teacher's book

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Teacher’s Books

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a power point about the teacher role and teacher book

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Page 1: Teacher's Book

Teacher’s Books

Page 2: Teacher's Book

Teacher’s Role

Page 3: Teacher's Book

StudentsDifferent learning styles

TeachersDifferent teaching

styles

One teacher may be extrovert and amusing, another may be quiet and sympathetic, a third may be highly organized and

disciplined […] Books can give plans, but they can never

show you how to relate to a number of individuals in a

particular place on a particular day. (Grapevine Teacher’s

Book 1)

Page 4: Teacher's Book

Coursebook is to aid students and teachers in numerous ways, but not to dictate a rigid predetermined method by which language shall be taught and learned.

Teacher can develop the materials in the coursebook because teachers is the one who completely know the class situation and condition.

Page 5: Teacher's Book

Students’ feedbackTeachers

Decisions

Macro Decisions

Micro Decisions

Page 6: Teacher's Book

The prerogative lies with the teacher

should not hesitate to make the necessary decisions if they seem appropriate

from choosing the whole course to omitting certain exercises to adapting a communicative activity

Page 7: Teacher's Book

Examples:

Page 109-110.

Page 8: Teacher's Book

Main role of the teacher

A guide or a facilitator

A monitor

Guiding learning

through the learning process

Monitoring student progress

correcting errors

Supported by the

coursebook

Page 9: Teacher's Book

The Teacher’s book for Formula One(White and Williams 1989) expands on this role:

The teacher’s role is to act as a presenter or material, manager of learning resources and activities, and informant for the students. The teacher will:

Page 10: Teacher's Book
Page 11: Teacher's Book

Teacher’s book for Campus English (Forman et al 1990), a coursebook specializing in English for Academic Purposes.

It is expected that the teacher’s role will be that or monitor and facilitator rather than director. The aim I to promote learner independence from the teacher and students should be encouraged to work intervention by the teacher […] The teacher’s task is to facilitate the process by which students arrive at an answer.

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Page 13: Teacher's Book

Conclusion:

The monitor and guide model is the commonest, yet in general coursebooks and identifies perhaps the two crucial roles that coursebooks cannot fulfil themselves.

Page 14: Teacher's Book

Checklist on the teacher’s role

Page 111.

Page 15: Teacher's Book

Teacher’s Books

Page 16: Teacher's Book

What is Teacher book?

Teacher book is one included in the whole materials package.

This book can exert a considerable influence on how the course is taught.

Page 17: Teacher's Book

The functionSetting out the guiding principle of the courseStating the aims and objectives of the courseDescribing the basis for the selection and

grading of the language contentExplaining the rationale for the method that is

usedGiving an overview of the course and the parts

of the course.Providing practical guidance of how to use the

materialGiving linguistic information that is necessaryProviding background cultural informationPromoting better understanding of the

principles and practice of language-teaching in general, and helping to develop teaching skill.

Page 18: Teacher's Book

Some teacher book start with:• Give description of the make-up of the course•Give notes about content using per unit.

Some others:•Informing the course•Discuss the needs of learners and teachers.

Starting Up

Page 19: Teacher's Book

A good teacher’s book consists of: guidelines -> Teacher’s book should give a guidance

what to do and how to do the planning and teaching lessons.

Detailed plans-> The teacher’s book should give

detailed plan to teach each unit.Detail of predictable problems-> it should give details of predictable

problems that learners may encounterAnswer key.

Page 20: Teacher's Book

Some teacher books provide a very detail lesson plans, specify every activity and the language that should be used in class.

Others simply provide a small number of sample lesson plans that cover different kinds of activity in the course book.

Page 21: Teacher's Book

A good example of straightforward but sufficiently detailed explanation of the meaning of a grammar item can be found in connection with the present perfect in Bridge Plus One Teacher’s Manual (Molteno Project 1987), a course for primary English in South Africa:

The perfect tense of verb means an action which was done at a time before writing or speaking the sentence in which it stands, and the results of the action are still effective (present) at the time of writing or speaking.

-> the strange of such an explanation lies in its simplicity, clarity and intelligibility.

Page 22: Teacher's Book

Teachers’ books can also offer regular tests which can be used to give the feedback to the students of their progress and also give information of which areas of language need to be revised and have yet to be consolidated to the teacher.

Page 23: Teacher's Book

Major factor in success in language learning: Learner motivation.

-> teachers’ books can help by:- providing advise on including variety of

activity in lessons- Using topics of real interest to the learners- Adapting or extending course book exercises

that match the learners’ level and ability- Being prepared to make quick changes of

plan.

Page 24: Teacher's Book

ConclusionA good teachers’ books need to have some extra ‘contingency’(ALTERNATIVE) activities for each unit, which teachers can draw on if necessary, from a valuable addition to the contents of a teacher’s book. They can save a lesson that is losing momentum as well as providing teachers with a welcome additional sense of security.

Page 25: Teacher's Book

Checklist for teachers’ bookSee the book on page 123

Page 26: Teacher's Book

THANK YOU