0ln exannning thelangage learr:ing, the

1) On what basis is the con1,1 gn what basis is the con\ent of materials sequenced? /2) on what basis are the difibrenf nart nf fho -.*^.,-,- ^r'.r!'^parts of the materials dy'ded nto "units"or "lessons" and into differen\sub-parts of units o, I"rroni'r'?3) On what basis do the ma offer continuity? HoVv are relationshipsYmade between "earlier,, and ,,4) To what extent and in what

r" pa rts ?

riat*ss f the mterias to tle larners, wfi apprsches tiooig q*sti*ns r asked :{re*n ad ardiin .9?}

s can the lea impose their ownsequencing, dividing up and conti(pp:22-23)

ity on the terials as they work with them?

Turkish lVlinistry of lsatloral Edut{3.993} also p.oposgs a oursebookcoursebook desi. Te rnajc. cri ria prcpo}9d onsst of the f*own sev1 riteri:

1-) Relevancy of the material2) Adequacy of the material

he needs and inierests of the learners.

, epartme t f ducational Resarh ard eveloprnetign rhade, w|i*l' contains uieelnes as |l as the critr fr

3) Sequence and continuisubject of study.4) Contribution of the5)Appropriateness of6) Clarity of instructi

meet and support the development of the objectivesthe materiars and the\.rink between the materiar and the students,

terial in encouraging the learners to gain different points of views.time specified in the material.

7) Opportunities self evaluation (cited in yumuk, 199g:63).

L A b K"K

iAdaptec frorn Alan Cunningsworth, Choos,ng yur coursebook}

a

a

What are the aims of the English programme?Do the aims of the coursebook correspond closely with the aims of the teaching programmeand with the needs of the rearners? does the materiar fit your syilabus?ls the coursebook frexibre? Does it ailow different teaching and iearning styres?ls the achievement of aims and objedives measured in any way, eg by periodic tests or end-of-course examinations? lf so which aspects of English do the examinations focus on? whatmethods are used for testing, eg multiple choice, oral tests?

a

a

,-^ \.,LJ

Pg1,t6-117 Does the coursebook claim to be communicative in its aims? Are specific communicative aims or objectives indicated, either generally or in connection with

individual units? ls there reference to communicative methodology? Does it have communicative activities, are they good? Do realistic aCtivities promote the learning of communicative skills and strategies which are

transferable to real-life communication?o To what extent do the learning activities mirror real-life situations, example through task based?o What elements of genuine communication are present: unpredictability, opportunities to

express real information, feelings, opinions, etc, opportunities for learners to structure theirown discourse, need to formulate and use communication strategies, emphasis on co-operationbetween speakers in communicative interaction, etc?

2. The coursebook package.Pg25-28

o What components make up the totalcourse package (students'books, teachers'books,workbooks, cassettes, etc)?

o lf it is a new coLrrse, are all components published and available? lf it is not yet complete, willthe next levels be ready when you need them?

o How well do the different parts of the package relate to the whole? ls there an overallguide tousing the package? ls there cross-referencing between the different parts?

o Which parts are essential and which are optional? Do any parts of the package require particular equipment, such as a language laboratory,

listening centre or video player?

Organization and design. Pg 28-30 ls the organization right for learners and teachers?o ls there an index of language items? Are there reference sections for grammar, etc?o ls there a list of new vocabulary? lf so, does it show where each word is first introduced?o ls there adequate recycling and revision?o What techniques are used for recycling and reinforcement of learning?o ls it easy to find your way around the coursebook? ls the layout clear?

Visualso Are visuals reasonably well produced and attractive?o ls the style of the visuals (photographs, line drawings, cartoons) acceptable to the users?o Are visuals used as an integral part of teaching material or are they essentially decorative? Do

the illustrations contribute to understanding?

