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xCustomx

Joined: 06 Jan 2006
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Posted: Mon Aug 27, 2007 10:34 pm Post subject: How do you teach from public school textbook? |
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This semester I have to teach first grade middle school students from the textbook, and it's extremely dry. Luckily I only have to do this every other week the Let's Talk and Dialogue sections from the textbook.
I've written my own dialogue for students to rearrange and given them new vocabulary to work on. The focus during this book time should be on speaking though, so what kinds of activities do you middle school teachers usually use to spice up the book and get the kids to talk?
Last edited by xCustomx on Tue Aug 28, 2007 3:14 pm; edited 3 times in total |
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thu_tinh
Joined: 27 Sep 2006
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Posted: Tue Aug 28, 2007 3:22 am Post subject: |
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my problem.
they don't talk! |
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Dome Vans Guest
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Posted: Tue Aug 28, 2007 3:33 pm Post subject: |
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I told my co teachers that the text book had no structure, was badly laid out and had awful americanised dialogue. (not disrepecting americans here, but this text book was not written with them in mind) So I am allowed to teach whatever I want on the same topic. So if it's pollution then I can teach vocab, speaking, writing etc. As long as it runs alongside with what the topic of the chapter it's no prob.
There usually involves a fair bit of speaking, but the Ss also have a hard copy of what we learnt thru the lesson to take away with them. |
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bosintang

Joined: 01 Dec 2003 Location: In the pot with the rest of the mutts
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Posted: Tue Aug 28, 2007 3:36 pm Post subject: |
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I teach based on the textbook. I make my own activities using the target grammar point and expressions, and then I quickly go through the activities in the textbook, usually in the last 5-10minutes of class.
The textbook causes me a lot of grief always thinking 'what do I do with this mess?', but I still think it's better than the students having no direction at all. |
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xCustomx

Joined: 06 Jan 2006
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Posted: Tue Aug 28, 2007 3:45 pm Post subject: |
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The thing is, I am supposed to teach from the book the first week and then make my own lesson based around the book the following week. This is a change from the first semester when I was able to teach whatever I wanted because I only saw the students every 2 weeks, whereas this semester I'll be teaching the first graders every week. |
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Scouse Mouse
Joined: 07 Jan 2007 Location: Cloud #9
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Posted: Tue Aug 28, 2007 4:31 pm Post subject: |
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xCustomx wrote: |
The thing is, I am supposed to teach from the book the first week and then make my own lesson based around the book the following week. This is a change from the first semester when I was able to teach whatever I wanted because I only saw the students every 2 weeks, whereas this semester I'll be teaching the first graders every week. |
I have to do this with my grade 1 and 2 classes. The teachers want all sections of the "Talk and Talk" section completing, though I am ok to ignore the situational activities if I want to as they are usually stupid.
The trick is, restructure the damn thing! Often the small conversations (communication tools) that are pieced together to make the larger conversation are the last thing in the chapter. Also, as you say, the English is very americanised, and so you need to try and work in some real english if the students ever hope to understand anything outside of a sitcom.
I deal with my restructuring using powerpoint. This has other advantages that I will go into later... If you plan to use powerpoint, be sure to get a copy of the workbook CD-ROM. Just loan it from your co-teacher and copy everything to your PC rather than worry about getting your own disc.
Cover these first. Demo the conversation with the co-teacher. Then explain it and have the kids repeat the lines after you. Then you let them practice. They will do this 3 times (1 for each conversation) before you move onto the larger scripts. For each of these, I will add more realistic examples from within powerpoint, and also have the students practice these.
The next section I cover is the "They're talking" section. I start by asking the students to describe the picture. I put the picture into powerpoint using the CD-ROM files (They are all on there). Th conversation is again demonstrated using the co-teacher. I then question the students on their understanding of the conversation before having them repeat it. Unless I have gone under time, I do NOT have the students practice this in pairs. The reason is, these conversations are complete nonsense and I am concerned that the students may actually use some of this junk!
The final section is "You're Talking". This is the real point of the lesson so I tend to focus on this more. Rather than demo using the co-teacher, I will have the students watch the video from the CD-ROM (all from within powerpoint). Then they will answer questions about the conversation and finally will repeat after me. I will then have them practice with a partner and will choose random students to demonstrate to the class.
Time permitting, I will often have an activity that is also based on the "You're talking section" to have them further practice the script. This could be as a game, or a roleplay situtation, with prizes up for grabs.
Hope this helps! |
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mrsquirrel
Joined: 13 Dec 2006
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Posted: Tue Aug 28, 2007 4:45 pm Post subject: |
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I hate it. I hate the book with all I can.
I spend too much time having to decipher things. Work out what they are actually trying to achieve. Rewriting, stealing, copying worksheets to fit the lesson.
The hardest thing for me is the language. Some of it is just plain wrong/wierd/come out of nowhere.
For example
Page 123 Middle school English - Pets
Who's the favortie sports player? - What?
What's the most interesting subject? ??
What's the most popular spare time activity?
Do people say this? Where? I cannot think of any situation where I have been asked those questions.
I may well have been asked what the most intersting subject as school is? But not What's the most interesting subject?
I can't believe that Stephen P.van Vlack publicises the fact that he co-authored these. |
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matthews_world
Joined: 15 Feb 2003
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Posted: Tue Aug 28, 2007 5:10 pm Post subject: |
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I try to supplement lessons with teamwork using Jazz English scripts or esl-lab.com listening activities. I plan on only using 2 or 3 pages of the book per class, or 15 min. per class.
A good activity is to give each team an envelope with the scripts of a dialogue cut up into strips of lines and put them in order, or better yet, tape a single strip to the walls and have a student be a runner and dictate each line to their teammates.
The kicker is removing the last 2 lines. The students have to come up with the last two lines and present them to the class.
For a listening activity, use the same procedure, play the script, a la esl-lab.com, and replace one or two words in each line with blanks. The students listen to the audio and fill in the gaps. |
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bosintang

