Coursebooks

Universidad Autónoma de Chiriquí

Faculty of Humanities 

School of English English 420

 Formal Presentation - Preparation Outline

 

Speaker’s Name: Kariuleth Quintero & Aris Arcia 

Topic: Coursebooks

Specific Subject: The Use and Impact  of Coursebooks in Foreign Language Teaching on Students and Teachers

Specific Purpose: To understand the usage, benefits and possible disadvantages of coursebooks and how to assess them  for English teaching.

Introduction 

I. Attention Getter: What if I told you  there is a material which is used in  language classes that is not just any material, but a useful and irreplaceable guide for students and teachers? 

II. Reveal Topic: Coursebooks are not just whatever textbooks, they are the core of teaching  language.

III. Relate to Audience: Most of you sitting in front of me surely want to be English teachers, right? Today I bring you one of the best materials that has been used successfully for many years that will surely help you and your future students.  

IV. Establish Credibility:   According to   Soares (2005),  coursebook is the main guide for beginners. It seems that according to the teachers a coursebook functions as a practical resource for study and as a real support for students when they are studying by themselves at home.  

V. Preview Main Points:  First, definition of textbooks and coursebooks,  different types of coursebooks. After that the roles of coursebooks. Consequently, the advantages and disadvantages. Additionally, we'll assess essential guidelines for selecting a coursebook. Finally, we'll conclude with  specific examples of coursebooks. 

(Transition Statement: (Let's begin with the definitions.)                       

Body

I.  Main Point: Definitions

1. Textbooks

1. According to Biljana B. (2016), a textbook is viewed as a resource as it contains a set of materials and activities available to the teacher from which one can choose.

2. Cambridge Dictionary defines it as “a book that contains detailed information about a subject for people who are studying that subject”.

       B.  Coursebooks 

1. According to Cambridge Dictionary (2024), a book used by students when they do a particular course of study. Textbooks are books that are used as a complement.

(Transition Statement:   Now that we know the difference between textbooks and coursebooks; let's look at types of coursebooks.)

II. Type of Coursebooks in English Learning and Teaching (Tsiplakides, I. 2011)

1.  Different types of Coursebooks  in English Learning and Teaching

1. There is a students’ book. 

2. There is also a teacher's book.

3. There is an additional workbook.

(Transition Statement: After knowing the type of coursebooks; let’s see the role of coursebooks.)

III. Role of Coursebooks  that exist in English Learning and Teaching

    A. According to A. Constantinou (2011), The Role of Coursebooks in Foreign Language Teaching is defined as follows.

1. Coursebooks guide students through the stages of language learning

2. Coursebooks are good guidance for new teachers

3. Works as a ‘relief’ for teachers

4. A course book provides additional material to support the teacher's works

(Transition Statement:  Let’s discover some advantages that coursebooks provide for teacher and student.)

IV.  There are coursebook advantages in  foreign language teaching  and learning 

    A. Coursebooks Advantages for students

1. According to Haycroft (1998), they are psychologically essential for students since their progress can be measured. 

2. According to O'Neill (1982), coursebooks  are efficient in terms of time and money.

3. According to Tsiplakides, I. (2011), the learner can be more independent with a coursebook

4. According to the University of Philosophy (2016), coursebook  helps students improve their language skills, learn about the subject content, and become familiarized with the cultures  from foreign countries. 

5. According to The Internet TESL Journal (2010), coursebooks have a clearly identified set of achievement objectives.

6. According to Soares (2005),  coursebooks serve as reference for students when they need to check the contents they have learned.

    B.   Coursebooks Advantages for teacher

1.  According to the (Faculty of Philosophy, 2016), a coursebook can serve as a syllabus.

2. According to the (Faculty of Philosophy, 2016),  ready-made texts and tasks save time for the teacher.

3.  According to the (Faculty of Philosophy, 2016), a coursebook can be a useful guide.

4. According to the (Faculty of Philosophy. 2016),  experts consider it convenient to have a coursebook as a teaching aid since the texts and tasks provide a sense of security about what should be taught in class. 

