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Evaluating ESL Coursebooks Effectively

This document discusses evaluating and using course books and multimedia materials in the primary ESL classroom. It provides pros and cons of using course books, including that they offer a coherent syllabus but can be culturally inappropriate. It also outlines a textbook evaluation checklist that examines the goals of the course, backgrounds of students, language skills integration, content genres, quality of practice materials, vocabulary focus, teaching approaches, and accompanying materials. The document concludes that teachers should create an evaluation tool to determine how to best use or modify a textbook for their specific students and course goals.

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Carthy Tang
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67 views15 pages

Evaluating ESL Coursebooks Effectively

This document discusses evaluating and using course books and multimedia materials in the primary ESL classroom. It provides pros and cons of using course books, including that they offer a coherent syllabus but can be culturally inappropriate. It also outlines a textbook evaluation checklist that examines the goals of the course, backgrounds of students, language skills integration, content genres, quality of practice materials, vocabulary focus, teaching approaches, and accompanying materials. The document concludes that teachers should create an evaluation tool to determine how to best use or modify a textbook for their specific students and course goals.

Uploaded by

Carthy Tang
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

TSL 3113: Developing and

Using Resources for the


Primary ESL Classroom
Topic 3: Evaluation and
Exploitation of course books and
multimedia materials
By: Emy Wong
Kong Siew Hie
Sim Ching Loong
Tang Siew Tien

The Coursebook as a
Resource

Benefits

Restrictions

offer a coherent syllabus


(appropriately sequenced and
structured)

units and lessons follow


unrelenting
format

economy of preparation time


(provide ready-make teaching
texts)

can be culturally inappropriate

comes with detailed teachers


guides

a source of practical teaching


ideas

(Harmer, 2007, pp 181-183)

(Brown, 1995,p.161)

Textbook Evaluation
Goals
Backgrounds
Quality
Approach
Vocabulary
Language
General
Accompanying
ofof
content
the
practice
skills
course
ofmaterials
thematerials
students

(Robinett, 1978)

1. Goals of the course


Will the textbook help to accomplish
the course goals?

2. Background of the
students
a. Age
b. Educational background
c. Culture

3. Language skill
Does the book integrates the four
skills?
Used for focused in conducting every
language skills.

4. General content
textbook used genre, such as
narrative text, explanation text, and
discussion text.
contains phonetics symbol.

5. Quality of practice
materials
The exercise instructions in this
textbook are clear for teacher and
students.
Supported by review exercises.

6. Vocabulary
Does the textbook pay sufficient
attention to word study?
The lists of vocabulary contains the
most important words which
students need to focus on and learn
to use.
students have activity to learn new
vocabulary.

7. Approach
Audio ( video tapes, audio tapes)
Visual
Kinesthetic

8. Accompanying materials
Are there useful supplementary
materials?
Eg. tape
pictures

Options for Coursebook use


1. Add
2. Re-write
3. Replace
activitie
s
4. Reorder
5.
Reduce

Look at the Checklist


below
Every Institution should create
an evaluation tool that can be
used when considering a new
textbook

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