Presentation by Dayna House, Senior English Language Fellow 2012 U.S. State Department

1. Evaluating your textbook
Dayna House, Senior English
Language Fellow
2012

2. Selection of Course books
• Choosing a course book can be extremely
difficult. We cannot get a good picture of the
suitability of a book until we have been
working through it for some time.
• The teacher’s responsibility involves not only
student assessment, but also the evaluation of
the teaching and learning process itself. This
means that the materials must be evaluated as
well.

3. The course book should help teachers
by providing:
a. A clear program which is appropriately sequenced
and structured to include revision.
b. A wider range of material than we can collect
individually.
c. Economy of preparation time.
d. A source of practical teaching ideas.
e. Work that our pupils can do on their own.
f. A basis for homework.
g. A basis for discussion and comparable with other
schools.

4. The course book also helps our pupils
because it offers them:
a. A sense of purpose, progression and
progress.
b. A sense of security.
c. Independent and autonomous
learning.
d. A reference for checking and revising.

5. The Perfect Book
We are not looking for the “Perfect” textbook
which meets all our requirements.
But rather the best possible fit for what the
teachers and the students need.
It is important that the aims of the teaching
program determine the materials to be used
and not the contrary.

6. Textbooks
Any chosen text must be adapted to the
particular requirements of the class. And there
are always some things that TEACHES can do
better, such as:
1. Participating in oral interactions
2. Adjusting level and quantity of work to our
pupils’ needs and
3. Encourage our pupils when they are not
motivated.

7. I. SPECIFIC APPROACHES TO GENERATING
MOTIVATION
A. Reevaluate Your Program &
Suggest Change.
A dynamic program is one that:
1. Reflects positive values
2. Motivativates learning through
stimulating content and achievable
goals
7

8. A Dynamic Program
3. Has a blend of features that appeal to today’s students.
a. Interesting & Compelling topics
b. Active student-led tasks
c. Assist language production with strong and have
focused language presentations
d. Personalize learning with interesting and com-
municative speaking activities
e. should provide abundant practice, supplementary and
review activities.
f. Has careful incorporation of different media resources
with flexibility of instructional options and Clarity of tasks
g. has tests that allows students to be confident, creative,
and learn more effectively.

9. 4. Textbooks
• Textbooks should be appropriate to the
teaching environment (in an English
speaking country or in a non-English
speaking environment)
• Choosing a text that is NOT appropriate to
the teaching environment is a recipe for
failure for both the Teacher and Students.

10. A. EFL vs. ESL
• ESL means “English as a second language”. People usually
use the word ESL to talk about teaching English to people
who do not speak English. ESL teaching happens in an
English-speaking country. Often, ESL students are people
who came to live in an English-speaking country, and do
not speak English very well.
Definition: A traditional term for the use or study of the English language by non-
native speakers in an English-speaking environment. That environment may be a
country in which English is the mother tongue (e.g., Australia, the U.S.) or one in
which English has an established role (e.g., India, Nigeria).
• EFL means teaching or learning English in a country
where English is not spoken, this is the correct term and
approach

11. 5. Textbook / Workbook Focus
Should be…..
Grammar focus – Sequenced exercises that
allow the student to focus on the new
grammar point and solidify their learning
Vocabulary Focus – Thematic vocabulary
reflected in the chapter
Listening Focus –Functional conversations
that introduce the target grammar
Speaking Focus – Interactive speaking task
focused on the student’s production of target
vocabulary, grammar and functional language.
11

12. Pronunciation Focus – Stress rhythm, and
intonation practice based on the target
vocabulary and grammar
Reading & writing Focus – Thematic
passages that incorporate personalized
writing activity that stimulates student
production of target vocabulary and
grammar
Cultural Focus – Topics that introduce the
different ways different cultures act in given
situations that reflect the principles of
positive multiculturalism.
Media Programs - A springboard for student
involvement and interaction.

