Topic 23

The development of curriculum materials for

English class. Criteria for the selection and use of
texstbookS. Authentic and adapted documents.
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.
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.
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)
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.
 Worksheets
 Flashcards Most common types of materials

Worksheets
 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.
 Types of worksheet activities:
 Information gap activities
 A picture dictation
 A time dictation
 True/false activities
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.
 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
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.
 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).
 The use of coursebook:
 ADVANTAGES (Heliwell, 1992):
 A clearly thought/out programme
 A wide range of materials
 Economy of time
 Practical teaching ideas
For teachers
 Activities for students’ individual work/
homework
 A basis for discussions
 ADVANTAGES (Heliwell, 1992):
 A sense of purpose, progression
 A sense of security
 Independent, autonomous learning for students
 A reference for checking and revising
 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.
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
 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
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.