5. According to the (Faculty of Philosophy, 2016), coursebooks can help teachers as well, serving as a support for less experienced ones to gain confidence. 

(Transition Statement:   Now it is time to see some disadvantages of coursebooks.)

V.  There are coursebook disadvantages we must take into consideration.

1. Drawbacks of using coursebooks, as mentioned by Ur, P (1996).

1. Deficiency: Students may lack interest in the topics presented and disregard them.

2. Irrelevance: Students may feel disconnected or uninterested in the topics presented in the coursebook.

3. Creative limitations: It limits the student as well as the teacher, focusing them on following the coursebook and not leaving room for creativity.

4. Student’s level consideration: Coursebooks follow only one format and do not provide multiple learning strategies or styles, and do not consider the learner’s level of knowledge.

5. Lack of initiative: Lastly, teachers may show no initiative at all as they are just following the coursebook.

2. Disadvantages presented by Tsiplakides, L. (2011).

1. Lack of flexibility: Coursebooks are not flexible and generally simply mirror the pedagogic, psychological, and linguistic preferences and biases of their authors.

2. Distort content: Coursebooks contain social and cultural biases, such as gender bias, sexism, and stereotyping.

3. Unauthentic language: They are often too contrived and artificial in their presentation of the target language.

  (Transition Statement: After knowing what a coursebook is, the role of them, and advantages and disadvantages that coursebooks have. Let’s move to essential guidelines when selecting a coursebook)

VI. Guidelines we must take into account when choosing a coursebook. (Raseks, A. E, 2010)

1. According to Rasek (2010), there is an external evaluation in order to assess a coursebook

1. The intended audience

2. The proficiency level

3. The context in which material are to be used

4. How the language has been presented and organized into teachable units/lessons

5. The author’s views on language and methodology

6. Are the materials to be used as the main ‘core’ course or to be supplementary to it?

7. Is a teacher’s book in print and locally available?

8. Is a vocabulary list/index included?

9. What visual material does the book contain and is it there for cosmetic value only or is it integrated into the text?

10. Is the layout and presentation clear or cluttered?

11. Is the material too culturally biased or specific?

12. Do the materials represent minority groups and/or women in negative way? Do they present a ‘balanced’ picture of a particular country/society?

13. The inclusion of audio/video material and resultant cost. Is it essential to possess this extra material in order to use the course book successfully?

14. The inclusion of tests in the teaching materials, would they be useful for your particular learners?

(Transition Statement: After going through an external evaluation, if the course book or other supplementary material prove to be appropriate, we can go on with a more detailed evaluation.)

2. According to Rasek (2010), there is an internal evaluation in order to assess a coursebook

1. The presentation of the skills in the materials

2.  The grading and sequencing of the materials

3. Where reading skills are involved, is there much in the way of appropriate text beyond the sentence?

4. Where listening skills are involved, are recordings ‘authentic’ or artificial?

5. Do speaking materials incorporate what we know about the nature of real interaction or are artificial dialogues offered instead?

6. The relationship of tests and exercises to (a) learner needs, and (b) what is taught by the course material

7. Do you feel that the material is suitable for different learning styles? Is a claim and provision made for self-study and is such a claim justified?

8. Are the materials sufficiently ‘transparent’ to motivate both students and teachers alike, or would you foresee a student/teacher mismatch?

  (Transition Statement: Now that we know of this important information. Let’s see different examples of coursebooks.)

VII. Now, we will see some examples of coursebooks we have personally used.

1. Recommended coursebooks from our own experience as a student in EFL.

1. Skillful Reading & Writing, by David Bohlke.

2. Skillful Listening & Speaking, by Lida Baker and Steven Gershon

3. Great Writing Series, published by National Geographic

4. Grammar Explorer Series, published by National Geographic

Conclusion

I. Signal Closing: In the end, the use  and impact  of coursebooks in Foreign Language Teaching is functional, unrepeatable, and an essential guide.

