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Unit 14 ‘Book and Materials‘, explained that the general opinion about course books and their usage differs amongst the ESL teachers. Some teachers stand by it indefinitely, having a teacher guide consumes less preparation and planning time for the teacher and the course books itself provides security for both teacher and students. The attractive and appealing course books provide a balanced mix of grammar vocabulary and skill work. All the contents of books and materials have been graded to level and thus make it suitable for the students. Course books often practices language previously introduced and finally the books are the expected materials used in class by both student and their parents. Teacher that oppose course book might feel that the books do not fit the specific needs and interest of the class members with as a result that uninterested student become reluctant to use it. The course books often dictates what is being taught, not leaving much space for implementing own material. The predicable lesson might become dull and therefore students might lose interest and motivation, it can make teacher lazy and stop them from being creative; implementing, adopting, replacing material. The course book is a compromise and may not cover enough dept language problems, because they are often designed for all non native English speakers around the world. Finally the course books and materials can be old and outdated. The best way to use a course book is to look at its content, find the language points and vocabulary and build around that to the need and interest of your students. Approach a book critically; read the teacher guide, but do your own research, look at difficulties not highlighted by the author and don’t use the course book the whole lesson. If you ever get so lucky to choose your own course books remember the following points; price, availability, design, methodology, skills, difficulty, syllabus, topic, teacher guide and the ancillary materials.