13. Activity #1 -SPECIFIC APPROACHES FOR EVALUATING YOUR TEXTBOOK
A. Evaluate Your Program And Suggest Change.
What kind of Grammar Focus does you textbook have?
__________________________________________________________
What kind of Vocabulary Focus does you textbook have?
__________________________________________________________
What kind of Listening Focus does you textbook have?
__________________________________________________________
What kind of Speaking Focus does you textbook have?
__________________________________________________________
What kind of Pronunciation Focus does you textbook have?
__________________________________________________________
What kind of Reading & Writing Focus does you textbook have?
________________________________________________________________
What kind of Cultural Focus does you textbook have?
________________________________________________________________
B. Does your text have an Audio Program? What kind?
________________________________________________________________
C. Does your text have a Video Program? What kind?
________________________________________________________________

14. II. Criteria for Selection and Use of
Course books
• The teacher’s responsibility involves not only
student assessment, but also the evaluation of
the teaching and learning process itself. This
means that the materials must be evaluated as
well.
• The teacher’s responsibility involves the
evaluation of the teaching and learning process
itself. This means that the materials must be
evaluated as well.

15. Criteria
Therefore, teachers should prepare a
course book evaluation form, which can be
used to analyze their course book or text.
There are several different criteria to
consider when evaluating new textbooks
for possible adoption in your institution.
Here are some to consider:

16. Criteria
a. The text makes clear the links between the
classroom and the wider world.
b. The text fosters independent learning.
c. The text focuses our pupils on their learning process.
d. The text is easily available.
e. The text meets our pupils’ needs.
f. The text can be used at more than one level of
difficulty (heterogeneity).
g. The pedagogical objectives of the materials are clear.
h. The text is more attractive in appearance for the
students than the teacher produced materials.

17. Textbooks
Any chosen text must be adapted to the
particular requirements of the class. And there
are always some things that we can do better,
such as:
1. Participating in oral interactions
2. Adjusting level and quantity of work to our
pupils’ needs and
3. Encourage our pupils when they are not
motivated.

18. Points & Aspects to consider When
Selecting a Course Book
1. Layout and design: we must judge whether
the course book layout and design are
appropriate and attractive for our pupils.
- How appealing is the material?
- Will it hold student’s interest and satisfy them?
- Is it relevant, transferable, task oriented for
maximum student involvement?

19. 2. Activities: Is there a balance of activities.
• There should be a substantial amount of aural language input and
a wide variety of communicative activities.
Ask these Questions:
- Does the course book provide enough recycling of input for our
pupils?
-What kind of practice activities is there?
-Is there an appropriate balance between controlled and freer
practice?
-Are they motivating and meaningful?
-How much variety of activities is there?
-Didactic Units should follow the same steps: introduction
(presentation), controlled activities (practice) and free or less
controlled activities (production).

20. 3. Language content: analyze of texts, exercises, activities and tasks in
the text and ask yourself, “Are the activities sequenced logically, from
simple to difficult, from mechanical to meaningful, from passive to
productive and from accuracy to fluency”.
4. Skills: Is there a balance of appropriate integrated skills for the level.
-For lower level and Elementary Education the aural component is more
important than the written one, and the receptive skills are more
important than the productive ones.
-Can text used at more than one level of difficulty (heterogeneity-those
students that come the class with Less or More knowledge).
-Are the pedagogical objectives of the materials are clear.
5. Language type: Evaluate the realistic nature--authentic, well-
simulated, and contrived--of materials and activities.
- Authentic or simulated authentic
-Is the language is realistic and the right type?
-relevant to our pupils’ needs?
-Vocabulary should be relevant to our pupils’ interests, close to their
world and presented in a meaningful context. -Is the progression
adequate for the cognitive stage of development of our pupils.

21. 6. Subject and content: Subject and content should be
relevant, realistic at least some of the time, interesting and
varied.
-What topics are included and do they match up to our
pupils’ personalities, backgrounds and needs.
7. Guidance: Is there enough guidance not only for the
teacher, but also for our pupils. We need to have clear
explanations of how the material should be used to take the
maximum advantage out of it. The materials should be clear,
easy to follow and have well-defined objectives that the
whole class can understand.
-The text fosters independent learning.
-The text meets our pupils’ needs.
-What will be the learner’s role--how will they manipulate the
materials, complete tasks or exercises.
-How will the activities advance the learner’s communicative
competences?

