Adapting a
textbook
Just as piano does not play music, a textbook does not teach language.
The textbook is a stimulus or instrument for teaching and learning (Graves, 2000).
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Advantages of using textbooks
▷ A syllabus for the course.
▷ Security for the students.
▷ Sets of visuals, activities, readings.
▷ Basis for assessing students’ learning.
▷ Consistency with a program across a given
level.
▷ Supporting materials.
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Disadvantages of using
textbooks.
▷ The content may be not relevant.
▷ There may be too much focus on specific
aspects of language and not enough focus
on others.
▷ It may not include everything.
▷ There may not be the right mix of activities.
▷ The materials may go out of dates.
▷ The timetable may be unrealistic.
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▷ Think of a course in which you used a textbook
(as a teacher or learner) and were satisfied
and one in which you used a textbook and were
not satisfied.
▷ What were some of the factors that accounted
for the difference?
▷ Based on your experience as a teacher and
learner, make a list of the advantages and a list
of the disadvantages of using a textbook.
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A FRAMEWORK - How a
textbook is put together?
▷ How have the authors conceptualized content, i.e., what aspects of
language, learning, and social context are being addressed?
▷ How is the material organized, i.e., what is the organizing
principle(s)?
▷ On what basis are the units sequenced?
▷ What is the content of a unit?
▷ What are the objectives of the unit? In other words, what should the
students know or be able to do by the end of the unit?
▷ How does the unit content help to achieve the objectives?
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▷ The two organizing principles for the book were topics and
grammar. We worked with lists of grammar and topics we
felt were appropriate for a beginners’ level. The units are
sequenced on the basis of the grammar. We first developed
a grammatical syllabus, since that was the easiest to
sequence, and then looked for topics that would readily
incorporate the grammar. For example, present tense of be
is often linked with personal identification, "My name is . .. ,
I'm . .. , ”
▷ The order of the units changed as we developed the material
within each unit, and different elements got moved around
within a unit or from unit to unit. The culture and functions
are related to the unit topics. There is a pronunciation
syllabus for the book which includes work on the sound and
syllable level as well as the word and sentence level. The
speaking and listening activities are a combination of
exercises, which focus on specific building blocks of
language, and activities, which focus on purposeful
communication 6
▷ Study the unit in Appendix 9-3 on pages 277-280 and then
study the mind map in Figure 9.3a and grid in Figure 9.3b.
▷ 1. Do they help you see how the unit is put together?
▷ 2. Which do you find most helpful? Why? Which do you
find least helpful? Why?
▷ the content of the unit
▷ the objectives of the unit
▷ the way in which the content helps to achieve the objectives.
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Factors to consider when adapting
textbook
1. Your belief and 2. The givens of 3. Students’ need and
understanding about your context interests
how people learn
Eg: either through E.g: E.g:- Whether they will use the
interaction or introspection,
- Institutional constraints language in specific contexts
by all 4 skills, by
identifying problems and - Time - Whether they have certain
proposing solutions. expectation about how they would
be taught
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Taxonomy of language teaching
techniques (Crookes & Chaudron, 1991)
▷ Controlled techniques
▷ Semi- controlled techniques
▷ Open ended techniques
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▷ The adaptations are cumulative: adapting at the
unit level involves adaptation at the activity
level; adapting at the syllabus level involves
adaptation at the unit level.
▷ Such choices depend on your experience with
the textbook: it is easier to adapt a textbook
once you have taught it.
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Adapting a textbook at the
activity level
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How to adapt?
Adding Eliminating Replacing Transposing
QUESTIONS: WHAT/WHEN/WHERE/HOW/WHY? 13
Classification
▷ 4 types of activities
1. warm-up activities
2. presentation activities
3. practice activities
4. consolidation activities
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Put the characteristics from 1-11 below to the appropriate type of activities
Warm up activities Presentation Practice activities Consolidation
activities activities
▷ 1. given at the beginning of a class.
▷ 2. based on new topics.
▷ 3. be given after the presentation.
▷ 4. developed after the practice.
▷ 5. usually based on previous topics.
▷ 6. given with the books closed.
▷ 7. aim to provide input (preparation for the book activities)
▷ 8. aim to start a class or break the routine of a class/
▷ 9. can be developed before bookwork, during it, or after it.
▷ 10. aim at reinforce the already taught topics.
▷ 11. usually a game (students have fun while they review what was taught previously)
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1. given in the beginning of a class.
