Coursebook essay

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COURSEBOOK ANALYSIS 1 Coursebook Analysis Juan Rosales Torres Victor Gonzalez Gerardo Valdivia Universidad Católica de la Santísima Concepción (UCSC)

Transcript of Coursebook essay

Page 1: Coursebook essay

COURSEBOOK ANALYSIS1

Coursebook Analysis

Juan Rosales Torres

Victor Gonzalez

Gerardo Valdivia

Universidad Católica de la Santísima Concepción (UCSC)

Author note

This Course book analysis was prepared for Didactics of English, taught by Roxanna

Correa.

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COURSEBOOK ANALYSIS2

Factual Details

Title: Travelers

Author(S): Lina Alvarado Jantus

Publisher: Macmillan

ISBN: 9789568623548 >

Price: Provided by the Ministry of Education

No. of Pages: 222

Components: SB/TB/CD

Level: Intermediate.

Length: 100 pedagogical hours (approximately)           Units: 4 Lesson/sections: 20

Target Skills: Listening & reading 10 lessons, speaking 9 and writing 8

Target Learners: Teenagers

ASSESSMENT

Poor Fair Goo

d

Excellent Rating and comments

Rationale X TBL and collaborative work.

Availability X The book is provided by the Ministry

of education,so it is easy to get as it is

present in every public school.

Layout/Graphics X Representative and appropriate images

according to the task. Balance between

text and images.  Good use of colours.

Selection/Grading X Congruent relation between activities .

It goes from easy to harder tasks .

Authenticity X 1. unit 1, p.54, dialogue 1

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In this dialogue the following

discourse features were identified:

-false starts: “so”, “well”.

-hesitation: “oh”

2. unit 2, p.95, dialogue 23

in this dialogue the following

discourse features were identified:

- false starts: “well”, “OK” (?)

- pause: this appeared like this in the

dialogue “...”

3. unit 4, p.172, dialogue 47

in this dialogue the following

discourse features were identified:

- back channels: “oh, sure”

- false start: “so”

Cultural bias X Chilean oriented, but it could be

categorized as eclectic because in

some activities there are references to

world wide festivities. Also, It has

images of touristic places and provides

equal reference to british and US

features; it shows the different

spellings of similar words from

American English and British English.

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Stimulus/

Practice/

Revision

X Stimulus: The book shows a deficient

type of lead-ins, as they are only

questions to the students.  Practice: It

has plenty opportunities to develop

and participate in the tasks, since it

goes from  simple predictions to

complex reading , listening, writing

and speaking tasks.

Revisions are quite good, the book

gives the chance to check answers in

every task .

Flexibility X You can teach a unit ignoring another

one.

C- Activities

Do the materials a chosen unit provide a balance of activities that is appropriate for your

students?

Yes                       No

Lesson Select Reject Adapt Extra

Material

Holidays and

Celebrations

(3 classes)

1

2

6

9

7. This item was rejected

because it is sort of

boring. It is also

confusing because the

instructions say that some

slots will remain empty

3. we would change the

instructions. instead of the

students work with a

partner, we would create

two groups so that the

students compete. The

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COURSEBOOK ANALYSIS5

and others do not. usually,

most of the students will

intend to fill all the slots.

5. it is a useless activity

since they did something

similar in item number

four.

11-12. These two

activities were rejected

for three reasons. First, in

this lesson has nine items

already, so with two more

items it would be too

much for the students.

Second, they have no

connection with the topic,

so they are useless. And

third, since students have

to ask for information to

their classmates.

idea is that each group

have people that represent

them, and these people

have to go to the board

and write as many

cognates as possible in a

specific amount of time.

4. we would change the

instructions. instead of

telling the students to

simply guess the

celebrations, we would

tell them to identify and

write down the

celebrations they listened

in the recording.

8. The students would not

only listen and identify

the incorrect information

in the sentences, but also

they will write the correct

information.

10. Teacher will read the

numbers aloud, instead of

playing the recording, and

students will repeat after

him in order to practice

pronunciation.