Joined: 01 Dec 2003 Location: In the pot with the rest of the mutts
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Posted: Tue Aug 28, 2007 5:15 pm Post subject: |
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Scouse Mouse wrote: |
The trick is, restructure the damn thing! Often the small conversations (communication tools) that are pieced together to make the larger conversation are the last thing in the chapter. Also, as you say, the English is very americanised, and so you need to try and work in some real english if the students ever hope to understand anything outside of a sitcom.
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You're the second person who mentioned this. What do you mean it's very "americanised"? Stilted, yes. Innaccurate, yes. But americanised?
Quote: |
For example
Page 123 Middle school English - Pets
Who's the favortie sports player? - What?
What's the most interesting subject? ??
What's the most popular spare time activity?
Do people say this? Where? I cannot think of any situation where I have been asked those questions.
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Hah! A typical dialogue from my book.
A: I think Mina is the fastest.
B: That's not exactly right. I think Min-Sook is faster than Mina. |
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Fishead soup
Joined: 24 Jun 2007 Location: Korea
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Posted: Tue Aug 28, 2007 5:16 pm Post subject: |
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mrsquirrel wrote: |
I hate it. I hate the book with all I can.
I spend too much time having to decipher things. Work out what they are actually trying to achieve. Rewriting, stealing, copying worksheets to fit the lesson.
The hardest thing for me is the language. Some of it is just plain wrong/wierd/come out of nowhere.
For example
Page 123 Middle school English - Pets
Who's the favortie sports player? - What?
What's the most interesting subject? ??
What's the most popular spare time activity?
Do people say this? Where? I cannot think of any situation where I have been asked those questions.
I may well have been asked what the most intersting subject as school is? But not What's the most interesting subject?
I can't believe that Stephen P.van Vlack publicises the fact that he co-authored these. |
Steven:I will be going to Korea.
Min Su :How lucky you are.
Steven:They eat Kimchi in Korea. I heard Kimchi is hot.
Min Su: If you are going to Korea You had better eat Kinchi.
Steven: How kind you are. |
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mrsquirrel
Joined: 13 Dec 2006
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Posted: Tue Aug 28, 2007 5:31 pm Post subject: |
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If I was a fresh of the plane newbie. I came across these books and I knew they were wrong but I had never taught before it would be a nightmare.
It's bad enough knowing that it's wrong but at least having enough experience to try and create a lesson around the subject area including the key vocabs and points.
Sometimes the grammar aims are so deeply buried that I have to go over it several times to make sure it is what I initially thought.
What is the price difference between a Korean text book and a copy of Interchange or another such ESL text book? |
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Scouse Mouse
Joined: 07 Jan 2007 Location: Cloud #9
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Posted: Tue Aug 28, 2007 6:37 pm Post subject: |
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bosintang wrote: |
You're the second person who mentioned this. What do you mean it's very "americanised"? Stilted, yes. Innaccurate, yes. But americanised?
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The language is American English. The conversation scripts all use the American terms over the 'International' English (ie. correct) ones. When talking about money they use Dollars, when talking about holidays they use vacation, and when talking about football they use soccer. You can't get more americanised than that  |
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bosintang

Joined: 01 Dec 2003 Location: In the pot with the rest of the mutts
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Posted: Tue Aug 28, 2007 7:53 pm Post subject: |
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Scouse Mouse wrote: |
bosintang wrote: |
You're the second person who mentioned this. What do you mean it's very "americanised"? Stilted, yes. Innaccurate, yes. But americanised?
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The language is American English. The conversation scripts all use the American terms over the 'International' English (ie. correct) ones. When talking about money they use Dollars, when talking about holidays they use vacation, and when talking about football they use soccer. You can't get more americanised than that  |
That's pretty weak. It's just vocabulary. It doesn't t make a good argument to schools that they shouldn't discriminate against you based on your "non-American" dialect when you nitpick like this. There are way more important battles to fight. |
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mrsquirrel
Joined: 13 Dec 2006
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Posted: Tue Aug 28, 2007 7:56 pm Post subject: |
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I'm going to ask again since it hasn't been answered.
Any idea how much the Middle School books cost in comparison to a book like Interchange? |
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bosintang

Joined: 01 Dec 2003 Location: In the pot with the rest of the mutts
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Posted: Tue Aug 28, 2007 7:58 pm Post subject: |
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mrsquirrel wrote: |
I'm going to ask again since it hasn't been answered.
Any idea how much the Middle School books cost in comparison to a book like Interchange? |
I don't think it's the price that matters. It could be more expensive for all I know.
What matters is that it's "made in Korea" and approved for Korean students by the cultural police. What would students do if they had to deal with names like Bill and Lisa instead of Gi-ho and Min-Su? And what if every Western foreigner wasn't displayed as a blonde-haired white kid? The kids would be really confused. |
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