TKT Unit 23:TKT Unit 23:Selection and use Selection and use

of coursebook of coursebook materialsmaterials

ByBy

Porntip Porntip BodeepongseBodeepongse

How to select and use How to select and use coursebook materialscoursebook materials

•Coursebook materials are Coursebook materials are all the materials in a all the materials in a coursebook package that coursebook package that we use in the classroom to we use in the classroom to present and practise present and practise language, and to develop language, and to develop learners’ language learners’ language skillsskills..

A coursebook package A coursebook package usually includes:usually includes:

• A student’s A student’s bookbook

• A teacher’s bookA teacher’s book– Tapescript (the Tapescript (the

words learners words learners hear)hear)

– Lesson plansLesson plans– Extra or Extra or

suggested suggested activitiesactivities

• Audio and video Audio and video recordingsrecordings

• A workbook or A workbook or activity book (a activity book (a book with extra book with extra practice practice material)material)

• CD-ROM or extra CD-ROM or extra materials on the materials on the webweb

•Teachers often base their Teachers often base their selection of teaching selection of teaching materials (coursebook or materials (coursebook or supplementarysupplementary) ) on a needs on a needs analysis’, i.e. a study of analysis’, i.e. a study of learners’ level, language learners’ level, language needs and interests, using needs and interests, using questionnaires, interviews or questionnaires, interviews or diagnostic tests. diagnostic tests.

•The information from the The information from the needs analysis helps to needs analysis helps to build up build up a class profile a class profile (a (a description of all the description of all the learners in the class) and learners in the class) and shows what they have in shows what they have in common and how they common and how they differ from each other.differ from each other.

So, the teacher’s task So, the teacher’s task is…… is……

•to select the to select the coursebook or any coursebook or any teaching materials teaching materials that best matches the that best matches the class profileclass profile

What questions What questions should we ask when should we ask when selecting teaching selecting teaching

materials?materials?

• Is the material visually attractive? Is the material visually attractive? – Is it visually clear (e.g. using Is it visually clear (e.g. using

different colours, different fonts, different colours, different fonts, headings, etc.?headings, etc.?

– Does the visual material help Does the visual material help learners to understand context and learners to understand context and meaning?meaning?

• Is it well organised?Is it well organised?– Can you and your learners follow the Can you and your learners follow the

logic of the materials and find your logic of the materials and find your way around the page or the unit way around the page or the unit quickly and easily?quickly and easily?

• Is it culturally appropriate?Is it culturally appropriate?– Will the context(s) be familiar to Will the context(s) be familiar to

learners? culturally biased?learners? culturally biased?– Is there a mixture of different Is there a mixture of different

cultures presented in the cultures presented in the coursebook?coursebook?

• Is it suitable for your learners’ Is it suitable for your learners’ age and their needs and age and their needs and interests?interests?

• Will the topics be motivating to suit Will the topics be motivating to suit the age, gender, experience and the age, gender, experience and personal interests of your learners?personal interests of your learners?

• Is it at the right level?Is it at the right level?

• Does it provide a clear enough Does it provide a clear enough context and/or explanations for context and/or explanations for learners to understand new learners to understand new language?language?

• Does it give learners enough Does it give learners enough opportunities to use the language?opportunities to use the language?

If the answer to any of If the answer to any of these questions is ‘No’these questions is ‘No’

•Replace Replace the coursebook material the coursebook material with materials with the same with materials with the same focus/ aim from another book or focus/ aim from another book or resource (website or resource (website or supplementary materials)supplementary materials)

•AdaptAdapt the coursebook material, the coursebook material, i.e. change it in some way to i.e. change it in some way to make it suitable for our learners.make it suitable for our learners.

Ways to Ways to adapt adapt materials:materials:

•ShorteningShortening material material•ExtendingExtending material material•ReorderingReordering material material•Changing the form Changing the form of the of the

tasktask•Making use of all the Making use of all the

resources in the bookresources in the book

Key conceptsKey concepts•There may be good reasons There may be good reasons

for for leaving out part of a unitleaving out part of a unit, , or even a whole unit, but or even a whole unit, but remember that a coursebook remember that a coursebook is one of the main sources of is one of the main sources of Ss’ learning and revision. So Ss’ learning and revision. So they may find it confusing if they may find it confusing if we do this too often.we do this too often.

The coursebookThe coursebook

the main content for a lessonthe main content for a lessonwhereaswhereas

material that needs to be more material that needs to be more personalisedpersonalised for the learners for the learners

the teacher/learners themselvesthe teacher/learners themselves

Therefore, …Therefore, …•When planning lessons, When planning lessons, teachers should think teachers should think about what the about what the coursebook gives you coursebook gives you and what you need to and what you need to add.add.

Coursebook Coursebook provides:provides:

Ts can add:Ts can add:

• situation / contextsituation / context • warmerwarmer• picturespictures • instructionsinstructions• dialogues dialogues (conversation (conversation between 2 people) between 2 people) and and textstexts

• role-playrole-play

• tasks and exercisestasks and exercises • homework homework taskstasks

•If we plan to If we plan to reorder reorder the the material in the material in the coursebook, we must coursebook, we must make sure that this is make sure that this is possible, i.e. that possible, i.e. that a task/ a task/ exercise does not exercise does not depend on a previous depend on a previous oneone..

•We can change the order of We can change the order of activities in the coursebook activities in the coursebook in order to introduce in order to introduce variety variety in one of the in one of the following areas:following areas: pace, pace, interaction pattern, interaction pattern, sequence sequence of skills practice, of skills practice, level of difficultylevel of difficulty, , contentcontent, , moodmood, etc., etc.

•We should think about how We should think about how to make material more to make material more attractive and interesting attractive and interesting for learners and how to for learners and how to bring material ‘off the bring material ‘off the page’, e.g. using mime, page’, e.g. using mime, pictures, realia (real pictures, realia (real objects), etc.objects), etc.