HOW TO ADAPT MATERIALS ENGLISH COURSEBOOK10

SỞ GIÁO DỤC ĐÀO TẠO VĨNH PHÚC TRƯỜNG THPT TRẦN HƯNG ĐẠO CHUYÊN ĐỀ HỘI THẢO “ HOW TO ADAPT MATERIALS- ENGLISH COURSEBOOK10” Giáo viên: Đào Thị Hường Trường : THPT Trần Hưng Đạo Đối tượng: Lớp 10 Số tiết dự kiến: 03 NĂM HỌC 2018- 2019 CHUYÊN ĐỀ: “HOW TO ADAPT MATERIALS” (By Dao Thi Huong- Tran Hung Dao High School) A INTRODUCTION: English is considered as an interenational language these days It has been used in different aspects of life and has an important role in developing the good relationship and mutual understanding among countries around the world In Viet nam, English is a compulsory subject at every kind of schools of the education system It is also a core one that must be taken in almost all important examinations With the hope that English will soon become the sencond language used in daily activities, the government- specially The Ministry of Education has made every effort to introduce new course books to meet the demand of teaching and learning English at schools However, “ no one size fits all” In fact, no course book will totally be suited to a particular teaching situation The teacher will have to find his own way of using it and adapting it if necessary So we should not be looking for the perfect course book which meets all our requirements, but rather for the best possibe fit what the book offers and what we as teachers and students need Therefore, I study this topic with the ambition to introduce some ways of adapting materials that may be useful for myself and other teachers in teaching English at school B CONTENT: I Teaching materials: What are teaching materials? * Teaching materials are the resources a teacher uses to deliver instruction Each teacher requires a range of tools to draw upon in order to assist and support Ss learning * According to Spratt, Pulverness and Williams( 2005), materials are what we use in the classroom to present and practice language, and to develop learners’ language skills including a student’s book, a teacher’s book and audio/ video recordings Often ther’s a workbook or activity book ( a book with extra practice materials), and there may also be a CD- ROM or extra material on a website * Tomlinson(2001) defines “materials” as anything which can be used to facilitate the learning of a language They can be linguistic, visual, auditory or kinaesthetic, and they can be presented in print, through live performance or display, or on cassette, CD- ROM, DVD or the internet.They can be instructional, experiential, elicitative or exploratory, in that they can inform learners about the language, they can provide experience of the language in use, they can stimulate language use or help learners to make discoveries about the language for themselves By all means, “instructional materials generally serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom”( Richard, 2001, p.251) Coursebooks and its roles: 2.1 Definitions: Coursebooks are usually published along with a number of supplementary componets - Student’s book - Teacher’s book - Practice book - Grammar and vocabulary workbook - Diskette - CD-ROM - Video - Resource book - Business Resource Pack 2.2 Role of coursebook: - A resource for presentation materials - A source of activities for learners practice and communicative interaction - A reference source - A resource for self- access work - A syllabus - A support for less experienced teachers 2.3 Why teachers use textbooks: - Extremely difficult to develop materials - Time- consuming and demanding process to develop new materials - Teachers have limited time - Textbooks lessen preparation time, provide ready- made activities and concrete samples of classroom progress through which external stakeholders can be satisfied Materials- “ No one size fits all” - No course book will totally be suited to a particular teaching situation The teacher will have to find his own way of using it and adapting it if necessary So we should not be looking for the perfect course book which meets all our requirements, but rather for the best possibe fit what the book offers and what we as teachers and students need - According to Ansary and Babari (2002), there are options for teachers: + Teachers need and use textbooks + Teachers don’t need and use textbook They produce their own materials + Or teachers select a textbook and suppement some other materials to perfect it Materials development: “Materials development” refers to all the processes made use of by practitioners who produce and/ or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research Ideally, all of these processes should be given consideration and should interact in the making of language- learning materials II Materials adaptation 1.Introduction: We may not be able to choose our coursebook, but we can still make choices about what materials in it to use Decisions about whether- and how- to use the coursebook or part of it will depend on the answers to a number of questions such as: - Is the material visually attractive?Is it visually clear( colours, fonts, heading etc.)? Does the visual material helps the learnersto understand context and meaning? - Is it well organised? - Is it culturally appropriate? Is it familiar to learners? - Is it suitable for the learners’ age, gender, experience, and personal interests of the learners? - Is it at the right level? - Does it give learners enough chances to use the language? Ways to adapt materials: There are a number of ways to adapt material that is not suitable for a particular teaching situation Here are some ideas: Strategies * Extending materials Problems - The task or exercise is too short - The learners need more Possible solutions - Write extra items, following the same pattern * Shortening materials practice - The task or exercise is too long - The learners don’t need so much practice *Changing the form of tasks - Use as much as you need, but not feel you have to use it all - Give different parts of the text or task to different learners - Change the interaction pattern - The task doesn’t suit the learners’ learning style - You want a change of pace - The coursebook often repeats the same kind of task *Changing the - The text or tasks are too easy - Make material more level of the or too difficult challenging, eg Learners try to material answer comprehension questions before reading - Make materials less challenging, eg break up a long text into shorter sections * Reordering - The activities in the units in - Change the order of the materials the book always follow the material such as ask learners to same sequence cover up a page or part of a - The leaners need to learn or page, so that they focus on practice things in a different what you want them to first order *Making the use - There is not enough practice - Use extra material from the of all the material in a particular unit book: grammar summaries, resources in the - The learners need to revise word lists, lists of irregular book particular items verbs, etc - You want to preview - Give whole- book tasks such material in a future unit as searching through the