1. - Cardona Aguilar - García Villanueva - Lara Morales

2. 1.2 Coursebook based teaching  When there is no external structure in the form of an official syllabus or a public examination, teacher may hand over responsibility for the formulation of aims to a coursebook.

3. A book should not be a course in the sense that it determines the totally of learning experiences for those using it. Books are written to be relevant to as large a number of students as possible. Teaching a book is very different from basing a course on a book.

4. 1.3 Syllabus, examination, course and book  “Non-compatibility” is the description of the teacher’s problems at working with the syllabus or coursebook. This problem appears when a new coursebook is introduced and it’s different in its overall aims or skill focus from the official syllabus.

5.  The first step in such planning should be ideally taken prior to the selection of a coursebook, establish the aims, drawing on what is known of the official syllabus. Only when this is done is it appropriate to consider how the coursebook can be utilized.  The next stage is the preparation of a scheme of work with a careful study of the coursebook.

6. 1.4 Evaluation process in lesson planning Selection Rejection Adding Changing The coursebook material that will be used. Complete (omitting a whole activity or lesson) or partial (cutting one or more stages). In the form of extension or exploitation of the existing material, this can be regarded as adaptation or supplementation (when materials are introduced). Is a more radical form of adaptation, such as modifications to procedures or changes in context/content.

7. 1.5 From objectives to lesson structure  Objectives (also called goals) are the first step in the elaboration of the structure for a lesson.  In the Objectives section of the lesson plan it is necessary to write precise and delineated the goals for what is wanted for the students to be able to accomplish after the lesson is completed.

8. To define the lesson's objectives it's indispensable to consider the following questions:  What will students accomplish during this lesson?  To what specific level will the students perform a given task in order for the lesson to be considered satisfactorily accomplished?  Exactly how will the students show that they understood and learned the goals of your lesson? Will this occur through a worksheet, group work, presentation, illustration, etc?

9.  Additionally, you will want to make sure that the lesson's objective fits in with your district and/or state educational standards for your grade level. By thinking clearly and thoroughly about the goals of your lesson, you will ensure that you are making the most of your teaching time.

10. 2. SELECTION REJECTION AND REPLACEMENT  2.1 RELEVANCE  Once it has been established appropriate objectives for the lesson, it’s time to take a more critical and closer look at the materials. Relevant materials can be used unchanged; on the other hand irrelevant materials need to be adapted.

11.  Some materials can be relevant but may be time consuming; in this case we need to decide what can most usefully be done in class, and what can be set for homework.

12. 2.2 PROCESSES AND PRINCIPLES  Some teachers tend to reply on their instincts in selecting, rejecting, replacing, and adapting. Others need the decision paths suggested by Grant (1987: 17) or Cunningsworth (1984, 1995).

14.  The table suggests a systematic path through the processes of materials evaluation in relation to lesson activities. The teacher would first consider the suitability of the objective of the activity, then the method would be considered, and finally the content and/or topic. A "no" answer at any point would prompt a particular decision: to omit or replace, and so on.

15.  Harmer (1998: 111) argues that there are cases in which some activities and lessons can be skipped because of it irrelevance, so if the book is so irrelevant why it has been chosen in first place.  If the entire course is based mainly on the text book, the student may lose confidence on the teacher, to avoid this it is suggested to explain students why does the element in the course book has been skipped, or to involve them in such decisions (Acklam 1994).

16.  In case of rejection, the teacher will try to build in coherence or coverage by other means:  - By creating links between those parts of the material that are to be used;  - By suggesting that learners go over the rejected material in their own time; and  - By incorporating into future activities useful items of language that might otherwise have been neglected.

17.  In other situations important learning points are carried by material that is inappropriate for other reasons like: learner's age, interests, cultural background, prior knowledge, etc. A partial solution for this situation (because the replacing material will partially cover the original material) is to replace the material which has been omitted with other materials which are more appropriate (Grant 1987, Harmer 1998).  Exercise: Bring a sample exercise that is inappropriate to a certain public, teams of four. Each team is going to design an activity to replace the inappropriate one.

18. The importance as a process and of teachers’ competence in managing that process has been widely recognized. Although, they may not always be in a position to select the materials they used, teachers do decide, consciously or instinctively, how much of those materials will be used, and how much of what is used will be modified.

19. Defining adaptation  Madsen and Bowen (1987) claim that every teacher is in a very real sense an adapter of the material he uses’, employing one or more of a number of techniques.

20. The purpose of adaptation  The two most frequently cited purposes for adaptation are as follows: 1.- to make the material more suitable for the circumstances in which is being used, i.e. to mould it to the needs and interest of the learners, the teacher’s own capabilities and such constraints as time. 2.- to compensate for any intrinsic deficiencies in the material, such as linguistic inaccuracies, out- of datedness, lack of authenticity or lack of variety.

21.  Maximizing the appropriacy of teaching materials is important because it can stimulate motivation, and increased motivation is in turn likely to lead to a classroom atmosphere more conducive to learning.

22. 4.- Adaptation as addition Extemporization  The point have is not to involve a teacher in a great deal of extra work “ In fact Extemporization” is a spontaneous response on the part of the teacher to a problem or an opportunity ( Madsen and Bowen 1978, McDonough and Shaw 1993)  They argue that this way of resourcing is closely with “EXPLOITATION” that tends to involve planning and more extended activities.

23. Extension  This refers to the provision by the teacher of additional material (e.g. further examples of a rule of examples of items in an exercise).  So this means more of the same “Is if the course has only one short exercise, this is extension”

24.  Of course if you give from another exercise or make up another one by yourself, this is SUPLEMENTATION”  We should be careful to be originals to design alternatives but fairly sure to contribute to the goals that undertone this material are to be vigilant lest that we introduce a new learning objective.

25. Exploitation  Is the creative use of what is already there e.g. texts, visual & activity.  MC Donough and Shaw (1993), said that to be thinking of exploitation when they describe “Expansion” as development of material “In new directions”  Also Maley’s (1998) suggested list of adaptations options which include the term and added dimension “Extension” which is lengthening to include it.

26.  However, expansion and exploitation has a problematic in the field of resources of materials, but both ones means that is only to enrich the previous purpose of activity with some material as the activity that aims to.