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Two Chilean

celebrations

(3 classes)

3.

5.

6.

7.

8.

9.

10.

11.

2. As it is another lead-in

activity we will keep only

number one.

12. It is a redundant

activity, because we

already have information

about celebrations in the

previous activity.

14. We already have

activities which are better

than just listen and repeat.

15. The activity is too

mechanical and simple. It

basic as the previous one.

1. Instead of reading

aloud the text that refers

to the images, we would

only present the images

and they’ll have to predict

where the celebrations are

from.

4. Instead of students

looking up the words in

the dictionary, the teacher

provides the meaning of

them on the whiteboard.

6. Instead of only thinking

about the answers they

have to write down the

answers.

13. Different students will

read each paragraph of the

text aloud, instead of 1

student reading.

Three “Top

of the Pops”

(3 classes)

2.

3.

6.

7.

10.

13.

14.

1. We prefer to consider

activity number 2 as it is

more complete as a

brainstorming activity.

4. It does not have

coherent with previous

8 and 9. They will be

added to number 7 in

order to do a complete

activity.

11. The question for the

interview will be given.

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activities.

5. lt needs activity

number to be done.

12. The activity is boring

and a waste of time, it is

only focused on details.

15. It only refers to

memorization.

Four “Myth

and

Legends” (3

classes)

1.

3.

4.

5.

6.

9.

10.

2. Repetition of activity

number one.

10. Too simple and

irrelevant, what a myth

and legends are should be

explained before.

12. Students may feel

embarrassed acting out in

front of the class.

7. Students find the

partner but without

providing the correct

order of the events.

8. Teach the past simple

test, and then do the

activity.

Five “Chile’s

National

Dance” (3

classes)

2.

3.

5.

6.

7.

10.

1. The instructions are not

clear enough. We prefer

to use activity number 2

as a warm up activity.

9. It requires the same

4. Instead of answering

Kelly’s questions, they

just answer what they

know about Cueca.

8. Teacher models the

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13. information as the 10th

activity.

11. It is irrelevant, it is

only a repetition of

previous activities.

14. The activity is not

related to the main topic

of the lesson.

language.

12. Students compare and

exchange information.

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Dialogues

1. Unit 1, p.54, dialogue 1

In this dialogue the following discourse features were identified:

-False starts: “so”, “well”.

-hesitation: “oh”

So, tell me Mike, what is your favorite celebration?

Well, my favorite celebration is Halloween.

Why Halloween?

‘Cause we wear costumes and go trick-or-treating; I love playing tricks! It's wicked! And

you, Ana?

I like all the celebrations in Brazil, but my favorite one is Carnival.

What do you like about Carnival?

I love the parades, dancing samba and playing with water in the street all night long! I

never miss this celebration!

Do you have a favorite celebration, Elizabeth?

Oh, yes! Christmas is my favorite. It is the day when families get together for big parties.

And what do you like most about it?

I love the food, the tree, and of course, receiving presents!

Francisco, can you tell us about your country?

The most important celebration in my country is Independence Day. It's great that we have

two days off, 18 and 19th September.

And what do you do in those days?

People usually go to the ‘fondas’ to listen to national music and eat traditional food.

Children often fly kites this time of the year. Sometimes it rains, but we love this holiday

anyway

Lexical Density:       71.4%

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2. Unit 2, p.95, dialogue 23

In this dialogue the following discourse features were identified:

- False starts: “well”, “OK” (?)

- Pause: this appeared like this in the dialogue “...”

This is WPST 97.5, HELP FOR YOU! You've got questions? We've got answers! Hello!

What's your name?

Hi, I'm Kevin.

How are you, Kevin? What's the matter with you?

Well…I really don't like drugs, but two of my friends do, and they want me to try them.

How old are you?

I'm fourteen.

OK, Kevin. Do you want to stay healthy? Then stay away from drugs.

How can I do that?

You must avoid situations of risk or you can get rid of those friends.

What?