II. Review main ideas: However, throughout  this discussion, we have explored the difference between coursebooks and textbooks. Then, we discovered  their different types. Lately, we saw the roles of coursebooks. After that, we learned  the advantages and disadvantages. Additionally, we were able to see  the steps for selecting a coursebook. We finished our exploration by showing specific examples of coursebooks used in English as a Foreign Language teaching (EFL). 

III. Final statement: Finally, all of the information that we provided today will be helpful for you as a future teacher. And according to Sheldon (1988) textbooks not only represent the visible heart of any ELT program but also offer considerable advantages - for both the student and the teacher - when they are being used in the ESL/EFL classroom. Consequently, we recommend that you use coursebooks wisely when the time comes to take advantage of all of them. 

                

Bibliography

Angeliki, C, C. (2011). The Role and Use of Course Books in EFL.

https://files.eric.ed.gov/fulltext/ED524247.pdf

Biljana, B. R, Jagoda P. T, (2016). Textbooks In The EFL Classroom: Defining, Assessing 

And   Analyzing. https://scindeks-clanci.ceon.rs/data/pdf/0354-3293/2016/0354-32931603137R.pdf

Cambridge University Press & Assessment. (2024). Coursebook. In 

Cambridge.org.dictionary. Retrieved  March 25, 2024, from https://dictionary.

Dodgson, D. (2019 April 09). 6 Reasons for Using Coursebooks (from a teacher who 

doesn’t  usually like them). MET. https://www.modernenglishteacher.com

Fabiano, M, L. (2005) The importance of coursebooks for teachers of English as a foreign
language. Pontifica Universidade Catolica Do Rio de Janeiro.https://www.ma

Faculty of Philosophy.(2016).Textbooks in the EFL classroom: Defining, Assessing, and 

Analyzing.Department of English Studies, //dx.doi.https://scindeks-clanci.ceon.rs/

ITTT International TEFL & TESOL Training. [internationaltefltraining]. (2017, October 

17). Coursebooks and Materials - Resource Books Part 1 [Video]. YouTube. https://youtu.be/

Raseks, A. E., Esmae’li, S., Ghavamnia, M., & Rajabi, S. (2010). Don't judge a book by its

cover: Textbook evaluation in EFL settings. The Journal of International Social

Research, 3(14).

Sherman, J. (2010). Uncovering Cultural Bias in EFL Textbooks. Issues in Applied
Linguistics, 18 (1)
https://escholarship.org/content/qt4rc558zw/qt4rc558zw.pdf?t=ldfvia

Soares,M.(2005).The importance of coursebooks for teachers of English as a foreign 

language.//dx.doi.https://www.maxwell.vrac.puc-rio.br/22611/22611.PDF

Spratt, M., Pulverness, A., & Williams, M.(2011). Selection and use of coursebook 

materials. Cambridge University Press. https://doi.org/10.1017/CBO97811390

Teflpedia contributors. (2022). Coursebook. In Teflpedia.com. Retrieved April 07, 2024, from https://teflpedia.com/index.php?title=Coursebook&oldid=108696

The Internet TESL Journal,(2010). Advantages and Disadvantages of ESL Course 

Books.TESL.15(11). //dx.doi.//http://iteslj.org/Articles/Chou-CourseBooks.html

Tsiplakides, I. (2011). Selecting an English coursebook: Theory and practice. Academy 

publisher  Manufactured in Finland.https://www.academypublication.com

Tsiplakides, L. (2011). Theory and practice in language studies. Academic publisher 

Manufactured in Finland, 1( 7), 758-764.https://www.academypublication.com

UKEssays. (November 2018). Advantages and Disadvantages of ESL Course Books. 

