rd

Intermediate stage

Note: This survey is designed for educational research purposes only

Teacher's Information:
Teacher's name : School's name : Gender:
Age:
Years of experience:
_________________________________________________________________________
*Please choose the best answer for each of the following with sincere appreciation for your cooperation:

Totally Lucking
Adequate
Excellent
No Items of Evaluation

Poor
Good
I Physical and Utilitarian attributes
A. General Appearance
1 The outside cover is informative and attractive
2 The font size and the type used in the book are appropriate
3 The paper used for the textbook is of a good quality
4 The titles and sub-headings titles are written clearly and appropriately
5 Its size is appropriate
B. Layout and design
6 There is a variety of design to achieve impact
7 There is consistency in the use of headings ,icons ,labels, italics , etc.
8 The textbook includes detailed overview of the vocabulary, functions
and structures that will be taught in each unit.
9 The textbook is organized logically and effectively.
10 The textbook is free of mistakes
C. Visuals
11 The visuals are well produced, varied and attractive.
12 The visuals stimulate students to be creative.
13 The visuals are functional.
14 The visuals are compatible with students' own culture.
II Efficient outlay of objectives and supplementary material
A. Book Objectives
15 The objectives are related to the learners' needs and interests.
16 The objectives are relevant to the students' local culture.
17 The objectives help the teacher to choose the right aids and the best
methods of teaching.
18 The six levels of Bloom's Taxonomy are dominant in the textbook.
19 The objectives meet the individual differences among students.
B. Teaching Aids
20 The textbook is supported efficiently by audio-materials.
21 There is available teacher's guide to aid the teacher.
22 The pictures and diagrams required to brought by students are available
for them.
23 The aids used help to build students' confidence.
24 Students are encouraged to bring real objects in class to illustrate some
points of learning.
 C. Teaching methods
25 The teaching methods used in the book are the latest in the field.
26 The methods used are student-centered.
27 The activities used allow various class activities.
28 The activities used enable the learners to use English outside the
classroom situation.
29 The textbook helps teacher care for mixed-ability students and classes of
different size.
30 The activities allow students to talk more than teachers.
III Learning- teaching content
A. Subject and content
31 The material is up- to- date.
32 The subject and content of the textbook is interesting, challenging and
motivating.
33 The topics encourage students to express their own views.
34 The topics allow students to think critically.
45 The course components are effectively and clearly organized around
specific topics.
B. Exercises
46 The exercises have clear instructions that explain how every exercise can
be done.
47 The exercises are adequate, purposeful and interesting.
48 The exercises foster the spirit of independent learning.
49 The exercises incorporate individual and group work.
50 The exercises tasks move from simple to complex.
C. Social and culture context
51 The social and cultural contexts in the textbook are comprehensible.
52 The content present different cultures.
53 The content discuss some well-known characters from different areas of
the world
54 The content present different traditions and customs.
55 The topics of the content cope with the criteria of the students' culture.
IV Language skills
A. Listening
56 The textbook has appropriate listening tasks with well- defined goals.
57 The listening passages help students develop their listening
comprehension skills.
58 Listening material is well recorded, as authentic as possible.
59 The cassettes expose the students to the voices and pronunciation of the
native speakers of English.
60 The listening exercises focus on linguistic competence such as stress,
intonation and form.
B. Speaking
61 Activities are developed to encourage student-student and student-
teacher oral communication.
62 Activities are balanced between individual response, pair work and
group work.
63 Activities help students become a more confident English speaker.
64 Speech exercises invite students to talk about their concerns and
interests.
65 The situations in the dialogues sound natural.
 C. Reading
66 There is a sufficient reading material. (There is a range of varied and
interesting reading text that can engage students cognitively and
effectively).
67 The content helps students develop reading comprehension skills.
68 Some reading passages are easy for most of the students to deal with.
69 The length of reading texts is appropriate.
70 The textbook uses authentic (real world) reading material at an
appropriate level.
D. Writing
71 Tasks have achievable goals and take into consideration learners'
capabilities.
72 The writing tasks enhance free writing opportunities.
73 The time allotted for teaching the material is sufficient.
74 Some writings are easy for more students to deal with.
75 The textbook leads students from simple controlled writing activities to
guided writing activities.
76 Writing activities are suitable in terms of length, degree of accuracy, and
amount of guidance.
E. Vocabulary
77 The load (number of new words in each lesson ) is appropriate to the
linguistic level of students.
78 The exercises for vocabulary are rich and adequate.
79 The topical nature of the vocabulary exercises is often meaningful to the
students.
80 New lexical items appear in each unit.
81 There is specific method to teach new vocabulary.
82 Words are accompanied with their phonetic transcription in English.
F. Grammar
83 The grammar examples are interesting and appropriate to the students'
level.
84 The exercises for grammar practice are rich and adequate.
85 Grammar lessons are often derived from the listening or reading
passages.
86 There is a balance between form and use.
87 Grammar is introduced explicitly.
88 The grammar points are presented with brief and easy examples and
explanations.
G. Pronunciation
89 It is easy to be learnt
90 Pronunciation is built through other types of activities , such as listening,
dialogues , etc.
V Teacher's Manual
A. General Features
91 The manual help teachers understand the objectives and methodology
of the text.
92 The correct or suggested answers given for the exercises in the textbook.

B. Background Information
93 Teachers showed how to teach students to use cues from morphology,
cognates, rhetorical relationships, and context to assist them in lexical
inference.
94 There is a list of true or false cognates for vocabulary words.

C. Methodological Guidance
95 Teachers are given techniques for achieving students' background
knowledge before reading the text.
96 Teachers are given adequate examples for teaching students to preview,
skim, scan, summarize, and to find the main idea.
97 The manual suggest a clear, concise method for teaching each lesson.
D. Supplementary Exercises and Materials
98 The manual gives instructions on how to incorporate audio-visual
material produced for the textbook.
99 The manual provide teachers with exercises to practice, test, and review
vocabulary words.
100 The manual provide additional exercises for reinforcing grammar points
in the text.

What are your suggestions and recommendations for developing English Textbook
''English For Iraq'' for the 3rd Intermediate stage?
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