Using coursebooks
NOTE:
Whenever you open a page in a coursebook, you have to decide
whether or not you should teach the lesson on that page. To help
you decide, consider the following questions:
• Is the language at the right level?
• Is the topic/content suitable for the students?
• Are there the right kind of activities in the book?
• Is the sequencing of the lesson logical?
Question
What alternatives do you consider if you decide that part of a
coursebook is not appropriate?
The four alternatives
• Omitting
• Replacing
• Adding
• Adapting
We might simply decide to omit the lesson.
That solves the problem of inappropriacy and
allows us and our students to get on with
something else.
You can replace the coursebook lesson with
one of our own. This has obvious advantages:
our own material probably interests us more
than the coursebook and it may well be more
appropriate for our students.
You can add to what is in the book, especially if
the lesson is rather boring, too controlled, or if it
gives no chance for students to use what they
are learning in a personal kind of way.
The final option is for teachers to adapt what is
in the book. If a reading text is dealt with in a
boring or uncreative way.
• Coursebooks are very important because they are teachers’
and students’ most valuable resource as they work together
throughout the school curriculum.
• Coursebooks are normally well-organized and help us
progress step by step through everything the curriculum wants
us to learn.
Why add, adapt, and replace?
1. Relevance to learners.
2. Addressing Diverse Learning Styles.
3. Flexibility in Teaching Methods.
4. Alignment with educational goals.
5. Integration of Technology.
6. Motivation and engagement.
7. Catering to Diverse Abilities.
8. Global perspective.
Adapt this activity to different intelligences
Multiple Intelligences
1. Linguistic intelligence (“word smart”)
2. Logical-mathematical intelligence (“number/reasoning smart”)
3. Spatial intelligence (“picture smart”)
4. Bodily-Kinesthetic intelligence (“body smart”)
5. Musical intelligence (“music smart”)
6. Interpersonal intelligence (“people smart”)
7. Intrapersonal intelligence (“self smart”)
8. Naturalist intelligence (“nature smart”)
Reasons for coursebook use
1. Coursebooks provide a structured and organized curriculum,
offering a clear sequence of topics and lessons.
2. Coursebooks save teachers time in lesson planning and material
development.
3. Coursebooks ensure consistency in content and learning
objectives across different classes or sections.
4. Coursebooks serve as valuable resources for new or less
experienced teachers who may benefit from a structured
framework as they develop their teaching skills.
5. Many coursebooks include assessment tools such as quizzes,
tests, and assignments.
6. In language learning, coursebooks often provide a systematic
approach to language development, covering grammar, vocabulary,
and language skills in a progressive manner.
7. Using a coursebook can be cost-effective compared to creating
custom teaching materials.
8. By having a ready-made resource, teachers can save time.
Reasons against coursebook use
1. Coursebooks may not cater to the specific needs, interests, and learning styles of every
student in a classroom.
2. Coursebooks may become outdated.
3. Coursebooks may not always reflect the cultural diversity of the student population.
4. Coursebooks, especially if used exclusively, may contribute to a monotonous learning
environment.
5. Coursebooks often follow a structured format, which can become predictable over
time. If lessons are consistently built around the same types of activities (e.g., reading
passages, answering questions, fill-in-the-blanks), students might lose interest.
6. Coursebooks may not encourage active, hands-on learning or interactive activities like
group discussions, role-playing, or project-based tasks, which are essential for student
engagement.
7. The cost of coursebooks can be a burden for students and their families.
8. Teachers may feel pressured to cover all the content in the coursebook
within a specified timeframe.
9. Some coursebooks may focus on memorization rather than fostering
critical thinking skills.
10. Some educators may become overly reliant on coursebooks, neglecting
to incorporate additional resources, topics, and real-world examples.
Activity
• You have TEN minutes to talk to your partner
and choose the best coursebook you know of.
Question
1. On what basis did you choose the
coursebook?
2. What did you consider before
choosing the coursebook?