ENGLISH 4: APPLIED DIDACTICS
MATERIALS
1. How necessary is a coursebook
coursebook: material which is used as the basis for a course, whether it is an actual book or
an online course
1) coursebooks are used as the basis for courses
2) teacher bases their teaching on a syllabus/their own programme, using personally
selected materials when necessary
3) coursebook is used selectively, not necessarily in sequence, and is extensively
supplemented by other materials
advantages of a coursebook:
teachers and students know where they are going and what is coming
framework
next, so there is a sense of structure and progress
syllabus followed systematically, a planes section of language will be covered
ready-made
provides texts and learning tasks which are likely to be of an appropriate
texts and
level for most of the class
tasks
the coursebook can provide useful guidance and support, for teachers
guidance
who are inexperienced or unsure of their knowledge/skills
student can use the coursebook to learn new material, and review and
autonomy
monitor his or her own progress autonomously
disadvantages of a coursebook:
no single coursebook can possibly meet the learning needs of every
inadequacy
individual class
irrelevance, lack topics may not be relevant or interesting for your class (+ they date
of interest rapidly)
cultural
does not only make it irrelevant or uninteresting, but also cause
inappropriatenes
discomfort or even offence
s
limited range of they target a particular student population, and rarely cater for the
level variety of levels of ability or proficiency that exists
possible negative teachers may follow the coursebook uncritically and are discouraged
effect on teaching from using their own initiative
1
, 2. Coursebook evaluation and selection
check that the objectives expressed in the introduction to the
objectives
coursebook are in fact implemented
approach depends on your approach and the student population
the material has to be clear and ‘navigable’, you need to be able to read
layout
everything easily + move around easily (digital)
children and adolescents are used to colourful and eye-catching books,
appearance television and websites and may be demotivated by black and white or
uninteresting design
interest it helps a lot if the books provide interesting material that you can use
tasks should be designed to allow for performance at different levels
variation texts and tasks should also vary in the topic, language style and type
of participation/learning strategies, etc.
essential (for monolingual class of beginners, additional explanation in L1
instructions
might be necessary)
syllabus check what kind of syllabus the coursebook has
systematic progress in difficulty is very important for courses in primary
organization
and secondary schools
review and
often, you will prefer to create your own
tests
pronunciation pronunciation problems can often be dealt with as they come up
materials should provide plenty of vocabulary expansion and review
vocabulary
activities
grammar in many contexts substantial grammar coverage is required
tasks activating the four skills are the main basis for communicative
skills
practice
learner is important, but a very difficult thing to evaluate
independence computer-based tasks that enable self-checking and research tasks
teacher’s provide answers to exercises, saves time and effort and offers useful tips
guides on ways of dealing with texts and tasks
audio
essential component for listening comprehension
recordings
visual essential for classes of younger learners, provide and enjoyable break +
materials improve learning
website course website is a fairly standard component these days
the most desirable coursebook in the world is no good if it is too
availability
expensive for your institution or students to afford
3. Adapting course materials
boring and too-short grammar exercises: add interest and length
close book and let pupils recall the sentences
let pupils invent their own sentence endings
let pupils suggest other adjectives/verbs/etc.
let pupils change the statements to make them true for them
let pupils use adjectives/verbs/etc. to make true sentences of their own
2
MATERIALS
1. How necessary is a coursebook
coursebook: material which is used as the basis for a course, whether it is an actual book or
an online course
1) coursebooks are used as the basis for courses
2) teacher bases their teaching on a syllabus/their own programme, using personally
selected materials when necessary
3) coursebook is used selectively, not necessarily in sequence, and is extensively
supplemented by other materials
advantages of a coursebook:
teachers and students know where they are going and what is coming
framework
next, so there is a sense of structure and progress
syllabus followed systematically, a planes section of language will be covered
ready-made
provides texts and learning tasks which are likely to be of an appropriate
texts and
level for most of the class
tasks
the coursebook can provide useful guidance and support, for teachers
guidance
who are inexperienced or unsure of their knowledge/skills
student can use the coursebook to learn new material, and review and
autonomy
monitor his or her own progress autonomously
disadvantages of a coursebook:
no single coursebook can possibly meet the learning needs of every
inadequacy
individual class
irrelevance, lack topics may not be relevant or interesting for your class (+ they date
of interest rapidly)
cultural
does not only make it irrelevant or uninteresting, but also cause
inappropriatenes
discomfort or even offence
s
limited range of they target a particular student population, and rarely cater for the
level variety of levels of ability or proficiency that exists
possible negative teachers may follow the coursebook uncritically and are discouraged
effect on teaching from using their own initiative
1
, 2. Coursebook evaluation and selection
check that the objectives expressed in the introduction to the
objectives
coursebook are in fact implemented
approach depends on your approach and the student population
the material has to be clear and ‘navigable’, you need to be able to read
layout
everything easily + move around easily (digital)
children and adolescents are used to colourful and eye-catching books,
appearance television and websites and may be demotivated by black and white or
uninteresting design
interest it helps a lot if the books provide interesting material that you can use
tasks should be designed to allow for performance at different levels
variation texts and tasks should also vary in the topic, language style and type
of participation/learning strategies, etc.
essential (for monolingual class of beginners, additional explanation in L1
instructions
might be necessary)
syllabus check what kind of syllabus the coursebook has
systematic progress in difficulty is very important for courses in primary
organization
and secondary schools
review and
often, you will prefer to create your own
tests
pronunciation pronunciation problems can often be dealt with as they come up
materials should provide plenty of vocabulary expansion and review
vocabulary
activities
grammar in many contexts substantial grammar coverage is required
tasks activating the four skills are the main basis for communicative
skills
practice
learner is important, but a very difficult thing to evaluate
independence computer-based tasks that enable self-checking and research tasks
teacher’s provide answers to exercises, saves time and effort and offers useful tips
guides on ways of dealing with texts and tasks
audio
essential component for listening comprehension
recordings
visual essential for classes of younger learners, provide and enjoyable break +
materials improve learning
website course website is a fairly standard component these days
the most desirable coursebook in the world is no good if it is too
availability
expensive for your institution or students to afford
3. Adapting course materials
boring and too-short grammar exercises: add interest and length
close book and let pupils recall the sentences
let pupils invent their own sentence endings
let pupils suggest other adjectives/verbs/etc.
let pupils change the statements to make them true for them
let pupils use adjectives/verbs/etc. to make true sentences of their own
2
