O’zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi andijon davlat chet tillari instituti ingliz tili o’qitishning integrallashgan kursi kafedrasi chet tillarni o’qitishning integrallashgan kursi

Activity 2 Workshop
Objective: to give participants an opportunity to adapt a text in groups
Time: 45 min
Materials: a text from a coursebook for the 3 course by Arakin, scissors, glue, markers, highlighters, A4 paper, posters, magazines, newspapers.
Procedure:

• 
   (35 min)Divide participants into groups of 4. Distribute the text from a coursebook by Arakin, (‘The Apple Tree’ by J. Galsworthy, page 251, coursebook 3 by Arakin) or ask them to choose any text from the coursebook they use toteach their students. Ask groups to adapt the text and prepare a photocopiable version of their work to present it to the whole group.
  

• 
  Distribute handouts 1a, 1b, 1c, 1dto the 4 groups and tell them that they can use one of the strategies presented on the handouts.
  

• 
  Support groups with ideas as you monitor their work.
  

• 
  When groups have finished, help participants to make photocopies of the materials they produced to includein their Portfolio as entry 10.
  

• 
  Allow ten minutes for groups to review each others’ work.
  

• 
  J(10 min) Invite questions and comments from groups.
  

• 
  Tell participants that they have easified a long and difficult text which some students may findboring in order to make it more accessible for their students. Say that in the next activity you would like them to brainstorm practical ideas on how to supplement a text.
  

Activity 3 Practical ideas on supplementing a text
Objective: to give participants an opportunity to brainstorm ideas on supplementing a text
Time: 15 min
Materials: none
Procedure:

• 
  J(15 min) Ask participants the following questions and elicit answers after each question:
  

• 
  What can you do if your textbook does not have enough practical grammar/ vocabulary exercises, pictures, cultural information, listening material or questions to discuss?
  
• 
  Where can you find additional materials?
  

Possible answers: find appropriate exercises, pictures, additional information for the text and bring them to class find pictures inmagazines, newspapers, the internet, use encyclopaedias, other coursebooks such as Headway, Reward, Inside Out , take additional grammar exercises from grammar practice books (e.g. from books by R. Murphy, P. Ur or M. Swan), add your own vocabulary tasks and questions on the text.

• 
  Tell participants that by bringing supplementary materials teachers can make lessons more interesting and raise students’ motivation to learnEnglish.
  

• 
  J(10 min)Ask participants to go back to the list of problems in the Lead in activity. Ask groups to discuss the following question in groups:
  

• 
  Which of these problems can a teacher solve by adapting and/or supplementing coursebook materials?
  

• 
  Write the answers the groups give next to the problemon the flipchart. See the example below.
  

Exercises are too short (not enough items for practice) – supplement (e.g. resort to Murphy) Grammar and vocabulary is not contextualised – supplement (extra texts) or adapt by providing mini-contexts Deductive, ‘top-down’ approach to grammar rules – supplement Text is too long/too boring/too difficult/out of date/culturally inappropriate – adapt by easifying Text is not authentic – supplement with extra material from newspapers etc Not enough communicative activities – supplement (use resource books) No visual material – supplement (bring in pictures, draw on the board, act out etc) No listening material – supplement with appropriate listening material, if given listening material is difficult, adapt it appropriately No progress checks – develop progress checks on the material taught No pre-, while- and post- tasks for reading – supplement and/or adapt Not enough opportunities for a variety of interaction – adapt (do traditional exercises in non-traditional ways, e.g. in groups or pairs)

Summary

• 
  Establish that no coursebook is ideal and it is the teachers’ responsibility to find ways of building a bridge between the class and materials in the coursebook. It will also raise students’ motivation if they see that their teachers are doing extra work in order to make lessons more interesting and meaningful for them.