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TASK 2. A: Selecting a new coursebook. Coursebook Selection Process Highlights : Pre-Use . Needs Analysis: All parties to be involved - getting f eedback from all Ts ,

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task 2

TASK 2

A: Selecting a new coursebook

coursebook selection process highlights pre use
CoursebookSelection ProcessHighlights: Pre-Use
  • Needs Analysis: All partiesto beinvolved

- getting feedbackfrom all Ts,

- getting feedback from ss through piloting some parts of the coursebook and observing their reactions etc.

coursebook selection process highlights pre use1
Coursebook Selection ProcessHighlights: Pre-Use
  • Piloting to see the following:
  • time allocation for each unit/module/level;
  • task types;

- how useful/fun/appealing the activities/topics etc.are.

coursebook selection process highlights pre use2
Coursebook Selection ProcessHighlights: Pre-Use
  • Cost
  • Deliveryprocess
  • Availability
coursebook selection process highlights pre use3
Coursebook Selection ProcessHighlights: Pre-Use
  • Constructing a set of criteria to check to what extent the book meets the specific needs of the school.
our criteria
OurCriteria
  • Pacing in line with the syllabus objectives in terms of speed, organisation ..etc.
  • Objectives: Clear? Too ambitious? CEFR relevant? Specified whenever relevant? Number of objectives in each module/unit/level? To what extent it meets our syllabus objectives.
  • Easy to follow in terms of its organisation
  • Ss should be able to study the book on their own
  • (Online) supplementary components: Classware – DVDs, CDs, Interactive online tools for both ts & ss.
our criteria1
OurCriteria
  • Balanced exposure to NS & NNS contexts/culture/accents etc.
  • Balanced focus on academic skills & strategies
  • The need to supplement the book: the less the better.
  • Physically appealing (90-60-90)& user friendly (e.g. some space to take notes or write answers)
  • Authentic in terms of EFL contexts & academic needs: Glocalised content!
  • Variety in topics/tasks/exercises
task 21
TASK 2

B: Evaluating the effectiveness of the coursebook once it’s adopted

evaluation of usefulness while post use
Evaluation of Usefulness: While& Post use
  • Ongoing feedback can be collected in the following ways:
evaluation of usefulness while post use1
Evaluation of Usefulness: While& Post use

Learners:

  • While process: Through class rep meetings; questionnaires; interviews during and after the course
  • Post-Prep School Process: Ss studying at the freshman could be interviewed/given questionnaires how well the book prepared them for their present studies at the faculty
evaluation of usefulness while post use2
Evaluation of Usefulness: While& Post use

Teachers:

  • Level meetings (verbal & written)
  • Structuredobservations with pre & post conferences just focusing on the usefulness of the textbook.
evaluation of usefulness while post use3
Evaluation of Usefulness: While& Post use

Faculty teachers: Academic staff at the freshman could be interviewed about how well the students were prepared for the faculty

evaluation of usefullness while post use
Evaluation of Usefullness: While& Post use

Assessment Results: To what extent the objectives are achieved?

evaluation of usefullness while post use1
Evaluation of Usefullness: While& Post use

Curriculum members: To what extent they needed to supplement/adapt the book to achieve the syllabus objectives

evaluation of usefullness while post use2
Evaluation of Usefullness: While& Post use

Annotatedcopies of the books/review reports could be collected from the ts.

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