SHORT NOTE OF THE COURSE MATERIALS

PREPARATION ANDANALYSIS
WITH SOME PRACTICE QUESTIONS

COURSE CODE: Eng 327

CRIDIT HOURSE:3

Coordinated by: Oromia Bureau Of Education

Prepared by: Kassahun Gezahegn(MA): Adola CTE

Yonas Chake(MA): Adola CTE

Fikiru Amenu(MA): Adola CTE

April 2020

Finfine
Introduction

This short handout provides the trainees with awareness of essential concepts of syllabus,
criterion of evaluating materials, the selection and grading of the language items in grade 1-8 text
books. It helps them to analyze language teaching exercises activities in the text books and to
check their appropriateness of with objectives for teaching English at elementary school level. It
also focuses on how to adapt and prepare English teaching material and supplement it at work.

Objectives of the handout

Up on the completion of this short note, the trainees will be able to:

 Explain the basic concepts of a syllabus

 Discuss criterion of selection and grading of language items
 Analyze the materials in grades 1-8 English text books
 Adapt materials to the interests, needs and cultural contexts of the students
 Evaluate the relevance and suitability of activity
 Select relevant and suitable materials for grade 1-8 students
 Design appropriate and relevant language activities with their teaching approaches.
 UNIT ONE: THEORETICAL DISCUSSION ON THE PRINCIPLES OF
SELECTION, GRADATION AND PRESENTATION
Introduction: Under this unit, the two major aspects of a Curriculum are discussed in detail.
These aspects are:- 1.Syllabus design(the selection and grading of contents)

2.Methodology(the selection of learning tasks and activities)

Minimum Learning Competency (MLC) : At completion of this unit, trainees:

 Identify the type of syllabus and their usages to prepare materials.

 Select and prepare relevant teaching materials using appropriate criteria.
 Grade and present the selected material and tasks according to the syllabus.
1.1.Syllabus and Syllabus design

 Syllabus is the specification of the contents of a course of instruction. It lists what

will be taught and tested in the content of teaching material. A certain syllabus may
contain all or any elements of the following: grammar, phonology, notions, topics,
themes, tasks. It also specifies the order in which the content of the course is to be
taught. A syllabus describes the major elements that will be used in planning a
language course and provides the basis for its instructional focus and content.
 Syllabus design is concerned with the 'what' of a language program. For a syllabus
designer, the very important issues are selection of items for the language teaching
material, and the grading and sequencing of these items.

1.2.Methodology

 Methodology is concerned with the 'how' of language program is implemented. It refers

how the designed language content is provided for learners using different selected
learning tasks and activities.

1.3.Selection of English language teaching materials

The selection of materials involves matching the given materials against the context in which
they are going to be used, and the needs and interest of the teachers and learners who work
within it, to find the best possible fit between them.

While selecting the course books in a particular contexts, identifying appropriate criteria is very
essential. This criteria is related to learner goals and needs, learning styles, proficiency levels,
language teaching methods, class room contexts and processes as well as the potential of the
materials generating motivation, variety, and interest.

 Selection is the process of identifying relevant contents, learning tasks and objectives.
Selection of contents are vary as we use different types of syllabus.

Contents are selected and graded according to the grammatical notions of simplicity and
complexity.

1.4.Selection of learning tasks/activities and objects

Tasks are selected in relation to the syllabuses that we have adopted. The selection of tasks are
very important for pedagogic and psycholinguistic reasons. The selected learning tasks should be
linked with the goals and contents of the learning material. Activities should be related to the
syllabus objects. Accordingly, in the syllabi that favor students' communicative needs, the
objects and activities in an English language course should be designed to achieve such needs.

1.5.Criteria for selection of learning tasks

Tasks are selected to meet pedagogic and psycholinguistic reasons. In task based syllabus, tasks
are considered as the most important unit of planning for teachers than objectives.

What is the different between real world task and pedagogic tasks?

Real world tasks are those which the learners are might be called upon in real life, but pedagogic
tasks are those the learners are required to carry out in the class rooms. As scholars suggested,
the pedagogic criteria of good tasks should:

a. promote attention to meaning, purpose, negotiation

b. Draw objectives from the communicative needs of learners
c. Involve learner contributions, attitudes, and affects
d. involve language use in solving a task etc.

