Centro de Lenguas Extranjeras-Universidad de Sucre

CENTRO DE LENGUAS EXTRANJERAS

UNIVERSIDAD DE SUCRE

Sincelejo, October 14th 2021

Dear professor:

Thank you very much for showing your commitment in this important issue.
Please, fill in the following checklist and feel free to give us an opinion
according to the textbook you have been assigned.

Your opinion represents such a great relevance in our decision-making.

As soon as you complete this task, please return the material with this
checklist to the coordinator.

Deadline: Wednesday, October 20th -2021

I really appreciate your help!

Best regards,

Liliana Margarita Reyes

CLEUS Coordinator
3223891821
Liliana.reyes@unisucre.edu.co

Material prepared by: Liliana Margarita Reyes

Date: Thursday, October 14th 2021
 Centro de Lenguas Extranjeras-Universidad de Sucre

Teacher-evaluator´s name: __________________________

SELECTING AND EVALUATING ELT

TEXTBOOKS
There are various evaluation checklists to evaluate ELT textbooks in the field. There is,
however, not a consensus among the researchers as to what format a checklist should follow or
what criteria it should consist of. This paper aims to develop a comprehensive textbook evaluation
checklist to evaluate ELT textbooks, which would embody as much as possible all the components
of checklists that have been suggested so far. It consists of six components, namely, practical
considerations, language content, design and organization, language skills, exercises and
activities, cultural considerations. Ellis (1997) makes a distinction between predictive evaluation
and retrospective evaluation. While the teachers to decide which textbook to use, retrospective
evaluation carry out predictive evaluation is done impressionistically or empirically as action
research to make a summative judgment of the textbook. The textbook evaluation checklist
proposed in this paper can be used both as a predictive evaluation to decide on which textbook to
use and as a retrospective evaluation to decide on the effectiveness of the textbook that has been
used. Thus, it is expected that teachers and researchers can make use of this checklist to evaluate the
textbooks that they will use or they have used so far.

TAKEN WITH EDUCATIONAL PURPOSES FROM:

Turkish Studies
Volume 14 Issue 2, 2019 Volume 14 Issue 2, 2019, p. …-…
DOI: 10.7827/TurkishStudies.14673
ISSN: 1308-2140
Skopje/MACEDONIA-Ankara/TURKEY
 Centro de Lenguas Extranjeras-Universidad de Sucre

PART I:
a. Name of the book: EVOLVE 1, 2, 3, 4 and 5____________________

b. Author/ Authors: Evolve 1, 3 and 5: Leslie Anne Hendra, Mak Ibbotson, and Kathryn
O’Dell
Evolve 2: Lindsay Clandfield, Ben Goldstein, Ceri Jones, and Philip Kerr
Evolve 4: Ben Goldstein and Ceri Jones

c. Publish company/ Copyright/PUBLISHER/Printed in…(country): CAMBRIDGE

University Press 2019. Printed in Dubai by Oriental Press

d. ISBN:
Evolve 1: 978-1-108-40521-8 Student’s Book
Evolve 2: 978-1-108-40524-9 Student’s Book
Evolve 3: 978-1-108-40527-0 Student’s Book
Evolve 4: 978-1-108-40531-7 Student’s Book
Evolve 5: 978-1-108-40533-1 Student’s Book

e. Content: (Amount of units-How many hours per unit does the book suggest?)

This book has twelve units. Each unit has five lessons. The book suggests 5 hour per unit
taking into account the CEFR.
PART II:
2. Fill in the following checklist to evaluate the ELT textbook

*Textbook evaluation checklist*

I. PRACTICAL Strongly Agree Undecided Disagree Strongly
CONSIDERATIONS agree disagree
1. The textbook is effective in terms of X
cover and page appearance.
2. The textbook contains a sufficient X
amount of visual materials (photograms,
charts, diagrams) helping the students
understand the text.
3. The visual materials are actually X
integrated into the text and not there for
cosmetic value only.
4. The layout and presentation are clear. X
5. There are indexes, vocabulary lists, X
section headings and other methods of
signposting the content that allow the
student to use the material easily,
especially for revision and self-study
purposes.
6. The textbook is cost-effective, easy to use X
and successful in your teaching situation in
 Centro de Lenguas Extranjeras-Universidad de Sucre

terms of time, labor and money.

II. LANGUAGE CONTENT Strongly Agree Undecided Disagree Strongly
agree disagree
1. The vocabulary load (i.e., the number of X
new words introduced in each lesson) is
reasonable for the students of that level.
2. The new vocabulary is repeated in X
subsequent lessons for reinforcement.
3. The number of grammatical points X
introduced in each lesson is appropriate.
4. The sequencing of grammatical points is X
appropriate.
5. The new structure is repeated in X
subsequent lessons for reinforcement.
6. The number of vocabulary and grammar X
items introduced in each unit is the same.
III. DESIGN AND Strongly Agree Undecided Disagree Strongly
ORGANIZATION agree disagree
-
1. The book contains a sufficient variety X
of design to interest the learner.
2. There is a clear and logical page/unit X
organization so that the teacher and the
students can understand the theme,
purpose and intended result.
3. Headlines, chapter or unit headings X
and subheadings help to summarize
what is to be expected in a unit.
4. The density and variety of text are at X
the right level for the students.
5. The topics in the textbook are X
interesting.
6. There is a coherence in unit format X
(all the units are organized in a logical
format).
IV. LANGUAGE SKILLS Strongly Agree Undecided Disagree Strongly
agree disagree
1. The reading passages (texts) are suitable X
for the students' level and interests.
2. There is an adequate treatment of pre- X
reading and post-reading activities in the
textbook.
3. There is enough focus on developing X
listening skill in the textbook.
4. The textbook offers a variety of X
practice to develop speaking skill.
5. There is enough focus on developing X
writing skill in the textbook.
6. There is integrated skills work in the X
textbook.

