Book contents
- Frontmatter
- Contents
- Thanks
- Acknowledgements
- Introduction
- I Creating a good environment for language learning
- II Being effective in the classroom
- III Teaching large classes
- IV Teaching language skills and systems
- V Teaching language without textbooks
- VI Teaching language with textbooks
- VII Helping students achieve their potential
- VIII Linking the school to the outside world
- IX Supporting yourself and others
- Glossary
- Index
22 - Supplementing textbooks
Published online by Cambridge University Press: 22 September 2021
- Frontmatter
- Contents
- Thanks
- Acknowledgements
- Introduction
- I Creating a good environment for language learning
- II Being effective in the classroom
- III Teaching large classes
- IV Teaching language skills and systems
- V Teaching language without textbooks
- VI Teaching language with textbooks
- VII Helping students achieve their potential
- VIII Linking the school to the outside world
- IX Supporting yourself and others
- Glossary
- Index
Summary
Textbooks in every subject can be analysed from two perspectives: a content analysis that examines the areas that the textbook covers, and a didactic analysis that examines the methodological approach to the subject matter or to how the content is treated.
John WhiteThe short version
1 Although textbooks are important, there are times when the content can be challenging for students.
2 Students may, for example, find the contents difficult, inappropriate or offensive.
3 In such situations, there are several strategies you can use, like simplifying or managing the content.
4 Another way is to make the material more directly and obviously relevant to students, for example by personalizing and contextualizing.
5 Where possible, make textbooks as student-focused as possible, and differentiate to ensure that students maximize their language learning.
Introduction
Below is a page from an English language textbook for 13–14 year old students. Their level is lowerintermediate.
1 What challenges might you face teaching this in your context?
2 How could you make the content more interesting and accessible?
Read this story silently, then answer the questions on your own.①
Sam lives in the city. One day, he decided to go a restaurant②. He was feeling really hungry. Having shown
him to a table, the waiter asked him what he wanted to eat.③
‘I will have steak please.’④
‘I’m afraid we don't have any left.’
‘WHAT? I WANT TO SEE THE MANAGER IMMEDIATELY.’⑤
Sam called the manager over. She apologized to Sam, saying that they had not received their delivery of steak, but that they had lots of other food.
‘I can't eat here. This restaurant is terrible. I’m never coming back.’ Sam stood up, marched to the door, and walked into the street.
Questions⑥
1 Who felt hungry?
2 Where did he go?
3 Why was Sam angry?
4 What happened next?
Potential challenges of textbook materials
Of course it is difficult to make generalizations about a text. However, some of the potential problems presented by the reading text and activity in the example are outlined below.
- Type
- Chapter
- Information
- Teaching in Challenging Circumstances , pp. 138 - 142Publisher: Cambridge University PressPrint publication year: 2021