It is simple, Kevin! One of the most important things you can choose is your friends. You

should keep your principles and just say NO! Thank you for calling, Kevin.

Thank you!

Good afternoon, who's calling?

Hello, my name's Lily.

Have you got a problem?

Well, sort of. I don't know what to do or say when someone offers me drugs.

Well, it's easy. Say “no, thanks”. This technique is fundamental, but you can also change

the conversation or talk and talk and talk about anything else!

Sometimes I get very nervous

Lexical Density: 86.4%

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3. Unit 4, p.172, dialogue 47

In this dialogue the following discourse features were identified:

- Back channels: “oh, sure”

- False start: “so”

Your name is Daniel Radcliffe, but have you got a nickname?

Oh! Sure! Everybody calls me Dan.

O.K. Dan. When were you born?

I was born on the 23rd of July, 1989.

So, your star sign is Leo. Where were you born?

In London.

Have you got any brothers or sisters?

No, I’m an only child.

What about your everyday life? Have you got a pet?

Two dogs - Binka and Nugget.

What do you like doing in your free time?

I love PlayStation and football - I support Fulham Football Club.

What would you do with magic powers?

I would like to be invisible!

And you, Emma, have you got a nickname?

Yes, my nickname is Em.

When and where were you born?

I was born on April the 15th, 1990, in Oxford. My star sign is Aries.

What can you tell us about your family?

I live with my mother and with my younger brother Alex.

Sarah: Do you like animals?

Yes! I love cats – I’ve got two: Bubbles and Domino

What are your favorite pastimes?

I love playing hockey.

What would you do with magic powers?

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I would... I would act with Brad Pitt in Harry Potter! It would be great!

Lexical Density: 85.7%

Discourse feature Textbook data Authentic data

Lexical density 81.2% 48%

False starts 5 6.5

Pauses 1 6.1

Hesitation

devices

1 54.3

Back-channels 1 30.2

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Analysis of lessons based on the Communicative Methodological Framework

(Littlewood,1981:86).

Unit 1, lesson 1

Items

1. Quasi-communicative: because students only have to indicate the names of the

celebrations and the ones they celebrate.

2. Quasi-communicative: because students only have to match they do not have to

produce neither written nor oral speech.

3.Social interaction:  because students have to work in pair, discuss and make lists about

the topic.

4. Functional communication: because they have to listen to specific information, then

express that in their words.

5. Functional communication: because they have to listen to specific information, then

express that in their words.

6. Quasi-communicative: They do not have to produce language, but they have to show

understanding of the recording by matching the pictures.

7. Quasi-communicative: because they have to look for specific information and the use of

language is limited.

8. Quasi-communicative: because they just have to identify for specific mistakes in the

sentences, but they do not have to produce language.

9. Quasi-communicative/Functional communication: because some sentences must be

completed using specific information, however can be completed using what students

believe is correct.

10. Quasi-communicative: Students only have to listen to and repeat after the recording.

11. Social interaction/Quasi-communicative: It is a Quasi-communicative because they

have to replace the underlined parts with information that is given. It is also a social activity

because they have to role play with the dialogue

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12. Social interaction: Because they have to choose the celebration and work with their

classmates.

Unit 2, lesson 1

1. Functional communication: the students have to indicate whatever they believe is

correct and they do not have restrictions.

2. Quasi-communicative: Students only have to choose according to what they think it

helps them to be fit.

3. Quasi-communicative: because they have to answer using only “yes or no” with given

answers.

4. Functional: because students are free to choose the words they know and categorize

them in the way they wish to do it.

5. Quasi-communicative: they only have to choose an option.

6. Quasi-communicative: they only have to check if their prediction was correct.

7. Quasi-communicative: Students have to answer the questions by selecting given

alternatives

8. Social interaction: Students have to discuss and reflect with their partner about the topic

9. Social interaction/Quasi-communicative: it social because students have to discuss and

do group work and is quasi because they have to talk about the questionnaire following a

given pattern

10. Quasi-communicative: Students have to complete using two given options

11. Quasi-communicative: because they have to ask questions to their classmates that

were already given in the previous activity and also complete a paragraph using specific

information

12. Quasi-communicative: Students have to listen and repeat only.

13. Quasi-communicative/Social interaction: Quasi because students have to complete

the dialogue with specific given information and it is social because they have to role play

it with a partner.

