1. The Role of the Coursebook Fiona Copland

2. Workshop Outline 1. What is the coursebook’s job? 2. How are coursebooks developed? 3. How do you choose a coursebook? 4. What do you do when it doesn’t ‘fit’?

3. 1.What is the coursebook’s job? Read through the list. Which of the items seems to you to be the job of the coursebook? a. To be a syllabus, outlining what is to be taught, and the order and depth it is to be taught in. b. To be a training manual, helping teachers to develop their teaching skills. c. To interpret a methodology, so students get the best learning experience they can. d. To give practice in the four skills and four systems. e. To help learners to develop their autonomous learning skills. f. To explain to teachers (and learners) how English ‘works’. g. To take the planning burden away from teachers. h. Other?

4. How are coursebooks developed? Cutting Edge Innovations Streamline series Cobuild Headway Straightforward

5. Coursebook topics History (archaeology) ICT People Media Tourism and Travel Food Conservation and Energy

6. Which one???

7. Reasons I have chosen a textbook Publishers’ blurb or publishers’ presentation Publishers’ reputation Attractive layout or appearance Recommended by a friend Embraces the latest pedagogical approach Good balance of skills and systems work.

8. Choosing a Coursebook What basic information should you know about the class before you choose a coursebook?

9. Things you should know Age Level Number of students in the class Reason for studying English If there is a syllabus Stakeholders in the learning.

10. Developing criteria Answers to the above questions form the first set of criteria: 1. Suitable for 14 -18 year olds 2. Lower intermediate 3. Opportunities for group/pair/whole class learning 4. Prepare students for Cambridge KET 5. Provides syllabus of what is to be learnt, in what order, and to what extent 6. Comprehensive workbook (so that parents can monitor students’ learning).

11. Developing criteria Based on your own beliefs regarding language learning and teaching in the context in which you work, design ten further criteria which you hope any coursebook should fulfil (e.g. uncluttered layout).

12. Creating a checklist Essential CriteriaBook 1Book 2Book 3 Uncluttered layout Outcome driven speaking activities Structured writing activities Frequent but short reading texts Listening texts provided Desirable Criteria Vocabulary lists Vocabulary based on frequency lists

13. What happens when the coursebook doesn’t ‘fit’? Selecting Adapting Extending Reviewing

14. Selecting activities Look at the pages taken from Face to Face Intermediate by Chris Redstone and Gillie Cunningham published by Cambridge University Press. Imagine your class needed to develop listening skills and needed help with articles. The class lasts for 1 hour. Which activities would you choose?

15. Adapting Activities How could we adapt the following activities: 1. Listening activity (so it relied less on hearing the names) 2. The pairwork activity (no 4) to make it more genuinely an information gap activity? 3. The articles activity (no 6) so that it is less rule heavy?

16. Extending Activities Two basic approaches: repeat and recast. Look at the pair work activity again (no 4). How could this be extended if some of the pairs in your class finished quickly?

17. Reviewing How could you review the vocabulary that students learn in Virus Alert?

18. Reviewing Things on a page Taboo Outburst Pelmanism Find the word

19. And finally…. http://en.wikipedia.org/wiki/Computer_virus http://www.webopedia.com/TERM/v/virus.html http://www.youtube.com/watch?v=uK5ija2gVbY