Support material Does the coursebook use authentic material at an appropriate level? lf semi-authentic material is used, is it representative of authentic discourse?o lf non-authentic material is used, is it nevertheless a good model for learners to follow?o Are there computer-based and web-based support materials?

3. Methodolosv (pg.97)

What approach/approaches to language learning are taken by the coursebook?o ls this appropriate to the learning/teaching situation?o Does it encourage an inductive or deductive approach to learning - or a balance of both?

,..-fi,,'\

o How does it approach the teaching of skilrs and communication? Are learners encouraged to use |anguage creatively?o Are any learning activities personalized?o rs any distinction made between rearning and acquisition? What is the attitude towards learner error?o what is the attitude towards the use of students' mother tongue?

Checklist for learner needs (pg 106_107)

Does the materal discuss and identify areas of student need? ls the book sensitive to what students need in order to Iearn well? lf so, is this awareness reflected in the content and approach of the coursebook? ls the Content appropriate to learners' needs? Are learners equipped with skills and strategies which wi|l allow them to operate effectively inEnglish in the professional/occupational situation?o ls there a balance between subject-specific language items (grammar, vocabulary, discoursestructure) and operational skills and strategies in language use?o Do learning activities have outcomes or products which wiil help learners to evaluate theirperforma nce?

What level of active learner involvement can be expected? Does this match your students,learning styles and expectations?

o ls the coursebook sensitive to different learning styles and can it accommodate them?o Are students expected to take a degree of responsibility for their own learning (for example bysetting their own individual learning targets)?o Can the material be used for individual study? Does the material provide additional material forindependent study based on materialalready taught, example: a workbook, students,cassettesfor home study, additional reading material? lf so, are learners given guidance on how to use the material in this way?o ls there a key for self-monitoring?

o Are study skills sections included in the material?o lf so, do they cover these aspects: reflection on study techniques, advice on study skillsdevelopment, reference skills, other?o Are students encouraged to take some degree of responsibility for their learning?

4. LanguaRe content

Checklist for selection of content (pg 59)

To what extent is the content selected according to structure, functions, situations, topics,other?o ls anv one of the above predominant as the basis of serection of content? How well does the coursebook balance the above factors in selecting Content and to what

extent is it successful in integrating the different approaches?

Checklist for gradng (ps 59)

o ls there any evident basis for the sequencing of the content?o ls the sequencing based on comprexity, rearnabirity, usefurness, etc?o ls there any other basis for sequencing - eg functionalorganization, situationalorganization,organization according to topic?

lt several influences come to play on the sequencing, how wellare they balanced?o Are new language items adequately recycled? Are the staging and sequencing suitable for the learners?

. ls the progression of the course linear or cyclical?

Topic (pg 86)

o Are realtopics included in the coursebook? lf so, howvaried are they? Do they re|ate to and engage the learners'knowledge System, ie the knowledge of the world

that they bring with them?o Is there sufficient material of genuine interest to learners?o Are they suitable for the age group?o Are the topics sophisticated enough in content, yet within the learners' language level?o Do they actually do what they set out to do? lf informative, do they inform, if humorous, do they

amuse, if controversial, do they challenge, etc?

Checklist for grammar items (pg 32)

o What grammar items are included? Do they correspond to students' language needs?o How are new grammar items presented and practised?o To what extent is the presentation and practice: related to what learners, already know and to

what has already been taught, appropriately controlled and organized, representative of thegrammar rule to be learned, relevant to learners'needs and interests?

Are they presented in small enough units for easy learning? ls there an emphasis on language form? ls there an emphasis on language use (meaning)? How balanced is the treatment of form and use?o Are newly introduced items related to and contrasted with items already familiar to the

lea rne rs? Where one grammaticalform has more than one meaning, are all relevant meanings taught (not

necessa rily together)?

Checklist for vocabulary (pg 38-41)

ls material for vocabulary teaching adequate in terms of quantity and range of vocabulary,emphasis placed on vocabulary development, strategies for individual learning?

