The Evaluation of the Course Book “English in Mind”

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The Evaluation of the Course Book “English in Mind”

MA TESOL
Yixuan JIANG

Table of Contents

Ⅰ. Introduction………………………………………………………………………..2 Ⅱ. Literature Review………………………………………………………………….2 ⅰ. The factors of English teaching materials evaluation………………………..…..3 ⅱ. The analysis of materials-evaluation content. ………………………………..…3 ⅲ. The cultural values of evaluating the English language teaching materials…......4 ⅳ. The designed intention of teaching materials..……………………………….…..5 ⅴ. The effect of English teaching materials…….……………………………….…..6 Ⅲ. Evaluation criteria………………………………………………………….……...6 Ⅳ. Evaluate the course books..…………………………………………………….….8 Ⅴ. Conclusion………………………………………………………………….……10 Ⅵ. References………………………………………………………………….…….11

Ⅰ. Introduction

The language of English is not only the important tool for learning English cultural in the world’s communication, but also a crucial ability for the government to evaluate the talents with the development of the modern society. In addition, the education in secondary school is a significant period for the students whose ages are approximately around 13 to 16 years to shape their foreign language knowledge basis. Therefore the basic educational stage is increasingly important in foreign language teaching. However, this basic educational stage in China is affected by the “education only for tests”, thus, the English language teaching in China mainly trend to heavily imparting knowledge, lightly training capacity that might be not suitable for the needs of the modern development. Furthermore, textbooks, which the teaching content and organization depend on, play an essential role in English language teaching. The book I chose named “English in Mind” that was published by Cambridge University Press. It includes five levels for teenagers from beginner to upper-intermediate, and each level consist of 16 units, grouped into 4 modules. I choose Level 3 for the intermediate Chinese students in the medium-scale class. The length of course is at least 45mins everyday. The students who are lack of opportunities to speak English outside classroom are progressing form pre-intermediate to upper-intermediate. The books are used for improving the students’ language capacity rather than passing tests in the society that trend to be close to the international environment. This paper is mainly divided into five parts. Firstly, it comes to review the basic relevant theories of designing and evaluating the teaching materials. Secondly, I will give an explanation of the evaluation criteria, which I would use for evaluating this book. Thirdly, using the evaluation criteria to estimate one section of this course book in some depth. Then, I will illustrate some implications through the discussion of my evaluation. Finally, following with a brief summary of my main findings.

Ⅱ. Literature review

ⅰ. The factors of English teaching materials evaluation
As Crawford (2002) states, generally, the materials refer to all the teaching materials include textbooks, workbooks, teachers’ books and the supplementary materials that the students and teachers used in the class. It is also the most common theory is this area. When doing the educational evaluation, the objectives include not only the basic textbooks, but also the auxiliary materials used by the teachers. Along this line of consideration, according to Hutchinson and Waters (1987), the evaluation of teaching materials could be referred to “a matching process” that judging the values and qualities of one certain teaching material. However, there are both inside and outside factors should be taken into consideration when evaluating the teaching materials. As McGrath (2006) points out, the inside factors includes the quality and quantity of language input, the process of arranging the language and the output of target language. On the other hand, the outside factors consist of the principle and starting point of designing the...
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