Comparative Matrix
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This document discusses different materials and resources that can be used for English language teaching (ELT). It describes the white/chalk board as a tool for presenting material, displaying topics, and involving students in the writing process. Textbooks are discussed as providing structure for teachers and students through topics, texts, and activities, as well as study skills guidance. Visual materials like pictures and real-life objects are described as engaging and helping students connect language to reality by illustrating meanings directly.
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Comparative matrix
The document discusses different materials and resources that can be used for English language teaching (ELT), including:
- The board, which is a permanent fixture in classrooms that can be used to display material, involve students, and clarify topics.
- Visual materials like pictures, posters, and real-world objects that help illustrate meanings directly, attract student attention, and make language more memorable.
- Coursebooks that provide structure for teachers and students in the form of a syllabus and guidance, as well as a variety of language activities and texts. Coursebooks help teachers implement important details that would otherwise be difficult without this resource.
Principles of Materials Design
This document provides 12 essential questions for teachers to consider when designing materials. The questions address whether the material reinvents existing content, is necessary, and feasible to implement. Additional questions focus on choosing an appropriate format, whether students could create the content, and if the material has clear introductions and extensions. Further questions examine how to make the material personalized, trackable to individual students, logically sequenced, and something the teacher is proud to share. The final question considers how reusable and adaptable the designed material may be.
Preparation Of Instructional Materials
A preparation for Instructional Materials subject of Ma'am Rose Usero. A group project of students of RMMC-MI. Instructional Materials. Power point presentation for Instructional Materials. For educational purposes only. Thank You.
Silent way
The Silent Way is a language teaching method that involves students actively in the learning process through concentration, cooperation, and problem-solving. The teacher uses gestures, charts and the blackboard to explain material without speaking, while students remain silent. It is an active and productive method best suited for beginners and young learners, though not all students may pay full attention during the silent process.
Rt ppt p 12
This document discusses issues in materials development for language teaching syllabi. It addresses debates around whether learners need a course book, if materials should focus on learning or acquisition, and if texts should be authentic or contrived. It also examines the controversy over censoring materials and notes arguments on both sides. The document outlines additional ongoing discussions in the field, including whether materials development should be driven by theory or practice, and whether materials should cater to expectations or aim to change them.
Teaching aids
This document discusses teaching aids and their importance in education. It begins by introducing the presenter and providing objectives for the presentation. It then defines teaching aids as materials that help students understand concepts and notes their purpose is to reinforce ideas, engage students, and accommodate different learning styles. The document outlines different types of teaching aids, including visual, audio, and audiovisual aids. It emphasizes that teaching aids motivate students, clarify lessons, encourage understanding over cramming, make classrooms more lively, and provide direct experience. Examples of common teaching aids are given such as whiteboards, flipcharts, projectors, and audio/visual recordings.
Challenges and solutions to implementing ccss ela
This document outlines challenges and solutions for different groups in implementing the Common Core State Standards for English Language Arts. For administrators, a key challenge is providing effective teacher training while ensuring curriculums are balanced, and workshops bringing together educators can help. Teachers face challenges applying the standards outside English but can think creatively and make material relevant. Parents' challenges involve guiding responsible student learning, and supporting students and collaborating with teachers can help. For students, taking responsibility and finding meaning are challenges, while focusing on skills and using tools to solve problems are solutions.
Inclusive instructional materials (1)
The slide contains brief information about preparation of instructional materials in inclusive education.
Recommended
Comparative matrix
The document discusses different materials and resources that can be used for English language teaching (ELT), including:
- The board, which is a permanent fixture in classrooms that can be used to display material, involve students, and clarify topics.
- Visual materials like pictures, posters, and real-world objects that help illustrate meanings directly, attract student attention, and make language more memorable.
- Coursebooks that provide structure for teachers and students in the form of a syllabus and guidance, as well as a variety of language activities and texts. Coursebooks help teachers implement important details that would otherwise be difficult without this resource.
