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Course books and lesson materials Books and Materials Course books are a very emotive issue for many teachers. Some swear by them while other teachers despise them. Almost every published course book has its fans and its detractors. The choice of whether or not to use a course book, and if so, which one, can be quite a complex issue. In this unit we will examine this issue, as well as looking at other sources of material. In an ideal world schools would have all the books and now materials that you could need. The reality, however, is somewhat different. This means that often the teacher has to create his/her own materials to either supplement the course book, or replace sections that are not suitable for the class. For many students, compared to the course book, materials created by the teacher are more interesting , more relevant and a welcome change from the course book. These materials can be divided into two groups: Authentic materials just about anything a native speaker would hear or read can be described as authentic-programs, magazines, newspapers, songs, poems, brochures, menus, films on video- the list is endless. Because authentic materials are not designed for the EFL student, they are not graded for level, and so should be selected carefully. The teacher must also decide what the students should do with the material. Some material could be used for different tasks at different tasks at different levels. For example, a TV guide could be used at an elementary level for students to identify different types of show, while higher level students could compare it with the TV stations of their native country. So why use authentic materials? . They are real and therefor more interesting and motivating . Students gain confidence when they understand them . They can be geared to the interests of a particular group of students Created materials These are usually designed by the teacher to replace or supplement materials from a course book. Many artistic teachers use their abilities for material production, whilst those who are less artistically gifted have to rely on pictures cut out from magazines or newspapers, or stick people drawings, etc. They can, unlike authentic materials, be graded to the level of the students. Common created materials include: . Crosswords . Word search puzzles . Role play cards . Flashcards . Gap fill activities . Picture stories Course books Course books usually consist of a set of materials: Student's book (for classroom use) Workbook (for individual and supplementary work, class work, homework etc) Cassettes (for use in class and at home) Teacher's book (gives a step-by-step guide as to how to teach the material in the student's book. Often also contain progress tests) IN some cases a video (video activities to reinforce the material in the student's book) Other published materials include-reading books graded to varying levels of students, test books, learner dictionaries, vocabulary flash cards Probably the most common course books today are the Headway, Reward, and English File series for British English, and Interchange/New Interchange for American English. Books used in different countries can vary enormously and depend on local availability. Course book advantages . It is usually expected by the students . Although not all materials may be suitable for your class, it is considerably easier and less time consuming to supplement than to design a syllabus and create materials from scratch . It provides a syllabus with is graded to a level suitable for the students . It provides security for students and teachers alike . It normally provides a balanced mix of grammar, vocabulary and skills work . It offers continuity and progression . The materials will have normally been tried and tested before publication . It is usually attractive and appealing to the eye . It continually practices language items previously introduced . The teacher's book offers many good ideas for the inexperienced teacher Course book disadvantages . It does not always fit the specific needs and interests of all the class members . The students may not like the book and might be reluctant to use it . Exclusive use of a course book can become very predictable and boring for the students . it can make teachers lazy, and stop them from being creative and searching for activities and materials which will motivate and interest students . A course book is almost always a compromise . Most course books on the market are designed for use by all nationalities and my not cover in enough depth language problems specific to the nationality of students that you are teaching . Teachers rarely get to choose the course book and many can be outdated and unattractive to your students . Course books dictate what is to be taught. This can stop teachers analyzing particular problems that their students may have and prevent the lessons from being student centered Best use of course books . If you have the choice of course book, look at a range that could be used for your group. Which is the most suitable? . Do not use the course book for the whole lesson. . When planning your lessons think about which items will motivate your students, and which need to be supplemented/adapted/replaced. . Think about how much time will be needed for each task and create a balanced lesson. . Explore ways to match the book to the needs of the students. . Approach the book critically: Read the teacher's book, but also do your own research into the language, and look for difficulties not highlighted by the authors. . Don't base all lessons around the course book. Look at what your particular students need too. . Don't regard the course book as the solution to everything. Try out new ideas and vary your activities. Four different options for course book use 1 Omit. Teachers may decide to omit certain lessons from the course book if they are not beneficial or relevant to their students. Care is needed though, because if the teacher omits too much, then students might wonder why they brought the book in the first place! 2 Replace. Instead of omitting unsuitable material the teacher may choose to replace it with similar, but more appropriate, material. 3 Supplement. At times the teacher might want to add extra material to the course book to reinforce a language point, or to extend the students' engagement with the language. 4 Adapt. This is where the teacher will use the same basic materials but in his/her own way and style. Analyzing a course book If the teacher is fortunate enough to be able to choose the course book for a particular class, he/she will probably need to analyze and consider the following factors: . Price. How expensive is the book in relation to the income level of the students/area? . Availability. Are the books readily available in the local area? Do the books allow for progression through various levels? Are supplementary materials available? . Design. Is the book attractive? Will the teacher and students feel comfortable with it? Is it user friendly? . Methodology. Is there a good balance between study and activation? Does it readily allow for ESA style lessons? . Skills. Is there an appropriate mix and balance of skills (reading, writing, listening and speaking)? . Difficulty. Is the level of language right for your students? . Syllabus. Does the book cover the right language points for the level? Does it progress in difficulty level? Does the syllabus constantly review previously taught language items? . Topic. Are the topics relevant, varied and interesting for your students? . Teachers guide. Does the teacher's book provide you with all the help, information and answers that you require? . What ancillary materials are there-student workbooks, audio cassettes, videos, CD ROMs, etc?