How is newvocabulary presented (in wordlists, in a text, with visuals)? How is the meaning of new vocabulary taught? How much new vocabulary is presented in each unit, teXt, etc? ls new vocabulary recycled adequately? ls there any principle basis for selection of vocabulary?o ls there any distinction between active and passive vocabulary? ls vocabulary presented in a structured, purposeful way? Are learners sensitized to the structure of the lexicon through vocabulary-learning exercises

based on semantic relationships, formal relationships, collocations or situation-based wordgroups?

o Does the material enable students to expand their own vocabulary independently by helpingthem to develop their own learning strategies?

Checklist for phonology (pg41)

Does the coursebook include material for pronunciation work? lf so, what is covered: individualsounds, word stress, sentence stress, intonation?

How thoroughly and systematically are each of the following aspects of the phonological system

@a

a

a

a

covered: articulation of individualsounds, words in contact (eg assimilation), word stress, weakforms, sentence stress, intonation?where phonology is taught selectively, is the emphasis on areas of pronunciation that areimportant to meet learners' needs and help avoid misunderstandings?ls the pronunciation work built on to othertypes of works, such as listening, dialogue practice,etc or does it stand separately?How much terminology is used? rs it comprehensibre to the learners?ls the phonemic alphabet used? lf so, are students given any training in learning it?Does the material use a diagrammatic system to show stress and intonation?Are there cassettes or CD for pronunciation practice? lf so, do they provide good models forlea rne rs?

Checklist for discourse (pg a5)

Does the coursebook deal with any aspects of discourse?lf so, which aspects are covered: conjunctives, other features of cohesion (reference pronouns,substitution, etc), paragraphing and organization of written discourse, structure andconventions of spoken discourse?Do the examples of spoken and written discourse presented by the material provide goodmodels for the learners?ls the treatment of discourse sustained and progressive throughout the course, or does it consistof limited or isolated elements?

Checklist for style and appropriacy (pg 50/130)

Are style and appropriacy dealt with? lf so, is language style matched to social situation?ls appropriacy taught with reference to choice of g:ammar, vocabulary, discourse structure orpronunciation?Does the coursebook identify situations or areas of language use where learners should beparticularly sensitive to using appropriate styres, eg when compraining?ls there material for sensitizing learners to different levels of formality?lf so, are the examples presented sufficiently contextualized?ls the levelof formality related to the setting, social roles of the participants and theircommunicative goals?ls practice given in using different levels of formality in different situations?Are learners led towards an understanding of why some forms in English are more formalthanothers?Are any other aspects of style other than formality/informality included (eg register - thelanguage used within a particular activity or occupation)?

Checklist for social and cultural values (pg g6/90)

Are the social and cultural contexts in the coursebook comprehensible to the learners?Can learners interpret the relationships, behaviour, intentions, etc of the characters portrayed inthe book?Are women given equar prominence to men in ail aspects of the coursebook?What physical and character attributes are women given?what professional and sociar positions are women shown as occupying?What do we learn about the inner lives of the characters?Do the coursebook characters exist in some kind of socialsetting, within a socialnetwork?Are social relationships portrayed realistically?will your students be able to relate to the social and cultural contexts presented in thecoursebook?

a

a

a

a

a

a

a

a

a

a

a

a

a

a

a

a

a

a

k). Are other groups represented, with reference to ethnic origin, occupation, disability, etc?o At schoollevel, do they link in with other subjects (eg history, geography, science)?

5. Languase development: Skills (pe 64)

Are allfour skills adequately covered, bearing in mind your course aims and syllabusrequirements?

. ls practice in all four skills included? lf so, is it balanced? lf not, which skills are omitted, and why?o ls there material for integrated skills work?o Does the material progress in terms of complexity and difficulty, in line with the grammatical

and lexical progression of the course? How well is this achieved? Do the presentation and practice activities include the integration of sk|lls in realistic contexts?

