Topic: Selection and use of course book materials.

By the end of this session, trainees will

be able to
Outcomes:
 Evaluate the advantages and
disadvantages of using coursebooks
 Select and adapt coursebook
materials related to learner need
and interests
 Consider alternative approaches to
coursebooks
Task 1 : Course book
package
Fill in the Mind Mapping about “What does a
course book package include?”

Course book package

 Task x : Coursebook
package
Fill in the Mind Mapping about “What does a
course book package include?”

Teacher’s book
Audio or Video Tape
recordings script

Course book package

Workbook or
Websites for activity book
extra materials
CD-Rom
Instruction: Brianstorm and
list all the reasons you
can think of for and
against using
courscesbook
 1.The topics in the coursebook
often don’t interest my class.

 Do Students need analysis

 Accompany with interesting tasks
 Re-write or make alteration the
dialogue
 Change the sequence in the unit.
 Use alternative illustrations and text
from other sources e.g. internet,
magazine
 Use updated texts from
class/school magazine of from
internet sites.
 Pre-teach difficult words.
 Simplify the tasks.
 Use prediction techniques
 Personalization the activities
In small group: Discuss what you like about
them
 Task 2: Choose Yes or No for the following items

Items

1. I don’t need teacher’s books in my course.

2. My students need a workbook for practice.
3. A recording is very useful for listening
tasks.
4. I rarely use extra materials.
5. Typescript is needed when teaching
listening.
6. The course book I choose always contains
pictures/illustrations
7. The course book is necessary for your
English course.
8. I include “learners needs” into my
consideration
when choosing your course book.
Your trainer has some coursedbooks. Please
choose one each.
2. In groups of 3-4 explain why you chose your
book.
3. Complete the check list task “Selecting
teaching Materials”
4. Read the key concept
5. Present your answers to other groups.
 Most Fair Least
Items (3) (2) (1)

1. Visual materials
a. attractive, b. clear, c. help learners to
understand context
2. Well organized

3. Culturally appropriate/familiar to learners.

4. Suitable for learners age, needs and interests.

5. Motivating : ages/genders/experiences/personal
interests.
6. Right level clear enough context or explanations for
learners
7. Opportunities for learners to use language.
Note:

Most = the course book

material is suitable to use
Fair=the course book material can
be used by changing some parts
Least =need to replace the course
book material with material with the
same focus/aim from another book or
resource
1. Doing matching task
2. Group work 3 minutes.
3. Peer assessment.
4. Divide the trainees in groups.
5. Check with the trainer.
Task 4: Match problems with possible solution

Problems Possible solutions

………. 1. The task or exercise is too
short c. Make material more challenging
………. 2. You want a change of pace d. Give whole book tasks.
………. 3. The learners need to e. Write extra items, following the
revise particular items. same pattern

……….. 4. The texts or tasks are f. Change the interaction pattern

too easy g. Use extra material from the

book
………… 5. You want to preview
material in a future unit.
1. Read the timetable on page 111,
study it in groups and exchange
ideas on how you could adapt this
piece of material for different
purposes.

2 Each group will present their ideas

in front of the class.
Task 5: From the given text, what do you think
needs change or adaptation? What possible
strategies could you use, what problems are
there and what are the possible solutions?

Text/Topic Problems Change Strategie Possibl

/adapt s e
Solutio
ns
 Task 6: Application

•Choose another sample of

material on the same topic as
Task 5.
•Analyse it in the same way.
•Present your ideas to the
group.
,a good teacher makes
the worst textbook work
successfully, A bad
teacher ruins even the
best textbook