Coursebook Evaluation Checklist

Reviewer's name
Part one General information
Title of the book
Author subject/grade/ level
Publisher cost
copyright date

Part two Aims and approaches

2 mostly 0 little or no
3 fully evident evident 1 partially evident evidence overall rating
•Do the aims of the coursebook correspond
closely with the aims of the teaching
programme and with the needs of the learners?

•Is the coursebook suited to the

learning/teaching situation?
•Is it a good resource for students and teachers?
•Is the coursebook flexible?
•Does it allow different teaching and learning
styles?
Part three Design and organization
•What components make up the total
course package (eg students' books,
teachers' books, workbooks, cassettes,
etc)?
•How is the content organized (eg
according to structures, functions, topics,
skills, etc)?
•Is the organization right for learners and
teachers?

How is the content sequenced (eg on the

basis of complexity, 'learnability',
usefulness, etc)?
•Is there adequate recycling and
revision?
•Are there reference sections for
grammar, etc?
•Is the layout clear?
Part four Language content
3 2 1 0 little or no
fully evident mostly evident partially evident evidence overall rating
•Does the coursebook cover the main grammar
items appropriate to each level, taking learners'
needs into account?
•Is material for vocabulary teaching adequate in
terms of quantity and range of vocabulary,
emphasis placed on vocabulary development,
strategies for individual learning?
• Does the coursebook include material for
pronunciation work?

Part five
Topic
2 mostly 0 little or no
3 fully evident evident 1 partially evident evidence overall rating
•Is there sufficient material of genuine interest
to learners?
•Is there enough variety and range of topic?

•Will the topics help expand students' awareness

and enrich their experience?
•Will your students be able to relate to the
social and cultural contexts presented in the
coursebook?

Part six Methodology

•What approach/approaches to language Generally communicative approach and grammar method is used in sunrise 8
learning are taken by the coursebook?

•Does this match your students' learning styles Yes, because both
and expectations? ways are highly
beneficial in
teaching and
learning
situations,
students learn
how to speak
target language in
communicative
approach.
In the grammar
translation
technique,
students learn
 grammatical rules
before applying
those rules by
translating
sentences
between the target
and native
languages.
To practice a new
language, most
teachers choose
individual or peer
work, in which
students converse
•What techniques are used for with one another
presenting/practising new language items? in the target
language For
example, during
communicate,
they work in pairs
and individually
during grammar
•Are they suitable for your learners? Yes, both
 approaches are
suitable for
learners
because they keep
students engaged
with teaching
and learning
process.
All four skills are
taught in every
lesson of every
unit
•How are the different skills taught?
and mostly
they’re integrated
with each other.
Communicative
abilities
developed
•How are communicative abilities developed?
connection
between students,
teachers, students,
and students
 Depending on the
topics
assignments and
homework
•Are students expected to take a degree of
are given to the
responsibility for their own learning (eg by
students and by
setting their own individual learning targets)?
that they are
taking

responsibility for
their own learning

Part Seven Teachers' books

•Is there adequate guidance for the teachers who
will be using the coursebook and its supporting
materials?
•Are the teachers' books comprehensive and
supportive?
•Do they adequately cover teaching techniques,
language items such as grammar rules and
culture-specific information?
•Are keys to exercises given?

The learners
- What are their ages, levels, expectations,
motivation?
- What is their previous language-learning
experience?
- What are their preferred learning styles?

- What are their interests?

The teachers
- What is the accepted role of teachers in the
educational system?
- What methodological approach do they tend to
prefer?
- What level of personal initiative do they bring
to their teaching?
- Now free are they to diverge from the
syllabus?
- Do they have the right to adapt or supplement
the standard coursebook? if they do, do they
have the time and expertise to do so when
necessary?