1.6.Grading

Grading is grouping and sequencing of teaching items in the material. It is the activity of putting
language teaching items in a certain suitable or helpful order. It is used to decide what to teach
first, what second and what last in the course book. It also used to give more emphasis for
essential content and leave the details to a later stage.

Grading can be described as the arrangement of the content of a text book so that it is presented
in helpful way. In the process of grading, the priority is given for the usefulness and the degree
of importance of the language elements. For instance, mood and tenses are more useful than
others.

1.7.Approach of grading suggesting by scholars:

1.Liguistic distance: Structure of second language which is similar with learners mother tongue
should be taught first.
2.Intrinsic difficulty: Simple language structures should be taught before complex ones.

3.Communicative needs: the language structure needed early on and cannot be postponed

4.Frequency:the frequency of structures and grammatical items in the target language.

1.8.Grading tasks

Tasks could be graded based on the cognitive complexity of the tasks. Task difficulty is
determined by cognitive complexity. These are input, learner and activity factors.

A. Input factors=type of the text's effect on its difficulty

B. Learner= leaner's' background knowledge and confidence of the learners

C. Activity factors=unable to control the difficulty of the activities.

1.9.Inductive and Deductive language teaching

Language content can be presented in inductive and deductive methods. In both of the methods,
we are concerned with rule formation and use of language by the learner. The difference comes
from the point of entry and the processes involved ;but one is not better than the other.

A. Inductive methods is the process of presenting the a particular language content from
specific to general. Example, presenting the content using detail examples and then explain the
rules.

B. Deductive methods is the process of presenting the a particular language content from
general to specific. Example, presenting the content by explaining the rules detail and finally list
some examples.

1.10. Presentation is the initial stage of learning a new item. At the practice stage which is the
second stage of learning a new item, the learner starts to use the new item, at first in carefully
controlled exercise which a good deal of help and prevent the learner from making too many
mistakes. The free production stage is the final stage, and here the students is helped to use the
language that has learned in uncontrolled activities which are modeled on those of real life.

Dear students, have you understood the relationship between syllabus design and
methodology? List some of the criteria used for selection of learning materials and tasks.
Explain your idea how to select, grade and present the material for teaching English
language.
 UNIT TWO: ADAPTATION OF MATERIALS

Introduction: Adaptation is the process of matching to maximize the appropriateness of

teaching materials in context, by charging some of the internal characteristics of the text book to
better suit our particular teaching environment.

Minimum Learning Competency (MLC ): At completion of this unit, trainees:

 Identify different techniques of material adaptation for teaching English language.

 Adapt too easy or too difficult materials to fit to their students level.
 Adapt materials based on the interest and needs of their students.
 Identify the purpose and techniques of adaptation.

2.1.Forms of adaptation
 Changing exercises and writing out a revised version.
 Paraphrasing a text book explanation of a language.
 Introducing extra materials, such as a grammatical examples.
 Referring to a lesson or an exercise covered earlier.
 Introduce supplementary picture, etc.

2.2.Reason for adapting

The reasons for adapting can be taken as dealing with the modification of content of
whatever sort to meet the requirement of a particular environment. In other words,
modification or to adaptation can take place to personalize, individualize, localize or
modernize the content. These are also considered as principle of adaptation.

2.3.Why do we adapt language teaching materials?

2.2.1.Personalizing: Refers to increasing the relevance of the content in relation to learners

interest and their academic, educational or professional needs.

2.2.2.Individualizing:will address the question of the learning style both of individuals and
of the members of a class working closely together.

2.2.3.Localizing:takes into account the international geography of English language teaching

and recognizes what may work well in South Africa, may not do so in Ethiopia.

2.2.4.Modernizing:Refers to the recentness of the material in terms of modern English,

because all materials may not show familiarity with the aspects of current English usage,
sometimes to the extent of being not only out of date or misleading but even incorrect.
 2.3. Techniques for adaptation

2.3.1.Adding: Technique of extending and expanding the content. It implies that materials
can be supplemented or adapted by putting more it into them.

2.3.2.Deliting: Technique of subtracting and abridging the content. It is the opposite process
to that of addition, but it is complementary to addition and can be seen as the other side of the
same coin.

2.3.3.Modifying:It applies to any kind of change in to any kind of content. It is an internal

change of a material. It can be subdivided under two related headings(re-writing and re-
structuring)

2.3.4.Simlifying:It is one of the techniques of modification carried out by re-writing. Many

elements can be simplified including the instructions and explanations that accompany
exercises and activities.

