![]() ![]() The main point of the talk was to introduce an alternative framework for initial lesson planning – Anderson’s TATE. This wasn’t a case of ‘Anderson, the CAPEd Crusader of Coursebooks!’ There was no staunch defence of coursebook methodology, but perhaps a nudge to view such resources with fresh eyes. He briefly mentioned his own research into the frameworks used in coursebooks and showed, with some clear examples, that the ‘coursebooks-follow-ppp’ assumption isn’t true.Īnderson explained how recent coursebooks tend to follow what he terms a CAP model (Context-Analysis-Practice), or lend themselves practically to a CAPE model (+Evaluation). Then he set about addressing a misconception held by many – that current(ish) ELT coursebook units tend to be built around the more traditional frameworks, notably PPP. He acknowledged that most of us probably take (or would like to take) an eclectic approach in practice. He summarised some popular alternatives which are seen by some as more principled, student-centred, effective for dealing with emergent needs, etc (TBLT, Dogme). Anderson started by providing a good overview of traditional frameworks for lesson planning (PPP, TTT and all that), many of which are introduced on initial teacher training courses.
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