UKEssays.com Retrieved  from https://www.ukessays.com/essays. Retrieved September  08, 2021, from https://www.ukessays.com/essays/education/

Uluslararası Sosyal Araştırmalar Dergisi.(2010).  Don’t Judge a Book by its Cover Text  

Book evaluation in the EFL Setting.The Journal of International Social Research,3(14), 449- 456.https://drive.google.com/file/d/1uHv3XA4r_

Wright, R. (2012). The Advantages and Disadvantages of Using a Coursebook. Cambridge
University Press. https://www.englishformedicine.net/uploads/2/5/9/6/25968452/

Workshops

Coursebook Workshop

Aris Arcia

Universidad Autónoma de Chiriquí 

Faculty of Humanities

School of English English 420

2024

Workshop: Coursebooks 

External and Internal Evaluation 

Name of the Textbook/Coursebook: Interchange 4th Edition - Student’s book

Authors: Jack C. Richards

EXTERNAL EVALUATION
ASPECT	IMPLIED MEANING	NOTES
1. The intended audience	Who is the material written for?	The coursebook was intended for students of English as second language
2. The proficiency level:	What level is the material suitable for?	This coursebook was intended to beginner students
3. The context in which  material are to be used	Is the material for teaching General English or perhaps for teaching  English for Specific Purposes?	The material is focused on teaching General English
4. Language Organization	How has the language been  presented and organized into  teachable units/lessons?  Does the material fit into an  educational program in relation to time? 16 weeks	This coursebook is divided into 16 units, in which we see vocabularies, grammar, reading, listening and reading practices, with each unit is five pages long. I consider it possible to teach all units in a 16 week program.
5.Language and Methodology	What are the author's views on  language and methodology?	The author’s methodology focuses on communicative competence, learner-centeredness, task-based learning, and the integration of language skills
6. Use of Material	Can the material be used as the main ‘core’ course or to be supplementary to it?	This textbook can be used as both the main coursebook or supplementary material.
7. Teacher's Book	Is a teacher’s book in print and  locally available?	There is a teacher’s edition of this book available on Amazon.  COST
8. Vocabulary	Is a vocabulary list/index included?	There are no vocabularies included in this textbook.
9. Visual Material	What visual material does the book contain and is it there for cosmetic value only or is it integrated into the text?	The visual material is strongly related to each activity presented in the units. Students are asked to look at images or drawings in order to complete some activities.
10. Layout and Presentation	Is the layout and presentation clear or cluttered?	I consider the units to be laid out in a clear way. The instructions are not too but are simple enough for a beginner student to understand.
11. Culture	Is the material too culturally biased or specific?	There is no doubt that this textbook is heavily focused on American culture. Some activities  mention American celebrities, lifestyles typically associated with the United States like the one in Unit 6, which discusses transportation  in the U.S. and there is one activity in Unit 1 that compares the most popular gender neutral names in the U.S.
12. Group representation, country, society	Does the material represent minority groups and/or women in a negative way?  Do they present a ‘balanced’ picture of a particular country/society?	I consider that they do a good job including all races in a balanced way. Conversations do not feel male focused and their topics are relevant to the activity.
13. Audio and Video	Is the inclusion of audio/video  material a resultant cost?  Is it essential to possess this extra material in order to use the  coursebook successfully?	This coursebooks provides the student with a CD-ROM which includes not only audios for the textbook’s activities, but also extra material for self–study.
14. Tests	Is the inclusion of tests in the teaching materials useful for learners?	In this coursebook, the tests are conducted every two units and they two pages long.They encapsulate the previewed material in a concise way and encourages the student to revisit what they have practiced.

