Critical analysis

Analyais

1. Resources of Curriculum
critical analysis of
various samples of
textbooks, children’s
literature.
Dr. K. Kumaresan
Asst. Professor of Mathematics,
ThiagarajarCollege of Preceptors

2. A critical analysis of various
samples of Textbooks

3. Textbook Analysis
Textbook analysis is the systematic
analysis of the text materials including the
structure, the focus, content presentation
and special learning aspects.
Teachers may assume the content is
ultimate and follow it without knowing
useful or useless.
Both teacher and students should find out
the fulfilment of learning objectives of the
textbook.

4. Textbook Analysis...
A textbook should stimulate reflective
thinking and develop problem-solving
ability among students.
The textbooks should present real learning
situations, which are challenging and
interesting for the students and should not
render itself as a means of rote learning.

5. Textbook Analysis...
Both teacher and students should find out
the fulfilment of learning objectives of the
textbook.
In a critical analysis the teacher and
students evaluates the book in terms of
accepted literacy and standard.

6. Format of Analysis
Book identity
-Title, publisher, year of publication and the
standard
Criteria of book
-objectives, aims and goal
Core competences
–knowledge, understanding, etc.,
Types
-Predictive and retrospective

7. TextbookIdentity
: Tamilnadu 9
th
std English text book
: Tamilnadu Textbook corporation
BookTitle
Publisher
Date ( year ) of
Publication
Intended forgrade
:2019
: 9
th
standard
Chapter/Unit : I –IX
Page : 1 –220pages

8. Criteria ofTextbook Analysis
1.Goals of The Course
The first chapter until third chapteraresuitable
with thesyllabus.
Example : Basiccompetence in listening skill.
This basic competence apply in the second
chapter in every sub material in which all material
related with basic competence asked.

9. 2.Background of TheStudents
a.Age :14-15 years old
b.Educational background :English taught in
Govt.
High School grade IX
c.Culture :relates to students’
lives

10. 3.Approach
Audio
Visual
Kinesthetic
4. Language Skill
This textbook is focused in
conducting every language skills
listening, speaking, reading and
writing.

11. 5. GeneralContent
The textbook shows that the materials given
generally used to communicate every day.
This textbook used genre, such as narrative text,
explanation text and discussion text.
This textbook also contains phonetics symbol

12. 6. Quality of practicematerials
•The exercise instructions in this textbook
are clear for teacher and students.
•The textbook uses inductive approach.
•Supported by review exercises.
7. Sequencing
The textbook sequenced by grammatical
structures, genre, and skills.

13. 8.Vocabulary
In the textbook students have
activity to learn new vocabulary and
memorize it.
9. Accompanying materials
•Tape and pictures

14. Analysis of thetextbook
•The materials in the textbook are
complete and appropriate with the goal
in the syllabus.
•The textbook encouraged students to
do activity suitable with the material
taught in the every chapter .
•The textbook is sequenced by focusing
on vocabulary .
•The textbook is relevance of its
contexts and situations .

15. •The strength and weakness of the
textbook : The strengths
-This textbook use inductive approach
-The material given are familiar for the
students
-This text book presents “Grammar
Review”
-“Pronunciation practice” provides list of
words to be pronounced
-Developing English Competencies for
grade IX
The weaknesses
-The instructions are not clear
-There is no integrated skill in this
textbook.

17. Meaning of Children’sLiterature
–Written works that express in simple form
the universality of truth and clearness of
purpose–characteristic of great literature
that would endure and find a place in
children’s regard.
–The body of written works and
accompanying illustrations produced in
order to entertain or instruct young
people. (Encyclopedia Britannica)

18. ‘'Children's literature' is a term
generally used to cover all
literature for children and
adolescents, including oral
literature, such as fairy tales and
nursery rhymes, graphic
narratives and young adult
literature" (Bland, 2013)
Prepared by Gladys Koh

19. •Genre
-classics of world literature
-picture books and easy-to-read stories
written exclusively for children.
-fairy tales
-lullabies
-fables
-folk songs
-other primarily orally transmitted
materials

20. Gives students appreciation about
their own cultural heritage
Helps students develop emotional
intelligence and creativity.
Nurtures growth and development of
the student's
Provides students with opportunities
to respond toliterature;.

21. Criteria for evaluation of
children’s literature
1. Theme
The theme of a book reveals the author’s purpose in
writing the story.
It is the idea of the story, the meaning behind the story
2. Plot
The plot is the plan of the story; it tells what the
characters do and what happens to them.
It is the action of a story built around a theme.

22. 3. Quality of Content
Aside from the plot, the quality of the content of the
book must be examined.
The story must be worth telling or reading.
4.Characterization
The characters in the story whether they
are people or animals should be
convincingly real and lifelike.

23. 5.Style
The style of a book refers to the
manner or the way the author has
written it.
Every author has his own individual
style.

24. 7. Illustrations
The illustrations for a picturebook
are as important as the text.
Children prefer colored picture, but
some of the most popular picture
books and storybooks are black and
white.
The illustration should be
appropriate to the text.