You have to
As I suggested in a previous post,that is no reason why the dynamic and communicative part of your class needs to come to a sudden (ugly) stop.
I mentioned having students work in small groups to resolve and then change again to discuss problems.
A further suggestion on how to expediate the 'filling in of the book' without compromising dynamism - and even stimulating dynamic language analysis:
Play 'ACCURACY CASINO':
Let's suppose there are 10 problems in a given book exercise to resolve.
- Put students into small groups. Rather than having each group complete every item, share the items out among the groups such that each group completes only one or two items. (If giving them 2 items, make it one from the early part and one from the late part of the set, as typically exercises start with easier items and become more challenging.)
- Have groups write their answers on the board; Now the board is complete with 10 solutions, which may or may not be 'correct'.
- each group starts with 100 points with which to 'BET'.
- ask how much of their 100 points they wish to bet on ITEM #1 solution, as it appears on the board, being correct.
- give each group analysis time and time to decide their BET amount.
- keep a record of bets made alongside the item.
- finally discuss and have students explain why the answer was, in fact, correct or incorrect.
- add or subtract points from each groups 'betting fund' accordingly.
- students write the 'corrected' example in their books.
- Continue with other items.
You should find this leads to extremely motivating, dynamic and effective language analysis, which sees 'the book' completed without the pain, strain and dull dull dull tediousness so often associated with bookwork.
And please do share any other ideas you might have!