. (Ed.) 1998. Materials Development for Language Teaching. Cambridge: CUP.
Tomlinson, B. (Ed.) 2003. Developing Materials for Language Teaching. London:
Continuum.
Warschauer, M., Shetzer, H., Meloni, C. F. 2000. Internet for English Teaching. TESOL.
Willis, J. 1996. A Framework for Task-Based Learning. Harlow: Longman.
Last Update
08-05-2022
