UNIVERSIDAD CATÓLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN
PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS

“COURSEBOOK ...
Interview prompts

The purpose of this essay is to analyses the teacher’s point of view won a course book. In
order to do ...
As a matter of conclusion, the teacher considers course books really important in the students’
performance, even though h...
Factual details
Title: Texto para el Estudiante. Global English.
Author (s): Jolanta Polk Reyes
Publisher: Ediciones Calyc...
Authenticity:
1° Dialogue
Discourse feature

Textbook data

Lexical density

61

88,4%

Repetition

0

0%

Back-channels

...
get the students to produce English. There are not enough speaking and writing activities for
students to practice spellin...
Lesson

Select

Reject

Adapt

Supplement

One
Readin
g

3: It will help Ss to establish
a relation between the two
langua...
Two
Four
Listening
Listening

1: it is a good idea asking
3: It is not particularly
2: Update image and
2: gives Ss the op...
The course book that we analyzed covered the four skills of the language and according to
Oxford (1990), these steps must ...
The topics of the course book are really updated, they engage students to learn. The
material seems to be carefully select...
References

Cook, V. (2001). Second language learning and language teaching (3rd. Ed.). New York: Oxford
University Press,...
Coursebook Evaluation
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Coursebook Evaluation

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Transcript of "Coursebook Evaluation"

