The document provides 15 strategies for adapting textbooks that contain too much content: 1) Leave out units or sections, 2) Leave out the same section each time, 3) Let students choose what to focus on, 4) Set textbook exercises for homework and make the workbook optional, 5) Turn exercises into communication games, 6) Check answers after the first student and move quickly between exercises, 7) Stop exercises once the concept is grasped, 8) Stop exercises and assign the rest as homework, 9) Choose which individual questions to skip, 10) Simplify explanations or set alternative tasks for slower students, 11) Decide what content to cover quickly vs thoroughly, 12) Reorder content, 13) Plan based on the next

1. 5 ways to adapt a textbook with too
much stuff in it
1. Leave out a unit or units For example, leave out the first two units of the book
because they already know that stuff or leave out the first unit when a new grammar
point is introduced as there is a contrasting two tenses (e.g. Present Perfect/ Simple
Past) unit later on that does it […]
Written by Alex Case for TEFL.net
1. Leave out a unit or units
For example, leave out the first two units of the book because they already know that
stuff or leave out the first unit when a new grammar point is introduced as there is a
contrasting two tenses (e.g. Present Perfect/ Simple Past) unit later on that does it just
as well.
2. Leave out the same section each time
For example, you might be surprised to learn that I found that leaving out the tasks at
the end of each unit of Cutting Edge took away almost nothing from its so called task-
based approach, and ditto with the Test Yourself sections from New Headway’s
attempt at TTT.
3. Let the class choose
With a vocal class who have been trained to take responsibility for their own learning,
you can get them to look at the syllabus at the front of the students’ book and decide
their priorities and that they are happy to leave out. You can then negotiate a class a
syllabus for the term or year. This process is similar to (but perhaps even more
demanding than) the more well-known activity of drawing up a “class contract” of
rules and responsibilities for students and teacher, and having done that successfully
in class before or having heard strong opinions from students on what they do and
don’t want to learn are good signs that this could work. For classes that still expect the
teacher to take all such decisions the closest equivalent is doing a needs analysis.
Getting the students to do needs analysis interviews in pairs can at least prompt
natural discussion on priorities etc, and there are other ways of finding a balance
between the two extremes such doing a needs analysis and giving the class the two
options you come up with, for example “After hearing what you said, there seem to be
two alternatives. We can concentrate on the easier parts and work on fluency, or we
can try and push your level up with more the difficult grammar structures and
idiomatic language”
4. Set textbook exercises for homework/ scrap the workbook
Or if the workbook has a key, set the textbook exercise as obligatory and the
workbook as optional extras, perhaps telling individual students which workbook
exercises would be most useful to work on their priorities.
5. Turn the book activities into communication games
E.g. turn readings into jigsaw readings by getting students to read half of the text each

2. and compare their answers. Similar things can be done with listenings and gapfill
exercises.
6. Check their answers after the first person finishes
As long as all the students have done at least three questions, this shouldn’t be too
much of a problem, especially if you explain your reasons for rushing and still let the
other students think about each question for a couple of seconds before you give the
answer.
7. Stop each exercise when they’ve got the hang of it
Another way of rushing through individual exercises is to work through it together
and at some point say- “Well, I think you’ve got the hang of that. Let’s move onto the
next exercise/ language point, which is more challenging/ useful/ related to the exam”
8. Stop the exercise and leave the rest for homework
This is a variation on stopping when they’ve got the hang of it that can be more
suitable for students who don’t easily accept things being completely left out, e.g.
ones who are very sensitive about how much money they paid (maybe directly to your
school) for the book.
9. Decide which individual questions you will leave out
For example, “Do exercise three, but don’t bother with questions 7 and 8 because they
are only true for British English”.
10. Set different tasks for the slower students
For example, “Leave questions 3 and 6 until the end, and only do them if you have
time”
11. Simplify the grammar points
For example, leave out one of the meanings of the Present Perfect or one of the
exceptions to almost always using a determiner in English, making sure that you can
adapt or leave out later exercises so that these points don’t come up. This can also
give you a justification for leaving out further exercises- “Exercise 4 is a bit different
from the grammar we learnt, so we won’t bother with that one”
12. Decide what to rush and what to take slow
Try to cover everything in the book, but decide and tell your students which bits you
are going to rush or skim through because they are easy, not so useful, too similar to
other things you have done, not connected with the test or future classes, have been
done before or will be done again later. You can then tell them this will leave more
time for the things that are worth spending time on.
13. Do the whole book in a different order
This means that you will cover all the most important points and that the students
might never notice that you have missed anything. Ways of making the logic of the
process clear to students include having a diagnostic test and/ or needs analysis and
telling them the results, and giving them a syllabus for the first few weeks showing
them that you have an actual plan for how you are choosing what comes next. This
works best with books that are meant to be modular rather than ones that build on the
language in the first few units and increase the difficulty of texts as the units go on.

3. 14. Plan by the next book
For example, leave out the bits that are basically repeated in the next book and/ or
prioritize doing the bits they will need to make the most of the next book. As with
most of these points, letting your students know what you are doing is usually a good
thing.
15. Combine grammar points
For example, if the students have done the Present Continuous and Past Continuous
before in class in a previous year, in this class do all the Continuous tenses together,
choosing a few exercises from the different chapters of the students’ book and
workbook to illustrate the similarities and differences between those two tenses and
the Future Continuous and Present Perfect Continuous, then consider those units
done, going back to other parts of them later only if you need to.