5. usually based on previous topics.
warm-up activities
8. aim to start a class or break the routine of a class.
2. based on new topics.
presentation 6. given with the books closed.
activities 7. aim to provide input (preparation for the book activities.)
3. be given after the presentation.
9. can be developed before bookwork, during it, or after it.
practice activities 12. aim to practice taught material in a more realistic and meaningful
context.
4. developed after the practice.
consolidation 10. Aim at reinforcing the already taught topics.
activities 11. Usually a game (students have fun while they review what was
taught previously). 18
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▷ grammar
explanation that
shows the past of
the verb be
▷ a presentation
activity, done
before the students
open their books.
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NOT use the exercise in the book because it was
not meaningful enough=>ADAPT it using more
realistic examples.
▷ second activity is done in place of what is in
the book.
▷ The exercise in the book shows a chart with
examples like the following:
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▷ belief in the
importance of
student
participation as
a vehicle for
learning
motivated T to
adapt the
textbook to
provide more
opportunities
for interaction.
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A guiding framework
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NOW, Choose an activity or activity sequence from a textbook you have
used or are considering using. Choose and answer one of the questions
below that is appropriate for the activity or sequence of activities you
have chosen.
▷ 1. How would you adapt it to make it more challenging (so that students
have to think about what they are doing or have to solve a problem)?
▷ 2. How would you adapt the activity or sequence to make it more
personal (to draw on the students' experience)?
▷ 3. How would you adapt it so that the students never opened the book to
do it?
▷ 4. How would you adapt it so that it integrated the four skills of
speaking, reading, listening, and writing?
▷ 5. How would you adapt it so that the students could do it with you out of
the room? 24
Adapting a textbook at
the unit level
Sequencing the activities
▷ Changing the order of activities
▷ The sequence of activities:
○ A is simpler, B is more complex
○ A is more controlled, B is more open-ended
○ A provides knowledge or skills required to do B
○ A uses receptive skills, B uses productive skills
○ A uses receptive skills to activate knowledge,
B uses productive skills to consolidate
knowledge
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Adapting a textbook at
the syllabus level
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Adapting a textbook at the syllabus level
involves the teacher and learners working together to make
decisions
is done ideally before the learning programme begins
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How can the teacher adapt a textbook at the
syllabus level?
Eliminate the
Reorder the units
components
Add items or
units
Better fit the students’ needs over the course of study
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Adapt a textbook at the syllabus level
Look at what each unit already has
Making note or mind map of what should be included or adequately addressed
in the syllabus
Modify, adapt, expand, and create materials allowing for individual expression
within a fixed thematic unit (making sure the objectives of each skill are
addressed)
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Group practice
▷ Study the following textbook materials
○ What are the techniques does each of the exercises in this lesson use? (Refer
to the taxonomy of techniques)
○ How would you conceptualize the lesson for your target group of
students/context? Given that the objectives focus on:
● Vocabulary for food
● Talking about food you like
● A message about unhealthy sweet food.
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PRACTICE: choose ONE of the
following tasks
▷ You are given a whole unit 3 of
▷ You are given a whole unit 1 ‘Pathways 2-R&W-2 edition
of ‘Complete IELTS band student’s book and unit 3 of the 3rd
6.5-7.5’ student’s book. edition book.
▷ Compare the two versions. What is
▷ Work in groups to make
your preferred one and Why? Is
adaptation to the unit to
there any parts that the new version
make its lessons more does better than the old one, and
communicative, engaging, vice versa?
authentic and relevant to ▷ Any adaptations you would like to
your learners. make to the unit to make it relevant
to your learners? 34
How to adapt?
Adding Eliminating Replacing Transposing
QUESTIONS: WHAT/WHEN/WHERE/HOW/WHY? 35
ADD
What: When: Where:
▷ Engaging activities (e.g., role- ▷ At the beginning of a unit to ▷ Within sections that feel dull or
plays, discussions, real-life activate prior knowledge. overly repetitive.
scenarios). ▷ During vocabulary lessons to ▷ In places where students tend
▷ Multimedia resources (videos, provide context. to disengage (e.g., after long
podcasts, articles). ▷ After key lessons to readings).
▷ Personalization elements consolidate understanding.
(student interests, local
culture).
How: Why:
▷ Use interactive formats (group work, games). ▷ To increase student engagement and
▷ Integrate technology (apps, online quizzes) for motivation.
more dynamic learning. ▷ To make learning more relevant and applicable.
