UNIT 24: Selection and use of coursebook materials

As teachers we present and guide students towards the use of language communicatively, undoubtedly the coursebook is our alliance for this. This entry will cover what a coursebook includes, its selection and its adaptation.

Normally a coursebook package includes a student’s book, a teacher’s book  with tapescripts  and audio recordings. There can also be a workbook for extra practice on the language and vocabulary covered in the unit, such as Top Notch which includes every resource mentioned above. Regarding to coursebook selection it can be according to students’s needs which can be discovered by diagnostic tests or interviews while building up a class profile that will guide a teacher to choose a suitable coursebook. However when a teacher cannot select a coursebook we can still adapt it. To make it a motivating resource you can extend or shorten a task, as well as changing methodology by implementing a variety of interaction patterns, or by using realia, like when we teach clothes we can elicit information based on what students are wearing, that could teach language units in real context.

In conclusion it important for teachers to make the best out of a coursebook and to adapt it to make it more attractive to engage students to learn English actively.

For additional information check:

Robinson, A. (Lecturer). (2015, October 8). Moving and Flying with your coursebook [Video file]. Retrieved January 15, 2016, fromhttps://www.youtube.com/watch?v=4ZmvtcDzfrw

PearsonELT. (2011, December 19). Choosing a Coursebook. Retrieved January 16, 2016, from http://www.pearsonelt.com/professionaldevelopment/articles/Choosing a Coursebook

UNIT 23: Consulting reference resources to help in lesson preparation

Working out what we plan for our lessons might require extra materials and information, so that they are clear and connected. One way to do this is by consulting reference resources, these are all the sources about language and teaching for a lesson. In this entry, I will refer to reference resources for grammatical structures, for lexical items and for guiding learners.

When it comes to grammatical structures there are many books designed to clarify grammatical items such as Grammar in Use where we can find different grammar topics, explanations, examples and exercises. Similarly, bilingual and monolingual dictionaries are useful for understanding new vocabulary; there are even online dictionaries as Oxford Advanced Learners Dictionary, which I use regularly, where you can find updated words, collocations, synonyms and sometimes antonyms. Furthermore supplementary materials are reference resources for guiding learners in addition to what the coursebook includes, these sources can help a teacher reinforce the development of a skill as the website lyrics.com, where students can practice listening skill through music.

It is clear that every reference resource will increase the teacher and the learners language awareness thus by using extra sources the teaching – learning process will be successful.


For additional information check:

Scholfield, P. (2011, December 22). Monolingual versus bilingual dictionary use. Retrieved January 16, 2016, fromhttp://www.pearsonelt.com/professionaldevelopment/articles/Monolingual versus bilingual dictionary use

Saumell, V. (Director). (2014, November 19). Essential Digital Toolbox for Primary Teachers [Video file]. Retrieved January 16, 2016, fromhttps://www.youtube.com/watch?v=DqC13lRoO1o&list=PL-oYKB0D9-E0jhYdYscPMrcPwFjR4xqJm&index=37

INTRODUCTION

Welcome to the reflective blog which will cover different reflections on certain units covered in my TKT class. By using this blog I will be able to demonstrate what was internalized based on those units while relating them with my future teaching experience.