Task 2
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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

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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.


Task 2

THANK YOU FOR LISTENING


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