Udžbenik u nastavi engleskog jezika

Avgust 2017
 Outline

 The role of textbooks in language learning/teaching

 Focus
 Textbooks and teaching grammar
 Textbooks and teaching vocabulary
 Textbooks, curriculum and lesson planning
The role of textbooks in language learning/teaching

Focus
Why do students/teachers still need textbooks?

A textbook metaphor
 Why do students/teachers still need
textbooks?
 Useful resource for both teachers and learners
 Difficult for teachers themselves to create their own teaching
material
 Lessen preparation time by providing ready-made texts and
tasks
 A reference source
 A resource for self-directed learning or self-access work
 A support for less experienced teachers
 …………..
 Advantages of textbooks

 Initial framework which can be adapted by teachers to suit the

needs and learning styles of students
 Contain lively and interesting material
 Visually appealing and attractive to students
 Sensible progression of language items
 What has to be learnt and what has been studied
 Relatively inexpensive and need little preparation time for
lesson planning
 Relieve teachers from pressure of having to think of original
material for every class
 Reduce the danger of teacher occupational overload
 What is Focus?

 a five-level upper secondary course

 a course structured to promote motivation, memory and meaning
 a unique approach to teaching and learning vocabulary
 clear and intuitive lessons allowing teachers to teach-off-the-page
 exams oriented learning path for state and private school students
 a course closely aligned to Global Scale of English learning objectives
 http://product.pearsonelt.com/focus/
 Focus on 3Ms
 methodology is built around the 3Ms

 these key concepts underpin the benefits of the course for

learners and signal its pedagogical effectiveness to teachers.
 one of the unique features of FOCUS is its approach to
learning and retention of vocabulary.
 Word Store - a vocabulary practice booklet with a wide variety
of exercises and a unique method of involving learners actively
in recording new words and phrases.
 Focus on vocabulary

 One of the unique features of FOCUS is its approach to

learning and retention of vocabulary.
 Word Store - a vocabulary practice booklet with a wide
variety of exercises and a unique method of involving
learners actively in recording new words and phrases.
 Focus on 21st century skills
Teaching secondary students to use English confidently in
the 21st century is no longer a special
feature for an ELT - it is an
essential one.
Focus on assessment
Components for teachers
Components for students
From having video, audio and
voice-record tools all in one
place, to getting all of your work
marked automatically,
MyEnglishLab extends your
Pearson course.
 GRADEBOOK
The Gradebook tab allows you to access grades and keep records of students
performance.
1. Change course: Allows you to switch to another course
2. Expand details: Allows you to view additional student information, such as
number of attempts on activity, time spent on activities and number of
completed activities.
3. Data: Provides course scores and grades obtained by enrolled students.
4. Diagnostics: Allows you to have an instant view of how the students in a course
are progressing, both in scores and behaviors (time spent, number of attempts,
etc.)
5. Change view: Allows you to easily see the available views: Prac ce only,
Assignments only,Tests only, Prac ce & Tests, and Assignments & Tests.
6. Markers: Allows you to see which activities have been submitted.
7. Filtering/Sorting: Allows you to filter ac vi es by Last a empt, First a empt,
Average score, or Highest score.
8. Export: Allows you to export your course Gradebook to Microsoft Excel or
Moodle.
9. Student Management: Allows you to see Total Time on Task,which shows how
long students have spent completing activities, and their last login date/time.
 Teacher’s and student’s resources
Focus offers a variety of resources for teachers to adapt to their
teaching styles, students’ needs or extra teaching time available.
These include:
• extra photocopiable vocabulary and grammar activities
• gapped student’s book texts
• test yourself pair work activities
• activities providing support for the speaking andwriting tasks from the
review section
• tests and quizzes
Extra resources for students, including audio resources and
videos can be found on a student dedicated website:
www.english.com/focus
Textbooks and teaching grammar
What keeps your teeth together ?
A toothpaste!
What is grammar?
 “A description of the rules for forming sentences,
including an account of the meanings that these forms
convey” Thornbury (2004)
 Grammar allows us to choose how we present
ourselves to the world, (…) all the while establishing
our individual identities” (Larsen-Freeman 2003)
 “An important tool for successful communication”,
Levine (2014)
Grammar-based approaches
 The Grammar-translation method or Classical
method
 The Direct method ( no translation, no L1)
 The Audio-lingual method ( listening and imitation)
 Noam Chomsky ( challenging teacher-centred
methods)
 Humanistic methods
- The Silent method (teachers are faciliators)
-Total Physical Response (links learning with
movement)
Communication-based approaches
 Communicative language teaching ( no grammar )
 Constructivism- learners themselves construct the meaning
instead of repeating somebody else’s structures. The key
principle of constructivism in language learning and
teaching is also learner-centeredness
 Dialogism- emphasizes verbal interaction and learner
engagement in the learning process, and favours the type of
communication which promotes higher cognitive functions in
learners (Sedova, Salamounova and Svaricek 2014).
 Focus on Form - an instructional option that draws learners’
attention to linguistic forms but does that in a meaningful,
communicative context.
Inductive apporoach