INTERNAL EVALUATION
ASPECT	IMPLIED MEANING	NOTES
1. Skills Presentation	How are the skills presented in the textbook?	The activities consist of conversations, pronunciation, listening and reading practices the most. They also rely on pictures and drawings for the student to complete the tasks.
2. Grading and Sequencing	Is there opportunity to grade students as they progress?  Do chapters maintain the same sequence, or do they change?	Every two units, the students have to complete a “Progress Check” which can later be compared with classmates. These tests are found throughout the textbook.
3. Reading Materials	Where reading skills are involved, is there much in the way of appropriate text beyond the sentence?	Reading materials found in this textbook typically include short passages, dialogues, narratives, and informational texts covering various topics and genres. These texts are properly structured and simple for beginner level students.
4. Listening Materials	Where listening skills are involved, are recordings ‘authentic’ or artificial?	The listening material are authentic and the conversations consist of regular everyday topics.
5. Speaking Materials	Do speaking materials  incorporate what we know about  the nature of real interaction or  are artificial dialogues offered  instead?	This coursebook includes a short “pronunciation” lesson in almost all units which focuses on the correct phonetic pronunciation of some sentences. The sentences appear to be authentic text.
6. Tests and Exercises	How is the relationship of tests and exercises to (a) learner  needs, and (b) what is taught by the course material?	The tests and units are greatly correlated and complement the viewed material. For example, Unit 7 covers houses and apartments, and Unit 8 covers jobs and occupations. The test after these two Units reviews these materials.
7. Learning Styles	Do you feel that the material is  suitable for different learning  styles? Is a claim and provision  made for self-study and is such  a claim justified?	I do consider this textbook to be suitable for different learning styles because of how simple and clear the instructions are. The textbooks also try to be as easy to understand as possible, avoiding complex or uncommon words. The coursebook is said to include a CD-ROM which serves as a self-study material for the student. However, I was not able to find this material anywhere.
8. Motivation	Is the material sufficiently ‘transparent’ to motivate  both students and teachers  alike, or would you foresee a  student/teacher mismatch?	Yes, I agree. The material offers clear explanations of language concepts, structured activities, and a variety of authentic texts and contexts to motivate learners. Teachers find the organized unit structure and comprehensive teaching resources helpful for planning and delivering effective lessons. I would not expect students to feel left behind in class by the teacher in any scenario.

Conclusion: Do you recommend this Textbook/Coursebook for First Year students at Unachi? Why or Why not?

Yes, we would recommend this Coursebook for the First Year students At Unachi. We consider this a good Grammar book that includes well organized units that can fit into the Unachi program. This textbook provides clear instructions in all units, a review test every two units for the students to calibrate their progress, conversations, pronunciation practices, visual representations and self-study material for those students who wish to learn more after class. However, like most English Teaching textbooks, it is heavily centered around American culture, and some students may feel disconnected from these topics. Finally, we concluded that this is a great coursebook for a grammar class, or even a textbook for supplementary material.

Coursebook Workshop

Arelys Castillo and Moises De Gracia

Universidad Autónoma de Chiriquí 

Faculty of Humanities

School of English English 420

2024

Workshop: Coursebooks 

External and Internal Evaluation 

Instructions: 

1.  In the article, DON'T JUDGE A BOOK BY ITS COVER: TEXTBOOK EVALUATION IN THE EFL SETTINGS, the following textbooks/coursebooks were analyzed: New Interchange, Top Notch, Headway, and On Your Mark, the evaluation done on each of them may be used as a guide. 

2. This is a group activity. Do not divide the evaluation (meaning one person does the External and the other doing the Internal). You must work together on both. I recommend you use Google Docs so all group members have access to the document. 

3.   Situation: You are required to recommend a Coursebook for First Year students taking English from different schools at Unachi. In order to do this, you are required to do an evaluation of the Coursebooks assigned. Locate Coursebooks for Workshops in our Google Classroom. 

2. Use the model designed by Mcdonough and Shaw ’s to assess the strengths and weaknesses of the coursebook/Textbook assigned to your group. Internal and External Evaluation. 

