SlideShare a Scribd company logo
1 of 19
Using coursebooks
Gladys Altamirano
Rebeca Carrera
Freddy Cedeño
Melida Farinango
Maria Gavilanes
Cristina Gómez
Using coursebooks
Options for coursebook use
 Course books are very important teaching tool that

supports teacher to clarify and simplify material and
provide needed assistance.
 They are organized and carefully planned and provide
the students assistance.
 The sequential presentation of information in an
orderly manner, allows the teacher to present didactic
and extra material in a balanced and sequential way
and also provides a sequence of teaching
procedures, that tells what and when to do it.
Options for coursebook use
 On the other hand, it is necessary to provide teachers

strategies and extra activities, so that everything is
carefully planned for the students in this important
process. As a result, we will obtain teachers with a
complete and comprehensive program.
Options for coursebook use
 There are four alternatives to take in consideration, if

we do not agree with a course book:
 Firstly, there is no problem if we omit lessons, teachers are
evaluating all the time.
 Secondly, provide our own material, should be better than
exercises from course book and also could be more
interesting than exercises provided by mention course
book.
 Thirdly, teachers could add activities and exercises, in order
to have enthusiastic and interested activities, using and
revising grammar and vocabulary according the topic they
are working on.
Options for coursebook use
 The last alternative is for teacher to adapt what is on

the course
book, rewriting, redoing, reordering, replacing, reduci
ng, etc. so students and teacher can feel more
comfortable using the course book in adequate way.
Adding, adapting and replacing
 Course books are probably the teacher’s and the

student’s most valuable resource as they work together
through the school curriculum.
 Course books are normally quite well organized and
help us to progress step by step through everything the
curriculum wants us to work on.
Adding, adapting and replacing
TO USE THE COURSEBOOKS MORE CREATIVELY
ADDING

Add some
activities that
are not in the
course book.

ADAPTING

Adjust the extra
activities to be
suitable for
your lesson and
for your
students’
needs.

REPLACING

To use variety
of activities, to
the lesson
class .
Adding, adapting and replacing
 Teacher will be able to address your students’ needs in a

more accurate, targeted way by having greater control
over what materials you use with them and what
activities you provide for them in your lessons for
achieving a better developing in learning process.
Reason for (and against) coursebook
use
SOME ADVANTAGES

 GOOD course books present:
 Well-structured syllabus
 Interesting content
 Consistent grammar
 Appropriate vocabulary and use of language
 Excellent reading and listening material
Reason for (and against) coursebook
use
 Because of the lack of time for teacher to plan, that

takes the course book as an ideal option to prepare
each class. Besides, there we can find teacher´s guide
which is an excellent monitor for every lesson plan.
 Students feel comfortable with course books, they can

see through the contents and be ready to the next
topic.
Reason for (and against) coursebook
use
 ON THE OTHER HAND

 There is the risk that the course book becomes the

ONLY material to work with. Both, students and
teacher will feel locked in the book suggestions
 Each class might develop a course book – centered
approach causing lack of creativity.
Reason for (and against) coursebook
use
 ASPECTS TO TAKE INTO ACCOUNT
 The best thing teachers and students should do is

taking the course book as a proposal for action without
rejecting ideas from other sources.
 The course book might work as a primary source
accompanied by multiply fonts of information.
 The teacher is who decides how and when the material
is used and of course it must be employed according to
the students´ progress.
Choosing coursebooks
 Teachers have to make competent choice what books

to employ. To carry out it teacher should determine the
pertinent course book analyzing the books under
consideration through checklist of questions
 Besides, Teacher asks the learners´ point of view to
take into account students´ needs and discuss with
colleagues which benefit teacher come to a final
decision.
Choosing coursebooks
 There are possible areas for consideration which are

fundamental to take a precise decision such as: Price
and availability, Add-ons and extras, Layout and
design, Instructions, Methodology, Syllabus, Language
skills, Topics, Cultural appropriacy, Teacher’s guide
Choosing coursebooks
 So when choosing books, these factors should be taken






into consideration:
Analyze it. Check areas like the list in the further
chart.
Pilot it. Use it in one or two classes and see the results.
Consult other teachers.
Consider opinion from students.
Choosing coursebooks
POSSIBLE AREAS
FOR
CONSIDERATION
Price and availability
Add-ons and extras
Layout and design
Instructions
Methodology
Syllabus
Language skills
Topics
Cultural appropriacy
Teacher’s guide

