1
Methodology III
Name:
Student number
Teacher:
Course name:
Date:
, 2
Table of Contents
Chapter plan analysis 3
Textbook Criteria 3
General 3
Grammar 3
Vocabulary 3
Receptive Skills 3
Productive Skills 3
General 4
Grammar 7
Vocabulary 8
Receptive Skills 10
Productive Skills 11
Bibliography 13
Course Book Chapter Inquiry (what the chapter contains) 14
New Chapter plan 15
Course book chapter lesson designs 18
Grammar 18
Vocabulary 21
Penta Pie 24
Rationale 28
General (40 Points) 29
Structure (20 Points) 32
Choice of materials from the course book (40 points) 33
Choice of additional materials. (20 points) 35
Individual lesson design (50 Points) 36
Formative assessment (10 Points) 38
Feedback (20 points) 39
Additional Materials 40
Grammar lesson 42
Vocabulary lesson 45
Penta pie lesson 48
Book material 52
Teacher material book 55
Bibliography 58
, 3
Chapter plan analysis
Textbook Criteria
List of Criteria:
General
1. CLIL (Content and Language Integrated Learning)
2. All skills should be offered at least once throughout the chapter and with balance
3. Strategies for students to succeed within the skill should be offered
4. Scaffolding across different skills should be offered
Grammar
5. Inductive Reasoning should be applied
6. A textbook should include reading and writing activities for teaching grammar
Vocabulary
7. The vocabulary set must be relevant and used often
8. The vocabulary must be taught within a context
Receptive Skills
9. I + 1 (the level of input must be slightly above the students' level)
10. Authentic materials must be offered to the students
Productive Skills
11. There must be an information gap
12. There should be a focus on fluency over accuracy
The criteria list was made with the intention to determine the validity and effectiveness of
the course book for teaching English as a second or foreign language. Following to the
creation of the list, was a thorough conducted check of the Course Book ‘ The Golden
Experience Course Book(B1)’ belonging to the crucial conditions of teaching a foreign
, 4
language.
Chapter analysis
General
1. An effective book for language teaching should include Content and language
integrated learning. Meaning that the lessons of the chapter should include
various series of group work amongst the learners through activities/ exercises. According
to Wielander(2013), CLIL should be included in the coursebook through a series
of activities and collaborative work amongst the students in the foreign language, so the
students are learning the content and the language. The English lessons are a foreign
language for the student, CLIL will provide the lessons with the language they might use in
real-life situations. Therefore the majority of the exercises should be based on these
situations in order for the students to recall these events and use the experience in real life.
The chapter provides CLIL in the lessons
throughout the chapter. Several topics are seen
in the chapter and encourage students to work
on the exercises. The various topics make sure
that the work on their reading, speaking, writing,
and listening skills through the numerous topics
in the target language. Therefore, the various
topics can be used yet the topics will become
more relevant to the students.
Methodology III
Name:
Student number
Teacher:
Course name:
Date:
, 2
Table of Contents
Chapter plan analysis 3
Textbook Criteria 3
General 3
Grammar 3
Vocabulary 3
Receptive Skills 3
Productive Skills 3
General 4
Grammar 7
Vocabulary 8
Receptive Skills 10
Productive Skills 11
Bibliography 13
Course Book Chapter Inquiry (what the chapter contains) 14
New Chapter plan 15
Course book chapter lesson designs 18
Grammar 18
Vocabulary 21
Penta Pie 24
Rationale 28
General (40 Points) 29
Structure (20 Points) 32
Choice of materials from the course book (40 points) 33
Choice of additional materials. (20 points) 35
Individual lesson design (50 Points) 36
Formative assessment (10 Points) 38
Feedback (20 points) 39
Additional Materials 40
Grammar lesson 42
Vocabulary lesson 45
Penta pie lesson 48
Book material 52
Teacher material book 55
Bibliography 58
, 3
Chapter plan analysis
Textbook Criteria
List of Criteria:
General
1. CLIL (Content and Language Integrated Learning)
2. All skills should be offered at least once throughout the chapter and with balance
3. Strategies for students to succeed within the skill should be offered
4. Scaffolding across different skills should be offered
Grammar
5. Inductive Reasoning should be applied
6. A textbook should include reading and writing activities for teaching grammar
Vocabulary
7. The vocabulary set must be relevant and used often
8. The vocabulary must be taught within a context
Receptive Skills
9. I + 1 (the level of input must be slightly above the students' level)
10. Authentic materials must be offered to the students
Productive Skills
11. There must be an information gap
12. There should be a focus on fluency over accuracy
The criteria list was made with the intention to determine the validity and effectiveness of
the course book for teaching English as a second or foreign language. Following to the
creation of the list, was a thorough conducted check of the Course Book ‘ The Golden
Experience Course Book(B1)’ belonging to the crucial conditions of teaching a foreign
, 4
language.
Chapter analysis
General
1. An effective book for language teaching should include Content and language
integrated learning. Meaning that the lessons of the chapter should include
various series of group work amongst the learners through activities/ exercises. According
to Wielander(2013), CLIL should be included in the coursebook through a series
of activities and collaborative work amongst the students in the foreign language, so the
students are learning the content and the language. The English lessons are a foreign
language for the student, CLIL will provide the lessons with the language they might use in
real-life situations. Therefore the majority of the exercises should be based on these
situations in order for the students to recall these events and use the experience in real life.
The chapter provides CLIL in the lessons
throughout the chapter. Several topics are seen
in the chapter and encourage students to work
on the exercises. The various topics make sure
that the work on their reading, speaking, writing,
and listening skills through the numerous topics
in the target language. Therefore, the various
topics can be used yet the topics will become
more relevant to the students.
