3. A. SELECTING TEXTS
Three main area
1. Type of Course
3. Factors
Connected with Text
2. Type of Students
4. 1. TYPE OF COURSE
Level of students
Students’ reasons for learning English
Kind of English required
Length/intensity of course
5. 2. TYPE OF STUDENTS
Age
Intellectual maturity
Emotional understanding
Interests/hobbies
Cultural background*
Linguistic proficiency*
Literary background*
*complex criteria
6. 3. OTHER TEXT-RELATED FACTORS
Availability of texts
Length of text
Exploitability
Syllabus suitability
8. A. EVALUATION TEXT
1. Quickie book evaluation
2. Detailed book evaluation
3. Evaluating a piece of
material
9. B. COMPARISON OF EVERY EVALUATION
QBE DBE EPM
Title of book Author(s) Publisher
• Level,
• Overall
aims/approach,
• Types of text used,
• Skill/language area
which book will help
to improve,
• Strengths/Weakness
of material, and
• Students’ suitability
• Aims and
organization,
• Materials and
activities,
• Instructions
and layout,
• Accompanying
resources, and
• Suitability for
class/group
• Suitability of approach for
your students,
• Suitability of level of your
students,
• Relevance and interest of
text/s chosen,
• Variety and
appropriateness of tasks
and activities, staging and
grading of tasks and
activities,
• Opportunities for students
participation and
personalization,
• Linguistic guidance,
• Cultural/literary/historical
background provided,
• Clarity of instructions, and
• layout and design.
10. C. CONCLUSION
There are many criteria of selecting and evaluating
texts. Both text selection and evaluation are absolutely
different. They have their own criteria. The most important
thing from this session that has to be noted down is on how
we are able to list the criteria which we are think are
important in terms of the group of students that we will be
teaching.