book for texts, pictures, language examples III Practice on Materials Adaptation: III Unit 4- For a better community - Getting started (English book 10) Activity 1: Follow the course book Activity 2: Read the conversation again and answer the questions: - Follow the three first questions: When did Quan call Hieu? What was Hieu doing when Quan called? Was Hieu successful as a volunteer teacher there? Activity 3: Read the dialogue and fill in the blanks with suitable expressions in the box and then practice reading the dialogue in pairs That’s sounds great An: Not really by chance 4.Well, Daddy, I’ ve got a surprise for you Daddy: Really? What’s that? An: … , I was chosen to be a volunteer this summer in Vinh Phuc Province Daddy: …….! Did your teacher offer you the job? An: …… I got it ……… I saw an advertisment online, I applied and they accepted me Daddy: Good! I’m sure you will have a meaningful summer An: Thanks, Dad! Activity 4: Discussion( extra activity) Work in groups and make a list of volunteer works you can to help other people III.2 Unit 4- For a better community - Reading (English book 10) Activity 1: You are going to read a text about the reasons why people volunteer Before you read, tick the reasons you thinks you may find in the text.( Follow the course book) Activity 2: Read the text and check if your predictions are correct ( Follow the course book) Activity 3: Read the text again and decide whether the following statements are True (T), False (F) (Changing the level of the material- Make materials less challenging) People volunteer for a number of different reasons One of the more obvious reasons why people volunteer is because they find something they are passionate about and want to something good for others People who volunteer in their community have a personal attachment to the area and want to make it a better place for themselves and for others Many people who volunteer think that they are very fortunate to live the way they and want to give something back to society, as a way of balancing the scales Many people choose to volunteer because of the personal benefits that volunteering has on their character Indeed, a volunteer often says that the experience has made him or her a better person In most cases, volunteers also become more concerned and aware of the problems facing the world and many feel that they were ignorant or narrow-minded before Volunteer work is a great way to gain experience in a broad range of fields You can gain experience in education, social work, health care, marketing, and web design… The opportunities are endless Volunteering is a great way to put in a little of your time and gain some valuable skills, whether professional or practical Volunteer work can often lead to a paying job Volunteers can try out a field to see if it suits them and also show that they are dedicated enough to work for free in the hope that it may lead to a paid job English teaching is a great example of a volunteer job that often turns into a career T F Volunteering can contribute to make the community a better place People choose to volunteer because of its financial benefits Many volunteers think they used to be ignorant or narrowminded Volunteer works may provide you with knowledge of different fields A volunteer job always turns into a career in the future Activity 4: Look at the highlighted word in the text and choose the correct meaning.(Changing the level of the material- Make materials more challenging) Origin Adaptation obvious A clear B unclear C important fortunate A unlucky B lucky C wealthy concerned A tired B bored C worried narrow – minded A open to different people B not open to different opinions C open to different opinions dedicated A devoted B excited C interested obvious A clear B obscure C important fortunate A unhappy B lucky C wealthy volunteers A workers B farmers C helpers narrow – minded A open to different people B not open to different opinions C open to different opinions dedicated A devoted B excited C interested III.3 Unit 4- For a better community – Looking back and project (English book 10) * Looking back: Activity 1: (Pronunciation) Listen and circle the words you hear in the sentences( follow the coursebook) Activity 2: (Vocabulary) Choose the words from the box to complete the following sentences ( follow the coursebook) Activity 3: Grammar Write the sentences Use the past simple or the past continuous form of the verbs ( follow the coursebook) Activity 4: Read the text about Tilly Smith and choose the best answer from question to ( Changing the level of the material- Make materials less challenging- Shortening) FROM A GEOGRAPHY LESSON TO A REAL LIFE EXPERIENCE Tilly Smith was born in 1994 She came from Surrey, England At school, she was very interested in her Geography classes On th December, 2004 Tilly was having a holiday with her family in Thailand when she realized that Geography not only an interesting school subject but also helped to save people’s lives While Tilly was sitting on Maikhao Beach in Puket, Thailand, the sea water suddenly receded from the shoreline Tilly recognised the symptoms of a tsunami because two weeks before her holiday she learnt about tsunamis in a Geography lesson from her teacher at school Tilly wated to leave the beach quickly because she knew what was happening, but the people on the beach didn’t seem to care She was very worried and told her parents about it immediately When Tilly’s father warned others on the beach and the staff at the hotel where they were staying about the possible tsunami, she ran to a safe place with her mother and sister The tsunami was a terrible disaster for thousands of people, but it didn’t kill anybody on Maikhao Beach thanks to Tilly Câu 1: Tilly was a(n)……………… A school girl B teacher C volunteer D forecaster Câu 2: ……………….is Tilly’s favourite subject at school A Geography B History C Maths D Biology Câu 3: What happened when Tilly was sitting on Maikhao Beach? A The sea water suddenly receded from the shoreline B The sea level suddenly raised C The tsunami occurred D She realized the symptoms of earthquake Câu 4: In order to help other people on the beach, Tilly…………… A told her parents about possible tsunami B taught them a Geography lesson C warned them about tsunami D left the beach immediately Activity 5: Discussion (extra activity) Discuss the question “ Have you ever applied your school lesson into practical situation to save youself or others?” * Project: (Follow the coursebook) ... learning materials II Materials adaptation 1.Introduction: We may not be able to choose our coursebook, but we can still make choices about what materials in it to use Decisions about whether- and how- ... study this topic with the ambition to introduce some ways of adapting materials that may be useful for myself and other teachers in teaching English at school B CONTENT: I Teaching materials: ... materials: What are teaching materials? * Teaching materials are the resources a teacher uses to deliver instruction Each teacher requires a range of tools to draw upon in order to assist and support