POSSIBLE QUESTIONS FOR COURSEBOOK ANALYSIS

Consider the students´ acquisition power
Check amount if extra resources in comparison with other books
See the structure design and if it is easy to manage
Check if language instructions and how independent could be its
use.
Test the relation between study and activation. Analyze the steps
from learning to production
Compare the objectives and learning goals with class levels
Take a look of how the book covers each language skills
Take in consideration attractive issues for your students considering
age and social context.
Customs, ethnicities, economic context should be taken in
consideration which may be engaging at the teaching time.
Review the teacher´s guide and how easy to follow is.
Conclusions
 In this chapter we have considered an important issue

because it is decisive for the teaching-learning process to
choose an appropriate course book .
 Initially, we have analyzed several options for
adding, adapting and replacing and how important is the
teacher´s creativeness in selecting these options apart from
not to depend on merely the book content but assessing
with extra resources for reinforcing lessons.
 It is very important to realize that a textbook is an aid, not a
sacred text. Teachers should work out the best ways to use
their books but they should never let the book use them.
Course books must be at the service of teacher and
learners, not their masters.
Conclusions
 Quite often teachers complain about course books that

need supplementing. The truth is: all course books need
supplementing. The point is just to decide how much and
what kind of supplementing a course book requires, always
according to the needs and characteristics of a particular
learner or a group of learners.
 After that we have consider a range of elements before
choosing an appropriate course book.
 With these guidelines, we as teachers will get the best of
our selected book and students will be comfortable when
working with an appropriate material on their hands.

More Related Content

What's hot

Communicative language teaching
Communicative language teachingCommunicative language teaching
Communicative language teaching
Elvis Plaza
 
Choosing coursebooks
Choosing coursebooksChoosing coursebooks
Choosing coursebooks
ffffunes
 
Language Teaching Approaches and Methods
Language Teaching Approaches and MethodsLanguage Teaching Approaches and Methods
Language Teaching Approaches and Methods
emma.a
 
Material designing
Material designingMaterial designing
Material designing
vickytg123
 
TEACHING VOCABULARY LESSON PLAN FOR YOUNG LEARNERS
TEACHING VOCABULARY LESSON PLAN FOR YOUNG LEARNERSTEACHING VOCABULARY LESSON PLAN FOR YOUNG LEARNERS
TEACHING VOCABULARY LESSON PLAN FOR YOUNG LEARNERS
Müberra GÜLEK
 
The lexical approach
The lexical approachThe lexical approach
The lexical approach
Thao Le
 
principles for teaching writing
principles for teaching writingprinciples for teaching writing
principles for teaching writing
Nieyta Rahmat
 
Post methods era in Language Teaching
Post methods era in Language TeachingPost methods era in Language Teaching
Post methods era in Language Teaching
Samira Rahmdel
 
501 the origins of language curriculum development
501  the origins of language curriculum development501  the origins of language curriculum development
501 the origins of language curriculum development
MsMax26
 

What's hot (20)

Communicative language teaching
Communicative language teachingCommunicative language teaching
Communicative language teaching
 
Needs analysis
Needs analysisNeeds analysis
Needs analysis
 
Evaluative checklist
Evaluative checklistEvaluative checklist
Evaluative checklist
 
Choosing coursebooks
Choosing coursebooksChoosing coursebooks
Choosing coursebooks
 
Types of syllabus design
Types of syllabus designTypes of syllabus design
Types of syllabus design
 
The Post-Method era
The Post-Method eraThe Post-Method era
The Post-Method era
 
Sylabuss powerpoitn
Sylabuss powerpoitnSylabuss powerpoitn
Sylabuss powerpoitn
 
structural syllabus -- funtional syllabus
structural syllabus -- funtional syllabusstructural syllabus -- funtional syllabus
structural syllabus -- funtional syllabus
 
