the textbook Penny Ur 2015 Why adapt To increase learning value To make more interesting To suit our own teaching style For the sake of variety For fun because we feel like it 2 ID: 524534
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Slide1
Adapting the textbook
Penny Ur
2015Slide2
Why adapt?
To increase learning value
To make more interesting
To suit our own teaching styleFor the sake of varietyFor fun; because we feel like it!
2Slide3
How?We can write or find new texts or tasks……But we don’t have to.
We can vary the way we treat textbook material…
… without much further preparation
3Slide4
This presentation
Adapting reading texts
Adapting grammar and vocabulary exercises
4Slide5
1. Reading texts
5Slide6
Aspects that can be adapted
T
he way we present or ‘mediate’ the text
The tasks we do on them6Slide7
1. Presentation / MediatingQuantity: How many times will we read the text?
Interaction pattern: full-class / individual / pair or group
Reading technique: silent / aloud
Quantity: all in one ‘go’ / bit by bit.Place: in class / at home
7Slide8
a) QuantityUsually – at least three times, in different ways.
Why?
Sometimes fewer? Why?
8Slide9
b) Interaction patternFirst reading
usually full-class (direct teacher support)
an easy text: students can read individually, or help each other in pairs / groups
Second / later readingsindividual / pair / full class
9Slide10
c) Silent or aloudFirst reading
Recommended: teacher reads aloud, students follow
If easy: silent
Don’t ask students to read aloud new textSecond / later readingsMostly silent (faster, easier)
Rehearsed student reading (‘Reader’s Theater’)
10Slide11
d) QuantityIf short, then all in one goIf long then usually bit by bit
BUT
An exciting story?
A relatively easy text?11Slide12
e) PlaceFirst reading
Usually in class (teacher support)
Pre-read for homework? – limited tasks.
Later readingsSome in class some at homeHow do you make sure they do the reading at home?
12Slide13
Comprehension tasksComprehension questions
‘Alternative’ tasks involving comprehension
13Slide14
Problems with comprehension questions 1They may not check comprehension
14Slide15
The textThe changks voz
blunging
frewly nedeng the brudegan. Some changks vos unred, but the other changks vos unredder
. They
vos
all
polket
and rather
chiglop
, so they did not
mekle
the
spuler
. A few were
unstametick
.
The comprehension questions
What
were the
changks
doing?
How
were they
blunging
?
Where were they
blunging
?
In what ways were the
changks
the same and in what ways were they different?
Were any
changks
unstametick
?Slide16
What can you do about this?
Use different wording
Ask students to answer about underlying meanings, not the actual text.
16Slide17
ExampleMr Smith asked his wife for
assistance, and she agreed.
Bad question
: Who did Mr Smith ask for assistance? Better questions: Who did Mr Smith get to help him?Was Mr Smith married?
17Slide18
Problems with comprehension questions 2They are boring.
18Slide19
What can we do about it?Use a variety of tasks that involve comprehension…
…Provided that these are ones that are quick and easy to prepare and do.
19Slide20
Shortening
20Slide21
Shorten the text
Delete words from the text, without altering the basic meaning.
(or phrases or full sentences)
Summarize in English(with a specific word-limit)Summarize in L1.Do a
Dicto
-gloss
Compose a new title (and subtitle).
Make brief notes / headings.
21Slide22
Lengthening
22Slide23
Expand the text without altering the basic meaningAdd single words / phrases/
Add sentences.
Add margin notes (explanations, comments).
Add an ending/ continuation.Add a preface.
23Slide24
Comparison
24Slide25
Compare this text with another
Compare this text to one we’ve studied before.
OR
Compare two texts in the same unit.What are some differences in general?What are some similarities in general? Or:
Compare specific aspects:
the main characters (in stories)
the structure of the text
25Slide26
Selection
26Slide27
Select bits out of the text Choose the most important sentence in the text.
Choose the ten words and phrases that are most essential for understanding the main message.
Find all the words that relate to (a topic).
Find the sentence the teacher reads out.Find the sentence whose translation the teacher reads out.
27Slide28
Transformation
28Slide29
Represent in some other format or style
Translate.
Rewrite in simple English for a less advanced learner.
Convert to a power-point presentation.Imagine the text is a book: draw a cover illustration.Rewrite as a different genre (as an email, a poem, a newspaper report…).
Write in a different style (very informal or very formal).
29Slide30
Personal responses
30Slide31
Respond to the text in some personal waySay what you admire, or dislike, about a character (in a story)
What would you like to say to a character in the story?
What does the text remind you of, from your own experience?
What would you like to ask the author?
