TEXTBOOK EVALUATION CHECK LIST

Title of the Book:

Authors:
Publisher:
Year of Publication:
YES
A. Physical Quality/Visual Design
1. The cover of the book is suitable for learners.
2. The durability of cover is adequate.
3. The cover attracts students attention.
4. The size of the book is appropriate.
5. The type size of the book is legible.
6. The visuals are clear.
7. The visuals are well-produced, attractive and varied.
B. Supplementary Materials
1. The coursebook has authentic material at an appropriate level.
2. There is a separate dictionary.
3. There are computer-based and web-based support materials.
4. The workbook provides additional exercises to review grammar
points and vocabulary.
5. The instructions are clear to incorporate audio-visual materials.
6. The listening activities are supported by teachers book.
C. Aims/ Objectives
1. The book is organized according to the curriculum.
2. The book is sensitive to what students need in order to learn well.
3. There is a balance between subject-specific language items
(grammar, vocabulary, discourse structure).
4. There is a balance between subject-specific language items
(grammar, vocabulary, discourse structure).
5. Learning activities have outcomes which will help learners to
evaluate their performance.
6. The coursebook is sensitive to different learning styles.
D. Content /Language and Expressions
1. Real topics are included in the unit.
2. The content is selected according to structure, functions, situations,
topics.
3. There is sufficient material of genuine interest to learners.

NO

4. There is an emphasis on language form and on language use

(meaning).
5. Vocabulary is presented in a structured, purposeful way.
6. The units include materials for pronunciation activities.
7. The examples of spoken and written discourse presented by the
material provide good models for the learners.
8. The pronunciation activities are built on to other types of works, such
as listening, dialogue practice
E. Teaching Methods
1. Activities work well with CLT.
2. Activities work well with TPR.
3. The approaches are appropriate for the learning/teaching situation.
4. Teachers are given techniques for activating students background
knowledge before reading the text.
5. Learners are encouraged to use language creatively.
6. Teachers are given adequate examples for teaching students to
preview, skim, scan, summarize, and to find the main idea.
F. Grammar
1. The book integrates both deductive and inductive methods into its
grammar teaching.
2. There are adequate materials for grammar teaching.
3. Listening activities support grammar teaching well.
4. The book provides background check before passing the next
grammar subject.
5. There are adequate activities to reinforce newly learned grammar
subjects.
G. Skills
Vocabulary
1. There is principle basis for selection of vocabulary.
2. New vocabularies are recycled adequately.
3. Vocabulary items are presented in small enough units for easy
learning.
4. Students are taught top-down techniques for learning new vocabulary
words.
Reading
1. Reading passages and associated activities are suitable for your
students' levels and interests.
2. There is sufficient reading material.
3. Reading passages include pre-while-post activities.
4. The reading text is used for introducing new language items.
5. The reading skill is linked to other skills work.
6. The material helps comprehension by providing background

information, giving pre-reading questions.

Listening
1. There is an audio material for listening.
2. Listening material is well accompanied by background information,
questions and activities which help comprehension.
3. The activities are based on comprehension questions.
4. Listening activities are appropriate in terms of topics.
5. Listening skill is integrated to other skills.
Speaking
1. There are many specific strategies for conversation and other spoken
activities.
2. Dialogs and roleplays for spoken English are well designed to equip
learners for real-life interactions.
3. It includes oral presentation and practice of language items,
dialogues, roleplays, communication activities.
4. Speaking activities are encouraging students to speak.
5. Speaking skill is integrated to other skills.
Writing
1. Writing activities are suitable.
2. There is an emphasis on accuracy.
3. The material handles controlled writing, guided writing.
4. The writing exercises are designed to improve spelling and
punctuation.
5. Writing skill is integrated to other skills.
H. Activities and Exercises
1. Complexity of activities is adequate for learners level.
2. Exercises are appropriate for students level.
3. Activities and exercises meet learners needs.
4. Activities include authentic materials.
I. Culture
1. The cultural contexts in the coursebook are comprehensible for the
learners.
2. Learners can interpret the relationships, behavior, intentions, etc of
the characters portrayed in the book.
3. The coursebook characters are presented in some kind of social
setting, within a social network.
4. The book does not cause any cultural bias, negative approach
towards gender and ethnic origin.
5. The students can relate to the cultural context presented in the
coursebook.
J. Revision/ Evaluation

1. The textbook has got evaluation sections at the end of each chapter
to help learners follow their progress.
2. The book includes quizzes after units.
3. The activities require a combination of four language skills.
4. At the end of the book, there is a revision part.
5. The revision part is comprehensible.