The silent way
The silent wayThe silent way
The silent way
 
Language Teaching Approaches and Methods
Language Teaching Approaches and MethodsLanguage Teaching Approaches and Methods
Language Teaching Approaches and Methods
 
Material designing
Material designingMaterial designing
Material designing
 
Toward a post method pedagogy
Toward a post method pedagogyToward a post method pedagogy
Toward a post method pedagogy
 
Format and Presentation
Format and PresentationFormat and Presentation
Format and Presentation
 
TEACHING VOCABULARY LESSON PLAN FOR YOUNG LEARNERS
TEACHING VOCABULARY LESSON PLAN FOR YOUNG LEARNERSTEACHING VOCABULARY LESSON PLAN FOR YOUNG LEARNERS
TEACHING VOCABULARY LESSON PLAN FOR YOUNG LEARNERS
 
Direct method
Direct methodDirect method
Direct method
 
The lexical approach
The lexical approachThe lexical approach
The lexical approach
 
Communicative Language Teaching (CLT)
Communicative Language Teaching (CLT)Communicative Language Teaching (CLT)
Communicative Language Teaching (CLT)
 
principles for teaching writing
principles for teaching writingprinciples for teaching writing
principles for teaching writing
 
Post methods era in Language Teaching
Post methods era in Language TeachingPost methods era in Language Teaching
Post methods era in Language Teaching
 
501 the origins of language curriculum development
501  the origins of language curriculum development501  the origins of language curriculum development
501 the origins of language curriculum development
 

Viewers also liked

Syllabuses and coursebooks
Syllabuses and coursebooksSyllabuses and coursebooks
Syllabuses and coursebooks
ffffunes
 
Coursebook analysis
Coursebook analysisCoursebook analysis
Coursebook analysis
diegohecon
 
Course book evaluation
Course book evaluationCourse book evaluation
Course book evaluation
Legato
 
Textbook evaluation
Textbook evaluationTextbook evaluation
Textbook evaluation
porntipb
 
Coursebook evaluation
Coursebook evaluationCoursebook evaluation
Coursebook evaluation
digallardop
 
Adapting Your Course Book :Becoming Skilled in the Art of Manipulation
Adapting Your Course Book :Becoming Skilled in the Art of ManipulationAdapting Your Course Book :Becoming Skilled in the Art of Manipulation
Adapting Your Course Book :Becoming Skilled in the Art of Manipulation
Samira Rahmdel
 
Choosingcoursebooks 120829110627-phpapp01
Choosingcoursebooks 120829110627-phpapp01Choosingcoursebooks 120829110627-phpapp01
Choosingcoursebooks 120829110627-phpapp01
Abeer Alqannas
 
Scheme of studies pdf
Scheme of studies pdfScheme of studies pdf
Scheme of studies pdf
Rustam Ali
 

Viewers also liked (20)

Syllabuses and coursebooks
Syllabuses and coursebooksSyllabuses and coursebooks
Syllabuses and coursebooks
 
Coursebook analysis
Coursebook analysisCoursebook analysis
Coursebook analysis
 
Course book evaluation
Course book evaluationCourse book evaluation
Course book evaluation
 
Textbook evaluation
Textbook evaluationTextbook evaluation
Textbook evaluation
 
Evaluating Your Textbook
Evaluating Your TextbookEvaluating Your Textbook
Evaluating Your Textbook
 
Coursebook evaluation
Coursebook evaluationCoursebook evaluation
Coursebook evaluation
 
Materials development
Materials developmentMaterials development
Materials development
 
Textbook analysis
Textbook analysisTextbook analysis
Textbook analysis
 
Adapting Your Course Book :Becoming Skilled in the Art of Manipulation
Adapting Your Course Book :Becoming Skilled in the Art of ManipulationAdapting Your Course Book :Becoming Skilled in the Art of Manipulation
Adapting Your Course Book :Becoming Skilled in the Art of Manipulation
 
Language teaching materials
Language teaching materialsLanguage teaching materials
Language teaching materials
 