Principles of Materials Design
This document provides 12 essential questions for teachers to consider when designing materials. The questions address whether the material reinvents existing content, is necessary, and feasible to implement. Additional questions focus on choosing an appropriate format, whether students could create the content, and if the material has clear introductions and extensions. Further questions examine how to make the material personalized, trackable to individual students, logically sequenced, and something the teacher is proud to share. The final question considers how reusable and adaptable the designed material may be.
Preparation Of Instructional Materials
A preparation for Instructional Materials subject of Ma'am Rose Usero. A group project of students of RMMC-MI. Instructional Materials. Power point presentation for Instructional Materials. For educational purposes only. Thank You.
Silent way
The Silent Way is a language teaching method that involves students actively in the learning process through concentration, cooperation, and problem-solving. The teacher uses gestures, charts and the blackboard to explain material without speaking, while students remain silent. It is an active and productive method best suited for beginners and young learners, though not all students may pay full attention during the silent process.
Rt ppt p 12
This document discusses issues in materials development for language teaching syllabi. It addresses debates around whether learners need a course book, if materials should focus on learning or acquisition, and if texts should be authentic or contrived. It also examines the controversy over censoring materials and notes arguments on both sides. The document outlines additional ongoing discussions in the field, including whether materials development should be driven by theory or practice, and whether materials should cater to expectations or aim to change them.
Teaching aids
This document discusses teaching aids and their importance in education. It begins by introducing the presenter and providing objectives for the presentation. It then defines teaching aids as materials that help students understand concepts and notes their purpose is to reinforce ideas, engage students, and accommodate different learning styles. The document outlines different types of teaching aids, including visual, audio, and audiovisual aids. It emphasizes that teaching aids motivate students, clarify lessons, encourage understanding over cramming, make classrooms more lively, and provide direct experience. Examples of common teaching aids are given such as whiteboards, flipcharts, projectors, and audio/visual recordings.
Challenges and solutions to implementing ccss ela
This document outlines challenges and solutions for different groups in implementing the Common Core State Standards for English Language Arts. For administrators, a key challenge is providing effective teacher training while ensuring curriculums are balanced, and workshops bringing together educators can help. Teachers face challenges applying the standards outside English but can think creatively and make material relevant. Parents' challenges involve guiding responsible student learning, and supporting students and collaborating with teachers can help. For students, taking responsibility and finding meaning are challenges, while focusing on skills and using tools to solve problems are solutions.
Inclusive instructional materials (1)
The slide contains brief information about preparation of instructional materials in inclusive education.
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Old challenges, New solutions: how to reach all of your sts and make them shine
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This document provides an agenda for a presentation on challenges in education and potential solutions. It discusses two main challenges: changing student profiles, including students with disabilities or lack of motivation, and the need for pedagogical innovation with technology integration. Potential solutions addressed include clarifying concepts like disruptive behavior and learning disabilities. It also emphasizes the importance of classroom organization and management, specifically regarding space and time. Suggestions are provided for engaging unmotivated students and including technology in lessons.What do we want teaching materials
The document discusses different views of the role of teaching materials in language education, including addressing teachers' deficiencies or supporting different teaching approaches, and notes that teaching materials alone cannot determine educational goals. It also examines problems like teacher overload and learner underinvolvement, and proposes solutions like providing more learner training to take greater responsibility for their own language learning.
Karin sustentacion[1]
1. Five English teachers participated in an intensive workshop on developing reading materials inspired by Multiple Intelligences theory and Montessori methods.
2. The teachers created various materials like charts, flashcards, and books to engage students.
3. Students enjoyed the new activities and were more motivated and attentive. However, making materials required significant teacher time.
4. After the workshop, teachers continued developing custom materials and sharing ideas with colleagues. They realized the importance of hands-on materials for reading instruction.
Material Development for Language Learning and Teaching
The document outlines key topics in materials development for language learning, including:
1. A history of publications on materials development from the 1970s to present day, with increasing focus on principles and practical guidance.
2. Issues in materials development like the value of textbooks, authenticity, and ideology. Research suggests textbooks often don't match claimed methodologies.
3. Processes of materials evaluation, adaptation, production, and exploitation. Guidelines are provided for making materials more principled, contextualized, and humanized.
4. The roles of new technologies and need for more research connecting materials design and empirical evidence of learner effects.