Name of the Textbook/Coursebook: Touchstone

Authors:

EXTERNAL EVALUATION
ASPECT	IMPLIED MEANING	NOTES
1. The intended audience	Who is the material written for?	The material is for adult and young adult learners from the beginning through the intermediate levels of proficiency.
2. The proficiency level:	What level is the material suitable for?	Beginners and Intermediate
3. The context in which  material are to be used	Is the material for teaching General English or perhaps for teaching  English for Specific Purposes?	The material is for General English Teaching
4. Language Organization	How has the language been  presented and organized into  teachable units/lessons?  Does the material fit into an  educational program in relation to time? 16 weeks	The units/lessons are organized in order. Each lesson in a unit assumes that students have learned the language of the previous lesson.
5.Language and Methodology	What are the author's views on  language and methodology?	Author's views on language and methodology are proven and familiar communicative methodologies. There goals are: It is interaction-based It personalizes the learning experience It promotes active and inductive learning  It encourages students to be independent learners It recognizes the importance of review and recycling It offers flexibility to meet the needs of specific classes
6. Use of Material	Can the material be used as the  main ‘core’ course or to be  supplementary to it?	Can serve as a main course book for beginner level English courses or used as supplementary material alongside other resources.
7. Teacher's Book	Is a teacher’s book in print and  locally available?	No, the book is not locally available  A teacher's book is available at eBay for USD52.95$.
8. Vocabulary	Is a vocabulary list/index included?	There not index in the book
9. Visual Material	What visual material does the book contain and is it there for cosmetic value only or is it integrated into the text?	This coursebook includes images, graphics, charts, diagrams and photographs and they are integrated into dialogues and paragraphs to support the lesson.
10. Layout and Presentation	Is the layout and presentation clear or cluttered?	The design and presentation are easy to understand, clear and organized.
11. Culture	Is the material too culturally biased or specific?	The material should aim for cultural neutrality or inclusivity, avoiding biases or overemphasis on specific cultural contexts.
12. Group representation, country, society	Do the material represent minority groups and/or women in a negative way?  Do they present a ‘balanced’ picture of a particular country/society?	The material should strive for balanced representation of diverse groups and cultures, avoiding stereotypes or negative portrayals.
13. Audio and Video	Is the inclusion of audio/video  material a resultant cost?  Is it essential to possess this extra material in order to use the  coursebook successfully?	The inclusion of the audio is expensive for this  coursebook. The book by itself cost $41.35 and with the CD audio included will cost $92.25 on Amazon. It is important to possess the CD audio to solve some activities however it is not essential to use the coursebook successfully.
14. Tests	Is the inclusion of tests in the  teaching materials useful for learners?	The inclusion of tests in the teaching materials can be useful for assessing learner progress and understanding.

INTERNAL EVALUATION
ASPECT	IMPLIED MEANING	NOTES
1. Skills Presentation	How are the skills presented in the textbook?	The textbook likely presents skills such as reading, writing, listening, and speaking through structured lessons and activities.
2. Grading and Sequencing	Is there opportunity to grade students as they progress?  Do chapters maintain the same sequence, or do they change?	Opportunities for grading student progress may exist, with chapters likely maintaining a consistent sequence to build upon previously learned concepts.
3. Reading Materials	Where reading skills are involved, is there much in the way of appropriate text beyond the sentence?	Reading materials likely progress from simple sentences to longer texts, providing appropriate challenges for learners.
4. Listening Materials	Where listening skills are involved, are recordings ‘authentic’ or artificial?	Recordings should aim for authenticity, using natural language and situations to develop listening skills.
5. Speaking Materials	Do speaking materials  incorporate what we know about  the nature of real interaction or  are artificial dialogues offered  instead?	Speaking materials should simulate real-life interactions, encouraging authentic communication rather than relying solely on scripted dialogues.
6. Tests and Exercises	How is the relationship of tests and exercises to (a) learner  needs, and (b) what is taught by the course material?	Tests and exercises should align with learner needs and course objectives, providing meaningful practice and assessment opportunities.
7. Learning Styles	Do you feel that the material is  suitable for different learning  styles? Is a claim and provision  made for self-study and is such  is a claim justified?	The material should  serve different learning styles, offering a variety of activities and opportunities for self-study.
8. Motivation	Is the material sufficiently ‘transparent’ to motivate  both students and teachers  alike, or would you foresee a  student/teacher mismatch?	The material is engaging and motivating for both students and teachers, fostering a positive learning environment and encouraging continued participation.

