Project title: ENGLISH TEXTBOOKS AND FURTHER DEVELOPMENT FOR TEACHING

OUTLINE
INTRODUCTION
Rationale:
Why is there a need to further develop the teaching materials although there are plenty of textbooks available at
present?
In what ways are the communicative English textbooks different from the ones published three or four decades
ago? (Full package of books, teacher’s guides, eye-catching design, integrated activities, supplementary exercises,
online self-study, visuals, videos…)
What is a communicative English textbook? List a few key characteristics.
OUR STUDENTS and their NEEDS
Who are your students? How proficient are they? Why do they need to learn English? What skills do they want to
improve most? What is their age and how motivated are they?
THE TEXTBOOK CHOSEN TO EXAMINE
(Title, level, author(s), publishing house, number of units, themes, learning outcomes…)
What unit is taken from the book? What is the structure of each lesson and how are the lessons in that unit
connected and the skills taught to learners are recycled? What is the FOCUS on LANGUAGE like? Illustrate the
elements made up of that focus? In there a good sequencing throughout the parts of the unit? Is the text of the
reading or listening authentic? How? Is the situation for each task realistic enough? Example? Is the topic
universal or rather unfamiliar to the learners? Are the four skills balanced? If so, how?
SUGGESTIVE ADAPTATIONS
What are the bases for our decisions to adapt or develop the units in a textbook?
(Activities are not relevant enough or too unfamiliar - then the learners have to struggle a lot to take them;
activities performed fail to help students to problem solve, discover, analyze; tasks are overlapped and time-
consuming; the topics for discussing provoke sensitive issues like racism, gender inequality…)
Examples of adaptation

CONCLUSION
What can be drawn from the materials development and adaptation?