  1. 1. UNIVERSIDAD CATÓLICA DE LA SANTÍSIMA CONCEPCIÓN FACULTAD DE EDUCACIÓN PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS “COURSEBOOK EVALUATION” Course: English Methodology II Teacher: Roxanna Correa Student name: José Miguel Casanueva Camila Cuevas Gary Torres Concepción, October 28th, 2013
  2. 2. Interview prompts The purpose of this essay is to analyses the teacher’s point of view won a course book. In order to do this, the teacher has been asked a series of questions related to the importance of a course book, the criteria at the moment of selecting a course book and the parts of a course book that a teacher frequently and seldom use. Firstly, it is remarkable to say that the teacher who was interviewed works at a Public School for adults and he uses a text book called “Global English” that is provided by the Chilean Ministry of Education, and others that he finds suitable. According to the first question about the importance of the course book, the interviewee stated that a course book is undoubtedly important in every single lesson that he prepares and also it guides him in two issues basically; what and how to teach considering the student’s profile for his school. Moreover, the teacher declared that it is very difficult to select a course book and he believes that a good course book must include: tips about how to carry out the activities proposed, grammar tips, and useful advice on different techniques for engaging the students. He focuses his attention on the “Planes y Programas de Inglés para Adultos” even though he supplements this course book with activities take from the internet or other books that “common students” from Secondary Schools is currently using. According to the parts of a course book that he frequently and rarely uses, he answers that he seldom uses the parts that gives broad and big pieces of information because his students usually get bored. However, he finds the course book very useful because the context is well exposed using vocabulary and grammar features. Moreover, the interviewee states that he would like to find some tips about how to deal with those classes in which the age range is considerably way broad. Consequently, the school teacher has said that the course book provided by the government does not include updated activities. For this reason, he generally looks for other exercises, worksheets and activities taken from the internet. The interviewee generally combines “Planes y Programas” with activities from different sources.
  3. 3. As a matter of conclusion, the teacher considers course books really important in the students’ performance, even though he would like these course books to be more updated in order to engage the students. In addition, he considers the government course book mainly focused on grammar and he would like it to be more communicative. For this reason, he is constantly searching information online. On this point, we strongly agree with the teacher’s opinion, the main problem of the course book is that it is extremely focused on grammar, leaving vocabulary and phonetics isolated. Also, some of the topics are too boring for the students and it rarely engage them to perform the activities. The main issue here is that student’s likes and dislikes change very fast and the course books should consider the different topics that are relevant for the students in order to make the course book more fun and engaging.
  4. 4. Factual details Title: Texto para el Estudiante. Global English. Author (s): Jolanta Polk Reyes Publisher: Ediciones Calycanto/ Ministerio de Educación Price: ISBN: 1-8446-918-1 No. of pages: 153 pages Components: Student’s Book/Teacher’s Book/ Audio CDs Level: High School Length: 1 year Units: 6 units Lesson/section: 4 Lessons. Target skills: Reading, listening, speaking & writing. Target learner: High School. Assessment: (* Poor ** Fair ***Good ****Excellent) Rationale: Pre-communicative activities: mostly structural activities. Availability: It is provided by the Chilean Ministry of Education. Layout/ graphics: The organization of the course book is organized in two parts, which is Click on 1a and Click on 1b. First of all, each unit starts with specific vocabulary items, and then moves to grammar, communication activities, listening activities, reading and writing exercises. The course book has attractive images, and each activity has an example to follow. Selection/grading: The course book starts with a basic level of English, and it goes up to a higher and challenging level of proficiency.
  5. 5. Authenticity: 1° Dialogue Discourse feature Textbook data Lexical density 61 88,4% Repetition 0 0% Back-channels 2 2,89% 2° Dialogue Discourse feature Textbook data Lexical density 64 95,5% Repetition 0 0% Back-channels 0 0% 3° Dialogue Cultural bias: British & Discourse feature Textbook data Lexical density 46 93,87% Repetition 0 0% Back-channels 1 2,04% American oriented. Stimulus: From the point of view of the teacher this text is a good support for the teacher’s lessons, however, it is mostly focused on pre-communicative activities when the importance nowadays is to
  6. 6. get the students to produce English. There are not enough speaking and writing activities for students to practice spelling, pronunciation or language usage. At the end of the book there are “self-evaluation” and “test your knowledge” exercises, which help students to identify their strengths and weaknesses in certain activities/units. Moreover, there is a list of answers for each activity, so students can constantly checking if what they are doing is correct or wrong. It also includes useful web pages for students, in which they can find activities and exercises which are similar to the ones in the course book. Flexibility: It would not be possible to move from one unit to the other since the structure of the book is designed to be done sequentially. One activity requires the previous knowledge provided by the previous exercises and activities.
  7. 7. Lesson Select Reject Adapt Supplement One Readin g 3: It will help Ss to establish a relation between the two languages; hence, it will create a safe atmosphere for them. 2: very similar to n°8 and it is too open. 4: Add an image to the name of each game, since it will help Ss remember. Images of games. 1: It is a simple activity and it is contextualized to their reality. 5: It is an activity Ss enjoy performing while reading because they are asked to identify certain assertions and it is easy to assess. 8: It gives Ss the opportunity to express their opinions and get to know their partner. T can observe them working. 11: It helps Ss put into practice their knowledge and it has a competitive aspect Ss enjoy. 6: not very engaging. 7: The level of complexity of this activity is high and it takes a lot of time. 10: It does not have clues or any guidance. 12: Very similar to activity n°4. 9: Instead of asking for help to complete the second sentence, Ss need to create a new sentence using the verb given.