What do you understand from this unit? Did you understand about the concept,
forms techniques and purpose of adaptation?

UNIT THREE: DESIGNING VOCABULARY AND GRAMMAR

Introduction: Vocabulary is the components of language teaching and first things applied
linguists turned their attention to. Vocabulary teaching has the goal of supporting language use
across the skill of listening, reading and writing.

Minimum Learning Competency (MLC):At completion of this unit, trainees:

 Design teaching materials of vocabulary and its activities.

 Identify the concepts of knowing new vocabulary.
 Use integrated text to prepare vocabulary and grammar activities.

There is a wide range of vocabulary learning activities which cover the various aspects of what is
involved in knowing a word. Knowing a word does not mean that knowing only its meaning. The
following table lists these aspects along with some of the vocabulary exercises that focus on
them. The table also shows the range of activities for vocabulary learning.

FORM Spoken form .Pronounce the word

.Read aloud
Written form .Word& sentence direction
.Finding spelling rules
Word parts .Filling word part tables
.Cutting up complex words
 and labeling their parts
.Building complex words
.Choosing a correct form
Form-meaning connection .Matching wording and
definitions
.Discuss words and definitions
.Drawing and labeling
pictures
.Peer teaching
.Solving riddles
.Recalling forms or meanings
using word cards
MEANING Concept& reference .Finding common meanings
.Choosing the right meaning
.Semantic feature analysis
.Answering questions
.Word detectives(reporting on
words found in reading)
Association .Finding substitutes
.Explaining connections
.Making word maps
.Classifying words
.Finding opposites
.Suggesting causes or effects
.Suggesting associations
.Finding examples
.Completing sets
Grammar .Matching sentence halves
.Putting words in order to
make sentences

USE Collocates .Matching collocates

.Classifying items in a
concordance
.Finding collocates
Constraints(restrictions)on .Identifying Constraints
use .Classifying words under style
headings

2. How to design grammar activities?

Grammar activities can be designed based on grammatical syllabuses. The following principles
have been used to design grammar activities:
A. Simplicity and centrality: This recommends choosing structures that are simple and more
central to the basic structure of the language than those that are complex and peripheral.

B. Frequency: Frequency of occurrence has also been proposed in developing grammatical

syllabuses, but relatively little progress was made in this area for sometime because of the
difficult of deciding on appropriate grammatical units to count and the difficulty of coding
grammatical structures for analysis.

C. Learn ability: It has sometimes been argued that grammatical syllabuses should take into
account the order in which grammatical items are acquired in foreign language learning. The
following order of development of grammatical items is proposed by scholars.

1.Nouns 6.Personal pronouns 11.Wh-questions 16.Offers

2.Varbes 7.Adverb of time 12.Present continuous tense 17.Simple future

3.Adjectives 8.Requests 13.Directions 18.Simple past

4.Verb to be 9.Simple present 14.Possessive 19.Infinitives/gerund

5.Possessive pronouns 10.Future 15.Comparatives 20.First conditional

Grammar activities are designed from accuracy oriented(deductive) to fluency

oriented(inductive) approaches.

Do you understand that knowing a word does not mean knowing only its meaning?
How? Are you ready to practice designing vocabulary and grammar teaching
materials with their tasks?

UNIT FOUR

MATERIAL PREPARATION FOR TEACHING THE LISTENING SKILL

Introduction: Listening skills was paid little attention and had been forgotten skill. It did not get
any attention thought it was there in the oral practice drills, so materials were designed in a way
to practice pattern practice, vocabulary, pronunciation. stress, grammar ,etc; but not
systematically designed to practice listening comprehension. There for listening materials should
be prepared to enhance the development of listening, speaking, reading and writing skills in an
integrated way.

Minimum Learning Competency (MLC):At completion of this unit, trainees:

 Design materials to teach listening skill and its appropriate activities.

 Identify the approaches to prepare listening materials and its activities.
4.1.Designing listening skills materials

It is largely viewed as training in aural discrimination of basic sound patterns. Recognition and
discrimination of sounds are followed through practice, repetition and memorization. Listening
skill is directed to listening the sounds, stress and intonation. It should include the following sub-
skills:

a. Meeting social purpose and to transfer information

b. Constructing the speakers intended message

c. Guessing implied, inferring, deducing, or anticipating meanings.