14. Quasi-communicative: Students have to identify words in a Word search puzzle.

Unit 1, lesson 4

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1. Functional communication: Students can answer the questions in the way they want

2. Functional communication: Students do not have limited options to answer, so they can

do it in the way they want.

3. Quasi-communicative: Students only have to match

4. Quasi-communicative: because they have to look for the cognates in the text, but it

functional because they have to predict what the text is about.

5.Quasi-communicative: students only have to use the evidence in the text to support their

ideas.

6. Quasi-communicative: Students have to complete the diagram using specific

information

7. Quasi-communicative: students only have to reorganize the tiles and then write the

correct sentences according with the tiles.

8. Quasi-communicative: Students have to fill the blanks using specific information

9. Quasi-communicative: Students only have to listen and repeat

10. Quasi-communicative: Students have to follow the path to find the meaning of myth

and legends.

11. Quasi-communicative/Social interaction: quasi because students have to complete the

dialogue with specific word and social because they have to role play it with a partner.

12. Social interaction: Because they have to role play the dialogue and act it out in front of

the classroom.

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Interview essay

Margarita Barra is an Elementary Pedagogy teacher with mention in English. She

is a graduated from the UCSC, and is currently teaching History and English at “Colegio

Basico Huachipato, Talcahuano”. This essay is a review of an interview which aim was to

identify what the school teacher thought about course books, expressing what parts of the

course book she frequently used and what extra things a course book should have.

Margarita uses course books in History and English classes because she thinks that

course books are useful and have interesting topics to cover throughout the units. Also,

Margarita suggests that they are not difficult to understand for students.

In addition, Margarita argued that she cannot choose the course books, since they

are given by the Ministry of Education. Thus, she has two options: to plan the classes

according to the given book, or bring extra material. It is necessary to mention that

Margarita did not clarify if she could use other types of books.

On one hand, Margarita explained that she frequently uses reading activities, as

they are appropriate for students and they contain vocabulary that is easy to be understood.

Also, she stated that a big problem in her class is that students do not bring the course book.

On the other hand, the school teacher does not use listening activities from the course book

because they are too difficult for students. She explained they have a basic level of English,

so is difficult for them to comprehend listening activities.

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Moreover, Margarita stated that she used worksheets for grammar created by

herself since the ones in the course book were too difficult for students. It was said by

Margarita that the course book should have more games to be photocopied to teach

grammar, and needed to be more didactic. Finally, Margarita affirmed that the course book

has good material, but it should have more.

To conclude, the school teacher seemed to prefer using the course book. The main

reason is because they are useful at some point in her lessons, and because they are given

by the Ministry of Education. Secondly, according to her, course book are appropriate for

student in order to make reading activities. However, in the case of listening activities she

did not use them frequently. In addition, Margarita stated that course books are a tool useful

to teach, but apart from that, they should have more games and printable or photocopiable

material as well.

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Course Book Essay

The course book analyzed for this assignment was the Travelers course book for

teachers, and it corresponds to eight graders. The objective of this essay was to analyze the

parts of the course book that are related to the developing of the topics for the teacher to

present. It was also necessary to answer the following questions: are the topics appropriate

for the students? Can the students work appropriately with those topics? Are they well

balanced according to gender, equality, the relation and reference of ethnics groups?, and

do the topics are vary in content?. Finally, an analysis of skills will be shown, where it will

be mentioned whether the textbook attends the four skills equally or not and if each skill is

well organized in order to provide the best approach possible to teach it and have the

expected results from the students.