Conclusion: Do you recommend this Textbook/Coursebook for First Year students at Unachi? Why or Why not?

I don’t consider recommending this Textbook/Coursebook for First Year students because of the content. The content we can find in this coursebook is for younger students aiming to a different level or a different need rather than for First Year students at Unachi. I believe that some units of study from this coursebook can be fit for the proficiency level at Unachi. 

What are the strengths and weaknesses of this Course Book?

In my view some strengths that this coursebook offers is a solid base for teaching English to beginners. Its structured approach and communicative methodology make it a valuable resource for educators. The inclusion of a teacher's book is beneficial in providing essential support and resources for lesson planning. Also, the incorporation of audiovisual materials enhances the learning experience, posing different learning styles. 

Some weaknesses that can be found are that the coursebook could do better in terms of cultural relevance, and also lacks resonance with diverse cultural backgrounds. Its reliance on supplementary resources and limited adaptability to different teaching contexts can be challenging.

Coursebook Workshop
Eldrish Jurado and Einar Perez

    Universidad Autónoma de Chiriquí 

Faculty of Humanities

School of English English 420

2024

Workshop: Coursebooks 

External and Internal Evaluation               

Instructions: 

1. In the article, DON'T JUDGE A BOOK BY ITS COVER: TEXTBOOK EVALUATION IN THE EFL SETTINGS, the following textbooks/coursebooks were analyzed: New Interchange, Top Notch, Headway, and On Your Mark, the evaluation done on each of them may be used as a guide. 

2. This is a group activity. Do not divide the evaluation (meaning one person does the External and the other doing the Internal). You must work together on both. I recommend you use Google Docs so all group members have access to the document. 

3. Situation: You are required to recommend a Coursebook for First Year students taking English from different schools at Unachi. In order to do this, you are required to do an evaluation of the Coursebooks assigned. Locate Coursebooks for Workshops in our Google Classroom. 

2. Use the model designed by Mcdonough and Shaw ’s to assess the strengths and weaknesses of the coursebook/Textbook assigned to your group. Internal and External Evaluation.

Name of the Textbook/Coursebook: 

Authors: 

EXTERNAL EVALUATION
ASPECT	IMPLIED MEANING	NOTES
1. The intended audience	Who is the material written for?	This book is designed for high-school students or above. Because it contains lessons that look to develop language skills of the learner in a more challenging way.
2. The proficiency level:	What level is the material suitable for?	The proficiency level of this book is recommended for intermediate to advanced level of English language learners.
3. The context in which material are to be used	Is the material for teaching General English or perhaps for teaching English for Specific Purposes?	The material in this book is focused mainly to teach very general english. Such as grammar rules, vocabulary, reading comprehension, and writing activities that support and develop language skills of the learner.
4. Language Organization	How has the language been presented and organized into  teachable units/lessons?  Does the material fit into an  educational program in relation to time?	The material has been presented in units, which is divided into a series of lessons to be developed. Those lessons focus on one rule or teaching at a time, and let the learner put into practice what they have learned.  16 weeks.