4.2.Stages in listening tasks

There are three stages of listening text, pre-listening, while listening and post listening. In the
preparation of listening materials, these stages should be considered. During listening
comprehension activities the task can divided into pre-listening, while-listening and post-
listening activities.

 In pre-listening stage, the material producer designs few general questions that arouse
curiosity or interest. Example:

What do you know........?(related to the topic)

What would you expect to hear about.......(to encourage learners)

 At while listening stage, the producer may write such tasks as: listening and tick, listen
and do, complete the tables, etc.
 During post listening stage, the producer writes some activities or questions that are
relevant to ask feedback or reflection of the text.

Tasks and activities of Listening should be carefully selected and graded in accordance with
their simplicity, learn ability and feasibility to the learners in question. They must be
sequenced from what is relatively from simple to complex.

4.3.Sequencing and grading listening tasks

Sequencing and grading listening tasks may be seen with respect to the followings

A. Vocabulary level: New vocabularies should be incorporated into listening task and it can
be one step beyond the learner current knowledge.

B. Grammatical complexity: In presenting learners with listening texts, material/syllabus

writers are supposed to use simple structures of spoken or written language, and difficult
structure are presented gradually bit by bit.
C. Length of text: A short listening text is believed to reduce the complexity of
comprehension, by reducing tiredness and lapse of concentration.

D. The way the information is organized: A clearly stated title or topic, main points clearly
indicated, events described sequentially, etc. are likely to help the listener.

E. Familiarity of the topic: Students will find easier to listen to a passage on a familiar topic
than unfamiliar one. Activating learners' background knowledge used to preparing them to
use what they know about the topic.

F. Interest: It is very important to pick topics that will be interesting for students of any
grade level.

G. The type of content: This can be graded according to difficulty. Instruction may be easier
to compared than story telling while listening to someone expressing opinions/argument is
more difficult again.

Dear students, are you get familiar with how to design listening materials with its
appropriate tasks? What are the listening stages and the activities under each
stages? How to Sequencing and grading listening tasks?

UNIT FIVE :MATERIALS FORE DEVELOPING SPEAKING SKILLS

Introduction: Planning on the course on speaking skills based on the course content, specific
set of needs and a given set of objectives. To prepare speaking materials, the syllabus of the
speaking skills can be focused on the following types of syllabi. Situational: Organized
around different situations and the oral skills needed in those situations. Topical: Organized
around different topics and how to talk about them in English. Functional: Organized around
functions most commonly needed in Speaking. Task based: Organized around different tasks
and activities that the learners would carry out in English.

Minimum Learning Competency (MLC ): At completion of this unit, trainees:

 Design the speaking teaching materials with its appropriate tasks.

 Use the framework for developing material for spoken language
 Design authentic and modified reading text and activities.
 Differentiate the authentic and modified speaking text.
5.1.Framework for developing material for spoken language
5.1.1.Cnceptualizing learners need: Material design should begin from who learns in order to
link language study not only to the learners' future use but also to their present receptivity. It
is important to look at both subjective needs and objective needs in the learner. The learners'
speaking proficiency, the learners' speaking difficulties and real life conversational situations
outside of the classroom are all help the teacher to decide what to teach.
5.1.2.Identifying subject matter and communication situations: Knowledge about learner
needs will serve as the foundation on which experiential content is selected for instructional
materials. Thus, the more specifically learners state their needs, the more appropriately the
subject matter can be established towards appropriate sets of topics, situations, strategies,
registers and key structures as can be the sources to build all these components with.
5.3.3.Identifying verbal communication: In designing speaking teaching materials,
conversational strategies must be incorporated since they have essential tools to serve the
communication of meanings. One method to do so is by designing tasks for learners to act up
on their interlocutor's speech rather than merely concentrating on their own. Another method
is by building into materials many practical devices that can help facilitate oral production and
compensate for those communication difficulties under time pressure. Five are suggested
bellow:
A. Using less complex syntax
B. Coping with short phrases and incomplete sentences
C. Employing fixed conversational phrases
D. Adding filler words to gain time to speak
E. Correcting or improving what one has already said
5.3.4.Utilizing verbal sources from real life: In preparing instructional materials, we can use
different sources such as magazine articles or pictures to be able to create a spring board for
communication. In the saw way. we can also use many verbal interactions taken from real life
into classroom.
5.3.5.Designing skill-acquiring activities: It helps learners in the following three essential
aspects:
a. To facilitate the acquiring of new language( to internalize new language before making it
available to discuss topics.
b. To learn rules of interaction: learners are provided with conditions to become aware of
fundamental skills and capture rules of interaction in the target topic.
c. To experience communication of meaning: learners need content based activities to get
them to interact with peers. This can be done by giving learners roles to play and assigning
different tasks.
What are the frameworks for developing material for spoken language? Do you
understand how to apply them in material designing and preparation?