22. 8. Practical considerations:
-Is the price of the materials suitable for our pupils?
-Are all the components of the course (tapes, worksheets, etc.)
readily available?
-Audience for whom the text appears to be intended (age of
learners, level of proficiency, purpose for studying English)
9. Authors beliefs about theory and practice in language learning
and teaching
10. What is the teacher's role--what does the teacher have to do
in order to facilitate learning?
-Also describe the teacher’s role in terms of controller, meager,
participant, and observer.
11. TESTS - Describe how the text assesses the learner's learning
or attaining the goals set forth.
12. General strengths and weaknesses of the text.

23. 13. Does this text fit with your Institutional goals?
- length of the semester/course,
- Number of class hours
- what the curriculum says needs to be covered?
14. Helps Teachers:
-A wider range of material than we can collect individually.
-Work that our pupils can do on their own.
-A basis for homework.
-A source of practical teaching ideas and Economy of
preparation time.
15. Helps the Pupils - because it offers them
-A sense of purpose, progression and progress.
-A sense of security.
-Independent and autonomous learning.
-A reference for checking and revising.

24. Look at the Checklist below
Every Institution should create an
evaluation tool that can be used
when considering a new textbook.

25. CHECKLIST FOR EVALUATION
OF TEXTS
Name of YES NO Not applicable
Text______________________________Author______________________________
Student Group Designed for___________________________
1. Authors include
a. Experts in Second Language Research?
b. Classroom Teachers?
c. Writers for Children? Adults?
2. Philosophy
a. Agrees to "no one best way" in teaching
b. Believes in one specific methodology
c. Believes in an eclectic approach
d. Promotes positive attitudes
3. Appropriate for Audience: text appears to be intended for
a. Age of learners ______
b. level of proficiency ________________
c. Purpose for studying English

26. YES NO Not applicable
3. Physical Aspects
a. Books and Materials of appropriate size
b. Clear Type/Illustrations
c. Stimulates Discussion
4. Literary Quality
a. Style of writing is appropriate for student group
b. Quality of writing is native-like
c. Variety, humor, adventure, action
5. Text Program
a. Sequential development of materials
b. Adequate explanations: directions easy to understand
c. Variety of activities
d. Provides for a range of English proficiency
e. Enrichment activities to provide practice for each skill introduced
f. Planned introductions of new words and concepts
g. Adequate repetition of new words
h. Analytical comprehension of reading material
i. Presentation of Alphabet and sounds
j. Systematic teaching of pronunciation and intonation
k. Sequential development of oral language
l. Oral language production
m. Encourages free oral expression
n. Exercises draw on students own experiences
o. Help w/ locating skills--reading(skimming, scanning, using titles,
etc...)
p. Help with charts, maps, graphs, etc...?
q. Sentence formation
r. Sentence combining
s. Paragraph development
t. Review of previously acquired skill.
u. Follow-up activities correlate to original presentation
v. Provides regular assessments activities
w. Provides informal tests, checklists, vocabulary lists

27. YES NO Not applicable
6. Teacher´s Manual
a. Range and variety of suggestions for lesson plan
b. Suggested activities to introduce new words and concepts
c. Review of previously acquired skill.
d. Synopses of student text for teacher convenience?
e. Suggestions for student activities at different levels of proficiency
f. Index of skills
g. Suggestions for extra enrichment activities
h. Sequential development of materials
i. Provides regular assessments activities or tools
j. Suggests a daily lesson plan
7. Does this text fit with your Institutional goals:
a. length of the semester/course,
b. number of class hours
c. Covers what the curriculum says needs to be covered.
8. Comments on General strengths and weaknesses of the text.

28. Finally
• No course book will be totally suited to a particular
teaching situation.
• The teacher has to find his/her own way of using it
and adapting it if needed.
A. The materials for a specific lesson will fall into two
categories:
1. Those associate with the textbooks
2. Authentic materials that the teacher incorporates
into classroom activities.
Authentic materials are usually defined as those which have been
produced for purposes other than to teach language.

29. Best Possible Fit Means
• So we should not be looking for the “Perfect”
textbook which meets all our requirements.
But rather the best possible fit for what the
teachers and the students need.
a. The choice of the text and materials must be
adapted to the Students’ needs.
It is important that the aims of the teaching
program determine the materials to be used and
not the contrary.

30. Activity #1
• Look at your textbook and in pairs or
groups evaluate your textbook
according to the above checklist.
• With your colleagues, Create your
own checklist.

31. The End
elfdaynahouse@gmail.com