(1) Despite the great effort that textbook writers make to meet the needs of the intended users, textbooks are subject to adaptation when they are actually used in the classroom.

(2) A point worth remembering is that adaptation of materials does not necessarily imply that the textbook is defective. Adaptation is needed simply to make the materials more tailored to the needs of the learners or the particular teaching context Also, adapting materials does not have to be a formal process in which the teacher makes a formal decision about the changes and writes out a revision plan for the class. Adapted materials do not necessarily need to be written down or made permanent.

(3) The teacher may adapt the textbook in accordance with the following tips :①Adding: to put in more materials while taking into account of time allocation; ②Deleting or omitting: to simply subtract the current, material by reducing the amount or to abridge the current material or dropping it out completely; ③Modifying: to rewrite or to reconstruct; ④Simplification: to simplify complex sentences into shorter simple ones; ⑤Reordering: to change the order of the tasks in a unit or the order of units in a coursebook.

(4) In general, textbook adaptation can be done in three steps: ①Macro adaptation, which is ideally done before the language programme begins; ②Adapting a unit, which could be reordering the activities, combining activities, omitting activities, rewriting or supplementing exercise material, etc.; ③Adaptation of specific activities in a unit.