Adopting and Adapting

an Existing Coursebook
 Chapter 11

The Course Book, the Learners and the Teacher

Dividing the Parts of the Process

The Teacher and the Course Material

Evaluating the Course Book

Evaluating the Evaluation Forms

2
The Course Book, the Learners and the Teacher

Prabhu (1989) suggests that because teaching must be

matched to the learners’ current knowledge, course books will
not be effective because they are not in touch with the state of
this knowledge.

Allwright (1981) sees textbooks as removing learners from

negotiating the curriculum design process.
Dividing the Parts of the Process
 The Teacher and the Course Material

“
* Strong reliance on the course book with minimal
adaptation

* Adapting a course book

* Using source books instead of course books

*Using computers and the internet

 Strong reliance on the course book
with minimal adaptation
Teachers follow the chosen course books very closely, making only small essential changes
and additions.

Reasons
1. Requirement of the school or Ministry of education

2. Inexperienced or untrained teacher

3. The teacher is convinced of the high quality of the course book

4. Learners wish to cover every part of the course book ( Especially in East Asia)
 Strong reliance on the course book with minimal adaptation

Areas Enjoying Flexibility

1. Format and presentation
Simple techniques:
* Varying the speed, the number of repetitions, assigning some parts of the lesson as
homework, or getting learners to act out parts of the materials.
• Designing more task-like classroom activities (Answer questions proposed by Willis and
Willis (2007).

2. Monitoring and assessment

Teachers design tests and finds ways to assess their students.

( Observations, interviews, etc. )

 Adapting a course book

Teachers make substantial changes to the chosen course book. Cannot

be totally abandoned.

Reasons of adapting a course book:

1. Responding to the environment

2. Taking account of needs
3. Putting principle into practice
 Adapting a course book
6 Ways to adapt a course book:

1. Add or omit content

2. Change the sequencing of the content
3. Change the format
4. Change the presentation
5. Add or omit monitoring
6. Add or omit assessment
 Adapting a course book
Tanaka and
Stapleton (2007)
describe the
implementation
and the results of
adding content
through the
addition of an
extensive reading
component to the
course in a
Japanese high
school.
 Using Source Books instead of Course Books

Problem in using source books:

Being organized, unified, and systematic.

The biggest problems facing the teacher in a course drawing on source books are to
provide systematic coverage of the course's important language and skills content and
to make it seem like one unified course rather than a set of unrelated bits. Such
courses are often organized around themes to provide this unity. Learners sometimes
complain of not seeing any obvious progress when they do not have a set coursebook

More demanding for teachers

 Using Computers and the Internet

Determining factors:
1. Environment
2. Needs
3. Principles
 Using Computers and the Internet
Salaberry (2001) suggests four major questions for teachers to consider
about the pedagogical effectiveness and the use of technology:

1. Does better technology result in better teaching?

2. Which features of technology help teaching and learning?
3. How can we use new technologies in the curriculum?
4. Do new technologies result in efficient use of human and material
resources
 Evaluating a course book
A systematic approach to course book evaluation can be based on the parts of the
curriculum design process:

• Does the course book suit the environment in which it will be used?
• Does the course book meet the needs of the learners?
• Does the course book apply sensible principles of teaching and learning?
• Do the goals of the course book match the goals of the course?
• Does the content of the course book suit the proficiency level of the
learners and reflect sensible selection and sequencing principles?
• Is the course book interesting and does it use effective techniques?
• Does the course book include tests and ways of monitoring progress?
 Essential features:

Reducing the list of possible books

• The book should be at the right vocabulary and grammar level for the learners.
• The book should focus on the language and skills that are the goal of the course.
• The book should be below a certain price.
• The book should be readily available.
• The size and number of lessons in the book should suit the length of the course.
• The book should not include behavior and topics that would offend the religious or cultural
sensitivities of the learners and their parents.
 Choosing and weighing the features

Choosing and weighing the features

Three things need to be done :
1 Add features that you consider important, but which are not on the list.
2 Take away features from the list so that it contains a manageable list of features,
leaving preferably no more than 10 or 12.
3 Divide the features in the list into two or three groups in order to decide which
features are very important, which are important, and which are desirable but not
so important.
 USE CHARTS TO EXPLAIN
YOUR IDEAS

White Gray Black

20
89,526,124
Whoa! That’s a big number, aren’t you proud?

