Adopting and adapting anexisting Course Book

Adopting and adapting anexisting Course Book

1. Systematic appoach

   • 1 Evaluate the Course Book.
     • Based on the parts of the curriculum design process
       • Is it interesting and use effective techniques?
       • Does it apply teaching and learning principles?
       • Does it meet the learners' needs?
       • Does it include tests and ways of monitoring progress?
       • Do its content reflect the students' proficiency level, selection and sequencing principles?
       • Does its goals match the course goals?
       • Does it suit the context?
     • Reducing the list of possible books
       • Defining essential features:
         • Grammar level
         • Price
         • Availability
         • Language skills
         • Size - Time
         • Not Offending sensitivities
     • Choosing and weighting the features
       • Add features
       • Take away features
       • Divide and decide wish are more important
   • 2 Decide how the course book will be used.
     • Relationships between the teacher and the Course Book
       • Strong reliance on the course book with minimal adaptation
         • Following the course book very closely
           • School or Ministry requires it
           • Inexperienced teacher
           • Teacher likes it
           • The learners want it
         • Areas of adaptation
           • How the material is presented
           • How the progress is assess and monitor
       • Adapting a Course Book
         • Making substantial changes to it.
           • Responding to the environment
           • Taking account of needs
           • Putting principles into practice
         • Adaptation
           • 1 Add or omit content.
             • Comprehensible input
             • Fluency
             • Time on task:
           • 2 Change the sequencing of the content.
           • 3 Change the format
           • 4 Change the presentation
           • 5 Add or omit monitoring
           • 6 Add or omit assessment.
       • Using source books instead of course books
         • Using a varity of sources
           • A single book doesn't fullfill the needs
           • The teacher want to use her skills
           • The context
           • Learners' requirement
           • The state of art
         • Adaptation
           • Organising around themes to provide unity
           • Monitoring of all parts of the curriculum design process.
       • Using computers and the internet
         • Impact
           • Computer-mediated classroom activities
           • Self-access centres and language-learning laboratories
           • Source of information
           • Language-learning materials.
         • Adaptation
           • Considering pedagogical effectiveness
             • Does technology improve teaching?
             • Which feautures of tech. help?
             • How can we use tech.?
             • Do the use of tech. result in efficient use of human and material resourses?
   • 3 Adapt the course book.
     • Dividing the Parts of the Process
       • Deciding where the course book, learners and teacher will contribute to curriculum design.
         • Content and sequencing
           • What language content?
           • What ideas content?
           • How much covered?
           • How often covered?
         • Format and presentation
           • How presented?
           • What format for the lesson?
           • Who presents?
         • Monitoring and assessing
           • What assessed?
           • When assessed?
           • How assessed?
           • Who assesses?
       • Considering the environment, needs and principles