This document summarizes interviews with a teacher and student about their use and views of an English course book called "Travelers". The teacher finds the course book important because it uses a communicative approach. She frequently uses sections for presentation and practice and supplements the book when additional activities are needed. She would like more listening activities and visual materials for teaching grammar. The student uses the book in every class and likes reading activities about her interests. While she doesn't think the book is entirely necessary, she finds it useful as a guide for studying. She would like content about real topics that interest her age group.

1. Course books
Authors: Javiera Barrueto.
Scarlett Espinoza.
Teacher: Gabriela Sanhueza.
Course: EFL Methodology
December 2nd, 2014.

2. Eliciting teacher’s views on course books.
Teacher: María Teresa Villagra
1. Do you think course books are important?
Yes, very important, because the course books here are focused on the
communicative approach.
2. What are you criteria for choosing a course book?
Different focuses of the course books and the material that they have.
3. Which part (s) of the course book do you frequently use and which part (s) do you
seldom use?
I frequently use the course book for presentation and practice stage in a class, so I
prefer those activities focuses on the content that I am covering at that moment.
Also I try to use parts of the course books in which students can feel motivated.
4. When, why and how you supplement the course book?
I supplement the course book when this one doesn’t have the variety that I need or
when I need extra activities when students need to develop productive skills,
because sometimes the activities are not appropriate for the level of the student or
because I want to encourage students to do different things.
5. What kind of help would you like to have to from the course book in teaching
grammar or any other aspects of the language?
I would like to have different kinds of listening activities depending on the content.
Also I would like to have more visual material when I am teaching grammar, because
this will help students a lot.
Eliciting learners’ views on course books.
Name: Josefa Espinoza, 7th grade in Colegio Concepción San Pedro.
1. How often do you use your course book?
Every class I have to bring my course book to the class.
2. Which part (s) of it do you use most frequently and which part (s) do you seldom
use?
I always try to cover all the parts of the book, I mean the teacher tries to do that.
But if I have to highlight one part is reading activities, when they are interesting.
3. Which part of the book do you like best and which part do you like least?
I love when I can find in the book information or activities about my favorite TV
series or something that I really know. I can find this in the reading parts or when I
have to put words about something that read before. I really hate listening because
is very hard.

3. 4. Is the course book important for you?
Not really, I think that we can just talk every class and everything will be ok, but
when I need to study is very important for me, is like a guide.
5. What kind of course book would you like to have?
I would like to have a course book where I can identify real things, like sports here
in the country or information about famous people, but famous people for me, not
for the teacher, because they are old.
6. Do you like the course book you have now?
Yes, I like it, sometimes.
Factual details.
Title: Travelers
Author (s): Lina Alvarado Jantus
Publisher: Gobierno de Chile, Ministerio de Educación, Ediciones Calycanto and MC Millan
Price: free
ISBN: 9789568623531
No. of pages: 128
Components: SB/TB/WB/TESTS/CASSESTES/VIDEO/CALL/OTHER: students’ book, tests at
the end of the unit, verbs list and web pages.
Level: elementary level. 8th grade.
Physical size: 150 grs.
Lengths: 26 centimeters x 21 centimeters.
Units: 4, Cultural elements, self-care, different lives and People and places.
Lessons/sections: 5, listening, reading, oral production, written production and language
and vocabulary.
Hours: 4
Target skills: Speaking, listening, reading and writing.
Target learners: Speaking, listening, reading and writing.

4. Target teachers: Speaking, listening, reading and writing.
ASSESSMENT (*POOR **FAIR ***GOOD ****EXCELLENT)
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