COURSEBOOK EVALUATION

The following table can be used to evaluate materials. The first column provides broad headings as summary. The second column details the factors to be considered, and the third provides you with a grid that can be filled in: the numbers refer to the following questions (not all of which are relevant in every case). 1. 2. 3. 4. Is this included? Is it adequate in quantity? Is it varied enough? Is the quality up-to-standard? Note: These factors are not mutually exclusive and can be relevant to any book in either a positive or negative way. So when you use the chart, bear in mind that it can be used with ticks or crosses.

In conjunction with the chart consider the following more general criteria: 1. Is the target language selected by the author useful? natural? appropriate? (This includes structure, lexis and functional exponents.) 2. Does the book hang together well? Is it bitty? Does it have internal links and connections? Does it offer a logical progression?

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Summary- Main Headings 1 Language Work (Grammar, Lexis, Phonology) 2 Skills Work

3 4 5

Subject Matter Homework and Self-Access Mat. Lists, Summaries, Indices and Tables

Specific Considerations e.g. Illustration of meaning Highlighting of form Attention to function Controlled practice Freer practice Writing Reading Oral interaction (speaking/listening) Extended speaking Listening Story lines Topics Grammar tables and explanations Vocabulary lists/glossaries Index to grammar and skills items Audio tapes Video tapes CD-ROMs Workbook Resource books Statement of aims Labelling of language Instructions General recycling of language Specific revision unit Lesson plans Grammar analysis Tape transcripts Key to exercises Additional practice materials

Other Considerations

Interesting? Up-to-date? Patronising? Can the book be used by learners on their own?

6 Supplementary Materials

7 Rubric 8 9 10 Teachers Book Tests Revision

Do teachers and students see these? Do they know what? Do they know how? How often?
Do they really test what the students have studied?

Or other methodological guidelines?

British Council/International House (The Distance Delta)

neghavati@gmail.com

Also take into account: Would the book appeal to all learners, anywhere in the world?

Is the cultural content specifically European? British? American? Or is it tailored to a particular market e.g. the Arab world?

Is the language content natural?

Is any language other than English used? Why?

Are the pages attractively arranged or crammed? Charts, pictures, illustrations- do they have a purpose? Visual Presentation Do all units follow the same formula? Format If functionally based, is the grammar presented logically so learners can make significant generalisation? Syllabus If structurally based, are the different uses of language items, which are similar in form sufficiently differentiated according to their meanings?

British Council/International House (The Distance Delta)

neghavati@gmail.com