English 19

Prepared by:
Laarni M. Camba

Prepared for:
Mr. Ray Mark Casulla
 Preparation
and
Evaluation
Of
Instructional
Materials
Instructional Materials may be operationally
defined as especially designed classroom tools
which contain instructions to learners and
teachers, and which specify each increment of
learning: the content to be learned; the techniques
of presentation; practice and use of that content;
and the modes of teaching associated with those
techniques (Johnson, RELC Journal)
 IMS are an important element within the
curriculum and are often the most tangible and
visible aspect of it. (Nunan, 1991)
 They can provide a detailed specification of
content, even in the absence of the syllabus.
 Roles of
Instructional
materials
Cunningworth (1995) summarizes the ro9les
of materials (particularly course books) in
Language teachings as a:
 Resource for presentation materials
 Source of activities for learners practice
and communicative interaction
 Reference source for learners grammar
vocabulary, pronounciation etc.
 Source of stimulation and ideas for
classroom activities
 Support for less experienced teachers
who have yet to gain in confidence in the langua
BASIC PRINCIPLES
IN MATERIALS
DEVELOPMENT
(Tomlinson 1998)
Materials should have impact
Materials should help learners to feel at ease
Materials should help learners develop confidence
What is being taught should perceived by learners
as relevant and useful.
 Materials should require and facilitate learners self-
Investment
 Learners must be ready to acquire the points being
taught
 Materials should expose the learners to language
in authentic use.
the learners’ attention should be drawn to
linguistic features of the input.
 Materials should provide the learners with
opportunities to use the target language to achieve
communicative competence.
 Materials take into account that the positive
effects of instruction are usually delayed
 Materials should take into account that the
learners differ in learning styles.
 Materials should into account that learners
differ in affective attitudes.
 BENEFITS OF
INSTRUCTIONAL
MATERIALS
 TEACHERS

Provide materials for presentation of new items for

reinforcement, consolidation and practice.
Provide materials for teaching particular skills, particular area
of language and other special difficulties.
Guide the teachers on the methods and techniques in
introducing the lessons and the series of exercises for
teaching the concepts.
Give them the opportunity to make the best use of their time
and skills to do more real teaching.
students

Concretize the syllabus

Opportunity for individual work in or
outside the classroom.
Follow a course of study with little help
from teachers.
 Types of
Instructional
materials
oTEXTBOOKS
oWORKBOOK/ SKILLBOOK
oTEACHER’S BOOK/MANUAL/GUIDE
oWORKTEXT
oMODULE AND SELF-LEARNING KIT
oREFERNCE BOOK
oMULTIMEDIA INSTRUCTIONAL MATERIALS
 Materials
Evaluation
1. External Evaluation aims to examine the
organization of materials as stated by the author
of the publisher. This type of evaluation analyzes
what the book tells about itself by looking at the
Ad blurb, the introduction, and the table of contents.

 Intended audience
 Proficiency level
 Context in which materials are to be used
 Organization into teachable units
 Date of publication
 Author’s view on language learning and teaching
 publisher
2. Internal Evaluation covers an in-depth
investigation of the value of the material in relation
to its objectives, principles, lesson design, and
assessment procedures. At this stage, the evaluator
analyzes the extent to which claims in the
introduction and blurbs actually match up with the
internal consistency and organization of the materia
In order to perform effective internal evaluation of
the material , at least two units of a book or a set
of materials need to be inspected.
The following information may be analyzed:

 Presentation of the skills in the material

 Grading and sequencing of skills
 Authentic or artificial recordings
 Authentic or artificial dialogues for speaking
 Relationship of tests and exercises to learner
needs and course content
 Provisions for different learning styles and self-
study
 Motivation for the learners.
3. Overall Evaluation analyzes the value of the
material in relation to its usability, generalizability,
adaptability and flexibilty.

• Usability- how far could the material be integrated

into particular syllabus as core or supplementary
material?
• Generalizability- how much of the material could
be used by the individual or group of people?
• Adaptability- can parts be added/extracted/used
in another context or modified for local situations?
• Flexibility- how rigid are the sequencing and
grading?