5.Language and Methodology	What are the author's views on language and methodology?	I think they emphasize communicative language teaching methodology, because I saw a lot of activities that prioritized real life communication skills, and not memorization of grammar rules. Even when they have been presented but, in a communicative goal.
6. Use of Material	Can the material be used as the  main ‘core’ course or to be  supplementary to it?	I think it can be used as both core course material and supplementary material. Because it offers a very structured approach to language learning, as well as a wide variety of activities that can be used as additional material to enhance students’ language skills.
7. Teacher's Book  8. Vocabulary  9. Visual Material  10. Layout and Presentation	Is a teacher’s book in print and  locally available?  Is a vocabulary list/index included?  What visual material does the book contain and is it there for cosmetic value only or is it integrated into the text?  Is the layout and presentation clear or cluttered?	Exists the possibility to acquire a print book, but only by ordering on the internet. Locally there is no way to buy this book.  Yes, a vocabulary list/index is included in the book to aid learners in building their vocabulary skills.  The book contains visual materials such as images, charts, and graphs. These visuals are integrated into the text to enhance  comprehension rather than for cosmetic purposes.  The layout and presentation are clear, with organized sections and visually appealing design. minimizing clutter and facilitating ease of use.
11. Culture	Is the material too culturally biased or specific?	The material aims to provide a balanced representation of cultures, avoiding bias or overemphasis on specific cultural aspects.

12. Group representation, country, society	Do the material represent minority groups and/or women in a negative way?  Do they present a ‘balanced’ picture of a particular country/society?	The material strives to represent minority groups and women positively, promoting diversity and inclusivity. It presents a balanced picture of various societies and countries.
13. Audio and Video	Is the inclusion of audio/video  material a resultant cost?  Is it essential to possess this extra material in order to use the  coursebook successfully?	The inclusion of audio and video material supplements the learning experience but is not essential for using the coursebook successfully.
14. Tests	Is the inclusion of tests in the teaching materials useful for learners?	The inclusion of tests in the teaching materials can be useful for learners to assess their understanding and progress.

INTERNAL EVALUATION
ASPECT	IMPLIED MEANING NOTES
1. Skills Presentation	How are the skills presented in the textbook?  The skills presented in the textbook are in the following way: each lesson contains a variety of exercises, including starting point, vocabulary, grammar, listening, discussion, writing and reading.

2. Grading and Sequencing	Is there opportunity to grade students as they progress?  Yes, there are opportunities to grade students as they process.  Do chapters maintain the same sequence, or do they change?  The chapters maintain the same sequence.
3. Reading Materials	Where reading skills are involved, is there much in the way of appropriate text beyond the sentence?  Reading skills are involved in each lesson of the book to help and improve each student's comprehension, and there is plenty of appropriate text beyond the sentence because it talks about a specific topic in an understandable way.
4. Listening Materials  5. Speaking Materials  6. Tests and Exercises  7. Learning Styles	Where listening skills are involved, are recordings ‘authentic’ or artificial?  The listening skills are authenic material.  Do speaking materials incorporate what we know about the nature of real interaction or  are artificial dialogues offered instead?  There are artificial dialogues that are offered and students must memorize and then practice. How is the relationship of tests and exercises to (a) learner needs, and (b) what is taught by the course material?  The relationship of the tests and exercises with the student for their needs are related to each topic that is explained, in addition, the course material taught is practical and understandable, which facilitates learning.  Do you feel that the material is suitable for different learning styles? Is a claim and provision made for self-study and is such a claim justified?  I think the material is Suitable for different learning and styles, it is used for self-study as it gives us a topic that captures our attention and explains what we should learn in an easy and entertaining way.

8. Motivation

Is the material sufficiently ‘transparent’ to motivate both students and teachers alike, or would you foresee a student/teacher mismatch?  I think that the material is transparent enough to motivate both students and teachers alike because it explains the topic very well and gives us many activities to practice and improve.

Conclusion: Do you recommend this Textbook/Coursebook for First Year students at Unachi? Why or Why not? 

Answer 

● I am recommending this Textbook/Coursebook for first year students at Unachi because it is a basic material, but it is easy to understand and helps us practice, learn and improve our knowledge of English with different types of activities to the different skills.