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Choosing Coursebooks

           Jeremy Harmer
  “How to Teach English”, Chapter 11.
   Prof. Braun, Practice II, Fac. de Cs. Hs., UNLPam
Coursebook Assessment
   It is a judgement produced before using
    a textbook.
   Coursebook evaluation:
   Judgement on how well a book has
    performed after having used it.
Criteria for Assessment
   Always consider students’needs.
   We may use checklists:
   Price
   Availability
   Layout and design
   Instructions
   Methodology
And more…
   Syllabus type, selection and grading.
   Language study activities.
   Language skill activities.
   Topics
   Cultural acceptability
   Usability
   Teacher’s guide
Evaluation Measures
   Teacher record
   Teacher discussion
   Student response
Benefits of using Coursebooks
   Coherent syllabus.
   Authors are well-known methodologists.
   Satisfactory language control.
   Resource materials: CD-ROM, DVD, CDs.
   Teacher’s guides with extra resources or
    activities.
   Students view progress as they proceed
    through different units.
Restrictions:
   They may impose contents and learning
    styles.
   Units and lessons follow the same
    format/ boring.
   They may be culturally inappropriate .
OPTIONS
   DIY approach.
   Or USING A TEXTBOOK:
   We can use them critically and use the
   OMIT
   REPLACE strategies.
Using the Coursebook
 Teachers may change some activities:
 Add

 Rewrite

 Replace activities

 Re-order

 Reduce

 (*) Practical on textbook assessment.

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Choosing coursebooks

  • 1. Choosing Coursebooks Jeremy Harmer “How to Teach English”, Chapter 11. Prof. Braun, Practice II, Fac. de Cs. Hs., UNLPam
  • 2. Coursebook Assessment  It is a judgement produced before using a textbook.  Coursebook evaluation:  Judgement on how well a book has performed after having used it.
  • 3. Criteria for Assessment  Always consider students’needs.  We may use checklists:  Price  Availability  Layout and design  Instructions  Methodology
  • 4. And more…  Syllabus type, selection and grading.  Language study activities.  Language skill activities.  Topics  Cultural acceptability  Usability  Teacher’s guide
  • 5. Evaluation Measures  Teacher record  Teacher discussion  Student response
  • 6. Benefits of using Coursebooks  Coherent syllabus.  Authors are well-known methodologists.  Satisfactory language control.  Resource materials: CD-ROM, DVD, CDs.  Teacher’s guides with extra resources or activities.  Students view progress as they proceed through different units.
  • 7. Restrictions:  They may impose contents and learning styles.  Units and lessons follow the same format/ boring.  They may be culturally inappropriate .
  • 8. OPTIONS  DIY approach.  Or USING A TEXTBOOK:  We can use them critically and use the  OMIT  REPLACE strategies.
  • 9. Using the Coursebook  Teachers may change some activities:  Add  Rewrite  Replace activities  Re-order  Reduce  (*) Practical on textbook assessment.