Adapting the coursebook 4
Five different teachers used the lesson we looked at in Activity 3 in class. Read what they said about how they used Exercise 1 Talking points.
Which ideas do you think are good and which are not so good?
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Decide if the idea is a good one or not.
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Question 1 of 5
1. Question
Teacher A
I said ‘Open your books’, then we read through the two questions and then I asked students to answer round the class.Correct
This isn’t a very good idea – it’s not an interesting way to organize the discussion. Students are looking down at the book, so you can’t interact with them much. Also, if you ask round the class, not many students get a chance to talk.
Incorrect
This isn’t a very good idea – it’s not an interesting way to organize the discussion. Students are looking down at the book, so you can’t interact with them much. Also, if you ask round the class, not many students get a chance to talk.
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Question 2 of 5
2. Question
Teacher B
We discussed the two questions, but with books closed. I simply wrote on the board: Who? Where?I explained what the questions meant (Who does the food shopping? Where do they go?) and then they discussed them in groups.
Correct
This is a good idea – it’s a more interesting way to conduct the discussion. The students are looking at and listening to you, not looking down at the book. You’re more interesting than a book! Then they all have a chance to discuss the questions together.
Incorrect
This is a good idea – it’s a more interesting way to conduct the discussion. The students are looking at and listening to you, not looking down at the book. You’re more interesting than a book! Then they all have a chance to discuss the questions together.
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Question 3 of 5
3. Question
Teacher C
We started with a different activity, with books closed. I asked them to think of a shopping street near their home and draw a plan, showing all the shops they know there. Then they showed it to their partner and talked about it. Then we did the Talking points section in the coursebook.Correct
This is a good idea – it gets students thinking about the shops near them, so it arouses their interest in the topic. Also, drawing a plan is a clearly defined task which everyone can do.
Incorrect
This is a good idea – it gets students thinking about the shops near them, so it arouses their interest in the topic. Also, drawing a plan is a clearly defined task which everyone can do.
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Question 4 of 5
4. Question
Teacher D
There’s a big supermarket in our town. So I asked who had been there (most of them had), then I asked them to write three words or phrases to describe it. We did this before the Talking points section.Correct
This is a good idea – it gets students thinking about their own town and also what they think of supermarkets. Also, writing words is a clearly defined task which everyone can do.
Incorrect
This is a good idea – it gets students thinking about their own town and also what they think of supermarkets. Also, writing words is a clearly defined task which everyone can do.
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Question 5 of 5
5. Question
Teacher E
I didn’t do Talking points. Instead, I started off by teaching all the adjectives that would come up in the lesson. I explained the meanings and wrote them on the board.Correct
This isn’t such a good idea – it would be more interesting to focus on the topic first and then use the reading as a context to teach the language. So the coursebook activity is actually better than what this teacher did.
Incorrect
This isn’t such a good idea – it would be more interesting to focus on the topic first and then use the reading as a context to teach the language. So the coursebook activity is actually better than what this teacher did.
In this activity, we’ve seen that there are several ways to add to the coursebook and think up your own lead-in activity – but it’s important to make sure that what you do is actually an improvement on the book!