UNIT SIX:PREPARATION AND ANALYSIS OF READING SKILLS

Introduction: The content of the this unit is sub-divided into two sections. The first section
deals with some aspects related with reading and the second section deles with designing
reading course.
MLC (Minimum Learning Competency): At completion of this unit, trainees:-
 Design the reading course with its appropriate tasks.
 Made decisions before designing a reading course.
 Design authentic and modified reading text and activities.
 Identify the approaches to teach reading skills.
 Differentiate the authentic and modified reading text.

6.1.What is reading?

Reading is the interaction between the reader and the text. It is what happens when people
look at the text and assign meaning to the written symbols in the text. The reader and the
text are the two physical entities necessarily for the reading process to begin.(refer your
reading skills course; (Eng 224) for more detail.

6.2. Factors that affect reading

 There are different factors that can influence second language learners:
 Cognitive development and style orientation
 Language proficiency in the mother tongue
 Degree of differences between first language and second language etc.

6.3.Reading for what purposes?

The most typical use of reading in a foreign language class is to teach the language itself,
and the typical text in a foreign course book is one that helps the teacher to present or to
practice specific linguistic items: vocabulary, structure, and so on. In short reading text is
important for three main things:

 To understand some written information

 To learn new vocabularies and
 To develop reading ability

6.4.Models of reading
 A. Bottom-up theory: With this approach, reading is viewed as the process of decoding
written symbols, working from smaller units (individual letters) to large ones (words,
phrases, and sentences)

B. Top-bottom theory: This view argues that readers bring a great deal of knowledge,
expectations, assumptions, and questions to the text and, given a basic understanding of the
vocabulary, they continue to read as long as the confirms their expectations.

C. The interactive theory: This theory argue that both top-down and bottom-up processes
are occurring, either in alternative or at the same time. It describes that a process that moves
both bottom-up and top-down, depending on the type of texts as well as on the readers' back
ground issues.

6.5.Designing the reading course

Designing the reading course refers how to decide what to teach in second language, how to
structure the course in order to reach those goals, or the approach. It also deals with what
considerations to keep in mind in selecting appropriate materials and in preparing tasks for
reading and evaluation of the degree of achievement of the course goals.

The most important information that teachers must have as they start to design a reading course
is the goals for the course-the reading ability that students should develop during the course.

Before developing reading goals, it is necessary to assess the needs of the students. The
following points should be considered before we set a goal.

 The target group(those about whom information will be gathered)

 The audience(those using the information collected)
 The needs analysts(those gathering the information
 The resource group(those who provide further information about the great group)

6.6. Alternative approaches to teaching reading

Under this sub-section.two approaches of teaching are discussed: intensive approach and
extensive approach

6.6.1. Intensive approach: It refers to the process of reading large quantity of reading material
which is based on the learners' own choosing

6.6.1. Extensive approach: It is a reading approach that the reader read texts carefully to
comprehend it and answer different tasks. Refer the reading skills course(eng 224)
 Dear students, what are the aspects related with reading and the designing reading
course you understand from this unit? What are the approaches and techniques used to
design reading materials and its tasks?

UNIT SEVEN:PREPARING MATERIAL FOR WRITING ACTIVITY

Introduction: Writing is one of important skills for students to develop mainly for two reasons:
to achieve academic success and to express themselves fluently and accurately in writing in real
life situations.

Minimum Learning Competency (MLC):At completion of this unit, trainees:-

 Differentiate the approaches used to design teaching writing skills.

