Choosing a Coursebook

When it comes to choosing a coursebook, teachers are faced with a dizzying array of publishers and titles. But can we really make an informed decision by simply flipping through the table of contents? Can we judge a book by its cover? And what are the consequences of making the wrong choice?

These are the questions that cross a teacher’s mind the moment they set out to select a coursebook. Here are some key criteria to help navigate this process with clarity and confidence.

1. Eyes on the Learner

Let’s start with the obvious: every book is written to be read. The learner — the coursebook’s ultimate user — must be at the heart of the selection process.

Before diving into market options, clearly define your target group. Consider their age, their current level, and the level they are expected to reach. These characteristics form the backbone of your selection criteria.

2. User-Friendliness

The way a coursebook is organised is often what draws teachers in. But beyond first impressions lies a practical consideration: time.

Before the academic year begins, calculate the number of available teaching sessions. This number must align with the book’s units or modules. Don’t forget to factor in time for revision, holidays, and exam prep. A well-structured coursebook should match your schedule without leaving you racing to the finish or skipping key content.

3. Learning Differences Are All Around

Learners with learning difficulties (LDs) are an integral part of every classroom. In fact, I have yet to meet a class that doesn’t include at least one such learner.

Therefore, we must closely examine each coursebook’s visual design. Consider the density of activities on each page, the use of colour, font style and size, and background contrast. These small design features have a big impact on accessibility and learner confidence—both of which are essential for meaningful learning.

4. Exam-Oriented Coursebooks

In exam-focused classrooms, goals are clear and specific: learners must acquire the skills necessary to succeed in a particular exam. The coursebook must align with the exam format and prepare students to meet its demands — not just reach a level, but earn a certificate.

Choose a title that trains students effectively in the required task types, skills, and strategies. It’s not just about content — it’s about performance.

5. What About the Components?

Many modern coursebooks come with a wealth of additional components. Ask yourself:

Do I need a grammar reference in English or the learners’ L1?
Is the companion glossary helpful and well-organised?
Does the digital version include interactive activities and extra material?
Are there additional tools such as talking pens?

These components — particularly digital tools — are increasingly essential, especially for young learners. Talking pens, for example, are highly engaging and portable, making them fantastic assets despite their cost. Hopefully, they’ll become more affordable in the near future.

6. Aligning Coursebooks with Pedagogical Goals

The English language classroom is where students encounter global cultures, develop communication skills, and start their lifelong learning journey. What are your pedagogical goals? Your answer should shape your coursebook selection.

Let’s explore this further based on learner age and context:

a) Very Young Learners (VYLs)

This delightful age group is mostly exposed to spoken English. Publishers offer rich materials—songs, videos, colourful visuals, talking pens, and take-home games—all designed to support early language exposure. Start by requesting samples and advice directly from publishers.

b) Young Learners

Typically working toward A1 or A2 proficiency, these students require age-appropriate, engaging content and skill integration. Align your coursebook with CEFR descriptors to ensure it covers all four skills at the right level, and supports steady progress.

c) Exam-Oriented Learners

Here, the task is more straightforward. Most publishers offer tailored titles based on specific exams. When attending educational exhibitions or visiting reps, ask for samples aligned with your learners’ exam goals. That said, customization may still be necessary, depending on learners' profiles and classroom dynamics.

A word of caution: avoid seeking a one-size-fits-all solution. Different ages require different approaches. Exams vary in format. Teachers differ in style. What works for one colleague might not work for you — and that’s perfectly okay.

Final Thoughts

Choosing a coursebook isn’t about finding the flashiest cover or following the latest trend. It’s about finding the right fit for your students, your goals, and your teaching style.

Take advice, explore samples, and trust your instincts — but always keep the learner at the center of the process.

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