BELTEI INTERNATIONAL UNIVERSITY

Faculty of Education, Arts, and Humanities

Course Design
Presentation
Topic: Defining of Adaptation and
Importance of Adaptation
Lecturer Nguon Sophal
Student En Bousong
Academic Year 2015
Contents
I. Introduction
II. Definition of adaptation
III. Importance of adaptation
IV. Conclusion
V. References
I. Introduction
• Textbooks are probably the teacher’s and the student’s
most valuable resource. They are normally quite well
organized and help us to progress step by step through
chapters.
• However we need to remember that textbooks are
produced to be used by teachers in very different schools
and with students whose knowledge and ability can be
greatly different.
 I. Introduction (con.)
• Therefore no matter how much you like your textbook and no
matter how well written it is, there will often be times when
you will need to be creative in how you use it if you want to
plan lessons that work for your own students and their
particular learning needs.

• Why don’t we adapt our materials?

II. Definition of adaptation
• What is material adaptation?
• It is SARS.

Select,
Adapt,
Reject,
Supplement.
II. Definition of adaptation (con.)
• select from the textbook the activities you want your
students to do.
• adapt the extra activities to be suitable for your lesson
and for your students’ needs.
• reject the activities as not being useful for the purpose of
your lesson
• supplement the textbook by finding some extra activities
to add in.
II. Definition of adaptation (con.)
• McGrath (2002): Teachers may select the material that will
be used unchanged, reject either completely or partially
sections of the material, add extensions or further
exploitation of the existing materials and replace
components of the materials.

Exploitation is the creative use of the material in the way

not intended by writer.
 II. Definition of adaptation (con.)
• Why should we adapt?
• It is because we need to make a better match for specific learning
context.
• What should we adapt?
• We can adapt anything such as language, level, context, content,
and procedure.
• How should we adapt?
• We have already mentioned above-omit, add or change.
• When should we adapt?
• It can take part both in a part of lesson planning (proactive) or in
a progress of learning (reactive).
 III. Importance of adaptation
• Prodromou (2002) : …a book that is considered mediocre (not
good) for whatever reason can be transformed into motivating
material by an enthusiastic and imaginative teacher but a
boring book will remain boring if all the teacher teach it
through the material exactly as it is on the page. (p.27)
• Islam and Mares (2003), adaptation is necessary even when
the course book is appropriate for the context.
• Islam and Mares (2003): Whether pre-planed and spontaneous
adaptation is an integral part of the success in any class.
III. Importance of adaptation
• Why this topic is important to the course (Course Design)?
• As a teacher, at least we must do the adaptation, thus we
should know what is adaptation and important of
adaptation.
• Inexperienced teachers do not know how to teach well, so
they are not brave to change the textbook and add extra
activities.
• Improve professionalization.
IV. Conclusion
• Adaptation is a process of selecting the material, adapting
or changing, rejecting, and supplementing to suit a
particular group of students.
• Adaptation can be done for any views such as language,
level, context, content, and procedure and it can be created
before the course start and during the progress of the
course.
• Adaptation can make a mediocre book to be a useful book.
• With no adaptation, it seem like teachers are teaching a
book not students.
IV. Conclusion (con.)
• How will it help me in my job?
• With practice, I will become increasingly skilled in analysing the
textbook in terms of what I need my students to learn and what
work they need to achieve the competencies expected by the
end of the course.
• Have greater sense of control over your choice of materials to
address my own students’ needs.
• Overall I will be able to address my students’ needs in a more
accurate and targeted way by having greater control over what
materials I use with them and what activities I provide for them
in my lessons.
V. References

• McGrath (2013). Teaching Materials and the Roles of EFL/ESL

Teachers. Bloomsbury.
• Tomlinson, B. (2012). Materials development for language
learning and teaching. Cambridge University Press