coursebook adaptation

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Coursebook- based teaching: Adaptation Ian McGrath. Chapter 4

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A PPT on how to adapt English Language Teaching coursebooks.

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Coursebook-based teaching: AdaptationIan McGrath. Chapter 4Course and lesson planningWhats a courseA course is a planned series of learning eventsThis defnition distinguishes beteen a one-o! e"ent and a nu#ber o$ other e"ents.It suggests that the e"ents ill be linked in so#e a%It dras attention to the planning in"ol"edIt specifes that one o$ the intended outco#es is learning Coursebook-based teachingTeaching a book is di!erent $ro# basing a course on a bookA book should not deter#ine the totalit% o$ learning e&periences $or those using it' because books are ritten to be rele"ant to as large nu#ber o$ students (and learning conte&ts) as possible.*o no one book can be per$ect $or a particular institution' or particular class or particular indi"idual.Coursebook-based teaching*o' at the selection stage and again a$ter the selection' teachers need to think care$ull% about ho the book can contribute to the ob+ecti"es o$ their course.*%llabus' e&a#ination' course and bookTeachers so#eti#es can $ace ,non-co#patibilit%-.ence' the i#portance o$ long-ter# planning /"aluation processes in lesson planningThe frst step o$ lesson planning is to establish the ob+ecti"es o$ the lesson (that ha"e to be consistent ith the course ai#s)The ob+ecti"es ill be %our G0*' telling %ou here the lesson should be heading to. I$ the lesson $ro# the coursebook is not $ull% achie"ing the learning ob+ecti"es that ere set $or that class' then %ou ill ha"e to adapt the #aterials./"aluation processes in lesson planningWhen the lesson is to be based on a coursebook' 4 e"aluati"e processes are in"ol"ed:1)*election 2 o$ coursebook #aterial thatill be used unchanged.3)4e+ection 2 co#plete (o#iting a hole acti"it% or e"en a hole lesson) or partial (cutting one or #ore stages ithin an acti"it%)/"aluation processes in lesson planning5) Adding 2 I$ %ou are e&tending or e&poiting the e&isting #aterial' this ill be regarded as adaptation, I$ %ou are introducing ne #aterials' this ill be called supplementation.4) Changing 2 More radical $or#s o$ adaptation' such as #odifcations to procedure or changes in conte&t6content (replacement)/"aluation processes in lesson planning0rocesses 5 and 4' adding and changing' ill nor#all% ha"e a creati"e side as ell as an e"aluati"e side.*election' re+ection and design4ele"ance7nce e ha"e established appropriate ob+ecti"es $or the lesson' e should ha"e a closer' #ore critical look at the #aterials.We should be able to distinguish beteen those #aterials hich see# directl% rele"antand can be used unchanged' and those that are totall% irrele"ant' $or e&a#ple:o 0ronunciation practice on #ini#al pairs o$ non-proble#atic contrasts or language o 8unctions unlikel% to be re9uired b% the *s0rocesses o$ selection' re+ection and designA thought on re+ection and o#issionThe $re9uent re+ection o$ acti"ities or o#ission o$ hole lessons can cause a negati"e i#pression o$ the book in students: ,I$ the book is so bad' h% as it selected:-*o it #akes sense to #ini#i;e the risk o$ a reaction b% e&plaining to learners h% one doesnt intend to spend class ti#e on these sections o$ the book' or b% in"ol"ing the students in those decisions.Adaptation?@) clai# that ,e"er% teacher is an adapter o$ the #aterial he uses-. The% #ention supple#enting' editing' e&panding' personali;ing' si#pli$%ing' #oderni;ing' locali;ing' or #odi$%ing cultural6situational content./llis (1>@A) #entions ,retaining' re+ecting' reordering and #odi$%ing.To#linson (1>>@) re$ers to ,reducing' adding' o#itting' #odi$%ing and supple#enting-Acti"ities4ead again the defnitions o$ adaptation.