The Travelers textbook has a name that probably can indicate to the reader its

contents. In fact when the book was analyzed, it can be noticed that it fulfills the readers’

expectations about the topics that it had. The textbook had a wide variety of topics to be

taught. If go along the book in unit one, students will find topics about famous special

celebrations such as Halloween, Christmas, valentine's day, etc. There are also activities

that permit to work with the topics like music, myth and legends, etc. The same happens

with the rest of the units that deal with self-care, famous people and places, the different

life styles that exist around the world, etc. Moreover, and especially in unit two, the topic of

bullying is treated. Thus, this expresses that the textbook have a commitment with the

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students in the sense that provides them activities and topics that will be interesting for

them because can be contextualized. Consequently, the teacher's labor is vital in this area

because since the topics are familiar to the students, they need to be well covered in order

to develop and expand the vision of world that learners have.

If a quick look is taken over the whole units and the entire book, it can be noticed

that have very important and up-dated topics, one example in the bullying topic. The whole

textbook tried to get the students quite engage at the beginning of each unit, as Brown

(2007) indicated, warm-up activities must be motivating and relaxing and not focus on

target language. That is what the book provided; warm-up activities that are motivating and

relate the activity to what the students already know or have lived in their own lives. Even

though the language used is quite clear and simple for the students, for instance it turned to

be complicated for them. Sometimes, the language doubts that students could have are

related to details, specific words that they will need to look up in a dictionary. However, the

book always presented a glossary with certain words that could be difficult to understand.

The aim when presenting a glossary is to make the activities or the path throughout the

book smoothly and not so complicated, thus students do not get trapped looking for the

definition of a word.

When it came to the equality of topics and the relation of women and men and

ethnic groups, the textbook is well organized as it covers many of these aspects. For

example, in every unit there is a "friend" that makes the learners questions about certain

activities. This friend is a girl in the first part of the book and in the other part is a boy. In

addition, the book made a good labor by permitting the students to know about cultural

realities around the world. The last two units were related to places and "different lives"

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where learners can know, learn and practice English through activities that will make them

acquire knowledge about cultures from Africa, Asia, North America, and about religious

behaviors, etc.

The textbook provided a very good balance in terms of skills. It attended the

writing, speaking, listening and reading skills with similar amount of task in every unit.

There were at least two activities per skill to be covered in a normal lesson. Within the unit,

the text provided the teacher's part where he/she can take some ideas to cover the lesson.

Yet, Brown (2007) stated that the teacher do not have to just choose the workbook and use

it, you have to find a creative way to pick those pieces of advice and modify them to

provide a creative use of the workbook. Moreover, at the end of every lesson there was a

group activity that tended to integrate the skills practiced. Littlewood (1981) presented the

social communicative activities where students exchange answers, experiences or the

activities are in groups. According to what the author provided, the book made a group

activity where students have to listen to the peer's answers, take notes about it and explain

what they have written.

Along the entire workbook, the reading aspect is well covered as it is provided by

many readings with a suitable amount of words and paragraphs. In addition, the topics of

certain readings are familiar to the students as there are love letters, readings about

festivals, famous people, etc. As for the listening skill, the book has a CD with all the

recordings that could be used. In our analysis about the dialogues and following Gilmore's

discourse features (2004), we found that they are not authentic because their lexical density

is higher than real data and they do not have enough discourse features in them. However,

in the speaking aspect, the course book provided good and entertaining dialogues to be

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read, because they are related to real life topics, thus students feel that they would be useful

for them in a real context apart from the classroom. Brown (2004) proposed the adaptation

of speaking activities and the teacher must check if the activity or the lesson is

appropriately geared for the students. Finally the writing activities go from fill in the blanks

to the creation of a piece of writing about the corresponding topic. These activities do not

go from scratch, they start from reviewing the content and certain words and then students

start writing the final product.

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References

Brown, H. D. (2007). Teaching by principles: An interactive approach to language

pedagogy. Pearson Education.

Gilmore, A. (2004). A comparison of textbook and authentic interactions. ELT journal,

58(4), 363–374.

Littlewood, W. (1981). Communicative Language Teaching: An Introduction. Cambridge

University Press.

McGrath, I. (2002). Materials evaluation and design for language teaching.