31Slide32
2. Grammar and vocabulary exercises
32Slide33
Main aims
To
increase
quantity of learningTo add interest and enjoyment (for students and teacher) 3. To create learning opportunities for different levels: individualization33Slide34
The techniquesChange
interaction type
(frontal? group? individual
?) Change instructions Delete bits in order to add more ‘open-ended’ responses Personalize Recycle in different ways
Add, extend, vary
34Slide35
Change interaction typeNormally: ‘IRF
’
Other possibilities:
Do it individually, then quick checkIndividually, then share, then check
Do it in pairs, then quick check
Do for homework, then quick check
35Slide36
Change instructionsFirst: Read quietly through the exercise, or read through with the teacher, without actually doing it.
Then:
‘Do at least seven items, more if you can’
‘Do as much as you can in X minutes’‘Start wherever you like’‘Do whichever five items you like (then more, if you finish)’
36Slide37
Delete bits to ‘open-end’Can be done mainly with ‘gapfills
’
But also with matching exercises and multiple-choice The result: more learning, more interesting, more individualized.
37Slide38
PersonalizeAsk student to alter (some of) the sentences to make ones that are true for them.
38Slide39
Recycle in different waysWe’ve done it orally in class: now do it for homework and get it all right!
Simply do again a week later in class: can you get them all right?
Immediately after: close your books. How many of the items can you recall from memory?
(Full-class brainstorm; or individual then sharing then full class)Redo in any of the ways we’ve already mentioned (open-ended, personalized etc.).
39Slide40
Add / Extend / Vary Add more items to the ones we already have in the exercise.
Suggest more words or phrases that could be added to the item:
at the end?
in the middle?at the beginning?anywhere?Suggest words that might be changed
40Slide41
In general…We’ll often do the exercise as it stands first, then introduce a variation.
But always just to do as it stands is to miss opportunities for more learning, more interest, more fun…
41Slide42
Don’t just let the textbook use you! YOU use the textbook For YOUR teaching, for YOUR students.
42Slide43
Thank you for your attention!pennyur@gmail.com
43Slide44
Circle the correct answers
I like my room to be…
a. honest b. neat and tidy c. patient
My father drinks milk that’s only one ….. He’s on a diet. a. manager b. customer c. percentWe are …. Beyoncé’s music. We listen to it all the time.
a. crazy about b. ashamed of c. worried about
Ben’s father works in a … that makes cars.
a. factory b. library c. headline
It was a nice day so we … to go on a picnic.
a. ignored b. realized c. decided
My mother … every month.
a. takes a wrong turn b. pays the bills c. gets on my nerves
Navigator
Practice Book p.28
44
Slide45
Circle the correct answers
I like my room to be…
a. honest b.
neat and tidy c. patientMy father drinks milk that’s only one ….. He’s on a diet. a. manager b. customer c. percent
We are …. Beyoncé’s music. We listen to it all the time.
a.
crazy about
b. ashamed of c. worried about
Ben’s father works in a … that makes cars.
a.
factory
b. library c. headline
It was a nice day so we … to go on a picnic.
a. ignored b. realized c.
decided
My mother … every month.
a. takes a wrong turn b.
pays the bills
c. gets on my nerves
Navigator
Practice Book p.28
45
Slide46
My ideas
Choose one of the wrong options, and make it right (i.e. invent a sentence where it would be the right answer)
e.g. 1. I like my
friends to be… honest Change each ‘stem’, (add, change, or delete a word).e.g. 2. We are
all
crazy about …
Change the sentences so it’s true about you or someone you know.
e.g. 3. I drink milk that is 3 per cent, I’m not on a diet.
Delete everything after the first 3-4-5 words, finish any way you like.
e.g. 4. Ben’s father works in
an office
Invent new sentences (
true
for
you)
that contextualize any of the items in the options
e.g. 5. I
decided
to visit my grandmother yesterday.
46Slide47
Choose the word which is closest in meaning to the word in bold
commitment
a. promise b. competition
positive a. optimistic b. possibleeducation
a
.
experiment
b.
learning
role
a
.
job
b.
topic
individual
a
.
people
b.
person
opportunity
a
.
chance
b.
door
societ
y
a
.
customer
b.
community
service
a
.
help
b.
hear
That’s Right
(Practice book, p.51)
47Slide48
Choose the word which is closest in meaning to the word in bold
utilize
a. use b. over-exploit
opt a. be optimistic b. choosecompetence a
.
income
b.
ability
restrict
a
.
limit
b.
be strict
mandatory
a
.
compulsory
b.
command
severe
a
.
cutting
b. very
bad
deteriorate
a
.
get better
b.
get worse
straightforward
a
.
simple
b.
ahead
That’s Right
(Practice book, p.51)
48Slide49
Complete the table
Base form
Past simple
Base form
Past simple
1. get
got
7. reply
2. know
8. eat
3. make
9. borrow
4. love
10. carry
5. buy
11. manage
6. deliver
12. take
49
Navigator
Practice Book
p.20Slide50
Complete the phrases
You must _________.
