Teach english new edition r

c 
You decide, 
d 
You decide, 
e 
You decide.
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Task File Key
c
2
Advantages of using coursebooks
Disadvantages of using coursebooks
• System atically written
• Colourful
• Full of solid ideas that work (ideal for 
busy teachers)
• A cum ulative syllabu s and good 
sequencing
• Students feel secure
• Som ething for students and teachers to 
use to see progress, and check on past 
learning
• Often have an unvaried format
• Not written esp ecially for your class
• May perhaps stifle teacher creativity
• Often have topics which are not 
esp ecially interesting for your students
• Create a kind of ‘ book-dependency’ in 
students
Chapter 12 
A
2
Advantages of planning lessons
D isadvantages of planning lessons
• T has thought about what w ill be 
appropriate for the lesson.
• T has som e idea of what s/he wants the 
students to achieve.
• T has thought about how the lesson fits 
into a sequence.
• SS like to see that the T has planned the 
lesson.
• Plans straightjacket a lesson.
• Plans are uncreative - because 
everything depends on the T ’s ab ility to 
react to the ‘here-and-now ’ .
• Plans can discourage Ts from reacting 
to m agic moments and unforeseen 
circum stances.
B
Individual readers will have different responses to the plan. Below are a few possible reactions:
Appropriacy of lesson plan format (For the 
teacher? For an observer?)
The format is clear and easy to follow. 
Som e plan formats have a separate column 
for interaction patterns (e.g. T -S S , S -S , 
etc). This m akes them easier to follow in 
som e ways.
Lesson details (Are they sufficient for the 
teacher? For an observer?)
Som e of the information is not very 
detailed (for exam ple, the description of 
the class - it would be nice to know more 
about in d ivid ual students). The third aim is 
rather general.
There is nothing in this plan about possible 
extra activities.
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Task File Key
Lesson shape (e.g. Is the lesson coherent? 
Does it have variety?)
There’s a good variety of activities 
(listening, reading, d iscussio n, study, 
sp eaking, etc).
There’s a question about why the plan 
suddenly sw itches from the grandm other 
topic to a not-very-related sp eaking activity. 
It might be better to have a more topic- 
linked sp eaking activity - although this 
itself might not be ideal!
Tim ings (e.g. Are they clear? Do you 
‘ believe’ them?)
Many of the tim ings seem a little optim istic 
(e.g. procedures 2 and 6), esp ecially since 
there are 20 students here. But everything 
depends on the actual students and how 
the lesson progresses.
Who does what? (e.g. Do you approve of 
the patterns of interaction?)
There seem s to be a good range of 
interaction patterns in this plan (e.g. T -S S , 
S -S , 
5
S -S S , etc).
Is it a good plan? (e.g. What would you (a) 
leave out? (b) add to? (c) bring in? or (d) 
change completely?)
You decide.