Part B 

     You are going to read an extract about curriculum. Six paragraphs have  beenremoved from the extract. Choose from the paragraphs A - G the one which  fits each gap(27 - 32). There is one extra paragraph which you do not need to use.  
    Curriculum 

     It seems fairly obvious that if teachers are to be the ones responsible for  developing the curriculum, they need the time, the skills and the support to  do so. Support may include curriculum models and guidelines. It should also  include counseling and bilingual support, and may include support from  individuals acting in a curriculum advisory Position. The provision of such  support cannot be removed from, and must not be seen in isolation from, the  curriculum. 

27   In many institutions, it is customary to identify teachers, as ‘experienced’ or  ‘inexperienced’ according to the number of years they have.beenteaching (a common  cut-off figure seems to be four or five).  

28  In general, there is a great deal of confusion over the terml ‘curriculun’.  Manyteachers see ‘the curriculum’ as set of prescriptive statements about what  ‘should happen’. This makes any reference to curriculum matters by outsiders quite  threatening. 

29  This, in fact, returns us to the point that the relationship between, planning,  teaching and learning is extremely complex. The notion that there is a simple  equationbetween these three components of the curriculum (i.e. that ‘what is  planned' = ‘what istaught = ‘what is learned') is naive, simplistic and misleading.  It is crucial for those involved in course and program evaluation tg, be aware of  this complexity. 

30   The amount that  a acher working alone can achieve, is  strictly limited. The.best  teacher-based curriculum development occurs as the result of team efforts, when  groups of teachers with similar concerns or with similar students work together to  develop a program or course.  

31  In the past, Within the Adult Migrant Education Program, there has been a tendency   for initmtives which have curricular implications to be introduced on a grand scale  in an unsystematic way with very little monitoring and evaluation. The., adoption  of a learner-centered approach to curriculum is a case in point. 

32 Many of the problems which are attributed to lack of curriculumcontinuity flow  directly from the adoption of a learner-centered philosophy and the requirement,  inherent in this philosophy, that the classroom practitioner be the. principal agent  of curriculum development. It may well be that a certain amount of discontinuity  is inevitable, the price we pay for the chosen philosophy. There is certainly no  sitigle or simple solution.  

A  Other examples include the development of self-access centers and the  introduction of bilingual information officers. The same may well: be said of  plans to introducecounseling services, bilingual assistants and curriculum  advisors. There is a greatdeal to be said for Curriculum development to occur  through small-scale case studies and action research projects which are  adequately planned, Closely monitored and properly evaluated, rather than  through  large-scale national initiatives.Teachers are certainly inclined to  adopt an innovation which is the result of successful practice than a0 untested  idea which is thrust upon them. 

B  If teachers are to be the principal agents of curriculum development, they need  to develop a range of skills which go beyond classroom management and instruction.  Curriculum development will therefore be largely a matter of  propriate staff  eevelopment. 
C  One of the points which emerged most strongly from the study was the fact that  continuity in language programs is not just a curricular or pedagogical problem.  It is an administrative, management and organizational problem as well as a  counseling and curriculum-support problem. 

D  Such collaboration may or may  not include team teaching. While team teaching  is recognized by teaehers as being highly desiriible, many reported that they  were prevented from adopting a team approach by admirfistrative,arid     bureaucratic inflexibility. 

E There is a need for the scope of curriculum to be expanded to include not only  what‘should happen’ but also what 'does happen'. Curriculum practice should thus  be defived as much from successful practice as from statements of intent. 

F  In terms of the provision of support, other teachers have the highest credibility  in the eyes of practitioners. The practice of removing competent teachers from  the classroom to be adhainistrators or advisors results in an immediate drop in  credibility.It may be more.deSirable to target practitioners who have expertise  in a limited domain, e.g. 'literacy' or 'assessment', than as 'experts' across  the total field of curriculum activity.                                      

G  However, it may welt be that there is no such thing as an 'experienced' teacher,  if by experienced!is ,memlta teacher who can, at a moment's notice and with  minimal support, plan, implement and evaluate a course in any area Of the Program.  This was demonstrated bythe experience of Sally. It also emerged-in interviews   where only one or two per cent of teachers indicated that they would be able to  teach in an unfamiliar.area,without support. 

Part C 

      You are going to read a passage about the role of textbooks in language teaching.  Choose from the list A-G the headings which best summarize each paragraph (33-38)  of the passage. There is one extra heading that you do not need to use. 

33    Textbooks are a key component in most language programs. In some situations  theyserve as the::basis for much of the language input learners receive and the  language practice that occurs in the classroom. They may provide the basis for the  content of the lessons, the balance of skills taught and the kinds of language  practice the students take part in. In other situations, the textbook may serve  primarily to supplement the teacher's instruction. For learners, the textbook may  provide the major source of contact theyhave with the lajaguage apart from input  provided by the teacher. 

34   In the case of inexperienced teachers textbooks may also serve as a form of teacher  Training-- they provide ideas on how toplan and teach lessons as well as formats  that teachers can use. Much of the language teaching that occurs throughout the wortd  today could not take place without the extensive use of commercial textbooks.  Learning how to use and adapt textbooks is hence an important part of~a teacher's  professional knowledge 

35    Textbooks, however, sometimes present inauthentic language since texts,  dialogs and other aspects of content tend to be specially written to incorporate  teaching points and are often not representative of real language use. TextboOks.  often present an idealized view of the world or fail to represent real issues.  Furthermore, if teaehers usetextbooks as the primary source of their teaching,  leaving the textbook and teacher manual to make the major instructional decisions  for them, the teacher’s role can become reduced to that of atechnician whose  primarily function is to present materil prepared by others. 

36   With such an array of commercial textbooks and other  kinds of instructional  materials to choose from teachers and others responsible for choosing materials need  tobe able to make informed judgments about textbooks and teaching materials.   Evaluation,however, can only be done by considering something in relation to its  purpose. A bookmay be ideal in one situatior~ because it matches the needs of that  situation perfectly. It has just the right amouht of material for the program, it  is easy to teach, it:can be used with little preparation by inexperienced teachers,  and it has an equal Coverage ofgrammar and the four skills. However the same book  in a different situation may turnout to be quite unsuitable. 

37  Two factors are in,votved in the development of commercial textbooks: those  representing the interests of the author, and those representing the interests of  the publisher, The author is generally concerned to produce a text that teachers  witI find innovative, creative, rele,cant to their learners' needs, and that they  witt enjoy teaching from. The author is generally hopeful that the book will be  successful and make a financial profit since a large investment of the author's  personal time and effort is involved. The publisher is primarily motivated by  financial success. 

38   When developing materials, the publisher will try to satisfy teachers'  expectations as to what a textbook.at acertain level should contain. For example,  if an introductory ESL textbook does not include the present continuous in' the first  level of the book, teachers may feel that it is defective and not wish: to use it.  In an attempt to make an author's manuscript usable in as large a market as possible,  the publisher often has to change it substantially. Some of these changes are  necessitated by the fact that-teachers with very different levels of experience,  training, and teaching skill might be using the book, 

             A  Textbooks have limitations and disadvantages. 

             B  Textbook can be adapted in classroom teaching. 

             C  Textbooks need to. be evaluated before they are adopted. 

             D  Textbooks should meet teachers' needs in classroom teaching. 

             E  Textbook development often serves different purposes. 

             F  Textbook  provide the major source of learning. 

             G  Textbooks facilitate teachers' professional development. 

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