 Explain the product and process approaches to writing.
 Explain the different stages in the process approach to writing.
 Identify different types of writing material for students.
 Design writing materials and its activities.
7.1.What is writing?
Writing is a system of human communication by means of visual symbols or signs. Writing
consists of graphic symbols, letters or combination of letters.
7.2.Important issues related to teaching writing skills
Having clear concept whether to focuses on flow of idea/message, fluency, or accuracy of
language is very important in shaping us to prepare appropriate writing courses to evaluate our
student's performance appropriately
Writing lesson can be prepared by integrating with other skills:
A. Integrating skills: eg from oral grammar to written exercise, from reading and
listening to making notes or writing comprehension exercises.
B. Aim of written exercises: Writing exercises are usually set to provide reinforcement
of language items(vocabulary. structures....)and to train the students in the skills of
communicating through writing.
C. Purpose: We need to try to create writing exercises that are close to real life tasks
as possible. These will include; writing for yourself, notes, writing messages and
letters, directions, instructions...etc

7.3.Approaches to teaching writing skills

Beyond the sentence, the writer must be able to structure and integrate information into cohesive
and coherent paragraphs and texts. In recent views on the approach of writing have emerged: The
product approach and process approach.
  Product approach is the process of writing focuses on the end result of the act of
composition, eg. the letter, essay, story, etc.
 Process approach is the process of writing that the writer should pay attention to various
stages that any piece of writing goes through. These stages are: Noting down various
ideas, selecting best ideas, deciding on the organization, writing rough version and
editing.

7.4.Type of writing activities

Types of writing are divided in three levels:

A. Controlled writing activities: It can be divided in to two types; controlled writing exercises at
sentence level and controlled writing above sentence level

 Controlled writing exercises at sentence level: It is used for reinforcing grammar and
vocabulary previously learnt. (eg. blank filling, for active and passive voice etc)
 Controlled writing above sentence level: It includes reordering of jumbled sentences to
form a coherent paragraph and to form a coherent text. Both of them focus on accuracy.

B. Guided writing activities: It is a kind of writing activity in which the students are given
guidance and they able to write a better text or paragraph. Below are some activity types;

.Note from listening, Note from parallel passages, dialogue completion, question to answer and
using charts, tables and diagrams.

C. Free writing activities: It requires the learners to create essay on a given topic. Here, the
students have more freedom to write something on the way they like.

Dear students, have you differentiated the approaches used to design teaching writing
skills? what are the concepts related with writing and the designing writing course you
understand from this unit? What are the approaches and techniques used to design
writing materials and its tasks?

UNIT EIGHT: ELT TEXTBOOK EVALUATION

Introduction: Writing is one of the important skills for students to develop mainly two reasons:
to achieve academic success and to express themselves fluently and accurately in writing in real
life situations.

Minimum Learning Competency(MLC) :At completion of this unit, trainees:

 Use the concepts of Evaluating teaching material and apply them.

  Evaluate English Teaching Materials as it suite the intended Grade level.
 Identify the type and purpose of teaching materials evaluation.
 Identify approach and various criteria for textbook evaluation.

8.1.Types of evaluating materials

Evaluation of text book differs in purpose, in personnel, in formality and timing. It can be
divided in to three stages:

A. Pre use(initial evaluation):The prediction of the potential value of materials use.

B. While use (in use evaluation):Measuring the materials while they are on use.

C. Post use evaluation: Evaluating materials after they are used by teachers and students.

Text evaluation has three parts: 1.External evaluations: It includes the following basic points.

a. title of the book d. price f. the introduction part h. paper quality

b. authors, c. publisher e. number of pages g. the table of content i. availability in local etc

2.Internal evolution: It deals with in-depth evaluation at least two or more units from the book
investigate the presentation of skills ,grading and sequencing content, the kind of texts used and the
relationship between exercises and texts.

3.Over all evaluation:

a. The usability factor-it deals with whether the materials are designed as supplementary for
teaching materials.

b. The generalize ability factor: it focuses on whether the materials are designed for teaching
English for specific purpose.

c. The adaptability factors: it refers about the modification of the materials with various local
circumstances. d. The flexibility factor

There are also various criteria for textbook evaluation: For instance:-
1.Layout and design evaluation 5.Balance of Language skills
2.Illustrations 6.Language input in the materials
3.Objectives 7.Topics and contents in the materials
4.Clear instructions 8.Cultural representation in the material etc

