This paper reports on the using literature forms in English language schoolbooks. It aims to show that “Using Literature forms in the English Language schoolbooks” is a concept that has its focal point in language development. Also, any syllabus based on this concept should also maintain language as the central concern. For this, it is imperative that curriculum developers depart from the traditional view attached to literature. It is also equally important that the syllabus has suggestions for teaching strategies and forms of assessment. The objectives may outline the importance of literature towards language development, but they become redundant if the teaching and assessment techniques do not apply those objectives practically. The first part of the paper expounds on the perceived goals of the process of using the literature materials. The second section focuses on the effects of teacher’s development.