UNIVERSIDAD CATÓLICA DE LA SANTÍSIMA CONCEPCIÓN
FACULTAD DE EDUCACIÓN
PEDAGOGÍA EN EDUCACIÓN MEDIA EN INGLÉS
Course: English Methodology II
Teacher: Roxanna Correa
Student name: José Miguel Casanueva
Concepción, October 28th, 2013
Title: Texto para el Estudiante. Global English.
Author (s): Jolanta Polk Reyes
Publisher: Ediciones Calycanto/ Ministerio de Educación
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
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.
Cultural bias: British &
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.
3: It will help Ss to establish
a relation between the two
languages; hence, it will
create a safe atmosphere for
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
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
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
9: Instead of
asking for help to
Ss need to create a
using the verb
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.
images from films that
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
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.
11: The activity is not
task but (it
takes less time).
appropriate for the level
3: Use Ss predictions to get them
of the Ss since it requires a
7: True or false activities
lot of time. The length of the lesson the same
are very useful to check
expressions but make Ss
does not allow this activity.
6: Check their predictions.
9: It is a very simple
activity and the images
14: The activity is too long
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
6: The films are well chosen and so
are the images. The activity helps
Ss synthetize the ideas they are
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
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
10: It is easy to follow
and it has updated and
11: Questions are well
prepared and give the
freedom Ss need to
create a good
1: Express their
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
Mobile and speakers.
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
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.
Cook, V. (2001). Second language learning and language teaching (3 rd. Ed.). New York: Oxford University
Oxford, R. (1990). Language learning strategies: what every teacher should know. Boston: Heinle&Heinle.