 A lot of examples for students to identify the form ,

rule and use

 Little or no explaining by a teacher

Deductive approach

 Teacher explicitly introduces form, rule and the use;

 Students practice through examples

 There has been a shift away from the grammar-based
approaches towards the more communicative ways of
teaching and on to the current standpoint of
combining the two.
 Grammar lessons today are not only about knowing
about the language but about knowing how to use it in
real-life situations.
 Grammar
based-
approaches

Communicati
on-based
approaches

Grammar
+
Communica
tion in real-
life situations
 The dynamic nature

 The goal of teaching grammar should be successful

communication

 Meaningful communicative contexts

 The appropriate use of grammatical forms

FORM MEANING USE
 This way students can transfer the skills
learnt/achieved in the classroom to everyday
situations in the real world outside the classroom
setting.
 WHERE DOES THE TEXTBOOK COME IN?
 Get to know the textbook

 Recognise and decide which to use in a class,

which to give for homework and which to omit

 Appropriate amount of time for each

 Supplementing the textbook when necessary

Common types of grammar drills
 Mechanical drills
 Mechanical drills are the least useful because they
have little resemblance to real communication-they
only require parroting of a pattern or rule.
 There is only one correct response, and students can
complete the exercise without grasping the meaning.

George waited for the bus yesterday morning.

He will wait for the bus tomorrow morning, too.
 Meaningful drills
 Meaningful drills can help students develop understanding
of the workings of rules of grammar since they require
students to make form-meaning correlations. Their
resemblance to real communication is limited.

 Each prompt has only one correct response, and students

must attend to meaning to complete the exercise.

Where are George’s papers?

They are in his notebook.
 Communicative drills
 Students test and develop their ability to use language to convey
ideas and information
 They connect form, meaning, and use because multiple correct
responses are possible
 Learners respond to a prompt using the grammar point under
consideration, but providing their own content
 None of the content is set in advance

T: Did you go to the library last night?

S1: No, I didn’t. I went to the movies. (to S2): Did you read chapter
15?
S2: Yes, I read chapter 15, but I didn’t understand it. (to S3): Did
you understand chapter 15?
S3: I didn’t read chapter 15. I went to the movies with S1.
Declarative Procedural
→
knowledge knowledge
 Declarative knowledge is knowledge about
something, i.e. it enables a student to describe a rule
of grammar and apply it in pattern practice drills.

 Procedural knowledge is knowledge of how to do

something. Procedural knowledge enables a student to
apply a rule of grammar in communication.
 Procedural knowledge does not translate automatically
into declarative knowledge; many native speakers can
use their language clearly and correctly without being
able to state the rules of its grammar.
 Likewise, declarative knowledge does not translate
automatically into procedural knowledge; students
may be able to state a grammar rule, but consistently
fail to apply the rule when speaking or writing.
 1. Relate knowledge needs to learning goals.

 2. Apply higher order thinking skills.

 3. Provide plentiful, appropriate language input.

 4. Use predicting skills.

 5. Limit expectations for drills.

Answers and Possible Questions
I was held up by the traffic.
Why were you late yesterday?
Why didn’t you arrive on time?

Ever since I was a child.

How long have you been playing the guitar?
Have you always been allergic to pollen?

You must be joking!

Mary has resigned her job in a bank.
They are going to have their fourth child.
Tenses
 Timelines

 Biographies of famous people that students admire

 Songs

 Stories
Modal verbs
 Signs

 Photos

 Video clips

 Advertisements
Indirect speech
Retelling the situations students experienced at different
places:
at the airport,
in a bank,
at the dentist’s,
during camping,
when they were in a trouble,
in a shop
Conditionals
 Dropping a piece of chalk

 Warning

 Imagining

 Regrets, Arguments
 The more students personalise the grammar
structures, the better learning outcomes are achieved
Round up
 The most appropriate situations for grammar

 Teachers’ examples

 WHEN and WHAT

Textbooks and teaching vocabulary
What was the most difficult
English word for you to
remember? And why?
 No matter how many theories there has been, is or will
be, acquisition of vocabulary is actually a matter of
memory
 Several general principles applicable within every
method ( Wallace, 1988):
 AIM
 NEED
 FREQUENT EXPOSURE AND REPETITION
 MEANINGFUL PRESENTATION
 aim – what is to be taught, which words, how many

 need – target vocabulary should respond students’

real needs and interests

 frequent exposure and repetition ( a lot of language

input)

 meaningful presentation – clear and unambiguous

denotation or reference should be assured
How does memory function?

