| When I first started the weekly lesson planning, I | | | | every single activity but you should decide in advance |
| thought I needed to write everything from scratch | | | | which activities will complement your objectives. For |
| from objectives, lesson goals and activities. The | | | | example, if you are teaching students how to use |
| coursebook or textbook serves as a syllabus in | | | | reading strategies effectively, make sure the activities |
| addition to providing texts and learning tasks which | | | | you use are challenging and interesting to all levels of |
| were most likely written for the level you are teaching. | | | | your students. |
| This of course is a great time consuming tool | | | | I always try and use a combination approach of both |
| especially for the new teacher who otherwise, might | | | | my own input and one or two textbook activities. That |
| have to prepare all the necessary materials. | | | | way I show the students the connection between |
| There may be topics which are not necessarily | | | | what they learn and the textbook. |
| relevant or motivating for your students.You might | | | | The textbook as a simple resource |
| consider adopting or preparing from scratch additional | | | | Some textbooks have a summary section that |
| materials as the need arises with your classes. It is | | | | includes a wrap up of all the reading objectives and |
| also very easy to be teacher dependent on using the | | | | activities. If your textbook doesn't have one, you can |
| textbook instead of relying on one's creativity and skill. | | | | always develop your own mini summary quiz or |
| For teachers who are just learning the ropes of | | | | check-up. I have used these are mini reading |
| classroom management and lesson planning or | | | | check-ups and quizzes that are later factored into their |
| occasionally unsure of their applications, the | | | | cumulative grade. This shows there is a connection |
| coursebook can provide a useful beginning.You just | | | | between the textbook and accountability. Otherwise, |
| need to know how and when to use the textbook to | | | | students see a textbook as just that something |
| suit your particular class. | | | | students lug in their book bags every morning. |
| What textbook activities should you use? | | | | If you become too dependent on the textbook, the |
| Both new and seasoned teachers should spend some | | | | lessons often become too routine and structured. A |
| time going through the first chapter or two and | | | | combinational approach is always best when |
| evaluate how well they complement the needs of their | | | | motivating your students especially, if you are teaching |
| students. It's important to be choosy when first | | | | lower performing learners who usually thrive in a |
| deciding which activities to use. You don't need to use | | | | structured and motivating learning environment. |