Write a brief evaluation (1 pages) of the secondary text you have chosen to use.
Include the following points in your evaluation, marking text pages of examples of supporting evidence for EACH point listed below.
TEXTBOOK EVALUATION
PARTNER PROJECT
TASK:
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Write a brief evaluation (1 pages) of the secondary text you have chosen to use. |
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Include the following points in your evaluation, marking text pages of examples of supporting evidence for EACH point listed below. |
Does the textbook include:
a. Contextualized language-practice activities, affording abundant practice in a range of contexts likely to be encountered in the target culture.
b. Personalized and creative practice activities that encourage students to express their own meaning in their own words as early in the program as possible.
c. Suggestions for group work and active communicative interaction among students.
d. Authentic language in exercises, readings, and dialogues, as well as abundant realia throughout the text, integrated with language-practice activities.
e. Functional/notional concepts, together with ample opportunities to practice a range of tasks using these concepts.
f. Clear and concise grammatical explanations that enable students to work toward accuracy goals from the beginning of instruction.
g. Vocabulary that is functional, high-frequency, and current; recycled throughout the text; presented in a logical fashion within each chapter as well as in a comprehensive English-Spanish (French or German), Spanish-English dictionary section)
h. Appealing topics, themes, readings, and activities that respond to the needs and interests of students.
i. Cultural material integrated with language-practice activities, selected to reflect both deep and surface culture phenomena, and incorporating both Big "C" and little "c" culture in a balanced fashion that will appeal to students' interests.
j. Ancillary materials that reflect the same criteria:
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workbooks |
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tapes |
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computer software |
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videos |
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testing packet |
Other considerations:
(do not need to have examples in Appendix, but do need to be answered in the narrative)
a. Articulation between levels
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Easy to finish one book in one year |
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Grammar and vocabulary are recycled |
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Progressive 4 skill development in each level |
b. Textbook goals and objectives are similar to those of National Standards draft?
(Based on Omaggio's Teaching Language in Context, 2000)
CONSTRUCTING EXERCISES TO ACCOMPANY A TEXTBOOK:
A. Pre-exercise, Exercise, Post Exercise Sequences Utilizing Textbook Sources
TASK: Choose an exercise related to your language. You will develop and describe:
B. Find an activity in the student's textbook and make it more communicative or expand it to be more standards-based.1) At least three pre-exercise activities designed to prepare students to complete the exercise.
2) At least three variation on completion of the exercise (orally, in writing, paired work, a combination, etc.)
3) At least three post-exercise activities that build or springboard from this activity.
**A copy of the actual textbook activity should accompany this assignment. Note that the actual textbook activity can involve any of the four skills or have a cultural focus.