Short- Working
term

Long-term
 Short - is the brain capacity to hold a limited number
of items of information for periods of time up to a few
seconds. It is the kind of memory that is involved in
repeating a word that you have just heard the teacher
modelling. But successful vocabulary learning involves
more than holding words for a few seconds. To
integrate words into long - term memory they need to
be subjected to different kinds of operations.
 Working memory means focusing on word long enough to
perform operations on them. It means the information is
manipulated via the senses from external sources and/or
can be downloaded from the long- term memory. Material
remains in working memory for about twenty seconds.
The existence of articulator loop enables this new material
processing. It works a bit like audiotape going round a
round again. It assures the short- term store to be kept
refreshed. The ability to hold a word in working memory is
a good predictor of language learning aptitude. The better
ability to hold words in working memory the smoother
the process of learning foreign languages is
 Long –term memory can be seen as kind of filling
system. Unlike working memory, which has a limited
capacity and no permanent content, this kind of
memory has an enormous capacity and its contents are
durable over time.
PRINCIPLES OF TURNING NEW MATERIALS INTO PERMANENT LONG-TERM
MEMORY ( Thornbury, 2002 )
Repetition
Retrieval
Spacing
Pacing
Use
Cognitive depth
Personalisation
Imagining
Attention
Mnemonics
Motivation
 Meaning

Grammar Word Use

Formation
Textbooks and teaching vocabulary
 Division by levels: Beginners, Elementary, Pre-
Intermediate, Intermediate, Upper-Intermediate,
Advanced
 Word Corpus: What words, How many
 Frequency: How often
The most common way
 Conveying meaning ( presentation)

 Checking meaning ( checking for comprehension)

 Consolidation (strengthening the knowledge )

 Presentation
 Realia, Pictures, Drawing, Written forms
 Miming, Actions, Gestures, Movements
 Diagrams, Mind Maps
 Word relations ( Synonyms, Antonyms)
 Definitions, Explanations
 Contexts, Examples, Guessing
 Word formation
 Checking
 Questions and answers
 True, False or Not Stated
 Identifying the target language
 Who said what?
 Open ended statements
 Quizzes
 Summarising
 Reflection time
 Think-Pair-Share
 Consolidation
 Labelling
 Spotting the difference
 Describing and drawing
 Games
 Word association
 Odd man out
 Synonyms, Antonyms
 Main goal

A learner “ adopts” a word

Prioritising lexis over grammar
 Language is essentially the learning of meanings
(Halliday,1975)
 Method should be the servant of meaning, and
meaning depends on what happens inside and
between people- a situation(Stevick, 1976)
 Language consists of grammaticalized lexis, not
lexicalised grammar and grammar as structure is
subordinate to lexis(Lewis ,1993)
 Students are focused on common uses of words,
important meanings and patterns , therefore it is likely
for them to use the needed lexis in real-life situations
afterwards
 Students can make the most out of the familiar words
regardless the level of their ability
 Acquiring language is easier to start from the lexis
since it is concrete than from grammar rules which are
abstract.
 Lexis and grammar are inseparable and completely
interdependable (Sinclair ,1991; Hunston & Francis
1998).
 Phrases are easier for learners to memorise and offer
productive tools for communicating with other people.
(Sinclair ,1991; Francis et al., 1997; Nattinger &
DeCarrico ,1992).
Adopt-a-word
 Student is assigned a specific word ( “adopts it)
 The task is to make “the word” understandable and
interesting to the class in different ways:
presenting, pantomiming, making poetry, sentences
Poetry
Fame by Emily Dickinson
Fame is a bee.
It has a song-
It has a sting-
Ah, too, it has a wing.
 Students reflect and produce words to describe the
song.
 Students use the pattern and write their own song
about a different animal
Games
 Crosswords
 Bingo
 Categories
 Battleship
 What am I thinking of
 Riddles
Why is vocabulary important in
language acquisition
 It is a key to communication
 It helps students develop other language skills
 The more words you know, the more you will learn
 It boosts intellectual and social skills, as well.
Round up
 Group mural – teachers draw something/ an element
on four flipcharts, something which represents what
they liked/learnt during the session. Afterwards , other
teachers guess
Curriculum, textbooks and lesson planning
 Curriculum
 The term curriculum is used here to refer to the overall plan or
design for a course and how the content for a course is transformed
into a blueprint for teaching and learning which enables the desired
learning outcomes to be achieved (Jack C. Richards, Curriculum Approaches
in Language Teaching: Forward, Central, and Backward Design, RELC Journal 44(1)
5/33, 2013.)
 Curriculum takes content (from external standards and local goals)
and shapes it into a plan for how to conduct effective teaching and
learning. It is thus more than a list of topics and lists of key facts and
skills (the “input” ). It is a map of how to achieve the “outputs” of
desired student performance, in which appropriate learning
activities and assessments are suggested to make it more likely that
students achieve the desired results (Wiggins and McTighe, 2006: 6).
Dimensions of a Curriculum