Dear students, Could you discuss and interpret the type, purpose and criteria for English
textbook evaluation?
PRACTICE QUESTIONS OF THE COURSE MATERIALS PREPARATION AND
ANALYSIS (ENG 327) WHICH ARE PREPARED FOR GRADUATE STUDENTS OF
THE 20012 ACADEMIC YEAR
Choose the best alternative for each of the following items.
1 The method in which complex sentences are re-written as a simple ones is:
A. Sentence structure B. lexical content C. Grammatical structure D. none
2. The following are implications of simplification except one.
A. the way in which content is presented
B. the change of meaning or intension of the original text.
C. fitting of the different parts of materials to the level intended
D. None of the above
3. Which of the following is suitable for simplification in any instructional material?
A. activities/Tasks B. Instructions/explanations C. exercises D. all
4. One the following is less considered in designing vocabulary materials.
A. usage B. meaning C. form D. none
5. One of the following is less important in ensuring fluency development of learners.
A. students should work on unfamiliar topics
B. Students should work on familiar language items
C. Students are encouraged by their teachers D. All
6. Which of the following requires more attention in grading and sequencing tasks?
A. feasibility B. simplicity C. learn ability D. all
7. A teacher who introduces new words bit by bit is mainly dealing with:
A. grammar B. vocabulary C. type of content D. need of learners
8. Teacher Roza always crosschecks for the arrangement of titles, topics and events in her
lesson before she teaches her students. She is best concerned of:
A. Types of contents B. Interest of learners C. way of organization D, Familiarity
9. The method in which language teachers select topics that can fit learners’ needs is based on:
. A. feasibility B. simplicity C. learn ability D. interest
10. Teacher’s focus is on the means by which students arrive at end result in designing tasks
during ______________.
A. process approach to writing B. product approach to writing
C. free writing D. controlled writing
11. Teacher Soresa is a grammar teacher. He always warns his students to construct error free
sentences. What do you think is the focus of the teacher ?
A. Audience B. accuracy C. fluency D. all of the above
12._________ is the principle in which curriculum designers focus on the learning styles of
each students. A. Individualizing B. Localizing C. modernizing D. personalizing.
13. Which one the following is different from the others?
A. deleting B. omitting C. cutting out D. modifying
14. Which of the tasks below is not suitable in the while listening stage?
A. Listen and tick B. listen and do C. complete the tables D. all E .none
15. Effective pre- listening tasks may include all the following except one.
A. What do you know about…….? B. What do you expect to listen about?
C. can you give a short summary of the text? C. Have you ever heard about……..?
16. Grading of the content is based on the following except
A. Complexity of item C. item frequency in spoken or written English
B. attention of the student D. importance for the learners
17. In grading tasks the issue of difficulty is determined by:
A. Teacher’s need C. Society’s Culture
B. Cognitive Complexity D. Geographical Situation
18. From the given alternatives which one of the following speaking activity should be taught for
grade eight students at the beginning?
A. Take part in short dialogue C. Give personal details about him/her self
B. Give short descriptions of his/her friend D. Use an appropriate conversational style
19. Which one of the following is not visual material which supplements the main text book?
A. Picture card B. Wall chart C. Radio D. flash card
20. Which one of the language skill is largely viewed as training in aural discrimination of
basic sound patterns?
A. Listening B. Speaking C. Vocabulary D. Spelling
21. Sequencing and grading listening tasks may not be seen with respect to:
A. Vocabulary level B. interest C. Familiarity of topic D. Class size
22. Which one of the following instance is not used in simplifying technique of material
adaption?
A. Reducing the length of sentence C. Converting passive sentences to active sentences
B. adding unknown vocabulary to the passage D. Controlling unfamiliar vocabulary items
23 One of the following is inappropriate question to be raised during the presentation of new
language structures as is it meaningful and interesting?
A. To what extent is its relevance with the previous ones?
B. How are the new structures presented?
C. What are the relationships between the familiar and the new lexis?
D None of the above
24. One of the following is not a criterion for selection of learning tasks.
A. Involving language use in solving tasks
B. promote sharing of information and expertise
C. provides monitoring and feed backs of the learner and the task. D. none
25. Which of the following presentation of structures is in a suitable sequence to be taught?
A. how to say hello/conditionals/tenses/ C. how to say hello/tenses/conditionals/
B. tenses /how to say hello/conditionals/ D. conditionals/ tenses /how to say hello/
26. From the followings, identify the different one
A/task based syllabus C/ grammatical syllabus
B/ content based syllabus D/ procedural syllabus
27. Among other things, the importance of using authentic material is that they:
A/ introduce real English C/ introduce the real act of communication
B/ provide alternative ways of expressing things D/ all of the above
28. The advantage of published materials over authentic material is that
A/ its attractiveness in terms of topics, layout and illustration
B/ its reliability in terms of overall choice and sequencing of content
C/ its clarity to both teachers and students D/ all of the above
29 One of the following is an example of authentic material which can be used in language class.
A/ an article out of a newspaper B/ syllabus C/ teacher’ guide D/ textbook
30. After deciding what contents to put in their material, teachers start to think about _____.
A/ specific activities that need to be employed C/ specific objectives to be addressed
B / developing learning content D/ how to assess learners needs
31. The usual question that need to be asked during need assessment is______.
A/ How can I teach this content? C/ How can I re- order the selected contents?
B/ What do my students want to know? D/ What must be added or deleted
32. When teachers wish to conceptualize contents for material preparation, they are expected to
realize
A/ what will be included in their material C/ how the material will be adapted
B/ how the material will be evaluated D/ all except ‘A’
33. Materials which have been available in the market may not be suitable for learners. This
leads us to: A/ material evaluation C/ use the material
B/ material adaptation D/ Material grading
34.One of the following is inclusive
A/ omission of content C/ Adaptation of material
B/ sequencing of tasks D/ addition of tasks
35. Material adaptation is necessitated by a variety of reasons. Among these ______.
A/ what the material offers can never be match what our learners need
B/ The methodology in the material may not match our own
C/ The aim of a particular lesson in the material may not match our lesson
D/ All of the above
36. ___ refers to the application of some strategies to make the learning material more effective.
A/ material adaptation C/ sequencing material
B/ Material evaluation D/ grading content