5. Overall, the literature shows progress in raising awareness and creativity
Strategies to teach English Language Learners
This document outlines strategies for teaching English language learners. It discusses supporting vocabulary development through pre-teaching words, using cognates, and teaching words in context. It also recommends strategies for ensuring students understand content like connecting to prior knowledge, using graphic organizers, and providing multiple practice opportunities. Additional strategies include promoting interaction during instruction, giving hands-on practice, and supporting discussion through grouping structures and language support. The document provides examples for implementing many of these strategies in classroom lessons and activities.
Use of teaching aids in the teaching learning process
Teaching aids are devices that present educational content visually or audibly to help students learn. They supplement the spoken word by making learning more engaging, vivid, and memorable. Teaching aids involve using multiple senses which helps clarify concepts and interpretations. There are various types of teaching aids including basic aids like chalkboards, printed materials like books and newspapers, visual aids like models and diagrams, audio aids like recordings and radios, and audiovisual aids like films and television. Teachers should devise teaching aids that explain concepts in their subject area to enhance learning.
Materials models (1)
1. The document provides advice and principles for developing effective teaching materials based on the work of Methold, Hutchinson and Waters, and Tomlinson.
2. Key principles include taking local needs and conditions into account, dividing materials into teachable segments, achieving impact, relevance, and learner self-investment.
3. Examples are given of how principles like authenticity, interaction, focus on language, and application beyond the classroom can be realized in materials.
Learning strategies
Language learning strategies are specific actions that make learning a language easier, faster, more enjoyable, and more effective. The document outlines two categories of strategies: direct strategies that involve mental processing of the language and indirect strategies that support language learning psychologically and socially. Direct strategies include memory, cognitive, and compensation techniques. Indirect strategies involve metacognitive, affective, and social approaches. The document provides examples of different strategies within each category and concludes by thanking the audience.
Teaching techniques
If you want to download UGC NET question papers, UGC NET previous years question papers with Answer, mock test series, NET syllabus and preparation tips to crack UGC/CBSE NET exam 2016 , Your Search for Paper-1 (General Paper On Teaching And Reserch Aptitude) ends here .
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Textbooks and puppets
The document discusses the use of textbooks and puppets in language instruction. It provides a checklist for evaluating textbooks that considers factors like goals, student background, skills integration, content validity, practice materials, sequencing, vocabulary, and accompanying materials. Puppets are described as useful for songs, stories, chants, roleplays, pairwork, and cross-curricular activities. They can motivate students and help them listen, communicate, and learn new words. Different types of puppets are mentioned, including hand puppets, paper bag puppets, and finger puppets.
Preparation and Evaluation of Instructional Materials
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Teaching and learning materials
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13.utilization guidelines
The document provides utilization guidelines for teachers, suggesting they maximize student involvement in class, complement printed materials with other media, provide additional handouts, cultivate a love of reading, handle books with care, refer to updated books, teach students to evaluate what they read and how to use references, and check workbook activities for accuracy while emphasizing higher-order thinking and problem-solving over rote learning.
Instructional material development
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This document discusses the use of language corpora and concordancing in language teaching. It provides examples of how teachers can use hand-made concordances to analyze word usage, collocations, and grammatical structures. Sample classroom activities are presented that focus on high-frequency words like "as," "that," and "in," helping students better understand how these words are commonly used by analyzing example sentences from texts. Concordancing is suggested as a way for students to develop analytical skills and greater awareness of authentic language use.
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Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.comMaterial selection1
This document discusses materials and techniques for teaching English as a foreign language. It covers several topics:
- The pros and cons of using coursebooks, such as whether they provide structure or restrict flexibility.
- Where to find coursebooks from different publishing houses and how to evaluate them.
- How to analyze coursebooks, including their methodology, skills coverage, topics and design.
- Adapting coursebook activities through addition, omission, replacement or reordering based on student needs and priorities.
- Stages of adapting activities, such as modifying instructions or combining tasks.
The document provides guidance for teachers in selecting and adapting coursebook materials to best suit their students and teaching context.
