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2. Supervisor;
■ Mam Saima Saeed

3. ● Abid Rashid 30
● Syed Adeed 53
● Muhammad Arif 09
● Syed Jawad 44
● Syed Hassan 49
● Naseer ud Din 06
Conducted by;

4. Creating english
textbook

5. english text book
A textbook or course book (UK English) is a
manual of instruction in any branch of study.
Textbooks are produced according to the
demands of educational institutions.
Schoolbooks are textbooks and other books
used in schools.

6. ● "textbook" means. something
perfectly done, or done following
specific instructions. Example
Sentences: The driving student
performed a textbook parallel park
while doing his driving test. our
presentation was textbook.

7. The functions of textbook
■ As a source of language
■ As a learning support
■ For motivation and stimulation
■ For reference
(Dudley-Evans & St. John, 1998)

8. ● A textbook is a book used for the
study of a subject. People use a
textbook to learn facts and methods
about a certain subject. Textbooks
sometimes have questions to test the
knowledge and understanding of the
learner. A workbook is a type of
textbook that has only practice
questions and exercises
purpose

9. Advantages of text book
■ have a positive effect on learner motivation
■ provide authentic cultural information about
the target culture
■ provide exposure to real language
■ relate more closely to learners’ needs
■ support a more creative approach to teaching
(Phillips & Shettlesworth, 1978; Clarke, 1989; Peacock, 1997)

10. Past and current trends in
English language textbooks
Then
■ Author and academic
centered
■ Uncertain global market
■ European focus
■ Sell what is published
■ Culture and methodology
of origin
■ English for its own sake
Now
■ Market led
■ Specific fragmented markets
■ Pacific Rim/ Latin American
focus
■ International or local culture
■ Indigenous learning
situations
■ English for specific
purposes

11. Past and current trends in
English language textbooks
Then
■ UK/ US publisher
dominance
■ Native speaker expertise
■ Culturally insensitive
■ Low risk / competition
■ Little design
■ Artificial texts and tasks
■ Single-volume titles
Now
■ Rise in local publishing
■ Nonnative speaker
competence
■ Culturally sensitive
■ High risk / competition
■ Design rich
■ Authenticity
■ Multicomponent/multimedia

12. Evaluating textbooks
Before evaluating a textbook, information is
needed on the following issues:
■ The role of the textbook in the program
ex. Will it be used with small classes or large ones?
■ The teachers in the program
ex. Are teachers free to adapt and supplement the book?
■ The learners in the program
ex. What do learners typically expect in a textbook?

13. Criteria for textbook evaluation
They should:
■ Correspond to learners’ needs.
Match the aims and objectives of the
language learning program.
■ Reflect the present or future uses
■ Take account of students’ needs
■ Have a clear role as a support for learning
(Cunningsworth, 1995)

14. A checklist for textbook
evaluation and selection( Appendix 2)
Organized under the following categories (p. 274)
■ Aims and approaches
■ Design and organization
■ Language content
■ Skills
■ Topic
■ Methodology
■ Teachers’ books
■ Practical considerations (Cunningsworth, 1995)

15. Questions to ask when selecting
ESP materials
■ Will the materials stimulate and motivate?
■ To what extend does the material match the
stated learning objectives and your learning
objectives?
■ To what extent will the materials support
the learning process?
(Dudley-Evans & St. John, 1998)

16. A good provider of materials will be able
to:
■ Select appropriately from what is available
■ Be creative with what is available
■ Modify activities to suit learners’ needs
■ Supplement by providing extra activities
(Dudley-Evans & St. John,
1998)

17. Preparing materials for a program
Advantages:
‧Relevance
‧Develop expertise
‧Reputation
‧Flexibility
Disadvantages
‧Cost
‧Quality
‧Training

18. The nature of materials
development
The process of materials development:
■ Preparation: ex. critical analysis of texts
■ Representation: ex. examples, demonstrations
■ Selection: ex. choice from modes of teaching,
organizing, managing, and arranging
■ Adapting and tailoring to student characteristics:
ex. consideration of social class, gender, age
(Shulman, 1987)

19. Characteristics for good language
teaching materials (Tomlinson, 1998)
Materials should:
■ achieve impact
■ help learners feel at ease
■ help learners to develop confidence
■ be relevant and useful to students
■ require and facilitate learner self-investment
■ expose the learners to language in authentic use
■ provide the learners with opportunities to achieve
communicative purpose
■ take into account that positive effects of
instruction are usually delayed

20. Characteristics for good language
teaching materials
Materials should:
■ take into account that the learners have different learning
styles
■ take into account that learners differ in affective attitudes
■ permit a silent period at the beginning of instruction
■ maximize learning potential
■ not rely too much on controlled practice
■ provide opportunities for outcome feedback
■ Learners must be ready to acquire the points being
taught
■ The learners’ attention should be drawn to linguistic
features of the input

21. Decisions in creating textbook
Processes of program design and materials design:
■ Developing aims
■ Developing objectives
■ Developing a syllabus
■ Organizing the course into units
■ Developing a structure for units
■ Sequencing units
■ Choosing input and sources
■ Selecting exercise types

22. Choosing input and sources
■ Grammar materials
■ Listening materials
■ Reading materials
■ Writing materials
■ Speaking materials
** copyright permission

23. Selecting exercise types (Appendix 1,
p.272)
An example of exercises that involve a
nonlinguistic response to the text:
■ Ordering a sequence of pictures
■ Comparing texts and pictures
■ Matching
■ Using illustrations
■ Completing a document
■ Mapping it out
■ Using the information in a text
■ Jigsaw reading (Grellet, 1981)

24. Selecting exercise types
An example of exercises that involve a linguistic
response to the text:
■ Reorganizing the information: recording events
■ Reorganizing the information: using grids
■ Comparing several texts
■ Completing a document
■ Question types
■ Study skills: summarizing
■ Study skills: note taking (Grellet, 1981)

25. Managing a materials writing
project ( Appendix 3, p. 277)
A team-based writing project involves:
■ Selecting the project team
■ Planning the number of stages involved
■ Identifying reviewers
■ Planning the writing schedule
■ Piloting the materials
■ Design and production

26. Monitoring the use of materials
Forms of Monitoring:
■ Observation
■ Feedback sessions
■ Written reports
■ Review
■ Students’ reviews

27. Thank you!