1. Claims for materials
1.1. Masinstream communicative themes
1.1.1. Real English
1.1.1.1. Students will encounter and need to use in todaay's world, develope functional reading,focus on grammatical areas.
1.1.1.1.1. It combines thorough language work with real life skills to give students the confidence and ability to communicate succesfully.
1.1.2. Authenticity
1.1.3. Communication
1.1.3.1. Encourage learner independence and developes fluency, accuracy and confidence.
1.1.3.1.1. Give learners a new set of skills and strategies for mastering the language.
2. Materials
2.1. Primary organizing principle
2.1.1. Structures
2.2. Secondary organizing principle
2.2.1. Topics or situations
3. Syllabuses
3.1. Their layers of organization
3.1.1. Functions
3.1.1.1. - Begins conversations with strangers
3.1.1.1.1. - Participate in longer conversations.
3.1.2. Structures
3.1.3. Roles
3.1.3.1. Students will learn to talk about: pepole´s names, age, national origin, adresses, jobs, etc.
3.1.3.1.1. Abilities, physical characteristics, and qualities, weights and messures.
3.1.4. Skills
3.1.5. Topics
3.1.6. Situations
3.1.6.1. Houses, seasons, holidays, places, plans; health and ilness.
3.2. Syllabus of skills / Multi-syllabus
3.2.1. It merges two approaches
3.2.1.1. A view of language use
3.2.1.1.1. It contains categories of
3.2.1.2. A version of a more formal linguistic syllabus
3.2.1.2.1. It contains elements of
3.3. Unidemensional/Multi-dimensional
3.3.1. Function
3.3.2. Settings
3.3.3. Notions
3.4. Lexical syllabus
3.4.1. Most of the current course books are concerned
3.4.1.1. To rationalize vocabulary as content
3.4.1.2. Teaching as psychological mechanisms to learn and remember lexical items
3.4.2. Central claim
3.4.2.1. Lexical database provides a rich input of real language use
3.4.2.1.1. Giving authenticity and context to the tasks and exercises
3.5. The process syllabus
3.5.1. The focus is on "how" rather thar "what"
3.5.1.1. Must evolve as learner's problems and developing competence gradually emerge
3.5.1.1.1. Activities
4. Ensure that students
4.1. Operate key functions
4.2. Talk about basic notions
4.3. To commmunicate appropriately in specific situations
4.4. Discuss topics according their interests and needs
5. Learning processes and strategies
5.1. Learning skills
5.1.1. Translation method
5.1.1.1. Learners autonomy and training
5.1.1.1.1. Reading/listening for the general idea
5.1.1.1.2. Looking for specific items of information
5.1.1.1.3. Predicting
5.1.1.1.4. Making inferences or deductions
5.2. Learning strategies
5.2.1. Analyses the components of succesful language learning
5.2.1.1. A good language learner
5.2.1.1.1. Take risks with comprehension and production
6. Context of Evaluation
6.1. External Evaluation
6.1.1. detailed evaluation
6.1.1.1. Examine the organization of materiasl
6.1.1.1.1. Introduction and table of contents
6.1.1.1.2. Blurb or claims on the cover
6.2. Internal Evaluation
6.2.1. In-depth investigation into the materials
6.2.1.1. Examine at least two units of a book
6.2.1.1.1. The presentation of the skills in the materials
6.3. The overall Evaluation
6.3.1. The usability factor
6.3.1.1. The generalizability factor
6.3.1.1.1. The adaptability factor