Planning your lessons
Planning your lessonsPlanning your lessons
Planning your lessons
 
Choosingcoursebooks 120829110627-phpapp01
Choosingcoursebooks 120829110627-phpapp01Choosingcoursebooks 120829110627-phpapp01
Choosingcoursebooks 120829110627-phpapp01
 
Content based syllabi
Content based syllabiContent based syllabi
Content based syllabi
 
Choosing a coursebook (teachin iii)
Choosing a coursebook (teachin iii)Choosing a coursebook (teachin iii)
Choosing a coursebook (teachin iii)
 
Material selection1
Material selection1Material selection1
Material selection1
 
Adapting authentic material 2011
Adapting authentic material 2011Adapting authentic material 2011
Adapting authentic material 2011
 
Choosing your coursebook
Choosing your coursebookChoosing your coursebook
Choosing your coursebook
 
Choosing a-coursebook
Choosing a-coursebookChoosing a-coursebook
Choosing a-coursebook
 
Scheme of studies pdf
Scheme of studies pdfScheme of studies pdf
Scheme of studies pdf
 
Thinking Outside the Textbook: Using OER grants to fund faculty innovation in...
Thinking Outside the Textbook: Using OER grants to fund faculty innovation in...Thinking Outside the Textbook: Using OER grants to fund faculty innovation in...
Thinking Outside the Textbook: Using OER grants to fund faculty innovation in...
 

Similar to Chapter 11 - Using coursebooks

Coursebook Evaluation Reflection
Coursebook Evaluation ReflectionCoursebook Evaluation Reflection
Coursebook Evaluation Reflection
towersgary
 
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
Canellas   tpd 2015 - informe de evaluacion de la primera etapa-checkedCanellas   tpd 2015 - informe de evaluacion de la primera etapa-checked
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
MCanellas
 
Differentiated Instruction powerpoint
Differentiated Instruction powerpointDifferentiated Instruction powerpoint
Differentiated Instruction powerpoint
ashleygraney
 

Similar to Chapter 11 - Using coursebooks (20)

Lecture 2. Materials evaluation and design
Lecture 2. Materials evaluation and designLecture 2. Materials evaluation and design
Lecture 2. Materials evaluation and design
 
Knowing Our Textbooks.ppt
Knowing Our Textbooks.pptKnowing Our Textbooks.ppt
Knowing Our Textbooks.ppt
 
online assignment
online assignmentonline assignment
online assignment
 
The Role and Design of Instructional Materials
The Role and Design of Instructional Materials The Role and Design of Instructional Materials
The Role and Design of Instructional Materials
 
Lesson Plan -Importanat points- (shared using VisualBee) (download it to wat...
Lesson Plan -Importanat points-  (shared using VisualBee) (download it to wat...Lesson Plan -Importanat points-  (shared using VisualBee) (download it to wat...
Lesson Plan -Importanat points- (shared using VisualBee) (download it to wat...
 
English in mind 3 coursebook
English in mind 3 coursebookEnglish in mind 3 coursebook
English in mind 3 coursebook
 
Lesson plan.pptx
Lesson plan.pptxLesson plan.pptx
Lesson plan.pptx
 
Coursebook Evaluation Reflection
Coursebook Evaluation ReflectionCoursebook Evaluation Reflection
Coursebook Evaluation Reflection
 
Coursebook evaluation
Coursebook evaluationCoursebook evaluation
Coursebook evaluation
 
Materials Evaluation Intro
Materials Evaluation IntroMaterials Evaluation Intro
Materials Evaluation Intro
 
Seminar suby
Seminar subySeminar suby
Seminar suby
 
Taller de práctica docente ii 2015
Taller de práctica docente ii 2015Taller de práctica docente ii 2015
Taller de práctica docente ii 2015
 
First observation reflective questions
First observation  reflective questions First observation  reflective questions
First observation reflective questions
 
13 april 2018 life sciences teaching learning-materials
13 april 2018 life sciences teaching learning-materials13 april 2018 life sciences teaching learning-materials
13 april 2018 life sciences teaching learning-materials
 
critical
criticalcritical
critical
 
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
Canellas   tpd 2015 - informe de evaluacion de la primera etapa-checkedCanellas   tpd 2015 - informe de evaluacion de la primera etapa-checked
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
 
