Needs = Who are my learners and what do they need to do with language?, You find out that your students are preparing for presentations, You analyse that your learners struggle with fluency, You identify gaps in students’ use of functional language (e.g. giving advice), You notice that learners respond better to interactive activities, Evaluate = Is this material suitable for my learners and lesson aim?, You check whether the task has a clear communicative purpose, You decide that the instructions are not clear enough, You analyse whether the task promotes speaking or only written answers, You evaluate if the material matches the lesson aim, You decide that the task is too controlled and limits communication, Adapt = How can I improve this material?, You turn a reading comprehension task into a discussion, You simplify the instructions for clarity, You add an information gap to the activity, You change individual work into pair work, You remove a task that is too difficult, You reorder the lesson so discussion comes first, Teach = How will learners actually interact with it?, Students role-play a job interview in pairs, Students discuss their opinions in small groups, Students complete a speaking task using prompts, Students ask each other questions to complete a task, Students present their ideas to the class, Reflect = Did it work? Why / why not?, Students finished the task too quickly without much discussion, Students relied too much on L1 during the activity, Students were highly engaged and actively participated, You notice that students avoided using the target language, The activity took longer than expected and disrupted timing.

MATERIALS EVALUATION PROCESS

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