21
 OUR PROCESS IS EASY

first second last

22
 ROADMAP

Blue is the colour of the Red is the colour of danger Black is the color of ebony
clear sky and the deep sea and courage and of outer space

1 3 5

2 4 6

Yellow is the color of gold, White is the color of milk Blue is the colour of the
butter and ripe lemons and fresh snow clear sky and the deep sea

23

YELLOW
Is the color of gold, butter and
ripe lemons. In the spectrum of
visible light, yellow is found
between green and orange.
YELLOW
Is the color of gold, butter and
ripe lemons. In the spectrum of
visible light, yellow is found
between green and orange.
LET’S REVIEW
SOME CONCEPTS
BLUE
Is the colour of the clear sky
and the deep sea. It is located
between violet and green on
the optical spectrum.
BLUE
Is the colour of the clear sky
and the deep sea. It is located
between violet and green on
the optical spectrum.
24
RED
Is the color of blood, and
because of this it has
historically been associated
with sacrifice, danger and
courage.
RED
Is the color of blood, and
because of this it has
historically been associated
with sacrifice, danger and
courage.
4000

3000

2000

1000

You can insert graphs from

Excel or Google Sheets
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 MOBILE
PROJECT

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 TABLET PROJECT

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 COMPETITOR MATRIX
HIGH VALUE 2

Competitor
Compet
itor
Our company

Competitor

HIGH VALUE 1
LOW VALUE 1

Competitor

Competitor Competitor

LOW VALUE 2

28
 DESKTOP
PROJECT

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29
 THANKS!

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You can find me at
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 TIMELINE

Yellow is the color of

Blue is the colour of the Red is the colour of danger Black is the color of ebony gold, butter and ripe White is the color of milk Blue is the colour of the
clear sky and the deep sea and courage and of outer space lemons and fresh snow clear sky and the deep sea

JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC

Yellow is the color of White is the color of milk Blue is the colour of the Red is the colour of danger Black is the color of ebony Yellow is the color of
gold, butter and ripe and fresh snow clear sky and the deep sea and courage and of outer space gold, butter and ripe
lemons lemons

33
 GANTT CHART
Week 1 Week 2

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Task 1

Task 2 ◆

Task 3

Task 4 ◆

Task 5 ◆

Task 6

Task 7

Task 8

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 SWOT ANALYSIS

STRENGTHS WEAKNESSES
Blue is the colour of the clear sky Yellow is the color of gold, butter
and the deep sea and ripe lemons

Black is the color of ebony and White is the color of milk and
of outer space fresh snow
OPPORTUNITIES THREATS

35
 BUSINESS MODEL CANVAS
Key Partners Key Activities Value Propositions Customer Relationships Customer Segments
Insert your content Insert your content Insert your content Insert your content Insert your content

Key Resources Channels

Insert your content Insert your content

Cost Structure Revenue Streams

Insert your content Insert your content

36
 FUNNEL

AWARENESS Insert your content

DISCOVERY Insert your content

EVALUATION Insert your content

INTENT Insert your content

PURCHASE Insert your content

LOYALTY Insert your content

37
 TEAM PRESENTATION

Imani Jackson Marcos Galán Ixchel Valdía Nils Årud

JOB TITLE JOB TITLE JOB TITLE JOB TITLE
Blue is the colour of the clear Blue is the colour of the clear Blue is the colour of the clear Blue is the colour of the clear
sky and the deep sea sky and the deep sea sky and the deep sea sky and the deep sea

38
 WEEKLY PLANNER

SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

09:00 - 09:45 Task Task Task Task Task Task Task

10:00 - 10:45 Task Task Task Task Task Task Task

11:00 - 11:45 Task Task Task Task Task Task Task

12:00 - 13:15 ✔ Free time ✔ Free time ✔ Free time ✔ Free time ✔ Free time ✔ Free time ✔ Free time

13:30 - 14:15 Task Task Task Task Task Task Task

14:30 - 15:15 Task Task Task Task Task Task Task

15:30 - 16:15 Task Task Task Task Task Task Task

39
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