Allfour skills do not necessarily have to figure in every sequence of activities for it to be valid.

Checklist for listening (pe 67)

ls listening material well recorded, as authentic as possible, accompanied by backgroundinformation, questions and activities which help comprehension?

o What kind of listening material is contained in the course? Does listening form part of dialogueconversation work? are there specific listening passages?

lf there are specific listening passages, what kind of activities are based on them comprehensionquestions, extracting specific information, etc?

o ls the listenirg material set in a meaningful context?o Are there pre-listening tasks, questions, etc?o What is the recorded material on audio-cassette like in terms of sound quality, speed of delivery,

accent, authenticity?o ls there any video materialfor listening?o lf so, is good use made of the visual medium to provide a meaningful context and show facial

expression, gesture, etc?

Checklist for speakinS (pg 69)

e How much emphasis is there on spoken English in the coursebook?o What kind ot material for speaking is contained in the course?

This may include:oral presentation and practice of language items, dialogues, roleplays,communication activities (information gap)

Are there any specific strategies for conversation or other spoken activities, eg debating, givingta lks?

o ls anY practice material included to help learnersto cope with unpredictability in spokend iscou rse?

o ls materialfor spoken English (dialogues, roleplays, etc)well designed to equip learners for real-life interactions?

Checklist for reading (pg73)

Are reading passages and associated activities suitable foryourstudents'levels, interests, etc? lsthere sufficient reading material?

ls the reading text used for introducing new language items (grammar and vocabulary),consolidating language work, etc?

r-V ls there a focus on the development of reading skills and strategies?o ls the reading material linked to other skills work?o ls there emphasis on reading for pleasure and for intellectual satisfaction? How many reading texts are there, and how frequently do they occur?o How early on in the course (at erementary rever)do reading texts start to appear?o How long are the texts? Do they encourage intensive/extensrve reading?o How authentic are the texts?o ls the subject matter appropriate (interesting, challenging, topical, varied, culturally acceptable,

unlikely to date)? What text types (genres)are used? Are they appropriate?

Are the texts complete or gapped?Does the material help comprehension by, for example, setting the scene, providing backgroundinformation, giving pre-reading questions?what kind of comprehension questions are asked: literal (surface) questions, discourse-processing questions, inference questions?To what extent does the material involve the learner's knowledge system (knowledge of theworld)?

Checklist for writing (pe 80)

o How does the material handle controlled writing, guided writing and free or semi-free writing? ls there appropriate progression and variety of task?o Are the conventions of different sorts of writing taught? lf so, which ones, and how are theypresented? ls there emphasis on the style of written English? At advanced level, is there attention todifferent styles according to text type?o ls attention given to the language resources specific to the written form, such as punctuation,

spelling, layout, etc? How much emphasis is there on accuracy? Are learners encouraged to review and edit their written work?o ls a readership identified for writing activities? Are writing activities suitable in terms of amount of guidance/control, degree of accuracy,organization of longer pieces of writing (eg paragraphing) and use of appropriate styles?

5. Teachers'books (pg 109)

|s there adequate guidance for the teachers who will be using the coursebook and its supportingmaterials?o Do the writers set out and justify the basic premises and principies underlying the material? Are keys to exercises given?o Does the coursebook see the teacher's role as that of: guide, facilitator, manager of learning,director, monitor? Does the coursebook recognize different |earning sty|es and different teaching styles?o How comprehensive and flexible is the teacher,s book?o ls it written so as to be comprehensibre to less experienced teachers? ls it suitable for native and non-native speaker teachers? |s the underlying approach of the writers expressed clearly and explicitly, or does it have to beinferred?o Does the teacher's book provide enough detailed information on the language items to betaught?o Does the teacher's book give enough guidance on the teaching procedures advocated? Areteaching procedures clearly explained? Do they adequately cover teaching techniques, language items such as grammar rules and

a

a