V. EXERCISES AND Strongly Agree Undecided Disagree Strongly

ACTIVITIES agree disagree
 Centro de Lenguas Extranjeras-Universidad de Sucre

1. The activities in the textbook are X

interesting for the students.
2. There is an adequate treatment of X
activities, which promote meaningful
language use (as opposed to mechanical
exercises).
3. The activities provide a variety of X
interaction opportunities (group work,
pair work etc.).
4. The activities in the textbook promote X
critical thinking (i.e., analysis, synthesis,
interpretation).
5. There is an adequate amount of X
activities for practicing language
(vocabulary, grammar) in the textbook
6. The activities are appropriate for the X
level of the students.
VI. CULTURAL Strongly Agree Undecided Disagree Strongly
CONSIDERATIONS agree disagree
1. There is an adequate treatment of X
native culture along with target culture
in the textbook.
2. The characters in the textbook X
represent people from different social
class, age, and occupation.
3. The characters in the textbooks exist X
in a social network (e.g. family, peer
group, workplace) and they are not
there in isolation without any social
connection.
4. The characters in the textbook are X
realistic (like real life characters, their
fears, hopes, and hates are reflected in
the textbook).
5. There is an equal representation of X
men and women in the textbook.
6. The women are represented in the X
same roles as men (e.g. doctor, teacher)
and they are not presented as passive
participants.

PART III
3. Find relevant evidence in the chosen textbook. Include the pages and activities that evidence
the criteria.

I. PRACTICAL EVIDENCE IN THE CHOSEN TEXTBOOK

 Centro de Lenguas Extranjeras-Universidad de Sucre

CONSIDERATIONS
2. The textbook contains a sufficient Evolve 3/unit 3/Lesson 4/
amount of visual materials (photograms, page 28.
charts, diagrams) helping the students
understand the text. İn the other textbooks we
can find similars visual
materials.

5. There are indexes, vocabulary lists,

section headings and other methods of
signposting the content that allow the
student to use the material easily,
especially for revision and self-study
purposes.

Evolve 4/Unit 4/Lesson 1 -------- Last page

II. LANGUAGE CONTENT EVIDENCE IN THE CHOSEN TEXTBOOK
1. The vocabulary load (i.e., the number of Evolve 1: Unit 8/Lesson
new words introduced in each lesson) is 1/Page 76
reasonable for the students of that level.

3. The number of grammatical points Evolve 5: Unit

introduced in each lesson is appropriate. 6/Lesson 1 and 2.

In each units it
can be found
grammatical
points in two
lessons.

III. DESIGN AND EVIDENCE IN THE CHOSEN TEXTBOOK

ORGANIZATION
2. There is a clear and logical page/unit
organization so that the teacher and the
students can understand the theme,
purpose and intended result.

Evolve 2: Starting pages

3. Headlines, chapter or unit headings

 Centro de Lenguas Extranjeras-Universidad de Sucre

and subheadings help to summarize Starting pages

what is to be expected in a unit.

5. The topics in the textbook are

interesting.
IV. LANGUAGE SKILLS EVIDENCE IN THE CHOSEN TEXTBOOK
1. The reading passages (texts) are Evolve 2: Unit 4/Lesson
suitable for the students' level and 1/Page 34
interests.

3. There is enough focus on developing In all levels each unit has seven listening exercises.
listening skill in the textbook.
4. The textbook offers a variety of Evolve 3:
practice to develop speaking skill. Unit
3/Lesson
5/Page 30

5. There is enough focus on developing

writing skill in the textbook.

Evolve 4: Unit 10/Lesson 4/Page 104

 Centro de Lenguas Extranjeras-Universidad de Sucre

6. There is integrated skills work in the

textbook.
volve 3:
Unit
3/Lesson
5/Page 30

V. EXERCISES AND EVIDENCE IN THE CHOSEN TEXTBOOK

ACTIVITIES
3. The activities provide a variety of Each level has this kind of
interaction opportunities (group work, activities.
pair work etc.).
Evolve 4: Unit 6/Lesson
3/Page 59

5. There is an adequate amount of

activities for practicing language In each lesson people can find exercises to practice these
(vocabulary, grammar) in the textbook topics.
VI. CULTURAL EVIDENCE IN THE CHOSEN TEXTBOOK
CONSIDERATIONS
2. The characters in the textbook
represent people from different social
class, age, and occupation.
 Centro de Lenguas Extranjeras-Universidad de Sucre

4. The characters in the textbook are In each textbook can be found

realistic (like real life characters, their this page. (Starting pages)
fears, hopes, and hates are reflected in
the textbook).

Evolve 5: Unit 10/Lesson6/Page

106

6. The women are represented in the

same roles as men (e.g. doctor, teacher)
and they are not presented as passive
participants.

PART IV

Would you like to use this book in your teaching practice at CLEUS? Why? Why not?
Yes. I consider Evolve is a good book to use in our classes because it is easy to understand since it’s
well organized. It has an appropriate sequence in the exercises. It has a communicative approach
and that is a good way to teach and learn English.

My personal opinion.
Taking into account our context, each book should be used in two levels. I mean Evolve 1 in
English 1 and 2. Evolve 2 in English 3 and 4, and Evolve 3 in English 5 (six units in each level).
Obviously, each teacher will introduce extra material to complement some topics.

Teacher’s signature: ______________________________________________

Date: October 19th, 2021______________