WORKING WITH A COURSEBOOK

Presented by : Melisa Novianty Mustika Roharti Emilia Ria elpira Chairina Indoman Suhartini Dede Fadliatul Awaliah

Contents
What a coursebook does well and what a
teacher can often do better Choosing a coursebook Increasing the real interaction and comunication offered by a coursebook Pacing your progress through the book

What a coursebook does well and what a teacher can often do

What will a coursebook

provide the teachers?

What will a coursebook

offer the learners?

Choosing a coursebook

Choosing a coursebook for teaching our students in the class is very important; we have to choose a coursebook, which is suitable and appropriate for us as the teachers and for the learners.

To choose a good coursebook, we can make a list of question about a book that we are considering.

The point about making and blocking in a chart like what in our guidebook is that it allows us to see where the strengths (the superiorities) and weakness of any coursebook

If we ask ourselves these kinds of questions and complete a chart like the one in our guidebook, we are unlikely to make a bad choice of coursebook. However, it would be even better if we could discuss the matter with another teacher or a group of teachers. Finally, the book can provide the material but it is usually depended on the teacher who can best organize the events which turn that material into a real language exchange.

Increasing the real interaction and communication offered by a course book

Coursebook often use a series of pictures like this to introduce the new words or phrases they are practicing

The problems of doing this exercise are:

Firstly, the children only say each

question once, Secondly, the element of true interaction is slight. And most importantly of all, the language is just a response to the picture, it is not part of a real act of communication, and the exercise like that will make the children bored.

Then, what a teacher can do to make learning with a coursebook more fun?

It is possible for the teacher to use the

same exercise from the book but to give it a little communicative twist, the teacher can use these same pictures to practice question formation as real language use by turning the exercise into one of the guess activities.

However, whether we do adapt the book or just basically teach it straight, we will in any case have to work out how to make much progress in teaching and learning activity through coursebook

Pacing your progress through the book

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

Put the childs needs first. Work out the overall distribution of the work for

the year, much as we probably have to for our other work schemes. Ask ourselves whether we are giving the children enough opportunity to use the language as opposed to just covering it. If the answer is still yes, then we have a chance to do something independently of the coursebook. Predicting our timing is a sign of effective flexibility, we can do the initial time allocation as follows: Check first how long the book suggests us take over each unit Divide the book into the umber of school terms you have

By doing this, it will be fairly clear that if we are to finish the book efficiently, then we can successfully pace our progress through the book

Thanks for your attention