Material adaptation
The document discusses the role of textbooks and materials in English language teaching. It addresses both the advantages and disadvantages of textbook use. Some key advantages include that textbooks provide structure for students and teachers, can promote self-directed learning, and support inexperienced teachers. However, textbooks also come with limitations such as potentially reflecting cultural or gender biases and containing unrealistic language models. The document emphasizes that teachers should adapt materials to best suit their students' needs and align with course objectives.
Material adaptation
The document discusses the role of textbooks and materials in English language teaching. It addresses both the advantages and disadvantages of using textbooks in the classroom. Some key points made include:
- Textbooks are widely used but also debated in the ELT field due to issues around how well they guide learning and represent language/culture.
- Advantages of textbooks include helping students measure progress, being time/cost effective for teachers, and supporting less experienced instructors.
- Disadvantages include textbooks sometimes being too rigid or reflecting author biases, and unnatural language models.
- Effective adaptation of materials is important to achieve congruence between variables like objectives, students' needs, and teaching style. Teachers should analyze when and how
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Old challenges, New solutions: how to reach all of your sts and make them shine
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This document provides an agenda for a presentation on challenges in education and potential solutions. It discusses two main challenges: changing student profiles, including students with disabilities or lack of motivation, and the need for pedagogical innovation with technology integration. Potential solutions addressed include clarifying concepts like disruptive behavior and learning disabilities. It also emphasizes the importance of classroom organization and management, specifically regarding space and time. Suggestions are provided for engaging unmotivated students and including technology in lessons.What do we want teaching materials
The document discusses different views of the role of teaching materials in language education, including addressing teachers' deficiencies or supporting different teaching approaches, and notes that teaching materials alone cannot determine educational goals. It also examines problems like teacher overload and learner underinvolvement, and proposes solutions like providing more learner training to take greater responsibility for their own language learning.
Karin sustentacion[1]
1. Five English teachers participated in an intensive workshop on developing reading materials inspired by Multiple Intelligences theory and Montessori methods.
2. The teachers created various materials like charts, flashcards, and books to engage students.
3. Students enjoyed the new activities and were more motivated and attentive. However, making materials required significant teacher time.
4. After the workshop, teachers continued developing custom materials and sharing ideas with colleagues. They realized the importance of hands-on materials for reading instruction.
Material Development for Language Learning and Teaching
The document outlines key topics in materials development for language learning, including:
1. A history of publications on materials development from the 1970s to present day, with increasing focus on principles and practical guidance.
2. Issues in materials development like the value of textbooks, authenticity, and ideology. Research suggests textbooks often don't match claimed methodologies.
3. Processes of materials evaluation, adaptation, production, and exploitation. Guidelines are provided for making materials more principled, contextualized, and humanized.
4. The roles of new technologies and need for more research connecting materials design and empirical evidence of learner effects.
5. Overall, the literature shows progress in raising awareness and creativity
Strategies to teach English Language Learners
This document outlines strategies for teaching English language learners. It discusses supporting vocabulary development through pre-teaching words, using cognates, and teaching words in context. It also recommends strategies for ensuring students understand content like connecting to prior knowledge, using graphic organizers, and providing multiple practice opportunities. Additional strategies include promoting interaction during instruction, giving hands-on practice, and supporting discussion through grouping structures and language support. The document provides examples for implementing many of these strategies in classroom lessons and activities.
Use of teaching aids in the teaching learning process
Teaching aids are devices that present educational content visually or audibly to help students learn. They supplement the spoken word by making learning more engaging, vivid, and memorable. Teaching aids involve using multiple senses which helps clarify concepts and interpretations. There are various types of teaching aids including basic aids like chalkboards, printed materials like books and newspapers, visual aids like models and diagrams, audio aids like recordings and radios, and audiovisual aids like films and television. Teachers should devise teaching aids that explain concepts in their subject area to enhance learning.
Materials models (1)
1. The document provides advice and principles for developing effective teaching materials based on the work of Methold, Hutchinson and Waters, and Tomlinson.
2. Key principles include taking local needs and conditions into account, dividing materials into teachable segments, achieving impact, relevance, and learner self-investment.
3. Examples are given of how principles like authenticity, interaction, focus on language, and application beyond the classroom can be realized in materials.
