Working with a Working with a coursebook/ coursebook/ textbook textbook Aims of coursebooks Aims of coursebooks Coursebooks are written: Coursebooks are written:  to give less experienced teachers support to give less experienced teachers support and guidance and the control of a well- and guidance and the control of a well- organized syllabus; organized syllabus;  to give more experienced teachers to give more experienced teachers materials to work from. materials to work from. Factors affecting how teachers use a Factors affecting how teachers use a coursebook coursebook  Experience and training Experience and training  Workload Workload  Institutional policy Institutional policy  The quality of the coursebook The quality of the coursebook What a coursebook can offer What a coursebook can offer  The syllabus The syllabus  Teachers working to similar plans, in Teachers working to similar plans, in similar ways similar ways  Institutions co-ordinating and monitoring Institutions co-ordinating and monitoring  Preparing tests Preparing tests  A revision checklist for learners A revision checklist for learners What a coursebook cannot provide What a coursebook cannot provide  Your specific teaching conditions Your specific teaching conditions  Your specific learners’ interests & Your specific learners’ interests & personalities personalities  No personal relationship with learners. No personal relationship with learners. Using a coursebook Using a coursebook 1. 1. Main areas of grammar, function, vocabulary or phonology? Main areas of grammar, function, vocabulary or phonology? 2. 2. Things might do in this lesson (S, L, R, W, T)? Things might do in this lesson (S, L, R, W, T)? 3. 3. Any activities you would categorize as ‘games’ or ‘game- Any activities you would categorize as ‘games’ or ‘game- like’? like’? 4. 4. Any challenge to learners in each activity? Any challenge to learners in each activity? 5. 5. Any activities relate the language to true personal Any activities relate the language to true personal information about learners? information about learners? 6. 6. Divide activities into ‘teacher does a lot’; ‘teacher does some Divide activities into ‘teacher does a lot’; ‘teacher does some things’; ‘teacher does very little’. Visualize yourself as things’; ‘teacher does very little’. Visualize yourself as teacher. teacher. 7. 7. Possible classroom procedure (how to exploit)? Possible classroom procedure (how to exploit)? 8. 8. Any parts you might omit? Any parts you need to plan Any parts you might omit? Any parts you need to plan carefully if learners are shy? carefully if learners are shy? 9. 9. Any thing you want to add? Why? Any thing you want to add? Why? How to adapt the coursebook How to adapt the coursebook  How to exploit the illustrations How to exploit the illustrations  How to handle the pre-task stage How to handle the pre-task stage  How to make the texts and tasks fully How to make the texts and tasks fully relevant to the learners’ interests and relevant to the learners’ interests and needs needs  How to make the texts and tasks as How to make the texts and tasks as appropriate as possible for the learners’ appropriate as possible for the learners’ abilities abilities How to adapt the coursebook How to adapt the coursebook  Adapt activities to the learners’ interests and Adapt activities to the learners’ interests and needs needs  Bring situations to life, perhaps with specific aids Bring situations to life, perhaps with specific aids or supplementary material or supplementary material  Explain and demonstrate activities and tasks Explain and demonstrate activities and tasks  Personalize the language practice material Personalize the language practice material  Use contexts or topics that are especially Use contexts or topics that are especially interesting or familiar for your learners. interesting or familiar for your learners.  Do something with the book closed first Do something with the book closed first Adapting the coursebook Adapting the coursebook Look at the following page (p.20) in Tieng Anh 9 and discuss what the problem Look at the following page (p.20) in Tieng Anh 9 and discuss what the problem is is 2. Work with a partner. Imagine you and your partner are visiting Ho Chi Minh 2. Work with a partner. Imagine you and your partner are visiting Ho Chi Minh City. Ask and answer questions about the things you have done. Use the City. Ask and answer questions about the things you have done. Use the present perfect tense of the verbs in the box. present perfect tense of the verbs in the box. Sights Sights Food Food Giac Lam Pagoda Giac Lam Pagoda Vietnamese Vietnamese Reunification Palace Reunification Palace vegetarian vegetarian Zoo and Botanical Gardens Zoo and Botanical Gardens Chinese Chinese Dam Sen Amusement Park Dam Sen Amusement Park French French Have you seen Giac Lam Pagoda yet? Have you seen Giac Lam Pagoda yet? Yes, I’ve already seen it. Yes, I’ve already seen it. Have you eaten Vietnamese food yet? Have you eaten Vietnamese food yet? No, I haven’t. No, I haven’t. do visit see go eat Activities and lessons Activities and lessons  A basic skill in teaching English as a foreign language is A basic skill in teaching English as a foreign language is to be able to prepare, set up and run a single classroom to be able to prepare, set up and run a single classroom activity, e.g. a game or a communication task or a activity, e.g. a game or a communication task or a discussion. discussion.  Steps in a lesson: Steps in a lesson: 1. pre-activity 1. pre-activity 2. set up the activity 2. set up the activity 3. run the activity 3. run the activity 4. close the activity 4. close the activity - If the activity is complex and involves more than one - If the activity is complex and involves more than one step, repeat points 2,3 and 4 for subsequent steps. step, repeat points 2,3 and 4 for subsequent steps. 5. post-activity 5. post-activity