This presentation discusses the issues and criteria for selecting materials for EFL classes. The lecture contains seminar questions and further references to read and discover more on the topic

1. Termez State University
Department of English
Language Teaching
Methodoogy
Selecting teaching
materials, including
course books for
students, guide
books for teachers,
CDs, and books for
self-study

2. Lecture outline:
1.A general framework
for analyzing material
2.How to Make Use of
Findings from the
Analysis?
3.Design of Materials
and Methods

3. Key words:
Analysis, general framework, findings
from the analysis, publication , design,
process competence.

4. There are many learning
materials available
nowadays. The English
teachers need to be creative
and following the trends.
This part focusing on the
development of materials
and the need of analyzing
the materials

5. Selection of textbooks
The criteria for selecting
textbooks differ from one
person to another based on
their context

6. The field of a textbook
incorporates the nature of
the subject content
presented in the book.
The content knowledge
specified in the curriculum
includes electrical and
mechanical control
systems, processing of
material and structure.
Selection criteria
When selecting a
textbook all teachers
firstly look at the
match of the book’s
subject content with
the curriculum
documentation.

7. 1 We look at the content of the book - if it is
having the chapters that we want. That is
systems and
control, processing and structure. In addition, the
content must cover the curriculum that we are
doing.
Selection criteria
2 check if the
information in the
textbook is correct

8. 3 The textbook should explain everything in detail, show technological steps
that you must follow
when making project. It should clearly explain what is the design brief, how
to go about making
your project, step by step until to the last step
4 look at the progression
and coherence of the
content knowledge as
presented in the book.

9. П
While choosing authentic sources for
class: a) To be relevant learners’ needs
and their levels;
b) To be in accordance with the course
objectives;
c) To be skill-oriented (they need to target
at developing certain skills);
d) To be gripping enough for learners
(they should attract learners’ attention); e)
To be informative (they should provide
new information)

10. Table 1: Relationship
between analysis
categories and the selection
criteria

11. Categories Themes for selection criteria
Field F1. content related to curriculum (all)
F2. depth of content (all, accept own adjustment)
F3. real-life examples relevant to the content (half)
F4. concepts progression across the level (some)
Mode M1. quality of the information provision (all)
M2. quality of explanations (several)
M3. quality of practical tasks (almost all, split on required detail)
M4. quality of design tasks (almost all, split on required detail)
M5. reading level of text (few)
M6. quality of pictures (several)
Tenor T1. teaching strategies (few)
T2. facilitator guide for assessment, lesson planning (some)
T3. connectedness to students’ environment (several)

12. American Association for the Advancement of Science (AAAS) (2011). The science educators’
guide to
selecting high-quality instructional materials. Retrieved April 6, 2012, from
http://www.project2061.
org/publications/EducatorsGuide/online/index.htm
Ankiewicz, P.J. (2003). Technology Education at school: illusion or reality? Johannesburg:
Rand Afrikaans
University Press.
Ben-Peretz, M. (1990). The teacher-curriculum encounter: Freeing teachers from the tyranny
of text.
Albany, NY: State University of New York Press.

13. Questions?????