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How Much Do We know
about Our Textbook?
Zhang Lu
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Task 1
In pairs, discuss:
What is the relationship between a
classroom teacher & the textbook?
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A textbook serves to facilitate learning
is a tool
A teacher
is a consumer, a master & a designer
must be innovative, reflective & creative
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Task 2 Here are three teachers opinions about textbooks.Which one do you agree with most?
Teacher 1: I dont use a textbook. I prepare all my own
teaching materials. After all, I know my students needs
better than any coursebook writer does
Teacher 2: I couldnt teacher without a textbook. I use it
just like a recipe. Follow it page by page, and you cant
go wrong.
Teacher 3: I f ind my coursebook very useful . I use it a lot
of the time. But not all the time.
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Task 3
In groups of 4, answer the following
question.
What does a coursebook
offer?
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A textbook offers:
The syllabus
Language presentation material
Language practice material
Skills development material
A sequence of workRecycling and review of language
Additional material
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Task 4
In pairs, discuss
What is the relationship between
a syllabus & a textbook?
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Language content
Process/
means
Syllabus objectives
General Goals of a Curriculum
Product/
outcomes
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Key questions about three components of
a syllabus contains:
content -- a. what ?b. order ?
c. criteria for the decisions?
process a. how to present?
b. roles of t & Ss ?
c. how can materials
contribute to learning process ?
Product: a. knowledge of language ?b. language skills ?
c. techniques of evaluation ?
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Types of Syllabus:
Structural--grammatical syllabus
Notional syllabus
Functional syllabus
Notional-functional syllabus
Situational syllabus Communicative Syllabus
Task-based Syllabus
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Definition of a task :
an activity or action which is carried out as theresult of processing or understanding language
For example, drawing a map while listening toan instruction and performing a command Atask usually requires the teacher to specify whatwill be regarded as successful completion ofthe task.
Richards, platt, and Weber 1985
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Criticizing task-based
Syllabus no guidance is provided on the selection of
tasks
no guidance is provided on how tasks might be
related to the real-world language needs of thelearners.
there are usually a variety of factors which willinteract to determine task difficulty.
some of the factors will be dependent on thecharacteristics of the learner, what is difficultfor learner A may not necessarily be difficultfor learner B
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Which syllabus
We should
1. take account of what language
teaching aims are.
2. to focus on content is too restricted
and the language educator needs to
draw the principles and procedures
of curriculum studies and to apply
principles of effective management
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Various ways of using coursebooks
A. Follow very closely and in the exact order ofpresentation
disadvantages of this approachB. A more balanced relationship between teacher
& coursebook
advantages of this approach
C. No set textbook; select their own lessons &sequences of lessons from a large array of
published material
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Why are some teachers so
dependant on the textbook?
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Factors influence the degree of
dependence or autonomy in using
coursebooks type of educational system/environment
Syllabus/materials constraints imposed by
education authorities Culture & expectation of learners
Nature & amount of training for the teachers
Teachers experience & confidence
Teachers command of English
Availability of alternative coursebooks &resources for materials
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Adapting the coursebooks
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Adapting published materials
Why adapt coursebooks?
When to adapt?
How can teachers adapt thecoursebook?
Supplementing & replacingmaterials
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Why adapt coursebooks?
Every learning situation is unique and depends on
the following factors:
The dynamics of the classroom The personalities involved
The constraints imposed by the syllabuses
The availability of resources
The expectations and motivations of the learners.
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When to adapt?
We may need to adapt coursebooks because they are not ideal as theystand in any of the following areas:
Methods (an exe. may be too mechanical, lacking in meaning, toocomplicated)
Language content (e.g. there may be too emphasis on grammar) Subject matter (e.g. topics may not be interesting, outdated, not
authentic enough)
Balance of skills (there may not emphasis on skills )
Cultural content (there may be some cultural references that needomitting or changing)
Image (a coursebook may project an unfriendly image through poorlayout, low quality visuals, etc.)
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How can teachers adapt the
coursebook?i) Analyzing the coursebook , i.e. seeing what is
actually in the book and assessing its value &
relevanceii) Eitheromitting or adding or re-ordering
parts of the lessons, so as to bring the
coursebook closer to what the teacher considers
is necessary to achieve the objectives of the
syllabus
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Supplementing & replacing materials
Areas that usually need to be supplemented:
Reading
Listening
Pronunciation
Vocabulary
Grammar
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Evaluating for potential &
evaluating for suitability
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Guidelines for evaluation
1. Coursebooks should correspond to learners needs.They should match the aims & objectives of thelanguage-learning programme.
2. Coursebooks should reflect the uses which learners willmake of the language. Select coursebooks which will
help to equip students to use language effectively fortheir own purposes.
3. Coursebooks should take account of students needs aslearners & should facilitate their learning processes,without dogmatically imposing a rigid method.
4. Coursebooks should have Coursebooks a clear role as asupport for learning. Like teachers, they mediatebetween the target language & the learner.
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The overall evaluation
The usability factor: how far the materials couldbe integrated into a particular syllabus as coreor supplementary?
The generalizability factor: is there a restricteduse of core features that make the materialsmore generally useful?
The adaptability factor: can parts be
added/extracted/used in another context/modifiedfor local circumstances?
The flexibility factor: how rigidis the sequencing& grading?
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Examine a coursebook. Find out:
What elements of language content arespecified?
What course outcomes or objectives in
terms of specific achievements are stated?
What processes are suggested for actual
classroom activities?
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Than You
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