37 The purpose of evaluating language learning material is _________.

A/ to decide its appropriateness C/ to promote its effectiveness
B/ to identify the merit & demerit D/ all of the above
38 In deciding how to sequence the learning content, one considers building from _____.
A/ simple to complex B/ easy to difficult C/ concrete to open –ended D/ all of the above
39. Language learning materials refer to:
A/ anything which is deliberately used to increase the learners’ experience of language
B/ students’ textbook and teacher’s guide
C/ course books which are used by teachers
D/ learning materials which are used by students
40. Which of the following is language learning material
A/ Textbook B/ Workbooks C/ Dictionaries D/ All
41. In teaching situations, the most important role of teacher- made material is ______.
A/ to bridge the gap between the classroom and the world outside
B/ to supplement textbook by adding interesting tasks
 C/ omitting difficult tasks or activities D/ all of the above
42. Authentic materials signify:
A/ Material that were not originally prepared for language teaching purpose
B/ Materials that were intentionally produced for language teaching program
C/ Teacher’s book and students’ textbook
D/ Any materials which are prepared by teachers and students
43. In developing language teaching material, the first logical step should be ___
A/ needs assessment C/ conceptualizing content
B/ selecting activities D/ organization of content
44. In developing language teaching material, teachers focus on:
A/ relevance B/ appropriate vocabulary C/ coherence D/ all of the above
45 One of the following is not the purpose of assessing reading lesson
A/ Checking students’ progress in reading
B/ Evaluating if our reading lesson is at the right position
C/ assessing the difficulty level of the reading lesson D/ Error correction
46. Language syllabus may contain _________. A/ phonology B/ grammar C/ task D/ All
47. One of the following includes the rests concerning grading language learning task
A/ inside the head factor B/ outside the head factor C/ learners factor D/all of the above
48. One of the following might not be included in analyzing students’ reading needs
A/The resource group B/The needs analyst C/ The target group D/ No answer
49. A kind of reading teaching approach which motivates learners to read large quantities of texts
on their own choice is:
A/ intensive approach C/ language based approach
B/ extensive approach D/ schema based approach
50. A kind of reading teaching approach which motivates learners to read large quantities of texts
on their own choice is: A/ intensive approach C/ language based approach
B/ extensive approach D/ schema based approach

Answer Key

1.A 11. B 21.B 31.B 41. D

2.D 12. A 22.B 32. A 42. A
3.D 13. D 23.D 33. B 43. A
4.D 14 .E 24.D 34. C 44. D
5.A 15. C 25.C 35. D 45. A
6.B 16 .B 26.C 36. A 46 .D
7.D 17 .B 27. D 37. D 47. D
8.B 18 .C 28. D 38. D 48. C
9.C 19. A 29. A 39. A 49. D
10 .B 20. A 30. A 40. D 50. B