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
Canellas   tpd 2015 - informe de evaluacion de la primera etapa-checkedCanellas   tpd 2015 - informe de evaluacion de la primera etapa-checked
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
 
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
Canellas   tpd 2015 - informe de evaluacion de la primera etapa-checkedCanellas   tpd 2015 - informe de evaluacion de la primera etapa-checked
Canellas tpd 2015 - informe de evaluacion de la primera etapa-checked
 
A framework for materials writing
A framework for materials writingA framework for materials writing
A framework for materials writing
 
Differentiated Instruction powerpoint
Differentiated Instruction powerpointDifferentiated Instruction powerpoint
Differentiated Instruction powerpoint
 

More from Cris Gomez

Proyecto integrador ii_final_gavilanes, gomez c., guerrero, torres
Proyecto integrador ii_final_gavilanes, gomez c., guerrero, torresProyecto integrador ii_final_gavilanes, gomez c., guerrero, torres
Proyecto integrador ii_final_gavilanes, gomez c., guerrero, torres
Cris Gomez
 
New medical breakthroughs
New medical breakthroughsNew medical breakthroughs
New medical breakthroughs
Cris Gomez
 
Labor social_Ayuda al Adulto Mayor
Labor social_Ayuda al Adulto MayorLabor social_Ayuda al Adulto Mayor
Labor social_Ayuda al Adulto Mayor
Cris Gomez
 
Juego sinonimos
Juego sinonimosJuego sinonimos
Juego sinonimos
Cris Gomez
 
Oral project 6
Oral project 6 Oral project 6
Oral project 6
Cris Gomez
 
Huella ecologica
Huella ecologicaHuella ecologica
Huella ecologica
Cris Gomez
 
Demo lanzamiento 24_julio
Demo lanzamiento 24_julioDemo lanzamiento 24_julio
Demo lanzamiento 24_julio
Cris Gomez
 
Demo lanzamiento PADE_día_dl_niño_sociedad...
Demo lanzamiento PADE_día_dl_niño_sociedad...Demo lanzamiento PADE_día_dl_niño_sociedad...
Demo lanzamiento PADE_día_dl_niño_sociedad...
Cris Gomez
 

More from Cris Gomez (19)

Educational innovation
Educational innovationEducational innovation
Educational innovation
 
Digital storytelling
Digital storytellingDigital storytelling
Digital storytelling
 
Zenme qu yasuni (Como ir al Yasuni)
Zenme qu yasuni (Como ir al Yasuni)Zenme qu yasuni (Como ir al Yasuni)
Zenme qu yasuni (Como ir al Yasuni)
 
The top of sarisariñama
The top of sarisariñamaThe top of sarisariñama
The top of sarisariñama
 
Proyecto integrador ii_final_gavilanes, gomez c., guerrero, torres
Proyecto integrador ii_final_gavilanes, gomez c., guerrero, torresProyecto integrador ii_final_gavilanes, gomez c., guerrero, torres
Proyecto integrador ii_final_gavilanes, gomez c., guerrero, torres
 
Portugal
PortugalPortugal
Portugal
 
New medical breakthroughs
New medical breakthroughsNew medical breakthroughs
New medical breakthroughs
 
Labor social_Ayuda al Adulto Mayor
Labor social_Ayuda al Adulto MayorLabor social_Ayuda al Adulto Mayor
Labor social_Ayuda al Adulto Mayor
 
Lenguaje
LenguajeLenguaje
Lenguaje
 
Juego sinonimos
Juego sinonimosJuego sinonimos
Juego sinonimos
 
Galapagos
GalapagosGalapagos
Galapagos
 
Oral project 6
Oral project 6 Oral project 6
Oral project 6
 
Huella ecologica
Huella ecologicaHuella ecologica
Huella ecologica
 
Demo lanzamiento 24_julio
Demo lanzamiento 24_julioDemo lanzamiento 24_julio
Demo lanzamiento 24_julio
 
Tony Romas
Tony RomasTony Romas
Tony Romas
 
Demo lanzamiento 15_mayo
Demo lanzamiento 15_mayoDemo lanzamiento 15_mayo
Demo lanzamiento 15_mayo
 
Demo lanzamiento PADE_día_dl_niño_sociedad...
Demo lanzamiento PADE_día_dl_niño_sociedad...Demo lanzamiento PADE_día_dl_niño_sociedad...
Demo lanzamiento PADE_día_dl_niño_sociedad...
 
