• Like
  • Save
Coursebook
Upcoming SlideShare
Loading in...5
×
 

Coursebook

on

  • 436 views

 

Statistics

Views

Total Views
436
Views on SlideShare
431
Embed Views
5

Actions

Likes
0
Downloads
5
Comments
0

1 Embed 5

http://camilacuevas.webs.com 5

Accessibility

Categories

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Coursebook Coursebook Document Transcript

    • 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
    • Factual details Title: Texto para el Estudiante. Global English. Author (s): Jolanta Polk Reyes Publisher: Ediciones Calycanto/ Ministerio de Educación ISBN: 1-8446-918-1 Price: 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 coursebook 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 coursebook has attractive images, and each activity has an example to follow. Selection/grading: The coursebook starts with a basic level of English, and it goes up to a higher and challenging level of proficiency.
    • Authenticity: 1° Dialogue Discourse feature Textbook data Lexical density 94 78.33% Repetition 0 0% Back-channels 4 3.33% 2° Dialogue Discourse feature Textbook data Lexical density 118 79.72% Repetition 0 0% Back-channels 6 4.05% 3° Dialogue Cultural bias: British & Discourse feature Textbook data Lexical density 67 64.42% Repetition 0 0% Back-channels 2 1.92% American oriented. Stimulus: Throughout the coursebook there are plenty of activities focus primarily on grammar; however, the textbook does not provide enough speaking or reading activities for the students so as to use the language. At the end of each book there is review which emphasizes mainly grammar
    • features with its corresponding exercises. Finally there is a list that contains irregular verbs, and likewise tests in order to assess the student’s progress per unit. Flexibility: It would not be possible to move from one unit to the other, because the book is designed from a basic to upper level, there are some units which ask students to use the knowledge they already have learnt from previous topics.
    • 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.
    • 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.
    • INTERVIEW 1. Do you think coursebooks are important? Yes, a course book is undoubtly important in every single lesson I prepared for my students. The importance of using a course book lies in the fact that it guides me basically on two things: “what” and “how” to teach, considering the student’s profile from my school. 2. What are your criteria for choosing a coursebook? It is very difficult to get the right course book because lots of different factors are involved in this never-ending search. When trying to choose the best course book for my students, I think it should include: tips about how to carry out the activities proposed, grammar tips, useful advice on different techniques for engaging students to the aim of the lessons and also tips about how to evaluate students’ performance in different ways. Where I currently work I just have one option (Planes y Programas Inglés para Adultos); it means that all my lessons have to be focused on what it mandates. However, I always try to supplement that course book with activities taken from the internet or other books that “common students” from secondary schools are currently using since they are constantly updated. 3. Which part(S) of the coursebook do you frequently use and which part(s) do you seldom use? Considering what I’ve previously explained, I will answer this question thinking of “Planes y Programas Inglés para Adultos”. I seldom use the part in which the modules of the grade are explained in deep, because I read all that part once and it was just enough to understand what they were going to be about. On the other hand, I frequently use the rest of the course book since all the parts of it are very important: the part in which the contents are exposed including
    • vocabulary and grammar, the part in which there are some examples of what and how to carry out a lesson since it guides me on what I should take into consideration at the moment of planning the lessons, etc. However, I’d like to find some tips about how to deal with those classes in which the age range is considerably way broad. 4. When, why and how do you supplement the coursebook? I do it when I think the course book does not include updated activities: I frequently supplement the part of “planning the lesson” with some other exercises, worksheets, and/or activities taken from the internet or other course book more updated. I generally combine what Planes y Programas has for my students with the updated information from the internet and/or the other course books which contain colorful images, motivating activities and also some guidelines for elaborating a rubric. 5. What kind of help would you like to have from the coursebook in teaching grammar or any other aspects of the language? I feel the need of getting different, new techniques for teaching grammar because sometimes I think I’m being the teacher I never wanted to be; teaching lessons just focused on grammar rules even when the aim of those lessons have nothing to do with grammar.
    • References Cook, V. (2001). Second language learning and language teaching (3 rd. Ed.). New York: Oxford University Press, Inc. Oxford, R. (1990). Language learning strategies: what every teacher should know. Boston: Heinle&Heinle.