Don’t forget a _________.
You need to _________.You should eat _________. not so _________!
Eat
_________.
Enjoy
_________.
Well
_________!
ride _________.
sleep _________.
one
_________
a book
_________.
50
point healthy food better done a bike late change water bottle cover do sports the weekend good
Cool
Workbook p.67Slide51
Option 1: delete the ‘bank’
You must _________.
Don’t forget a _________.
You need to _________.You should eat _________. Not so _________!
Eat
_________.
Enjoy _________.
Well _________!
Ride _________.
Sleep _________.
one _________
a book _________.
51
point healthy food better done a bike late change
water
bottle cover do sports the weekend
good
Cool
Workbook p.67Slide52
Option 1: delete the ‘bank’
You must _________.
Don’t forget a _________.
You need to _________.You should eat _________. Not so _________!
Eat
_________.
Enjoy _________.
Well _________!
Ride _________.
Sleep _________.
one _________
a book _________.
52
Cool
Workbook p.67Slide53
Option 2: Delete the sentences
You must _________.
Don’t forget a _________.
You need to _________.You should eat _________.
not so _________!
Eat
_________.
Enjoy
_________.
Well
_________!
ride _________.
sleep _________.
one
_________
a book
_________.
53
point healthy food better done a bike late change water bottle cover do sports the weekend good
Cool
Workbook p.67Slide54
Option 2: Delete the sentences
54
point healthy food better done a bike late change water bottle cover do sports the weekend good
Cool
Workbook p.67
Slide55
and then: there are lots of things you can do with the target items!
Make up sentences including at least one of the items that are
true
(for you)Make up sentences that are falseMake up sentences with at least two of the itemsMake up questions to which one of the items is an answer
55
point healthy food better done a bike late change
water bottle cover do sports the weekend good
Cool
Workbook p.67
Slide56
Match A to B
hard
too
all righta bit ofit’s clearin a few minuteshave to
just a little
must
difficult
we understand
OK
soon
also
56
Cool! Workbook p. 204Slide57
Option 1: Delete one of the columns
hard
too
all righta bit ofit’s clearin a few minuteshave to
just a little
must
difficult
we understand
OK
soon
also
57
Cool! Workbook p. 204Slide58
Option 1: Delete one of the columns
hard
too
all righta bit ofit’s clearin a few minuteshave to
58
Cool! Workbook p. 204Slide59
Option 2: Find a sentence that links different items from the lists
hard
too
all righta bit ofit’s clearin a few minuteshave to
just a little
must
difficult
we understand
OK
soon
also
59
Cool! Workbook p. 204
1-d: It’s hard, but we understand it.
6 – b: You must be ready in a few minutes.
Slide60
Underline the time expression in each sentence. Then circle the correct answer.
They made / make a reservation online
three hours ago
.The movie started five minutes ago. We miss/missed the beginning.Do you write / Did you write an email to James yesterday?She didn’t / doesn’t have pizza for supper last night. She had / have a hamburger.
The child drops / dropped her cookie a minute ago, and the dog eat / ate it.
I began / begin to watch the program last night, but I didn’t like it.
He knows / knew all the answers to the quiz yesterday.
My brother and I go out / went out to dinner last night. Then I sleep / slept late.
60Slide61
Variation: use the same verbs and time expressions, but you can change anything else: make a sentence that is true for you or someone you know.
They made / make a reservation online
three hours ago
.The movie started five minutes ago. We miss/missed the beginning.Do you write / Did you write an email to James yesterday
?
She didn’t / doesn’t have pizza for supper
last night
. She had / have a hamburger.
The child drops / dropped her cookie
a minute ago
, and the dog eat / ate it.
I began / begin to watch the program
last night
, but I didn’t like it.
He knows / knew all the answers to the quiz
yesterday
.
My brother and I go out / went out to dinner
last
night
. Then I sleep / slept late.
61
vSlide62
Circle the correct answer
People sometimes … clothes on the Internet.
a. buy b. buys
Where … that tourist come from? a. do b. does
It … about four hours to fly from Tel Aviv to Paris.
a.
take
b.
takes
Children sometimes … to be kings and queens.
a.
pretend
b
.
pretends
You … to get a new passport every year.
a.
don’t need
b.
doesn’t need
My neighbor is a pilot. He often … to the U.S.
a.
fly
b.
flies
My little sister … safe in the dark.
a.
don’t feel
b.
doesn’t feel
62
Slide63
Dicto-gloss
Tell student the title and general topic of the passage.
Read out
(students read along, or just listen: depends if you want to focus on listening or reading comprehension).Second reading: Students note down key words / phrases.In groups, students attempt to reconstruct the text, as near as they can.Students share their results Show / read the original text again, students improve their versions.Show / read the original text again.
Discuss differences between the text and what the students wrote: what did they forget?
63