Demo lanzamiento
Demo lanzamientoDemo lanzamiento
Demo lanzamiento
 
Description of my favorite group p aramore
Description of my favorite group p aramoreDescription of my favorite group p aramore
Description of my favorite group p aramore
 

Recently uploaded

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...
Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...
Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...
ZurliaSoop
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
kauryashika82
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
QucHHunhnh
 
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfActivity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
ciinovamais
 

Recently uploaded (20)

Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17  How to Extend Models Using Mixin ClassesMixin Classes in Odoo 17  How to Extend Models Using Mixin Classes
Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
 
Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...
Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...
Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
 
Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...
 
Magic bus Group work1and 2 (Team 3).pptx
Magic bus Group work1and 2 (Team 3).pptxMagic bus Group work1and 2 (Team 3).pptx
Magic bus Group work1and 2 (Team 3).pptx
 
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Kodo Millet  PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...Kodo Millet  PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
Kodo Millet PPT made by Ghanshyam bairwa college of Agriculture kumher bhara...
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
 
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in DelhiRussian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
Russian Escort Service in Delhi 11k Hotel Foreigner Russian Call Girls in Delhi
 
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
 
1029-Danh muc Sach Giao Khoa khoi 6.pdf
1029-Danh muc Sach Giao Khoa khoi  6.pdf1029-Danh muc Sach Giao Khoa khoi  6.pdf
1029-Danh muc Sach Giao Khoa khoi 6.pdf
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
 
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfMicro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdf
 
Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfActivity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
 
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfHoldier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
 
psychiatric nursing HISTORY COLLECTION .docx
psychiatric  nursing HISTORY  COLLECTION  .docxpsychiatric  nursing HISTORY  COLLECTION  .docx
psychiatric nursing HISTORY COLLECTION .docx
 
Sociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning ExhibitSociology 101 Demonstration of Learning Exhibit
Sociology 101 Demonstration of Learning Exhibit
 
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfKey note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introduction
 

