Checklist to assess English textbooks

Blacken the circles where appropriate.

Content

Topics are:
a) interesting and motivating for
the students level of language;
b) of present interest;
c) from different fields;
d) connected with real-life issues;
e) regarding cross-cultural
differences and similitudes;
Texts are:
a) representative of the variety of
literary genres;
b) contain multiple sentence
structures;
c) authentic pieces of language;
Vocabulary is:
a) appropriate for the students
level;
b) well distributed throughout
units;
c) efficiently repeated and
recycled across the book;
d) gradually introduced;
Grammar is:
a) contextualized;
b) introduced explicitly;
c) is reworked implicitly
throughout the book;
d) logically sequenced;
e) gradually developed;
f) covered by the National
Syllabus;

Delivery

Activities are:
a) interactive;
b) promoting learning strategies;
c) task-based;
d) student-centered;
e) promoting students autonomy;
f) encouraging students to think
critically;
g) help students who are
under/over-achievers;
h) easy to modify or supplement;
Working patterns:
a) individual;
b) pair work;
c) group work;
d) project work;
Instructions are:
a) clear;
b) sufficient;
Review is:
a) purposeful;
b) well-designed;
c) elaborate;

Layout

The cover is:

a) appealing;
Pictures are:
a) functional;
b) well positioned;
c) up-to-date;
d) culturally appropriate;
e) not too crowded;
f) adequate;
g) relevant;
Font is:
a) legible;
b) error-free;
c) user-friendly;
d) consistent;
Colours are:
a) aesthetic;
b) consistent;
c) user-friendly;
Overall structure:
a) table of contents;
b) unit preview;
c) periodic reviews and tests
sections;
d) language focus boxes;
e) glossary;
f) appendixes;
g) learning strategies;
h) exam strategies;
i) tapescripts;
j) ancillaries;