Learning strategies
Language learning strategies are specific actions that make learning a language easier, faster, more enjoyable, and more effective. The document outlines two categories of strategies: direct strategies that involve mental processing of the language and indirect strategies that support language learning psychologically and socially. Direct strategies include memory, cognitive, and compensation techniques. Indirect strategies involve metacognitive, affective, and social approaches. The document provides examples of different strategies within each category and concludes by thanking the audience.
Teaching techniques
If you want to download UGC NET question papers, UGC NET previous years question papers with Answer, mock test series, NET syllabus and preparation tips to crack UGC/CBSE NET exam 2016 , Your Search for Paper-1 (General Paper On Teaching And Reserch Aptitude) ends here .
Adapting published materials - Materials for GE
The document discusses adapting coursebooks to better suit learners' needs and the teaching situation. It provides reasons for adaptation, including learners' needs, course requirements, classroom dynamics, and resource availability. Areas that may need adapting include methods, language content, subject matter, skill balance, progression, and cultural content. Teachers should understand learners and materials to make sensitive adaptations. Methods of adaptation include leaving out, adding, replacing, and changing materials. Coursebooks can also inspire creativity. Examples show how to personalize drills, use authentic content, make dialogues communicative, and adapt outdated materials.
Textbooks and puppets
The document discusses the use of textbooks and puppets in language instruction. It provides a checklist for evaluating textbooks that considers factors like goals, student background, skills integration, content validity, practice materials, sequencing, vocabulary, and accompanying materials. Puppets are described as useful for songs, stories, chants, roleplays, pairwork, and cross-curricular activities. They can motivate students and help them listen, communicate, and learn new words. Different types of puppets are mentioned, including hand puppets, paper bag puppets, and finger puppets.
Preparation and Evaluation of Instructional Materials
This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.
Teaching and learning materials
Definition, purposes, importance, selecting and preparing TLMs, constructing, evaluating and caring of TLMs
Learning Strategies
This document discusses learning strategies for students with different types of intelligence. It introduces the concept of multiple intelligences and identifies 8 types: linguistic, logical, visual/spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalist. For each intelligence type, it provides 2-3 specific study or learning strategies that would be effective for students with that intelligence. The document emphasizes that adopting learning strategies tailored to one's strengths can help students improve their learning and academics.
13.utilization guidelines
The document provides utilization guidelines for teachers, suggesting they maximize student involvement in class, complement printed materials with other media, provide additional handouts, cultivate a love of reading, handle books with care, refer to updated books, teach students to evaluate what they read and how to use references, and check workbook activities for accuracy while emphasizing higher-order thinking and problem-solving over rote learning.
Instructional material development
Instructional Material Development in Teaching and Learning situations, specially in medical education
Data collection and Materials Development
This document discusses the use of language corpora and concordancing in language teaching. It provides examples of how teachers can use hand-made concordances to analyze word usage, collocations, and grammatical structures. Sample classroom activities are presented that focus on high-frequency words like "as," "that," and "in," helping students better understand how these words are commonly used by analyzing example sentences from texts. Concordancing is suggested as a way for students to develop analytical skills and greater awareness of authentic language use.
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Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.comMaterial selection1
This document discusses materials and techniques for teaching English as a foreign language. It covers several topics:
- The pros and cons of using coursebooks, such as whether they provide structure or restrict flexibility.
- Where to find coursebooks from different publishing houses and how to evaluate them.
- How to analyze coursebooks, including their methodology, skills coverage, topics and design.
- Adapting coursebook activities through addition, omission, replacement or reordering based on student needs and priorities.
- Stages of adapting activities, such as modifying instructions or combining tasks.
The document provides guidance for teachers in selecting and adapting coursebook materials to best suit their students and teaching context.
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PREPARATION AND EVALUATION OF INSTRUCTIONAL MATERIALS
This document provides an overview of instructional materials (IMs) for teaching English. It defines IMs and discusses their roles and functions. IMs serve as the basis for language input and practice in the classroom. They can provide specifications for content and define learner and teacher roles. The document also examines factors to consider in developing IMs, such as understanding, structuring content clearly, sequencing material appropriately, and balancing elements. Different types of IMs are described, including textbooks, workbooks, and multimedia materials.
