The document provides a reflection on evaluating an English coursebook from a teacher's perspective. It notes that most teachers now rely on internet sources and student demands rather than solely on coursebooks. It also states that the primary focus should be engaging students and meeting their needs, not just using a coursebook. While coursebooks mainly focus on grammar, the goal is for students to speak English fluently, but there is a disconnect between this goal and what coursebooks actually provide. The conclusion is that coursebooks should not be underestimated but should be used interactively along with teacher activities, and teachers should develop techniques to improve students' communicative skills if the goal is communicative competence.

1. CoursebookEvaluation- Reflection
The coursebook evaluation was an efficient tool to realize how efficient a
text book could become for our students. One of the requirements for this task was
a teacher’s point of view, about what he/she thinks about them, and how much
they depend on them; however, it was surprisingly that as it is expected nowadays,
most of us rely on sources such as internet, and more importantly according to our
student’s demands.
Furthermore, I consider that we must be concentrated on how to keep our
student engaged with the class, in order to accomplish this aim, we need to fulfill
the student’s conditions, it would not be worth to just keep using a course book, if
we do not think on what it is best for our student. The first step is to consider what
we want our students to learn, and then, how they are going to learn it.
Following with the previous idea, one of the facts that we must to take into
account is that most of the text books are focus mainly on grammar features. And it
has been a while, since we have been listening that our students should end up
their secondary studies, by speaking fluently. However, there is a contradiction
between what the government wants to accomplish, and what the textbook really
contributes to our students.
As a conclusion, I would say that Cousebook should not be underestimating;
rather there should be an interaction between the teacher’s activities and the
textbook. In addition, if the current reality asked students to develop
communicative competence, then teachers should come up with the essential
techniques for students to improve their communicative skills.
Makarena Sánchez Campos