1. Choosing Coursebooks
Jeremy Harmer
“How to Teach English”, Chapter 11.
Prof. Braun, Practice II, Fac. de Cs. Hs., UNLPam

2. Coursebook Assessment
 It is a judgement produced before using
a textbook.
 Coursebook evaluation:
 Judgement on how well a book has
performed after having used it.

3. Criteria for Assessment
 Always consider students’needs.
 We may use checklists:
 Price
 Availability
 Layout and design
 Instructions
 Methodology

4. And more…
 Syllabus type, selection and grading.
 Language study activities.
 Language skill activities.
 Topics
 Cultural acceptability
 Usability
 Teacher’s guide

5. Evaluation Measures
 Teacher record
 Teacher discussion
 Student response

6. Benefits of using Coursebooks
 Coherent syllabus.
 Authors are well-known methodologists.
 Satisfactory language control.
 Resource materials: CD-ROM, DVD, CDs.
 Teacher’s guides with extra resources or
activities.
 Students view progress as they proceed
through different units.

7. Restrictions:
 They may impose contents and learning
styles.
 Units and lessons follow the same
format/ boring.
 They may be culturally inappropriate.

8. OPTIONS
 DIY approach.
 Or USING A TEXTBOOK:
 We can use them critically and use the
 OMIT
 REPLACE strategies.

9. Using the Coursebook
 Teachers may change some activities:
 Add
 Rewrite
 Replace activities
 Re-order
 Reduce
 (*) Practical on textbook assessment.