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https://oupeltglobalblog.com/2013/08/13/bring-your-elt-coursebook-to-life/

ELT materials today tend to cater for the fact that students are brought up in a multi-sensory environment. As a result, these materials make use of visual, auditory and kinaesthetic channels to accommodate different learner types and to make content more memorable. This, in turn, allows us to transform material by “switching off” channels to leave more to the imagination. If you have a listening text, first use the transcript only to let students make guesses about the age, sex, occupation, etc. of the characters. If you have a video, use the audio only and get students to make the same inferences. This may sound time-consuming but will help students focus on the linguistic material to make judgements and to work with the text more intensively.

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use Wordle to make a jumbled word cloud of the text (or part of the text if it is longer). I then ask the class to identify words they do and don’t know already and to predict content from the text using the words they see. This creates an initial purpose for reading as they generate some sentences (with lower levels) or speculate about the theme of the text (at higher levels) and then read to confirm or modify their ideas.

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eg I can. Ok: let's interview ALL of grade 2 and create charts/posters about what they can do.
http://www.pearltrees.com/shellyterrell/polling-tools/id5730874

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combine, reorder, add, modify and skip

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Take an image from coursebook

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eg predicting a story by taking some images and SOUNDS

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https://www.teachingenglish.org.uk/article/vanishing-dialogue
Drill the dialogue: one side A one side B
Change pitch of voices/tone
Delete a word/phrase

After the students are comfortable with the dialogue omit a word or phrase and drill again. This time they have less of a written record and are required to remember the dialogue.

Repeat the above stage until all the dialogue has gone.

Now put the students in groups to practise. Monitor for pronunciation errors and correct as a class.

Put students in pairs to practise. This time you can monitor more effectively and pick up on any individual errors learners may be making.

Put students into groups and ask them to write a similar dialogue for themselves. Monitor and check for language and pronunciation errors.

Students could then act out their dialogues in front of the class.

Extension

If possible record the dialogues and play back. While students are listening they could complete a worksheet and record what each student had to eat.

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CLOSE IT
Personalise it
Make it memorable
Include a visual element
Make it humorous

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18) Localise the course book content: make links with the student’s world, their home town, their friends and family. Adapt the work, language analysis and further discussions to reflect this. Try using reader response codes instead of comprehension questions and taking the grammar points and/or vocabulary from the required pages to teach in a more personalised way. When working with vocabulary, have students extend the set according to their personal context and related needs. (@sandymillin)(@cerirhiannon, @hartle)

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Song wall/lyric wall
Based on chapter titles

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http://larryferlazzo.edublogs.org/2011/05/14/the-best-resources-for-adapting-your-textbook-so-it-doesnt-bore-students-to-death/

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Freeze frame/Tableaux and Touch shoulder
Words and Actions
Hotseating - interview the characters