  8. 8. Two Four Listening Listening 1: it is a good idea asking 3: It is not particularly 2: Update image and 2: gives Ss the opportunity to 1: The engaging. forIttheir predictions so entertaining or question is too open the adjective used changes 4: Increase the number express their opinionsrelax the and the objective is notthe classification. use updates they can express and with in very of films and 4: Same as act. N°3. whole class. clear. images from films that themselves. 10: The activity if too long 6: Put the are more meaningful for sentences on a 5: Instructions are chart to be used for this lesson. not veryand the names of them. clear. the two girls, so that Ss 5: Is Ss make predictions it have to choose instead the same is very important to check 10: It is very similar to 13: Perform of writing their namesworking in pairs. them. 11: The activity is not previous activities. task but (it takes less time). appropriate for the level 3: Use Ss predictions to get them of the Ss since it requires a engaged. 7: True or false activities 8: Use lot of time. The length of the lesson the same 12: are very useful to check expressions but make Ss does not allow this activity. understanding. take roles. 6: Check their predictions. 9: It is a very simple activity and the images 14: The activity is too long are appropriate. for the lesson. 7: Using a chart it is a good option for a listening lesson. 15: The activity is not appropriate for the lesson content. 6: The films are well chosen and so are the images. The activity helps Ss synthetize the ideas they are listening to. Three Reading 9: True or false activities are also good when listening since it is a 5: It is perfect so Ss can 7: It is a bit complicated simple way to check have the chance to give extra task understanding, plus, the and Ss may have of correcting false statements asks understanding their opinions problems them to do an extra effort. instructions. 11: It has the right amount of . complexity for the Ss. 6: Ss have the opportunity to practice their writing while answering questions. 10: It is easy to follow and it has updated and contextualised topic. 11: Questions are well prepared and give the freedom Ss need to create a good discussion. 1: Express their predictions orally. 3: Choose artists that Ss may like and use updated images of them. 4: Predictions of the text based on the images. 8: Ss work in pairs and discuss their answers. 9: Instead of using a CD / cassette player, use a mobile phone and some speakers. Mobile and speakers.
  9. 9. The course book that we analyzed covered the four skills of the language and according to Oxford (1990), these steps must be included to enhance our own language learning. Each unit of the book contains activities for each skill (reading, listening, writing and speaking). The term skill simply means ability, expertness, or proficiency which is what students are expected to develop with the use of this book. However, this course book does not adequately cover the four skills in a productive way. Most of the activities are pre-communicative, focusing in structural activities which are much like grammar exercises that help learners to relate the structure they are studying to the use of language. Recorded material included in the course book in authentic and easy to follow. It includes activities which are accurate to the level of English that the students are supposed to have. Moreover, the text in general has this type of exercises that are developed according to the students’ interests. Language should be taught by dialogues and texts (Cook, 2001), the course book also has attractive and very accurate images for the kind of students it was made for, and each activity has an example to follow. In addition, the reading material is very complete and it has new vocabulary in each unit for the learners. Furthermore, the speaking skill is the least developed in the entire course book, causing different problems on the learners, for example pronunciation and spelling mistakes. In addition to this, the listening activities that can be found in the course book are very structured and teacher oriented when it is supposed to be completely the opposite. Speaking activities should be one of the most important focuses on the course book, since this type of a activities create interaction between the students and self-confidence in a long time scale.
  10. 10. The topics of the course book are really updated, they engage students to learn. The material seems to be carefully selected in order to draw the attention of the students. The variety of the course book is one of the key elements in order to keep the students busy; music, films, showbiz, sports and news. Some of the units present in the course book are very well structured, but the most important aspect is that they are related to the students’ interest. For instance, exercises which include famous music bands or singers or activities related to traditions of a certain country are something very unique and engaging for students, making their attention span grow and relating topics considerably as the lessons are developed. This course book does not show any proof or any type of discrimination. Actually, ethnic groups and even women are shown as equals as any kid or man appearing in the book. This fact promotes respect among students, which is an important matter in school nowadays. The course book does not really help students to expand their language awareness since it only focuses on topics that are mainly related to entertainment. Thus, the course book focuses on general aspects and it does not create consciousness about the outside world. However, the course book can be really successful because the topics that it provides are really connected with what students are interested. As a conclusion, the course book has some notorious advantages and disadvantages. In terms of skills, even though the text book covers the four of them, they are not appropriately integrated with one another. Moreover, some skills are clearly more developed than the others, being the listening skills the less developed in students. Furthermore, the varieties of topics included in the course book are one of the positive aspects of it. Even though this book is mostly teacher oriented (pre-communicative activities), it has good and appropriate images and graphics, being attractive to students and obviously engaging for them.
  11. 11. References Cook, V. (2001). Second language learning and language teaching (3rd. Ed.). New York: Oxford University Press, Inc. Oxford, R. (1990). Language learning strategies: what every teacher should know. Boston: Heinle&Heinle. Polk, J. (2008). Global English: texto para el estudiante. Ediciones Cal y Canto Ltda.

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