Lecture 11 How to use textbooks

LectureElevenHowtousetextbooks?I.Whatisatextbook?Textbooksareprepackaged,publishedbooksusedbythestudentsandteacherastheprimarybasisforalanguagecourse.Atextbookisalearningtoolsharedbyteachersandlearnersthatcanbeusedinsystematicandflexibleways.Thetextbookprovidesaplanforlearning,avisibleoutlineofwhatistobelearnedintheclassroom,aswellasabankofresourcematerialandideas.II.BackgroundtothedesignanduseoftextbooksUptillthemid-twentiethcentury:grammar-translationmethod.Suchtextbookscontainlongreadingpassages,withvocabularyglossariesandgrammarnotesinthestudents’mothertongue.Studentsaretestedontheirabilitytotranslatetextswithlexicalandgrammaticalaccuracy.The1960sand1970s:audiolingualismfocusedonthespokenlanguageandstructurallinguisticswhichviewslanguageasasystem.Suchtextbooksusedialogues,patternpractice,andsubstitutiondrills.The1970sand1980s:notional-functionalapproach.Communicationtookprecedenceovergrammar.Suchtextbooksemphasizefunctionallanguagethroughpairworkandgroupworkactivitiesinwhichlearnersusethelanguagetocommunicatewitheachother.EAP(EnglishforAcademicPurposes)textbooksfocusonthedevelopmentofoneortwoskills,suchaswritingorreadingforacademicpurposes.ESP(EnglishforSpecificPurposes)textbooksfocusonthedevelopmentofspecificworkplaceskillssuchashotelmanagement,publichealthadministration,etc.The1980s:task-basedlanguageteaching.Languageislearnedthroughnegotiationwithotherlearnersinproblem-solvingortask-managementsituationsthatfocusonmeaning,ratherthanform,notthroughlearningprearrangedgrammar,functionsornotions.Becausetextbooksprearrangeandspecifythelanguagepointstobelearned,theywereseenasincompatiblewiththisapproach.However,manycurrenttextbooksnowincludetaskstostimulateinteractionandnegotiationamonglearners.III.PrinciplesforusingatextbookUnderstandhowthetextbookisorganized.Preparethelearners.Orientlearnerstothecontentandpurposeoftheactivity.Makesuretheyknowwhattheactivityisaboutandwhytheyaredoingit.Makesurelearnersunderstandthestepsoftheactivityandhowtodoit.Verbalandphysicaldemonstrationisnecessary.Prepareyourself.Monitorandfollowup.Buildarepertoire.Buildupyourownrepertoireofwaystodoeachtypeofactivity–thecollectionofmethodsandtasksyoucanapplytoclassroomlanguageteaching.Providesomepredictabilityforthestudents.Varyanactivityoncestudentsarefamiliarwiththebasicformat.Havetechniquesforsupplementingwhatisinthetextbook.Theteacher’sguideisalsoanexcellentresource.IV.Differentoptionsfortextbookuse?NevilleGrant’ssuggestionsomissionreplacementadditionadaptationTextbooksshouldbeusedcreatively.Acklam’ssuggestions:SARSS=SelectWhatpartsofthetextbookdoyoudefinitelywanttokeep?A=AdaptWhatpartsofthetextbookdoyoubasicallywanttokeep,butneedtochangeinsomewaytomakethemmoresuitableforyourstudents,andintunewithyourteachingstyle?R=RejectWhatpartsofthetextbookdoyoudefinitelywanttoleaveout?S=SupplementWhatelsedoyouneedtobringtothetextbooktofulfilltherequirementsoftheoverallsyllabusyouareworkingto,andtorespondtotheneedsofyourparticularstudents?V.ClassroomtechniquesTerritorysurveyGroupprioritizingPersonalizingFormatshiftSwitchingtoadifferentskillSwitchingtoadifferentgroupingUsingprops,visuals,orrealiaVisualinstructionsElicitationMistakelogGroupsurveyVI.CasestudiesoftextbookuseExample1:preparation(intermediate)TalkitoverCompletethesentencesusingsomeofthewordsinthelist.Womenaremore_____thanmen.Expandwordsandphrases.Menaremore_____thanwomen.Makealistontheboard.competitivecautiouslogicalpossessiveemotionalaggressiveconsiderateintuitiveindustriousgenerousrelaxedsensitiveCompareyoursentencesandopinionswithaclassmate.BrainstormmoreWhichstatementsdoyouagreewith?Example2:addition(intermediate)admireattendanceattractivebadbeautifulboringcutedangerousdark-haireddark-skinneddiedoctordramaticeleganteventexcitingexperiencefactorfair-hairedfair-skinnedfantasticfascinatingflightattendantfrecklesganggood-lookinghandsomeimpressiveinterestingkillerlawleaderlovelylovermagnificentMelaninmemorablemotorwaymovingnewscasterpicturesquepigplaceprettyprofessorprotectionrecordruggedscenicsickskincancersongstrikingstunningsunburntsuntannedtrustultravioletvictimPersonalengagementpositivemeaningornegativemeaning?favoritemeaningsimilarandusefulwordsWordstudystressandsyllablewordformationandtransformationnegativeprefixcomparativeformregularverbWordgamesheadlinesforasensationalnewspaperexpansionExample3:adaptation1(elementary/pre-intermediate)TowritetelephonedialoguesToreadoractthemoutTorole-playaheadofficemeetingTowritelettersTheteacherissimplydifferentbecausetheteacherthoughtitwouldbemoreappropriateforaparticulargroupofstudentsandtheirteacheronaparticulardayiftheyhavealittleoftheirownstyle.Example4:adaptation2Pairs.Makeaguess.Whatdoyouthinkthesefilmsareabout?Choosefromthelistontheright.a.InRomanHoliday,AudreyHepburnstarsasaprincess(1)thateatsswimmers.b.Twisterisabouttwoscientists(2)whorunsawayfromhome.c.Jawsisaboutahugeshark(3)whostudydangeroustornados.d.InTheMask,JimCarreyfindsamask(4)thathasspecialpowersswitchfromread