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Discuss.

1. What is easier for a teacher: to adapt existing materials or to design the new ones? Specify your answer.
2. The Internet provides teacher’s resource links where you may find various ready-made teaching materials. Do they want any adapting? Why?/ Why not?
3. Can you add any generalisable procedures to the list given in the text?
4. Look at the list of class equipment and accessories and do the tasks that follow.

Equipment and accessories: word processor, printer, Xerox, paper, pencils, pens, markers, flipchart, board, adhesive tape, video, audio-players and/or recorders, glue, files, envelopes, knives, scissors, rubber, pictures and cards.

a. Decide which type of material could be most effective for a specific teaching task:

- texts

- audio- and video materials

- visuals: pictures, diagrams, graphs, maps, objects

- computer programmes

- Internet

- TV and radio programmes

b. Work out a list of interesting topics, ideas and correlate this list with the syllabus.

c. Study how the teaching material needed is presented:

- in the coursebook available

- in the reference materials (dictionaries and grammar books)

- in supplementary materials (T’s own files, department files stock, periodicals, audio and video cassettes, Internet sources, libraries).

d. Identify what ready-made material could be used, to what extent it should be modified and what material should be designed.

Make use of the following words and phrases: In my opinion/view; to my mind; to my way of thinking; I am convinced that…; it strikes me that…; it is my firm belief that…; it seems to me that…; as far as I am concerned…; the main/greatest/first advantage…; another/one/one other/a further disadvantage…

VOCABULARY AND GRAMMAR

1. Put the verbs in the correct tense and voice form.

Evaluation of course books or materials evaluation, as it (a) (to refer) more broadly to here, (b) (to be) a field supported until now by only a relatively small specialist literature. The concept of evaluating materials in order to select for class use a particular set from among those available is not, of course, a new one. However, in recent years the term ‘material evaluation’ (c) (to take on) a more formal connotation in response to attempts to systemize it, most saliently through the introduction of the checklist. As to the question: ‘Who (d) (to act) as an evaluator and with what freedom to choose?’ all (e) (to depend) upon specific contexts. Sometimes, classroom teachers, either individually or collectively, (f) (to empower) to select any text available from anywhere to their learners. Sometimes teachers can choose, but only from among materials commissioned by a Ministry of Education. Sometimes there is a Ministry of Education evaluator who (g) (to select) above the level of the school. Sometimes there is no choice at all: the Ministry (h) (to prescribe) just one text, and teachers must use it. In the private sector, arrangements depend upon the management.