working with a course book

8/3/2019 Working With a Course Book

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WORKING WITH A COURSEBOOKWORKING WITH A COURSEBOOK

Presented by :Presented by : Melisa NoviantyMelisa Novianty

MustikaMustikaRohartiRohartiEmiliaEmilia

Ria elpiraRia elpira

Chairina IndomanChairina IndomanSuhartiniSuhartini

Dede Fadliatul AwaliahDede Fadliatul Awaliah


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ContentsContents

What a coursebook does well and what aWhat a coursebook does well and what ateacher can often do betterteacher can often do better

Choosing a coursebookChoosing a coursebook Increasing the real interaction andIncreasing the real interaction and

comunication offered by a coursebookcomunication offered by a coursebook

Pacing your progress through the bookPacing your progress through the book


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What aWhat a

coursebookcoursebook

does well anddoes well andwhat a teacherwhat a teacher

can often docan often do


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What will a coursebookWhat will a coursebookprovide the teachers?

provide the teachers?

What will a coursebookWhat will a coursebook

offer the learners?offer the learners?


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Choosing aChoosing a



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Choosing a coursebook forChoosing a coursebook for

teaching our students inteaching our students inthe class is verythe class is veryimportant; we have toimportant; we have to

choose a coursebook,choose a coursebook,which is suitable andwhich is suitable and

appropriate for us as theappropriate for us as theteachers and for theteachers and for thelearners.learners.


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To choose a good coursebook, weTo choose a good coursebook, wecancan make a list of question about amake a list of question about a

book that we are considering.book that we are considering.

The point about making andThe point about making andblocking in a chart like what in ourblocking in a chart like what in our

guidebook isguidebook is that it allows us tothat it allows us tosee where the strengths (thesee where the strengths (thesuperiorities) and weakness of anysuperiorities) and weakness of any



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If we ask ourselves these kinds ofIf we ask ourselves these kinds of

questions and complete a chart like thequestions and complete a chart like the

one in our guidebook, we are unlikely toone in our guidebook, we are unlikely to

make a bad choice of coursebook.make a bad choice of coursebook.

However, it would be even better if weHowever, it would be even better if we

could discuss the matter with anothercould discuss the matter with anotherteacher or a group of teachers.teacher or a group of teachers.

Finally, the book can provide theFinally, the book can provide thematerial but it is usually depended onmaterial but it is usually depended on

the teacher who can best organize thethe teacher who can best organize the

events which turn that material into aevents which turn that material into a

real language exchange.real language exchange.


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Increasing theIncreasing the

real interactionreal interaction

andandcommunicationcommunication

offered by aoffered by a

course bookcourse book


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Coursebook often use a seriesCoursebook often use a series

of picturesof pictures

like this to introduce the newlike this to introduce the new

words orwords or

phrases they are practicingphrases they are practicing


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12 3

6


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The problems of doing this exercise are:The problems of doing this exercise are:

Firstly, the children only say eachFirstly, the children only say eachquestion once,question once,

Secondly, the element of trueSecondly, the element of true

interaction is slight.interaction is slight. And most importantly of all, theAnd most importantly of all, the

language is just a response to thelanguage is just a response to the

picture, it is not part of a real act ofpicture, it is not part of a real act ofcommunication, and the exercise likecommunication, and the exercise like

that will make the children bored.that will make the children bored.


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Then, what a teacher can do to makeThen, what a teacher can do to make

learning with a coursebook more fun?learning with a coursebook more fun?

It is possible for the teacher to use theIt is possible for the teacher to use the

same exercise from the book but to givesame exercise from the book but to give

it a little communicative twist, theit a little communicative twist, theteacher can use these same pictures toteacher can use these same pictures to

practice question formation as realpractice question formation as real

language use by turning the exerciselanguage use by turning the exercise

into one of the guess activities.into one of the guess activities.


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However, whether we doHowever, whether we doadapt the book or justadapt the book or just

basically teach it straight,basically teach it straight,we will in any case have towe will in any case have to

work out how to make muchwork out how to make much

progress in teaching andprogress in teaching andlearning activity throughlearning activity through



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Pacing yourPacing your

progressprogress

through thethrough the

bookbook

T th th h th b kT th th h th b k


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To pace the progress through the book, weTo pace the progress through the book, weshould apply some steps :should apply some steps :

Put the childs needs first.Put the childs needs first.

Work out the overall distribution of the work forWork out the overall distribution of the work forthe year, much as we probably have to for ourthe year, much as we probably have to for ourother work schemes.other work schemes.

Ask ourselves whether we are giving the childrenAsk ourselves whether we are giving the children

enough opportunity to use the language asenough opportunity to use the language asopposed to just covering it. If the answer is stillopposed to just covering it. If the answer is stillyes, then we have a chance to do somethingyes, then we have a chance to do somethingindependently of the coursebook.independently of the coursebook.

Predicting our timing is a sign of effectivePredicting our timing is a sign of effectiveflexibility, we can do the initial time allocation asflexibility, we can do the initial time allocation asfollows:follows: Check first how long the book suggests us takeCheck first how long the book suggests us take

over each unitover each unit

Divide the book into the umber of school termsDivide the book into the umber of school termsyou haveyou have


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By doing this, it will beBy doing this, it will be

fairly clear that if we arefairly clear that if we areto finish the bookto finish the book

efficiently, then we canefficiently, then we cansuccessfully pace oursuccessfully pace our

progress through theprogress through thebookbook


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ThanksThanks

forfor

your attentionyour attention

working with a course book

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