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How Much Do We know

about Our Textbook?

Zhang Lu

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Task 1

In pairs, discuss:

What is the relationship between a

classroom teacher & the textbook?

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A textbook serves to facilitate learning

is a tool

A teacher

is a consumer, a master & a designer

must be innovative, reflective & creative

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Task 2 Here are three teachers opinions about textbooks.Which one do you agree with most?

Teacher 1: I dont use a textbook. I prepare all my own

teaching materials. After all, I know my students needs

better than any coursebook writer does

Teacher 2: I couldnt teacher without a textbook. I use it

just like a recipe. Follow it page by page, and you cant

go wrong.

Teacher 3: I f ind my coursebook very useful . I use it a lot

of the time. But not all the time.

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Task 3

In groups of 4, answer the following

question.

What does a coursebook

offer?

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A textbook offers:

The syllabus

Language presentation material

Language practice material

Skills development material

A sequence of workRecycling and review of language

Additional material

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Task 4

In pairs, discuss

What is the relationship between

a syllabus & a textbook?

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Language content

Process/

means

Syllabus objectives

General Goals of a Curriculum

Product/

outcomes

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Key questions about three components of

a syllabus contains:

content -- a. what ?b. order ?

c. criteria for the decisions?

process a. how to present?

b. roles of t & Ss ?

c. how can materials

contribute to learning process ?

Product: a. knowledge of language ?b. language skills ?

c. techniques of evaluation ?

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Types of Syllabus:

Structural--grammatical syllabus

Notional syllabus

Functional syllabus

Notional-functional syllabus

Situational syllabus Communicative Syllabus

Task-based Syllabus

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Definition of a task :

an activity or action which is carried out as theresult of processing or understanding language

For example, drawing a map while listening toan instruction and performing a command Atask usually requires the teacher to specify whatwill be regarded as successful completion ofthe task.

Richards, platt, and Weber 1985

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Criticizing task-based

Syllabus no guidance is provided on the selection of

tasks

no guidance is provided on how tasks might be

related to the real-world language needs of thelearners.

there are usually a variety of factors which willinteract to determine task difficulty.

some of the factors will be dependent on thecharacteristics of the learner, what is difficultfor learner A may not necessarily be difficultfor learner B

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Which syllabus

We should

1. take account of what language

teaching aims are.

2. to focus on content is too restricted

and the language educator needs to

draw the principles and procedures

of curriculum studies and to apply

principles of effective management

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Various ways of using coursebooks

A. Follow very closely and in the exact order ofpresentation

disadvantages of this approachB. A more balanced relationship between teacher

& coursebook

advantages of this approach

C. No set textbook; select their own lessons &sequences of lessons from a large array of

published material

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Why are some teachers so

dependant on the textbook?

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Factors influence the degree of

dependence or autonomy in using

coursebooks type of educational system/environment

Syllabus/materials constraints imposed by

education authorities Culture & expectation of learners

Nature & amount of training for the teachers

Teachers experience & confidence

Teachers command of English

Availability of alternative coursebooks &resources for materials

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Adapting the coursebooks

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Adapting published materials

Why adapt coursebooks?

When to adapt?

How can teachers adapt thecoursebook?

Supplementing & replacingmaterials

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Why adapt coursebooks?

Every learning situation is unique and depends on

the following factors:

The dynamics of the classroom The personalities involved

The constraints imposed by the syllabuses

The availability of resources

The expectations and motivations of the learners.

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When to adapt?

We may need to adapt coursebooks because they are not ideal as theystand in any of the following areas:

Methods (an exe. may be too mechanical, lacking in meaning, toocomplicated)

Language content (e.g. there may be too emphasis on grammar) Subject matter (e.g. topics may not be interesting, outdated, not

authentic enough)

Balance of skills (there may not emphasis on skills )

Cultural content (there may be some cultural references that needomitting or changing)

Image (a coursebook may project an unfriendly image through poorlayout, low quality visuals, etc.)

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How can teachers adapt the

coursebook?i) Analyzing the coursebook , i.e. seeing what is

actually in the book and assessing its value &

relevanceii) Eitheromitting or adding or re-ordering

parts of the lessons, so as to bring the

coursebook closer to what the teacher considers

is necessary to achieve the objectives of the

syllabus

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Supplementing & replacing materials

Areas that usually need to be supplemented:

Reading

Listening

Pronunciation

Vocabulary

Grammar

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Evaluating for potential &

evaluating for suitability

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Guidelines for evaluation

1. Coursebooks should correspond to learners needs.They should match the aims & objectives of thelanguage-learning programme.

2. Coursebooks should reflect the uses which learners willmake of the language. Select coursebooks which will

help to equip students to use language effectively fortheir own purposes.

3. Coursebooks should take account of students needs aslearners & should facilitate their learning processes,without dogmatically imposing a rigid method.

4. Coursebooks should have Coursebooks a clear role as asupport for learning. Like teachers, they mediatebetween the target language & the learner.

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The overall evaluation

The usability factor: how far the materials couldbe integrated into a particular syllabus as coreor supplementary?

The generalizability factor: is there a restricteduse of core features that make the materialsmore generally useful?

The adaptability factor: can parts be

added/extracted/used in another context/modifiedfor local circumstances?

The flexibility factor: how rigidis the sequencing& grading?

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Examine a coursebook. Find out:

What elements of language content arespecified?

What course outcomes or objectives in

terms of specific achievements are stated?

What processes are suggested for actual

classroom activities?

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Than You