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Checklist For Evaluation and Selection of Course Book

This document provides a checklist for evaluating and selecting an English language course book. It contains 8 criteria to consider: 1) the aim and approaches of the course book, 2) its design and organization, 3) the language content it covers, 4) the skills it focuses on, 5) its topics, 6) the methodology and techniques it uses, 7) the guidance and support provided for teachers, and 8) practical considerations like cost and equipment requirements. The checklist aims to help ensure the course book matches the needs of both the students and teaching program.

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Abil Anugrah
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904 views

Checklist For Evaluation and Selection of Course Book

This document provides a checklist for evaluating and selecting an English language course book. It contains 8 criteria to consider: 1) the aim and approaches of the course book, 2) its design and organization, 3) the language content it covers, 4) the skills it focuses on, 5) its topics, 6) the methodology and techniques it uses, 7) the guidance and support provided for teachers, and 8) practical considerations like cost and equipment requirements. The checklist aims to help ensure the course book matches the needs of both the students and teaching program.

Uploaded by

Abil Anugrah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CHECKLISH FOR EVALUATION AND SELECTION OF COURSE BOOK

(Adapted from: Choosing your Course book by Alan Cunningsworth, 1995)

No Criteria Yes No Comment


1. Aim and Approaches
 Do the aim of course book correspond closely with
the aims of the teaching program and with the needs
of the learners?

 Is the course book suited to the learning and


teaching situation?

 How comprehensive is the course book? Does it


cover most or all of what is needed? Is it good
resource for students and teachers?

 Is the course book flexible? Does it allow different


teaching and learning styles?

2. Design and Organization


 What components make up the total course
package? (e.g., Students’ book, Teachers’ book,
Workbook, Cassettes)?

 How is the content organized (e.g., according to


structures, functions, topics, skills, etc.)?

 How is the contents sequenced (e.g., on the basis of


complexity, “learn-ability”, usefulness, etc.)?

 Is the grading and progression suitable for the


learners?
Does it allow them to complete the work needed to
meet any external syllabus requirements?
 Are there reference sections for grammar, etc.? Is
some material suitable for individual study?

 Is it easy to find your way around the course book?


Is the layout clear?

3. Language Content
 Does the course book cover the main grammar items
appropriate to each level, taking leaners’ needs into
account?

 Is material for vocabulary teaching adequate in terms


of quantity and range of vocabulary, emphasis
placed on vocabulary development, strategies for
individual learning?

 Does the course book include material for


pronunciation work? If so, what is covered; individual
sound, word stress, sentence, stress, intonation?

 Does the course book deal with the structuring and


conventions of language use above sentence level,
for example, how to take part in conversation, how to
structure a piece of extended writing, how to identify
the main point in a reading passage? (more relevant
at intermediate and advanced levels.)

 Are styles and appropriacy deal with? If so, is


language style matched to social situation?
4. Skills
 Are all four skills adequately covered, bearing in
mind your course aims and syllabus requirements?

 Is there material for integrated skills work?

 Are reading passages and associated activities


suitable for your students’ levels, interest, etc.? Is
there sufficient reading material?

 Is listening material well recorded, as authentic as


possible, accompanied by background information,
question, and activities which help comprehension?

 Is material for spoken English (dialogues, role-plays,


etc.) well designed to equip learners for real-life
interaction?

 Are writing activities suitable in term of amount of


writing guidance/control, degree of accuracy,
organization of longer pieces of writing (e.g.,
paragraphing) and use of appropriate style?

5. Topic
 Is there sufficient material of genuine interest to
learners?

 Is there enough variety and range of topic?

 Will the topic help expand students’ awareness and


enrich their experience?

 Are the topic sophisticated enough in content, yet


within the learners’ language level?
6. Methodology
 What approach/approaches to language learning are
taken by the course book? Is this appropriate to the
learning/teaching situation?

 What level of active learner involvement can be


expected? Does this match your students’ learning
styles and expectations?

 What techniques are used for presenting/practicing


new language items? Are they suitable for your
learners?

 How are the different skills taught?

 How are communicative abilities developed?

 Does the material include any advice/help to


students on study skills and learning strategies?

 Are students expected to take a degree of


responsibility for their own learning (e.g., by setting
their own individual learning targets)
7. Teachers’ books
 Is there adequate guidance for the teachers who will
be using the course book and its supporting
materials?

 Are the teachers’ books comprehensive and


supportive?

 Do they adequately cover teaching techniques,


language items such as grammar rules and culture-
specific information?

 Do the writers set out and justify the basic premises


and principles underlying the material?

 Are keys to exercises given?

8. Practical Considerations
 What does the whole package cost? Does this
represent good value for money?

 Are the books strong and long-lasting? Are they


attractive in appearance?

 Are they easy to obtain? Can further supplies be


obtained at short notice?

 Do any part of the package require particular


equipment, such as a language laboratory, listening
center, or video player? If so, do you have the
equipment available for use and is it reliable?

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