The document discusses criteria for evaluating materials and selecting coursebooks for teaching English. It explains that criteria can be developed by brainstorming universal standards, subdividing categories, revising the list, organizing it, and specifying context-based factors. When selecting materials, the needs of both teachers and learners should be considered, as well as how the materials will be used. Coursebooks fulfill practical needs in non-English environments where teachers lack training, and they provide a structure for lessons by mapping content over time.

1. STANDARD APPROACHES TO
MATERIAL EVALUATION
In this part, the writer explained
about the lists of criteria to conducting
an evaluation. As we know that most of
the literature on materials development
has so far focused on the materials
evaluation.

2. DEVELOPING CRITERIA FOR MATERIAL
EVALUATION
That it is extremely useful to develop a set of
formal criteria for use on a particular evaluation and
then to use that set as a basis for developing
subsequent context-specific sets. There are 5 ways
of developing a set of criteria:
1. Brainstorm a list of universal criteria
2. Subdivide some of the criteria
3. Monitor and revise the list of universal criteria
4. Categorize the list
5. Develop content-specific criteria

3. SELECTION OF MATERIALS
The selection of materials involves
matching the given materials against the
context in which they are going to be
used and the needs and the interests of
the teachers and learners who work
within it.
In selecting material for Teaching
English Language, some opinion arise
about the using of coursebook in the
learning process.

4. THE ROLES AND FUNCTIONS OF
COURSEBOOK
By thinking regarding to the roles and
the functions of the coursebook, it is
expected to help bring clarity to the act of
judging the worth of coursebook itself,
particularly in the face of the broad
variation found among teachers of English
across the world who use them and the
diversity in the objectives for learning
English that exist among their students.

5. Cont………
We can see the functions of using cousebook
such as :
• Coursebooks fulfill a wide range of practical needs,
particularly in contexts where English is being taught
in a non- English speaking environment and where
teachers either lack training or sufficient time to
analyze each group’s needs.
• The coursebook helps provide a route map for both
teachers and learners, making it possible for them to
look ahead to what will be done in a lesson as well as
to look back on what has been done.