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Textbook Evaluation - Appropriateness of Content To Learners (Aspect 2)

This document evaluates a textbook for its appropriateness for learners based on several criteria. It summarizes that the textbook contains 10 units covering a broad range of academic topics at an IELTS 5-6.5 level. Each unit includes listening, speaking, vocabulary and grammar exercises to develop language skills and complete a final project. The textbook also draws on students' backgrounds and engages them in problem-solving tasks to improve communication skills. It promotes autonomy through vocabulary lists and strategies for language learning. While appropriate for an English for Academic Purposes course, some changes to topics may be needed to better suit different student programs.

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Henry Osborne
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78 views16 pages

Textbook Evaluation - Appropriateness of Content To Learners (Aspect 2)

This document evaluates a textbook for its appropriateness for learners based on several criteria. It summarizes that the textbook contains 10 units covering a broad range of academic topics at an IELTS 5-6.5 level. Each unit includes listening, speaking, vocabulary and grammar exercises to develop language skills and complete a final project. The textbook also draws on students' backgrounds and engages them in problem-solving tasks to improve communication skills. It promotes autonomy through vocabulary lists and strategies for language learning. While appropriate for an English for Academic Purposes course, some changes to topics may be needed to better suit different student programs.

Uploaded by

Henry Osborne
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Textbook Evaluation -

Appropriateness of
content to learners
(Aspect 2)
Curriculum Design and Evaluation PG (11390|1)
Assignment 2: Class Presentation
u3199504
The
textbook
Our context

Academic Bridging
ESL/EFL at course (pre-
RMIT university/u
Vietnam ndergradua
te)

IELTS 5-6.5
(CEFR: B2)
Table of
contents
1. relevant to the student
needs
• 10 units
• Broad spectrum of academic topics (such as: ….)
• Listening: discussion, vocabulary and grammar – (language
development, critical thinking)
• Speaking: functional language, pronunciation and speaking
stratergies
• Learning objective: produce a successful learning task
Eg: Unit 1: Globalization
1. Active and passive voice
2. Globalization and Environment Vocabulary
3. Understanding data then analyzing and using data in a pie chart
4. Final task: Give a presentation on workers in developing
countries
2. relevant to the students’
experiences, interests and
background?
• Gives students an insights of their future
majors in English/ help them to decide
their future careers
• Draws on their background knowledge
and experience
• Level of difficulty could be challenging,
but matches the competency expected at
the university programs
• Eg: Chapter 3: Medicine
(not only for students pursuing health
programs, but also preparing for their life
overseas)
3. engage learners in self-discovery, involvement 
and problem solving? Are they communicative?

• Motivation: Unlock encourages students to bring their own knowledge,


experiences and opinions to the topics. This motivates students to relate the
topics to their own contexts. (Personalised)
• The Critical thinking: based on Benjamin Bloom’s classification of learning
objectives. This ensures learners develop their lower- and higher-order thinking
skills, ranging from demonstrating knowledge and understanding to in-depth
evaluation.
“[…] with different styles of visual aids such as mind maps, grids, tables
and pictures, this critical thinking section provides very crucial tool
that can encourage learners to developetheir speaking skills.”
Dr. Panidnad Chulerk, Rangit University,Thailand
• using photomontage as a task can trigger students’
creativity and encourage their participation in talks. This
study aimed to determine “communicative
competence” of learners: the ability to use the language
to express a variety of meaning, for diverse purposes in
spontaneous, unrehearsed, authentic communication.
(Petrina, 2007 as cited in Hassaskhah, Barekat, and Asli,
2015)
• second language learning was a highly interactive
process while Savignon, in 1972, believed that learners
4. promote autonomy and advice on
language learning strategies?
Vocabulary list, which is divided up into unit vocabulary
and academic vocabulary.
• This ensures that learners are studying not only topic
specific vocabulary, but also words from the academic
word list. Learners are asked to use the vocabulary in
context by completing vocabulary activities, and will
encounter the words multiple times while working
through each unit
• The separated lists are helpful for teachers who might
have to make decisions about which words to teach
• Not only does it explicitly teach students strategies for learning and help
them think critically and metacognitively, but it also encourages students
to interact socially and use the language communicatively through pair
and group work to accomplish communicative tasks like presentations.
=> Instead of asking learners to imitate what they had learned when
speaking, teacher could observe what learners actually wanted to say and
then teach them how to say it in English. “natural language use and
production” theory (Brumfit 1979 as cited in Hunter, 2012).
• Activities include listening for opinions, making inferences, or discussion
questions, all of which help learners reflect upon what they have learned
in a variety of ways.
5. changes to the learner activities,
materials of the textbook and Why?
• Changes of topics according to students’ need. Eg.
Students enrolling in business program can have a unit
with topic on finance/tax etc.
Conclusion
• In sum, this book could easily fit into an English for
Academic Purposes (EAP) curriculum
• It also includes examples and language from corpus
research and its design and learning objectives help
prepare students for advanced academic study
• They are especially appropriate for learners who have a
goal of studying in English- medium universities
covering some of the fields students will study in the
university
Reference
Hassaskhah, J., Barekat, B., & Asli, S. (2015). The effect of
lecturing in student-generated photomontage on EFL
learners’ fluency, accuracy and complexity.(English as a
Foreign Language)(Report). Journal of Language Teaching
and Research, 6(5), 1081–1092.
https://doi.org/10.17507/jltr.0605.22
Hunter, J. (2012). “Small Talk”: Developing Fluency,
Accuracy, and Complexity in Speaking. ELT Journal, 66(1),
30–41. https://doi.org/10.1093/elt/ccq093
Lansford, L., 2014. Unlock Listening & Speaking 4. 3rd ed.
Q&A
Thank you and stay safe!

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