Evaluating New Headway English Coursebook

This assignment focuses on evaluating the New Headway Upper-Intermediate English coursebook. It requires students to analyze various aspects of the textbook, including its content, activities, target audience, and overall effectiveness. Drawing upon relevant research and pedagogical principles, students must provide a critical assessment of the textbook's strengths and weaknesses, ultimately arguing for its suitability or lack thereof for upper-intermediate learners.

DEVELOPING MATERIAL FOR TESOL
Text Book Evaluation
New Headway Plus
Name:
Date:

Book Review
Contents
1.0 Introduction...........................................................................................................................................2
1.1 Definition of Evaluation....................................................................................................................2
1.2 Approaches to Evaluation..................................................................................................................3
2.0 Evaluation of the book (Headway plus Pre-intermediate)......................................................................4
2.1 Evaluation Method............................................................................................................................4
2.2 The Evaluation Checklist...................................................................................................................5
The design and structure......................................................................................................................6
2.2.1 Aims and Approaches.................................................................................................................7
2.2.2 Language Content.......................................................................................................................7
2.2.3 Tasks...........................................................................................................................................8
2.2.4 Methodology...............................................................................................................................9
2.2.5 Activities...................................................................................................................................10
2.2.6 Topic Content...........................................................................................................................11
2.2.7 Study Skills...............................................................................................................................11
3.0 Unit evaluation....................................................................................................................................12
3.1 Teacher’s books...............................................................................................................................12
3.2 Balance of skills..............................................................................................................................13
3.3 Practical considerations...................................................................................................................13
3.4 Language context.............................................................................................................................14
3.5 Balance of Skills..............................................................................................................................14
3.6 Methodology...................................................................................................................................14
3.7 Adapted activities................................................................................................................................16
Unit 13: Listening and Speaking: Giving News.................................................................................16
Unit 13: Listening and Speaking: Role Play......................................................................................17
4.0 Conclusion...........................................................................................................................................18
5.0 References...........................................................................................................................................19
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Book Review
1.0 Introduction
Pre-intermediate English level is important because it serves as a transition stage between
English levels. Textbook selection at this stage is important for students because it prepares them
for proficiency. At this stage, learners need an understanding of basic sentences, grammar,
vocabulary, listening and speaking skills.
This evaluation is about the New Headway plus Pre intermediate (Soars & Soars, 2000) as an
effective pre-intermediate English course book for the Saudi Arabian syllabus. It looks at the
contribution made by the book for intermediate level learners who need to develop confidence
when speaking and making conversations in English. The unit evaluation looks at why the book
provides a clear understanding of grammar and vocabulary as critical for language speech and
listening skills. An evaluation of the course book and tasks considers the development of learners
in the present and future perspective using Cunningsworth approaches.
1.1 Definition of Evaluation
Mertens, (2014) describes evaluation as a systematic analysis of merit using an integrated
process of different methods. This supports the use of videos, grammar tests, grammar and
vocabulary in preparation for intermediate level.
Cook (2013) looks at evaluation from a language development perspective to note that there are
different levels and approaches to learning English as a foreign language. This highlights
variations in pre-intermediate learning where listening and reading lessons are critical.
Sarem, Hamidi & Mahmoudie (2013) consider evaluation from a course book point of view
indicating the need to test a course book as an essential tool used in learning lessons.
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Book Review
Ronali ( 2002) breaks down evaluation using the a course book designed for learners of English
as a foreign language using a checklist for evaluating the level of student engagement for a
quality, inclusivity, efficiency and reliability.
1.2 Approaches to Evaluation
Coursebook evaluation depends on the syllabus in use. Alseghayer (2014) addressess issues
faced by English Language learners in Saudi Arabia to indicate that the Saudi Arabian
curriculum advocates for improved English that empowers learners with the ability to participate
in the international community. This approach looks at constraints in English education
including, student beliefs, pedagogical and administrative challenges as shown below.
Cunnningsworth (1995:7) provides a checklist on how to evaluate a textbook highlighting
different elements to consider. Tomlinson ( 2016:5) considers the evaluation process for
learning materials as an analysis of the value created by the learner. Rubdy supports this stating
that this analysis could feature before the use of material, during and after usage stage ( Rubdy,
2003:42: McDough & Shaw, 2003:71). A checklist based approach is appropriate for evaluating
learning materials because it provides a systematic criteria ( McGrath, 2002:27; Cunningsworth
1995).
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Book Review
Figure 1: Saudi Arabian challenges in English lessons, adopted from (Alseghayer, 2014)
2.0 Evaluation of the book (Headway plus Pre-intermediate)
The New Headway Plus course book for pre intermediate level highlights the progressive
development in English for effective communication (Cohen, 2014). Credible TESOL learning
institutions in Saudi Arabia recognize the importance of international training in a multicultural
learning environment. I will break down the analysis into a unit evaluation of the book by
focusing on Unit 13, with a focus on two activities featuring speaking and listening. The book
covers grammar, vocabulary, themed examples and spoken phrases with practical daily activities.
Speaking and listening are important tasks in communication (Knezevic & Kuhlman, 2013).
2.1 Evaluation Method
According to Cunningsworth (1995), the evaluation of a course book recognizes the importance
of a course book in the development of the curriculum. This provides opportunities for further
4
Constraint of Beliefs
-Students perception
-Students experience
-Students expectations
Pedagogical Challenges
-Constraints in preparation of
English lessons
-Constraints in the use of
teaching methods
Curriculum contraints
-Limited time instructions
-Limitation in learning material
-Knowledge and practice
challemges
limitations in learning standards
Administrative Challenges
-Curriculu, challenges
-Partnership challenges
-EFL challenges
Saudi
Arabian
students
challenges

Book Review
research into a continuous quality learning process (Alnefaie, 2016). A course book in foreign
language takes a multicultural context such as the Saudi Arabian curriculum for effectiveness.
The Cunningsworth evaluation framework for course book analysis provides a reliable
framework (1995:7). This evaluation supports self-learning and the consolidation of learning in
an interesting manner. Institutions such as the King Saud University (KSU) in Saudi Arabia offer
courses that conform to the curriculum.
2.2 The Evaluation Checklist
The purpose of the evaluation checklist is to engage the New Headways Pre-intermediate course
book for quality, inclusivity, efficiency and reliability. Accurate information plays a significant
factor in methodology for this multifaceted book (Soars, Liz, & Sayer, 2011). Cunningsworth
(1995: 7) principles for organizing learning material indicate that:
 The course book cover creates an impression of student needs and the learners needs.
This means that the book adheres to language objectives and the learners syllabus
featuring adequate number of hours, the integration of traditional and contemporary
learning modes are critical.
 The contents page takes a specific formula with a rule-based approach that is
performance, based. This includes language inputs such as grammar, and vocabulary
 The book layout captures the individual contribution in the development of the learner. In
this case, an effective course book has a design that allows for integration of learners and
interaction.
 Price factors illuminate the quality factors of a course book
New Headway pre-intermediate supports the development of general English language featuring
grammar, vocabulary, spoken and written language. The book has 14 units tackling Basic
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Book Review
English language elements. For example, unit 1 is interesting because it gives examples of social
expressions with daily conversations (Soars & Soars, 2000:14). Research agrees that applied
linguistics is important for learning creativity (Khan, 2011). This preparatory level course book
places students in readiness students for intermediate learning, which leads to the university
level. Using Cunningsworth (1995:4) evaluation, this analysis considers the textbook’s
framework with checklist of eight factors namely:
 The design and structural organization
 Aims and approaches
 Language content
 Study skills
 Methodology
 Topic
 Teachers books
 Tasks
The design and structure
New Headway Plus Pre-intermediate encourages classroom interactions through a variety of
designs in order to achieve its impact. Cunningsworth (1995:10) points out that the individual
contribution is important in a learner’s course book. New Headway Plus Pre-intermediate
includes titles for every lesson and grammar reference for evaluation (Soars, & Soars,
2011:138 ). These supports teacher’s abilities and educations goal to produce good students in
accordance with The Ministry of Education in Saudi Arabia which needs to embrace teachers as
partners in the education process. Cunningsworth (1995:1) identifies the impressionistic
overview of a course book as more attractive and New Headway Plus Pre-intermediate provides
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Book Review
material to encourage learners to participate in groups. The cover has an informative content and
with a table of contents for easy access to the unit material. This edition has picture illustration
for consistency in titles and headings making it easier for learners and teacher’s references.
2.2.1 Aims and Approaches
Cunningsworth (1995: 66) agrees that teaching motivates the learner by offering a guide on how
to solve problems, form opinions, and develop personality. Soars, & Soars (2000) incorporates
accompanying material for its units to support the exercises (Soars, John, & Sayer, 2000:44).
Khan (2011:115) identifies subject and knowledge as the objectives for teaching English.
Effectiveness in communication calls for an integration of English and the learning materials.
New Headway Plus Pre-intermediate supports the involvement of students for language
proficiency. The book adheres to the Saudi Arabian English language and has measurable skills
that contribute to the attainment of the pre-intermediate skills.
2.2.2 Language Content
Kuhlman & Fener, (2013:77-79) points at the importance of content development and the power
of effective task engagement for English students in language, phonology, morphology,
semantics, pragmatism and its discourse. Cunnningsworth (1995) notes that the content topic
needs allow students to think and express their views. shows different interests In this case,
language is a system as well as a process that requires support. Students in pre-intermediate level
need grammar for the present conversations and future knowledge in university and professional
writing. New Headway Plus pre-intermediate gives interesting stories enriched with vocabulary
from fascinating real life examples (Soars, & Soars, 2000:51 ). It lso has segments labelled
‘Everyday English’ ‘Grammar spot’ and Practice‘. These are essential for daily practice and
usage.
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Book Review
According to New Headway Plus Pre-intermediate, creativity in classroom English allows
students to explore, engage in creative thinking with ideas from the real world. The use of
language involves creativity that transforms thoughts. This is through mimes, drawings,
extraction of meaning and paraphrasing (ESL Writing, 2017). The application of creative and
imaginative expressions in language motivates students to use creative tasks enhances their
confidence and self-esteem. Teaching student’s creative thinking is essential for practical real
life and classroom skills.
2.2.3 Tasks
New Headway Plus Pre-intermediate provides a guide with instructional material for the
classroom task. It gives students an edge by discouraging the over reliance on books while
supports a lively environment (Darla, 1991). In the book, classroom tasks are essential and
include:
 Verb patterns
 Language work
 Speaking
 Formation of tenses
 Grammar
 Talking about you
 Learning and speaking
 Reading and Speaking
 Listening and Speaking
 Reading
 Vocabulary and Listening
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Book Review
The book also uses daily conversations for easy references during social interaction (Soars &
John, 2000:21).
 Word placement
 Reordering phrases
 Simulation or retelling a story
 Discussion of meanings
 Role plays
Innovative ideas in English language cater for the classroom and is important because it supports
the use of a multifaceted approach (Pearchy & Maley (2015). Language skills for everyday
classroom experiences are undeniable (Ronali, 2002).
2.2.4 Methodology
New methodologies used in New Headway for pre-intermediate enhance the development of
pedagogical knowledge in the learning environment. Professional standards emphasize the high
quality standardization for learners. The cumulative language teaching (CLT) supports the
transition from L1 to L2. Task based lessons are critical for the development of reading and
social skills is evident in the pre-intermediate course book. The book also enhances The Total
Physical Response (TPR), which supports a positive attitude (Laurillard, 2013). In the course
book, the audio-lingual grammar lessons also support the students through a competency based
learning process.
2.2.5 Activities
Learning activities in the New Headway involves culture, assessment, instruction, and language
(Pearchy & Maley: 29). A holistic approach would supports positive self-esteem, and modeling
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Book Review
real life examples, ability to choose, making connections, exploring ideas, and critical refection.
The figure below shows TESOL teaching models fashioned after the CLT and TPR in which
individual and group learning applies.
PERFORMANCE APPROACHES MEETS EXCEEDS
Develop students’
speaking skills for a
variety of academic
and social
Candidates
provide
opportunities for
students to interact
Candidates
provide
opportunities for
students to
Candidates adapt
activities to assist
Ells’ social and
academicFigure 2: Rubric for Standard 3.b, from TESOL P–12 Professional Teaching Standards
(TESOL, 2010, p. 49)
Figure 1: TESOL guidelines for effective methodology (Knezevic & Kuhlman, 2013)
2.2.6 Topic Content
New Headway pre-intermediate has sections of language principles and application in real life to
keep the students ahead (Soars & Soars, 2000:22). The book topic gives examples of common
mistakes in grammar, vocabulary and everyday English. The use of audiovisuals triggers the
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Language
Culture
Assessment
Instruction

Book Review
imagination and learning in the classroom. Some of the techniques suggested include narratives,
descriptions, and dialogue. The book brings out brainstorming, patterns, visualization, and
picture stimulus or group tasks for language use in multiple learning activities. According to the
TESOL International Association (2010), task-based learning uses multiple elements that
stimulates holistic learning. These include the foundation language domain, application
instruction and application assessment domain used in New Headway Plus Pre-intermediate.
The New Headway Plus Pre-intermediate lessons simplify language skills for individual and
group tasks through listening, reading and speaking tasks (Soars, & Soars, 2000:12). These are
critical for the development of skills, talent and creativity (McCarthy, 1990). Learning is the
adaptation of creative ideas from daily activities. A competency-based approach makes learning
more enjoyable and the transformation of learning tactics calls for the development in the
learning process (Tomlinson, 2016: 20).
2.2.7 Study Skills
New Headway Plus Pre-intermediate incorporates multifaceted activities, social perspectives,
diversity focus and themes. These are critical in TESOL Saudi Arabian contexts. Each unit has
lessons for individual’s development of language that support the exploration of learning
(Cunningsworth, 1995). Students learn by theoretical framework, organizational, assessment,
evaluation, and standard principles. In this course, book learning applies an interactive approach
with an emphasis on active learning processes that support student engagement for an integrated
process that supports of the effective selection of language. In the book, Unit 1, 7 and 8 cover
learner’s and syllabus needs while most units focus on themed lessons. It has classroom
approaches, written and spoken language and social interaction. These allow learners to exploit
skills and everyday activities with a domain-based approach (Soars & