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Unit 14 covers the topic of course books and lesson materials. Every published course book has its fans and detractors. To use one or not can be a complex issue. Teachers often have to create their own material to supplement the course book or replace sections not suitable for the class. These materials can often be more interesting and relevant, as well as a welcome change from the course book.
Materials created by teachers can be divided in two groups: authentic materials (programs, magazines, newspapers, songs, poems, brochures, menus, films etc.) and created material. Authentic materials are not designed for EFL student, and should be selected carefully. They are real and as such more interesting and motivating, so students can gain confidence when they understand them.
Created materials are usually designed by teacher to replace supplement materials from a course book (such as crosswords, word search puzzles, role-play cards, flashcards, gap fill activities, picture stories…). These can be graded to the level of the students.
Course books usually consist of a set of materials: student’s book, workbook, cassettes, teacher’s book, in some cases a video, as well as reading books, test books, learner dictionaries, and vocabulary flash cards. Advantages of using them are the following: it is expected by the students, it is easier and less time consuming to supplement than to design and create materials from scratch. They provide a syllabus, a balanced mix of grammar, vocabulary and skills work, as well as security for students and teachers. They offer continuity and progression, and the materials will have been tried and tested before publication, and the teacher’s book offers many good ideas for the inexperienced teacher. I would wholeheartedly agree with the last one, as from a personal experience I can attest that it is difficult to create something without any previous knowledge or teaching experience, so course books can be an excellent guide.
Some disadvantages of course books include not always being fit for the specific needs and interests of class members. Students may also not like the book, and exclusive use of the book can become very predictable and boring for student, as well as make teachers lazy, and prevent them from being creative. Another thing is that the books may not cover in enough depth language problems specific to the nationality of students.
Best way to use them is to select the most suitable one, not use it for the whole lesson, consider what parts will motivate students, and what should be replaced. Teacher should consider time and create balanced lesson, match the book to the needs of the students, as well as try out new ideas and vary activities. Four different options for course book use are: omit, replace, supplement and adapt.
Analyzing the course book: if teacher can choose it, he/she should take into consideration the following factors: price, availability, design, methodology, skills, difficulty, syllabus, topic, teacher’s guide and supporting materials, all in order to use the course book to the maximum effect.