▷ Create connections to students’ lives and ▷ To enhance comprehension and retention of36
interests material.
ELIMINATE
What: When: Where:
▷ Repetitive or rote memorization ▷ During the review of lesson ▷ - In sections that students
exercises. plans or when assessing find confusing or
student engagement. irrelevant.
▷ Activities that are too teacher-
centered and lack student ▷ When noticing low ▷ - In areas where time
interaction. participation or enthusiasm could be better spent on
in specific activities. more engaging tasks.
▷ Outdated references or examples
that don’t resonate with students.
How: Why:
▷ Conduct feedback sessions with students to ▷ To foster a more dynamic and interactive learning
identify unhelpful exercises. environment.
▷ Replace with more engaging alternatives that ▷ To prevent frustration and disengagement among
promote interaction. students.
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▷ To streamline lessons for better learning outcomes.
REPLACE
What: When: Where:
▷ Traditional drills or worksheets. ▷ When students indicate ▷ Within sections that lack
▷ Less interactive activities with boredom or confusion variety or fail to engage
collaborative projects. with existing exercises. students.
▷ Textbook examples with real- ▷ During lesson planning or ▷ In areas where student
world applications. after reviewing performance suggests a need
assessment results. for change.
How: Why:
▷ Introduce project-based learning or inquiry- ▷ To enhance critical thinking and creativity.
based tasks. ▷ To promote collaboration and peer learning.
▷ Use student-generated content (e.g., ▷ To align activities with real-life applications for
presentations, videos) instead of passive better relevance.
exercises. 38
TRANSPOSE
What: When: Where:
▷ Related activities that build on ▷ During lesson planning ▷ In the unit where transitions
each other (e.g., vocabulary or when reviewing the feel abrupt or disjointed.
introduction followed by sequence of activities. ▷ In sections where previous
speaking practice). ▷ When noticing that knowledge should be
▷ Components that can create a some activities don’t activated before new
natural flow (e.g., moving a logically follow one content.
discussion before a reading). another.
How: Why:
▷ Reorganize the order of activities to create ▷ To enhance the logical flow of lessons and improve
a more coherent structure. understanding.
▷ Ensure that each activity builds on the ▷ To create a more cohesive learning exp. for Sts.
previous one and prepares for the next. ▷ To facilitate better connections btw concepts and 39
skills.
▷ Add examples or case studies that
▷ ELIMINATE
reflect local internet usage or digital
▷ Remove references to platforms or websites collaboration initiatives. =>include
that are no longer popular or relevant (e.g., local social media trends, community
Yahoo.com or specific statistics from projects, or digital activism efforts.
2017=>ensures the content feels current.
▷ Introduce new activities such as
▷ eliminating generic discussion questions that vocabulary bingo or charades using
may not engage students, such as “What do unit vocabulary, more interactive
you usually do on the Internet?” =>, focus on and fun.
more specific and relatable prompts.
▷ (SUGGESTION) Include more
current videos or podcasts relevant
to the unit's themes
▷ Add a section where students can
keep reflective journals on how they
use the internet in their daily lives
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▷ Move Vocabulary Activities Up**:
▷ Replace passive reading or listening tasks Transpose vocabulary-building
with more active engagement. For activities to the beginning of the unit.
example, instead of just reading statistics
about website usage, have students
▷ Place discussion questions immediately
after the reading section instead of at
analyze the implications of those statistics
the beginning=>encourages students to
in small groups.
reflect on the text they just read,
▷ Replace older vocabulary examples with making discussions more focused and
more current terms related to technology relevant.
and social media, such as “influencer,”
“streaming,” or “viral content.”
▷ After each reading section, include a
brief writing task that requires students
▷ Update Writing Prompts**: Modify writing to use newly learned vocabulary.
prompts to reflect current events or trends,
such as asking students to write about the
impact of a recent internet trend (like
TikTok challenges) on their community.
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Homework: Preparation for next
week
▷ 1. Study the new “Tieng Anh series” and fill
in the given form information (attachment
in GC) about one of the textbooks.
▷ 2. State how you will adapt the coursebook
for your course design
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References
▷ Graves, K. (2000). Designing language
courses-A guide for
teachers. Heinle& Heinle Thomson
Learning.
▷ Brown, D., H. (2015). Teaching by Principles:
An Interactive Approach to Language
Pedagogy. Pearson Education ESL; 4th
edition
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