• Curriculum development in language teaching can start from input,

process or output.
• Each starting point reflects different assumptions about both the
means and ends of teaching and learning.
 Curriculum Design Process
 The Forward Design
Process

 The Central design

Process

 The backward design

 goal/aims, objectives, outcomes
 ___________ describe what the learners will be able to do,
expressed from the students’ perspective, must be
measurable and assessable
 ___________ are more specific and concrete description of
purpose, indicate the teaching intentions, should be
measurable
 ___________ are description of the general purpose of a
curriculum, aspirational not necessarily easily measurable
 Standards vs outcomes

 Standards as moral or ethical imperatives (what someone should do)

 Standards as legal or regulatory requirements (what someone must do)
 Standards as quality benchmarks (expected practice or achievement)
 Standards as arbiters of performance quality (defining success or merit)
 Standards as learning milestones (progressive targets for student learning)

Learning outcomes = outcome standards (targets for students’

learning and referents for whether that learning is occurring)
Is your textbook driving your curriculum?
 Disadvantages of textbooks
 Not flexible and generally simply mirror the pedagogic, psychological and
linguistic preferences and biases of their authors
 Contain social and cultural biases such as gender bias and stereotyping
 Dialogues are unnatural and inappropriate for communicative language
teaching
 May prevent teacher’s creativity if the teacher is obliged to follow the
textbook to the letter
 Teacher’s role is undermined- they find themselves as mediators , carrying
out teaching imposed on them
 Disadvantages of textbooks
 May de-skill teachers and turn them into ‘’technicians’’ if using a textbook tightly
(Richards 1993)
 May gradually lose the ability to plan and end up ‘teaching’ the textbook, not the
students
 May take creativity and inspiration away from teachers by indicating that ‘’there is
somewhere an expert who can solve problems’’ (Brumfit 1979)
 Often take important decisions off the hand of teachers who ‘having been
absolved of responsibilities, sit back and merely operate the system (Swan 1992)
 Heavy dependence on textbooks finally decreases the importance of the
contributions that good teachers make at all levels in the learning process
(Cunningsworth 1995)
 The element of unpredictability that generates interests in the EFL classrooms fades
away (McGrath 2002)
 Disadvantages of textbooks
 No textbook is perfect ( McGrath 2002)
 No textbook that can work in all situations or can be applied to all teachers
and students
 Every class is unique - only the teacher knows exactly the needs,
competence, potential and learning styles of their students
 Every student is different in terms of attention, interest, motivation, pace,
physiological and psychological needs
 The students need to be treated individually to satisfy their needs
 Using a textbook in the classroom
 A textbook is not designed and written with a particular classroom of
students in mind and a particular curriculum
 May contain materials and tasks that are not suitable for teachers’ teaching
situation
 Curriculum aims/outcomes ≠ textbook aims/outcomes
 Curriculum aims/outcomes > textbook aims/outcomes
 Curriculum aims/outcomes < textbook aims/outcomes
 Teachers will almost certainly need to adapt the textbook (O’Neal, 1982;
Grant, 1987; Harmer, 1991; Richards, 1993; Nunan 1998; Hedge, 2000;
Graves, 2000; McGrath 2002)
 Adapting English textbook
 Teachers may omit materials and tasks in a textbook
 Teachers may add materials and tasks
 Teachers may re-order/combine materials and tasks included
in a textbook
 Teachers may replace materials and tasks included in a text
book
 Teachers’ collaboration and sharing of materials
 With their students’ assistance teachers can form the criteria
for selection, adaptation and design of the material
 Textbook adaptation (McGrath 2002)

 localisation
 personalisation
 individualisation
 modernisation
 simplification
 Where do we find alternative materials?
 Same textbook
 Other ELT books
 Publications (newspapers, magazines, novels etc.)
 Media (radio, TV)
 Internet
 Corpora
 Own material
 Using textbooks effectively
 Use the textbook as a resource for students, but not the
only resource.
 Use a textbook as a guide, not a mandate, for instruction.
 Be free to modify, change, eliminate, or add to the
material in the textbook.
 Supplement the textbook with lots of outside readings.
 Supplement teacher information in the textbook with
teacher resource books; attendance at local, regional, or
national conferences; articles in professional periodicals;
and conversations with experienced teachers.
 Textbooks are tools
Use textbook wisely
A textbook is only as good as the teacher who uses it
Questions?