Chapter 11 - Using coursebooks

  • 1. Using coursebooks Gladys Altamirano Rebeca Carrera Freddy Cedeño Melida Farinango Maria Gavilanes Cristina Gómez
  • 3. Options for coursebook use  Course books are very important teaching tool that supports teacher to clarify and simplify material and provide needed assistance.  They are organized and carefully planned and provide the students assistance.  The sequential presentation of information in an orderly manner, allows the teacher to present didactic and extra material in a balanced and sequential way and also provides a sequence of teaching procedures, that tells what and when to do it.
  • 4. Options for coursebook use  On the other hand, it is necessary to provide teachers strategies and extra activities, so that everything is carefully planned for the students in this important process. As a result, we will obtain teachers with a complete and comprehensive program.
  • 5. Options for coursebook use  There are four alternatives to take in consideration, if we do not agree with a course book:  Firstly, there is no problem if we omit lessons, teachers are evaluating all the time.  Secondly, provide our own material, should be better than exercises from course book and also could be more interesting than exercises provided by mention course book.  Thirdly, teachers could add activities and exercises, in order to have enthusiastic and interested activities, using and revising grammar and vocabulary according the topic they are working on.
  • 6. Options for coursebook use  The last alternative is for teacher to adapt what is on the course book, rewriting, redoing, reordering, replacing, reduci ng, etc. so students and teacher can feel more comfortable using the course book in adequate way.
  • 7. Adding, adapting and replacing  Course books are probably the teacher’s and the student’s most valuable resource as they work together through the school curriculum.  Course books are normally quite well organized and help us to progress step by step through everything the curriculum wants us to work on.
  • 8. Adding, adapting and replacing TO USE THE COURSEBOOKS MORE CREATIVELY ADDING Add some activities that are not in the course book. ADAPTING Adjust the extra activities to be suitable for your lesson and for your students’ needs. REPLACING To use variety of activities, to the lesson class .
  • 9. Adding, adapting and replacing  Teacher will be able to address your students’ needs in a more accurate, targeted way by having greater control over what materials you use with them and what activities you provide for them in your lessons for achieving a better developing in learning process.
  • 10. Reason for (and against) coursebook use SOME ADVANTAGES  GOOD course books present:  Well-structured syllabus  Interesting content  Consistent grammar  Appropriate vocabulary and use of language  Excellent reading and listening material
  • 11. Reason for (and against) coursebook use  Because of the lack of time for teacher to plan, that takes the course book as an ideal option to prepare each class. Besides, there we can find teacher´s guide which is an excellent monitor for every lesson plan.  Students feel comfortable with course books, they can see through the contents and be ready to the next topic.
  • 12. Reason for (and against) coursebook use  ON THE OTHER HAND  There is the risk that the course book becomes the ONLY material to work with. Both, students and teacher will feel locked in the book suggestions  Each class might develop a course book – centered approach causing lack of creativity.
  • 13. Reason for (and against) coursebook use  ASPECTS TO TAKE INTO ACCOUNT  The best thing teachers and students should do is taking the course book as a proposal for action without rejecting ideas from other sources.  The course book might work as a primary source accompanied by multiply fonts of information.  The teacher is who decides how and when the material is used and of course it must be employed according to the students´ progress.
  • 14. Choosing coursebooks  Teachers have to make competent choice what books to employ. To carry out it teacher should determine the pertinent course book analyzing the books under consideration through checklist of questions  Besides, Teacher asks the learners´ point of view to take into account students´ needs and discuss with colleagues which benefit teacher come to a final decision.
  • 15. Choosing coursebooks  There are possible areas for consideration which are fundamental to take a precise decision such as: Price and availability, Add-ons and extras, Layout and design, Instructions, Methodology, Syllabus, Language skills, Topics, Cultural appropriacy, Teacher’s guide
  • 16. Choosing coursebooks  So when choosing books, these factors should be taken     into consideration: Analyze it. Check areas like the list in the further chart. Pilot it. Use it in one or two classes and see the results. Consult other teachers. Consider opinion from students.
  • 17. Choosing coursebooks POSSIBLE AREAS FOR CONSIDERATION Price and availability Add-ons and extras Layout and design Instructions Methodology Syllabus Language skills Topics Cultural appropriacy Teacher’s guide POSSIBLE QUESTIONS FOR COURSEBOOK ANALYSIS Consider the students´ acquisition power Check amount if extra resources in comparison with other books See the structure design and if it is easy to manage Check if language instructions and how independent could be its use. Test the relation between study and activation. Analyze the steps from learning to production Compare the objectives and learning goals with class levels Take a look of how the book covers each language skills Take in consideration attractive issues for your students considering age and social context. Customs, ethnicities, economic context should be taken in consideration which may be engaging at the teaching time. Review the teacher´s guide and how easy to follow is.
  • 18. Conclusions  In this chapter we have considered an important issue because it is decisive for the teaching-learning process to choose an appropriate course book .  Initially, we have analyzed several options for adding, adapting and replacing and how important is the teacher´s creativeness in selecting these options apart from not to depend on merely the book content but assessing with extra resources for reinforcing lessons.  It is very important to realize that a textbook is an aid, not a sacred text. Teachers should work out the best ways to use their books but they should never let the book use them. Course books must be at the service of teacher and learners, not their masters.
  • 19. Conclusions  Quite often teachers complain about course books that need supplementing. The truth is: all course books need supplementing. The point is just to decide how much and what kind of supplementing a course book requires, always according to the needs and characteristics of a particular learner or a group of learners.  After that we have consider a range of elements before choosing an appropriate course book.  With these guidelines, we as teachers will get the best of our selected book and students will be comfortable when working with an appropriate material on their hands.