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_____________ The checklist in this article provides educators with a valuable tool for evaluating reading textbooks for use in ESL/EFL classrooms. Classroom teachers spend much time using textbooks in class, so choosing an appropriate one is important. Each question in this checklist is based on either recent research or previously developed checklists. And the article explains how to use the checklist. Using this will make the textbook selection process more efficient and more reliable.
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Introduction (book review): The TEFL Master academics from the Universidad Europea del Atlantico, Spain, attending Curriculum and Course Design subject, Veronica Cabanas teacher, received the task to write an evaluating report concerning the usefulness of the Prepare course for the objectives the authors; James Styring and Nicholas Tims, Consultant Editor Annette Capel, declare in the front matter: “Prepare! is a lively general English course with comprehensive Cambridge English for Schools exam preparation integrated throughout. This flexible course brings together all the tools and technology you expect to get the results you need”. The academics Gislaine Schineider Melo and Nuria Edith Araujo divided the topics which compound the evaluating report, considering the notes proposed by Cunningsworth (1995), in an attempt to approach the general guidelines for the coursebook analysis, once they both agreed with the author`s reference to describe the criteria of what good classroom materials should be like (characteristics and requirements). Aims and Approaches detail the objectives connected to the coursebook, the teaching program and the learner´s needs. It also determines the coursebook widening (learning styles, adequacy, importance, consulting source, among other considerations). Design and Organization is related to the accompanying kit of materials, the contents´ structure, its presentation, complexity, the learnability, syllabus requirements, sections for the skills, suitability for the participations (group/pairs/individual), sequence of contents, besides the layout issues. Language Content is a compilation of the learning strategies (diversified levels), linguistic styles, conventions regarding the English language and its structure (grammar, vocabulary and pronunciation). Social context and linguistic adaptation are also taken into consideration. In Skills it is socialized the linguistic competences and abilities (writing, speaking, listening, reading, comprehension) and their integration in exercises (kinds/quantity/level/preferences/interaction). Topic and Methodology evidence the social contents and cultural aspects as; origin, ethic, interests, variety, equally, etc. In this section is described approaches, techniques and methods for the teaching and learning practices. It was done a brief Conclusion of the evaluated content (a kind of sample), because the task selected few pages from the book, followed by the Bibliography list and the Appendix, where it is shared the Task and the Practical considerations, from the two teachers, who express their perception about the publication, same time making suggestions regarding the application and content of the book, which they have analysed.
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