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English Language Teaching Global Blog


What makes a good coursebook

esl coursebookRobin Walker, freelance teacher, teacher educator, and materials writer offers practical examples about how a good coursebook supports effective goal setting.

In August in response to my webinar on helping intermediate students, I received an email from Alina de Palma, who teaches in Brazil. She told me:

“My students and I set goals in February this year and it was really great, they felt extremely motivated at that time, but the goal was more like a long-term goal, so now I do not feel that energy anymore. Besides, I think I have set very subjective goals with some of them and that leads to my question … about what kinds of goals to set.”

What kind of goals to set?

This is a key question and worth considering when choosing a good coursebook. In general terms, we usually relate goal-setting to something we do at the beginning of the year. We enjoy doing it but then the goals get forgotten, or they were too vague in the first place to be operational. Going to class aiming at the same ill-defined, long-term goal (Improve my English! for example), soon fails to provide much motivation. In fact, it can become a source of discouragement.

How do we get round this?

Like Alina, I ask students to set goals at the beginning of a course. I ask each student to write these down and then I collect them in. Here’s what one student wrote recently before an intensive course on pronunciation:

My goals would be to:

  • Improve my intonation.
  • Have as little Spanish accent as possible.
  • Detect and eliminate specific mistakes that I might be repeating.
  • Learn how to interpret the phonetics in a dictionary.
  • Be more confident when dealing with unknown environments (I mean when you don’t know the audience or there are other “risk” factors).
  • By better knowing the phonetics and the pronunciation I hope to improve my listening as well.

This student was exceptional. Most learners aren’t able to articulate their aims so clearly and as a result, they set goals that are too vague.

With a new group of students, it’s useful to make a summary of the initial goals they wrote down and then make the summary available to everyone. Some goals will be common to all, and it’s useful to refer back to these on a fairly regular basis as you’re teaching. For example, at the start of a lesson you can point out that the listening work you’re going to do that day ties in really well with the goal everyone had written down at the beginning of the course about “understanding colloquial native-speaker speech better”. It’s really important to tie in what you do in class each day to pre-course goals so that learners see that you have a plan, and that class activities really do serve their needs.

At a different level, I try to get learners to set short-term goals. The problem here is that most learners don’t know how to articulate these, and so one useful way to help them is to give them a list of possible short-term goals for a lesson, and let them choose two or three. These can come from the contents of the unit the class is about to start. Good coursebooks will state the language learning aims for each unit somewhere in the book, often at the start of each unit. As we begin a new unit or lesson we need to make the goals specific by talking through them with your class or writing them on the board. Without our guidance, many learners simply don’t pay any attention to them.

It’s also useful for us as teachers to clarify to our learners what we are going to do that day and why. Sometimes we are so familiar with what we are doing that we forget to tell our learners why we are doing it. But for them it is often the first time and the logic behind class activities isn’t necessarily clear to them. Adults in this situation will usually passively follow our instructions, but not really engage with the lesson. With rowdy teenagers you might have discipline problems.

At the start of the class use the coursebook to point out the lesson aims and contents. This should help learners to set personal short-term goals for that lesson. The CEFR ‘can do’ statements are useful here as they set out in objective terms what learners should be able to do (better) at the end of a class. Most good coursebooks now use these in one way or another.

The above notwithstanding, I find the best source of short-term goals comes from learners reflecting individually on performance in specific areas at the end of a class. Listening is a nightmare for most of my students, so when we finish a listening activity I get them to reflect on how they did individually. I do the same with fluency activities. After a speaking activity I might ask students to think about their performance and to ‘identify’ with one or two of the following typical problems:

  • I couldn’t find the words I needed for the activity.
  • I had problems with the pronunciation of many/some/a few words.
  • I got halfway into a sentence and then didn’t know how to finish it.
  • I didn’t always understand what my partners were saying.
  • I didn’t speak because the other people were much better than me.

Identifying an individual problem goes a long way to setting a personal short-term goal for a future lesson. These will all be specific to each learner, which is very important.

Finally, we need to be careful not to spend too much time on goal setting or it will become a chore and will de-motivate our students. What matters is to find the balance between setting goals and achieving them. It is also very important to help learners to enjoy their success when they have achieved their goals. One goal I used to set new elementary-level students was that by December I would be able to give the whole class in English (not often done in Spanish secondary schools). When we achieved this – usually by mid-November – we celebrated our progress. This was inevitably a turning point in the year for the group, and was the moment when I began to move towards the students setting their own goals, both long-term and short-term.

Like many things in ELT, goal setting isn’t natural to learners, and it requires us as teachers to take them to the point where they can do it for themselves. But we need to be patient, and we must avoid setting ourselves unrealistic goals about goal-setting.

To find out more about what makes a good coursebook why not join my webinar on 31st October?


Is The Teacher Going the Way of the Dodo?

Dodo bird

Image courtesy of net_efekt on Flickr

In this article, Chris Franek considers the risk to teachers posed by new and ever-evolving technologies.

Is technology a giant meteor that is threatening teachers with mass extinction? Are teachers perhaps like the infamous Dodo bird that mysteriously went extinct from its remote island off of the eastern coast of Africa in the late 17th century?

Dodo – such a funny name. In the contemporary use of the word, the Oxford English Dictionary defines “dodo” as “an old-fashioned, stupid, inactive, or unenlightened person.” This more modern association with the word might have relevant application for the purposes of this post as well; as such a person can also find himself on a path to extinction – be it in the literal or metaphorical sense. I was curious about the dodo in writing this blog post so I did some quick research using our good friend, Wikipedia. One theory about the cause of their extinction centers on the idea that because they lived on a remote island without any predators higher up in the food chain, when they encountered humans, they were unafraid and easily approached. This inevitably made them easy targets for capture and, ultimately, a meal.

I wonder if our lack of fear or respect for technology as teachers (as people in general, really) is a correlation to the lack of fear dodos felt towards humans. Are we teachers being unwittingly preyed upon by our love affair with technology?

In the last decade, there has been an explosion of technological advancements, including wide access to broadband and mobile access to information on an unprecedented scale. Through the popularity of touch-screen smartphones and, most recently, the explosion of touch-based tablet devices coupled with an associated rise in the development of mobile applications or apps, information has never been more abundantly accessible.

Consider this scenario: just 10 years ago, if you had showed up at a restaurant and discovered that there was a one hour wait for a table, it wasn’t easy to search for other nearby dining options. Now, if the same thing were to happen, you could just take your smartphone, open up an app, and quickly find not only dozens of restaurants nearby but also reviews on all of them. Now, with the speed of the new 4G LTE technology, you can actually complete this task much more quickly on your smartphone than you could on your computer using your home broadband. This is where the technology zeitgeist has brought us. Not only is information highly accessible anywhere but it has increasingly been presented in more visually intuitive and engaging ways.

Now, education institutions are racing to catch up to the technology curve. They’re trying to figure out how they can get this technology into the classroom and the learning experience. Often, the results are mixed at best. Education administrators are frantically trying to figure out how to get an iPad into every student’s hands when the answer is getting students access to better teachers. I’m not here to say that technology shouldn’t or can’t play a role in the learning process. However, I am here to say that technology is not the learning process.

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