1. The coursebook Programa Inglés Abre Puertas Jornada Regional 2008

2. The mission The coursebook is an aid to students and teachers in many ways. However, it is not there to dictate a rigid, predetermined method by which the language shall be taught and learned. The coursebook is an aid to students and teachers in many ways. However, it is not there to dictate a rigid, predetermined method by which the language shall be taught and learned.

3. Therefore, Teachers should feel free to make changes where they feel it to be necessary and in the students’ best interest. Teachers should feel free to make changes where they feel it to be necessary and in the students’ best interest. Ultimately, it is the teacher, informed by feedback from students, who makes decisions, aided when appropriate, by the teacher’s guide. Ultimately, it is the teacher, informed by feedback from students, who makes decisions, aided when appropriate, by the teacher’s guide.

4. Decisions: macro? or micro? Supplement- add material published or your own. Supplement- add material published or your own. Omit – leave out some parts of the material. Omit – leave out some parts of the material. Replace – change and include more suitable material for your objectives. Replace – change and include more suitable material for your objectives. Order – change the progression of language items to fit the needs of the students. Order – change the progression of language items to fit the needs of the students.

5. First: Coursebook Evaluation Areas to check: Aims of the coursebook. Do they coincide with the aims of the teaching programme and the needs of the students? Aims of the coursebook. Do they coincide with the aims of the teaching programme and the needs of the students? Organization: How is the content organized? (according to topics, skills, functions, structures) Organization: How is the content organized? (according to topics, skills, functions, structures) Language Content: Does the coursebook cover vocabulary (development, collocations, etc.), main grammar items, pronunciation work,? Language Content: Does the coursebook cover vocabulary (development, collocations, etc.), main grammar items, pronunciation work,?

6. Coursebook Evaluation Skills: Are all skills covered? Is there material for integrated skills work? Skills: Are all skills covered? Is there material for integrated skills work? Topics: Sufficient, interesting, varied, adequate to age. Topics: Sufficient, interesting, varied, adequate to age. Methodology: What approach to language learning is used? Methodology: What approach to language learning is used? Teacher’s book: Is there adequate guidance for teachers? Teacher’s book: Is there adequate guidance for teachers?

7. Adapt Knowing the interests, strengths and weaknesses of your students, be prepared to adapt the unit, activity, exercise by: omitting, changing supplementing or reordering. Knowing the interests, strengths and weaknesses of your students, be prepared to adapt the unit, activity, exercise by: omitting, changing supplementing or reordering. Make sure you respond to the interests of your students adding authentic materials. (leaflets, ads, songs, slogans, menus, etc.) Make sure you respond to the interests of your students adding authentic materials. (leaflets, ads, songs, slogans, menus, etc.)

8. When to adapt Methodology – eg, an exercise may be too mechanical, too complicated, etc. Methodology – eg, an exercise may be too mechanical, too complicated, etc. Language content –eg, too much emphasis on grammar and less on vocabulary. Language content –eg, too much emphasis on grammar and less on vocabulary. Subject matter – eg, topics may not be interesting to the students, outdated or not authentic. Subject matter – eg, topics may not be interesting to the students, outdated or not authentic. Balance of skills – eg, too much emphasis on the written language or not enough integration of the skills. Balance of skills – eg, too much emphasis on the written language or not enough integration of the skills.

9. When to adapt Progression and grading: the order of language items may need changing or the tasks may need to be more accesible to the students. Progression and grading: the order of language items may need changing or the tasks may need to be more accesible to the students. Cultural content: some cultural references need to be changed or omitted. Cultural content: some cultural references need to be changed or omitted. Image: poor layout, low quality visuals, etc. Image: poor layout, low quality visuals, etc.

10. Mineduc coursebooks They focus on the development of skills, with an emphasis on reading and listening. They focus on the development of skills, with an emphasis on reading and listening. However, the may lack: However, the may lack: 1. the pre and/or while and/or post stages of 1. the pre and/or while and/or post stages of Reading and Listening. Reading and Listening. 2. an adequate amount of activities in the 2. an adequate amount of activities in the different stages. different stages.

11. Mineduc Coursebooks 3. Integrated activities in the post stage. Listening/Speaking/Writing Listening/Speaking/Writing Reading /Speaking/Writing Reading /Speaking/Writing 4. The presence of exercises related to: vocabulary, vocabulary, grammar, grammar, pronunciation, etc. pronunciation, etc.

12. What needs to be done Revise quickly the unit and check what´s missing. For example: Revise quickly the unit and check what´s missing. For example: If all the stages are included to teach the receptive skills. Pre- While and Post. If all the stages are included to teach the receptive skills. Pre- While and Post. Are there enough speaking exercises? (good models, guidance, personally relevant content) Are there enough speaking exercises? (good models, guidance, personally relevant content) Are models given for writing? Are models given for writing?

13. What needs to be done Do Vocabulary work – Topic, meaning and form. Are there enough exercises? Do Vocabulary work – Topic, meaning and form. Are there enough exercises? * Work with word sets and maps * Work with word sets and maps * Guessing fron context * Collocations * Collocations * Learning word roots and affixes * Applying mnemonic techniques

14. What needs to be done Do Grammar Work in context. Use the text as Do Grammar Work in context. Use the text as the basis to reflect on grammar “in use”. the basis to reflect on grammar “in use”. - Awareness - Awareness - Practice (guided semi-guided meaningful) - Practice (guided semi-guided meaningful) - Reflection - Reflection - Production - Production Do Pronunciation work Do Pronunciation work

15. Useful Tips Personalize drills to make them relevant Personalize drills to make them relevant Introduce authentic content Introduce authentic content Transform text into discourse (meaning and Transform text into discourse (meaning and purpose) purpose) Make dialogues communicative Make dialogues communicative Work with cue cards. Work with cue cards.

16. Important steps: Read the Teacher’s Guide and examine the coursebook thoroughly. The book can take on a new role, as an “ideas bank” stimulating the teacher`s creative potential. Read the Teacher’s Guide and examine the coursebook thoroughly. The book can take on a new role, as an “ideas bank” stimulating the teacher`s creative potential. The perfect coursebook does not exist. It is the teacher´s responsibility to adapt it according to the needs. (student/teacher) The perfect coursebook does not exist. It is the teacher´s responsibility to adapt it according to the needs. (student/teacher)

17. Teacher`s role: Guide or Facilitator Guide or Facilitator Monitor Monitor The coursebook as an aid. The coursebook as an aid. The teacher should guide the students through the learning process and monitor their progress, teaching the students how to use the coursebook to promote independence. The teacher should guide the students through the learning process and monitor their progress, teaching the students how to use the coursebook to promote independence.

18. Aim: Teachers are expected to take on the role of a monitor and facilitator rather than instructor. The aim is to promote learner independence from the teacher. This involves adopting a problem-solving approach which encourages students to find their own way through problems, with the support of the teacher, where necessary. Teachers are expected to take on the role of a monitor and facilitator rather than instructor. The aim is to promote learner independence from the teacher. This involves adopting a problem-solving approach which encourages students to find their own way through problems, with the support of the teacher, where necessary.