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Evaluating Course Book Features

The document provides a list of features to consider when evaluating an existing course book for adoption and adaptation, organized into three categories: goals, content and sequencing; format and presentation; and monitoring and assessment. The list includes considerations such as whether the course book content is appropriate for the learners' ages and language levels, sequencing accounts for potential absences, activities are suitable for different proficiency levels and class sizes, and monitoring allows learners to see they are learning skills they want.

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Adinda Rasya Lubis
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76 views2 pages

Evaluating Course Book Features

The document provides a list of features to consider when evaluating an existing course book for adoption and adaptation, organized into three categories: goals, content and sequencing; format and presentation; and monitoring and assessment. The list includes considerations such as whether the course book content is appropriate for the learners' ages and language levels, sequencing accounts for potential absences, activities are suitable for different proficiency levels and class sizes, and monitoring allows learners to see they are learning skills they want.

Uploaded by

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

Adopting and Adapting an Existing Course

Book 167
Table 11.2 A suggested list of features to choose from when
evaluating a course book
GOALS,
CONTENT AND
SEQUENCING

FORMAT AND
PRESENTATIO
N

The ideas in the course should help


learning in the classroom.
The ideas in the course should suit the age of
the learners and should interest them.
The content should take account of what
learners expect to see in an English course.
The sequencing of the content should
allow for some learners being absent for
some classes.
The language in the course should be able to
be modelled and comprehended by the
teacher.
The number of lessons in the course should
suit the school term or year.
The ideas in the course should increase the
acceptability and usefulness of the course
outside the classroom.
The content should suit the proficiency level of
the learners. The content should take account
of what learners want.
The content should be what learners need.

MONITORING
AND
ASSESSMENT

The layout of the content should attract


the learners. The learners should have the
skills to do the activities. The activities
could be used for self-study.
The activities should take account of whether
the learners share the same first language.
The activities should be suitable for a range
of levels of proficiency in a class.
The activities should suit the size of the class.
The activities should fit the learning styles of the
learners.
The activities should be able to be presented
and managed
by the teacher [e.g. the teacher should be able
to organise
group work].
The course book should be easy to carry.
The material in the course or the course book
should not be
too expensive.
The amount of material in a lesson should suit
the length of a
class.
The activities should suit the physical features of
the
classroom [e.g. move desks for group work;
sound proof for
oral work].

The learners
should be able to
successfully
complete the
activities.
The activities
should take
account of what
the learners
expect to do in a
language-learning
course.
The kinds of
activities should
be useful to the
learners in
their future use or
future learning of
the language [e.g.
knowing how to
rank; knowing how
to negotiate].
The course
should show the
learners that
they are learning
to do what they
want to do.

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