Bttc 2009 workshop tbl
This document provides an overview of task-based language teaching (TBL). It describes TBL as a communicative approach where students complete meaningful tasks using their language skills. A key part of TBL is the task cycle, which involves students doing a task, planning how to report on it, reporting back to classmates, and focusing on specific language. The document outlines the benefits of TBL, such as developing natural language use, focusing on student needs, and promoting engagement. It also lists resources for learning more about TBL methodology and assigns homework to design a TBL lesson and reflect on applying this approach.
DEVELOPMENT-OF (1).pptx
This document discusses the development of instructional materials. It begins by stating the objectives of understanding what instructional materials are, how they are developed, and applying that knowledge. It then provides examples of instructional materials like textbooks, workbooks, graphs, and charts. The document outlines the process of developing materials, which includes selecting, adapting, and creating materials that are tailored to students and aligned with learning outcomes. It emphasizes understanding students, adapting proven materials, and creating contextualized materials using local resources. The goals are to make materials engaging and help students learn effectively. Developing materials in a thoughtful way can support teaching and learning.
A historical overview of teaching materials
The document provides a historical overview of teaching materials used in English language learning. It discusses the different types of materials, including printed materials like textbooks, workbooks, and supplementary readers, as well as non-printed materials like audio recordings, videos, and charts. Teaching materials are important as they support teachers by providing exercises and activities to engage learners, and help realize the objectives of the syllabus. For students, materials provide exposure to the language and instruct them how to practice and use language. Materials should authentically represent communication and culture while also promoting language learning through tasks and exercises that challenge students' competence. Textbooks specifically present foundational information, illustrate concepts, and allow students to learn at their own pace through review
2015 ACTFL Conference Notes
This document contains notes from the 2015 ACTFL conference. Some key points include:
1. Language learning is best achieved through practice and using opportunities like Skype sessions or trips abroad to acquire intercultural skills.
2. Keynote speaker Rick Steves emphasized traveling to understand other cultures, not fear them, and getting outside one's comfort zone.
3. Breakout sessions discussed using techniques like infographics, flipped classroom tools, and authentically cultural bell ringers to engage students and bring the real world into the classroom. Standards-based grading with rubrics was also discussed.
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Presentation on preparation of instructional materials
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Internationalizing Your Teaching 17-18 Workshop Series
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Preparation and Evaluation of Instructional Materials (14 of 16)
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- 1. TEACHING PRACTICE: A HANDBOOK FOR TEACHERS IN TRAINING MATERIALS AND RESOURCES FOR ELT Trujillo, F., Torrecillas, J., & Salvadores, C. (2004). Resource What? How? Why? Resource What? How? Why? The board Permanent or reference material. Material for development the lesson Use colourto make the board attractive. Use itas a temporary displayarea. Involve studentsin the writing process. Make clear any topic. It mightbe helpful to reduce confusion. The board A piece of furniture every classroom has.An ordinary arrangement of space in the classroom. Teachershave alwaysused boardsto supporttheir “lectures”but theycan also be used withina learner- centred approach. It is importantfor a teacherto be able to workwith “minimal resources” Visual Interesting and stimulating learning process It isbig enoughtobe seen.To displaya materials aroundthe classroom Theyillustrate meaningmore directlyand quickly.They attract students’ attention. Theyhelp make the associated language memorable. Visual Real items belongingto the community of usersof the foreign language broughtto the classroom. Anyof the wide collectionof printed materials available to the teacher. The teacher shoulduse a varietyof visual resourcesto complement theirwriting and their speaking Theyhelp students connect language to reality Coursebooks Provide securityfor teachersand students. Provide a syllabus. Explore ways accordingto the interest of the students. Organize the activitiesin the different order Textbook normally provides varietyanda balance diet of language worksuch as grammar, vocabulary, pronunciation, skill work.It alsomay containstudy skillsand learner Textbooks guidance helpfor teachers A textbook providesthe teacherwitha topic,some textsanda goodnumber of activities, varietyof textsand activities. caters for some important detailswhich are quite difficultto implement withoutthe aidof a textbook