Contents
- A coursebook package
- The organization of coursebooks
Coursebook: is not an official word in dictionary. The one is in the field of
material development, for language learning and teaching, not for any
subject, are more general
Textbook: can use or learn for anything, can be any fields about history,
geography
Coursebook packages consists of a student’s book and a teacher’s book.
Many people use teacher’s book for the answer key and explain the answer
key for students. Teacher’s books include the activities of the books.
THE COURSEBOOK PACKAGE
Coursebook => a book that
- Contains all the materials necessary for a particular type of language
learner at a particular level
- Is typically based on an integrated or multi-skills syllabus.
Course book package -> any integrated package of materials with the
coursebook at the center
Teacher’s books, workbooks, compact disc, computer soft ware, CD-ROMS,
and electronic resources
Most coursebook packages => at least a student’s book + a teacher’s book
Student’s book: “core” + main point of contact with student
Teacher’s books: providing detailed information to make the best use of the
course
Workbooks: giving extra practice
Different part working together to form an integrated package
Shown in TB
The most essential part: SB + TB
The components in a coursebook package is a point for consideration when
choosing a course book
TYPES OF COURSEBOOKS
Global coursebooks
Local coursebooks
Glocal/Localizes coursebooks.
Global coursebooks:
- General English coursebooks
- Published by internation publishers.
- Used in various contexts (public schools, private language schools, etc)
- Example: Solution (OUP)
Local coursebooks
- Produced for specific countries / regions.
- Using a nation curriculum
- Including references to local personalities, places, etc
- Example: Tiếng Anh 10 (Vietnam Education Publishing House)
Glocal/Localized coursebooks
- An adapted/localized version of a global coursebook
- Providing “a better fit” (with learners’ background and nation
curriculum)
- Example: Tiếng Anh 10: Friends Global (Vietnam Education Publishing
House based on Solution Pre-Intermediate 3 rd. ed.)
THE ORGANIZATION OF COURSEBOOKS
- Amount of continuity within the materials
- Routes through the materials available to learners
Sequencing (order) and Staging (workload)
- Insufficient for student to meet new items only once.
“Recycling” khi chọn sách nên đảm bảo số lượng recycling đủ
- Items to be encountered in a structured way on several occasions in
different contexts.
Progressive exposure
To develop an increasing understanding of use and meaning
Basic principle of learning
+ Moving from the familiar to the new
+ Relating new items to those already known.
- Grammar and vocabulary items
o Encountered in context
o Actively practiced
o Recycled three/four (or more) times
- General courses
o Clear policy on recycling
o Progressive reinforcement of newly taught items
- Getting familiarized with a unit
o Content (vocab grammar pronun)
o Objectives/Outcomes
o Relationship between content and objectives/outcomes
POINTS FOR CONSIDERATION
- Components in the package
- Language content
- Skills
- Objectives/outcomes
- Continuity
- Recycling
LEARNER NEEDS
- Materials discussing learners’ needs
o Implicity
o Explicity
o In methodology used
- Checklist for learner needs
o Does the material discuss and identify areas of student need?
o If this is not done explicitly, can the approach be inferred from
the teacher's book or from the material itself?
o Is the book sensitive to what students need in order to learn
well?
o If so, is this awareness reflected in the content and approach of
the coursebook?
MATERIALS FOR TEACHING VOCABULARY
IMPORTANT ISSUES FOR MATERIALS TO TEACH VOCABULARY
- Which words should be taught
- in what order words should be presented in textbooks
- How to prepare and arrange encounters with target vocabulary
- How to evaluate and improve the effectiveness of vocabulary learning
activities
ADAPTING PUBLISHED MATERIALS
Week 3
Function-based
- Updateness
- Grammar coverage
- Topics
- Workload
- Design (A-level)
- Language content
Terms
- Adoption: concerned with whole coursebooks
- Adaption
+ Subsequent to and dependent on adoption
+ Concerning parts of coursebooks
Matching external and internal criteria
External Internal
(what we have) (what the materials offer)
Learner characteristics Choice of topics
Proficiency level
Physical environment
Resources Skills covered
Class size
What is materials adaption?
Effective adaption is a matter of achieving congruence among several
related variables
- Teaching materials
- Methodology
- Students
- Course objectives
- The target language and its context
- The teacher ‘s own personality and teaching style
Examples of materials adaption
- A revised version of an exercise used in class
- Rewording a textbook explanation of a language point (that has not
been understood)
- Using extra materials (a grammatical example, some idiomatic
language) in class
- Using a supplement photo
Benefits of adaptation
Appropriate and relevant adapted materials
- Increasing leaner motivation
- Contributing to enhanced learning
- Contributing to teachers’ enjoyment of teaching
When to adapt
When coursebooks are not ideal in these areas – non-congruence/mismatch
- Methods
- Language content
- Subject matter
- Balance off skills
- Sequencing and staging
- Cultural content
- Image
Sensitive to students’ interest, learning styles, motivation
- Not enough grammar coverage in general
- Not enough practice of grammar points of particular difficulty to
learner
- Grammar being presented unsystematically
- Reading passages containing too much unknown vocabulary
- Too easy comprehension questions (lifting answers from text without
real understanding
What materials adaptation involves
Involving one or more of the following
- Leaving out some parts of the material
- Adding material(s)
- Replacing the material with something more suitable
- Changing the material to make it more suitable for your use
- Activity level: change, supplement, eliminate activities
- Unit level: change the order of activities and adapt existing activities
- Book/Syllabus level: change, add to or eliminate parts of the syllabus
Supplementing and relacing materials
Areas in coursebooks that need supplementing
- Reading
- Listening
- Pronunciation
- Vocabulary
- Grammar
Where to look
- Graded materials (focusing on skills)
- Pronunciation books
- Vocabulary books (topics and levels)
- Grammar books (with a deductive approach, used with communicative
Extend: tang ve so luong
Expand: khong tang them cung 1 loai nhung tang them 1 bai tap khac loai
MATERIALS FOR TEACHING LISTENING
The nature of listening
