Choosing coursebooks
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This document discusses choosing and evaluating English language coursebooks. It provides criteria for assessing coursebooks such as price, layout, methodology, and cultural acceptability. Benefits of using coursebooks include having a coherent syllabus and extra resources, while restrictions include imposing content and learning styles. The document recommends that teachers use coursebooks critically and employ strategies like omitting, replacing, or reordering activities.
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Choosing coursebooks
- 1. Choosing Coursebooks Jeremy Harmer “How to Teach English”, Chapter 11. Prof. Braun, Practice II, Fac. de Cs. Hs., UNLPam
- 2. Coursebook Assessment It is a judgement produced before using a textbook. Coursebook evaluation: Judgement on how well a book has performed after having used it.
- 3. Criteria for Assessment Always consider students’needs. We may use checklists: Price Availability Layout and design Instructions Methodology
- 4. And more… Syllabus type, selection and grading. Language study activities. Language skill activities. Topics Cultural acceptability Usability Teacher’s guide
- 5. Evaluation Measures Teacher record Teacher discussion Student response
- 6. Benefits of using Coursebooks Coherent syllabus. Authors are well-known methodologists. Satisfactory language control. Resource materials: CD-ROM, DVD, CDs. Teacher’s guides with extra resources or activities. Students view progress as they proceed through different units.
- 7. Restrictions: They may impose contents and learning styles. Units and lessons follow the same format/ boring. They may be culturally inappropriate .
- 8. OPTIONS DIY approach. Or USING A TEXTBOOK: We can use them critically and use the OMIT REPLACE strategies.
- 9. Using the Coursebook Teachers may change some activities: Add Rewrite Replace activities Re-order Reduce (*) Practical on textbook assessment.