selecting and adapting coursebooks
DESCRIPTION
Presentation given at Eventos DISAL on 5 March, 2010speaker: Willy C. Cardosohttp://superteachersp.wordpress.comhttp://authenticteaching.wordpress.comTRANSCRIPT
SELECTING AND ADAPTING
COURSEBOOKS
by Willy C. Cardoso
http://authenticteaching.wordpress.com
http://superteachersp.wordpress.com
http://twitter.com/willycard
-- Offered by --
WHAT QUALITIES DO YOU LOOK FOR WHEN
SELECTING A COURSEBOOK?
Language is functional and must be contextualized
Learning needs to engage learners both affectively and cognitively
Materials need to be flexible enough to cater to individual and contextual differences
The language used should be realistic and authentic
Language development requires learner engagement in purposeful use of language
Effective teaching materials foster learner autonomy
Learners need to develop the ability to deal with written as well as spoken genres
Classroom materials will usually seek to include an audio visual component
Corpus-informed coursebooks
A corpus is a large collection of samples of a language held on a
computer. The samples can come from anywhere the language is
used in speech and in writing.
A corpus helps us to understand more about the language and see
how people use it when they speak and when they write.
READ MORE
http://www.cambridge.org/elt/corpus/what_can_corpus_do.htm
Common European Framework of Reference for
Languages (CEFR)
Developed through a process of scientific research and wide
consultation, this document provides a practical tool for setting clear
standards to be attained at successive stages of learning and for
evaluating outcomes in an internationally comparable manner.
READ MORE
http://www.coe.int/T/DG4/Linguistic/CADRE_EN.asp
SIX TYPES OF SYLLABI
Structural Syllabus
Notional/Functional Syllabus
Situational Syllabus
Skill-based Syllabus
Task-based Syllabus
Content-based Syllabus
SIX TYPES OF SYLLABI
Structural Syllabus
Notional/Functional Syllabus
Situational Syllabus
The content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught.
The content of language teaching is a collection of real or imaginary situations in which language occurs or is used. A situation usually involves several participants who are engaged in some activity in a specific setting. Examples of situations include: seeing the dentist, complaining to the landlord, buying a book at the book store, meeting a new student, and so on.
The content of the language teaching is a collection of the functions that are performed when language is used, or of the notions that language is used to express. Examples of functions include: informing, agreeing, apologizing, requesting; examples of notions include size, age, color, comparison, time, and so on.
SIX TYPES OF SYLLABI
Skill-based Syllabus
Task-based Syllabus
The content of the language teaching is a collection of specific abilities that may play a part in using language. Skills are things that people must be able to do to be competent in a language, relatively independently of the situation or setting in which the language use can occur. Skill-based syllabi group linguistic competencies (pronunciation, vocabulary, grammar, and discourse) together into generalized types of behavior, such as listening to spoken language for the main idea, writing well-formed paragraphs, giving effective oral presentations, and so on.
The content of the teaching is a series of complex and purposeful tasks that the students want or need to perform with the language they are learning. Language learning is subordinate to task performance, and language teaching occurs only as the need arises during the performance of a given task. The students draw on a variety of language forms, functions, and skills, often in an individual and unpredictable way, in completing the tasks. Examples include: applying for a job, talking with a social worker, getting housing information over the telephone, and so on.
SIX TYPES OF SYLLABI
Content-based Syllabus
The primary purpose of instruction is to teach some content or information using the language that the students are also learning. The students are simultaneously language students and students of whatever content is being taught. The subject matter is primary, and language learning occurs incidentally to the content learning. An example of content-based language teaching is a science class taught in the language the students need or want to learn, possibly with linguistic adjustment to make the science more comprehensible.
Presentation Practice Production
Presentation
Practice
Production
Standard coursebook approach = little opportunity for authentic language use
Presentation
Practice
Production
Practice
ProductionPresentation
Suggested ratio between the 3 P’s
Break long language explanations to smaller pieces, and repeat the cycle as needed, it makes the lesson more dynamic, and students have more opportunities to use the language themselves. You don’t always need to start with Presentation.
Task
• Production (diagnosis)
• Controlled Practice (if necessary)
Teach
• Meaning (as needed)
• Pronunciation (as needed)
• Form (as needed)
Task
• Controlled Practice (focus on accuracy / ifnecessary)
• Production (focus on fluency)
Alternative approach to PPP
VIDEO ACTIVITY
The grammar activity to practice the 3rd conditional, using
the movie The Curious Case of Benjamin Button, can be
found on:
http://moviesegmentstoassessgrammargoals.blogspot.com
Keep in touch!http://authenticteaching.wordpress.com
http://superteachersp.wordpress.com
http://twitter.com/willycard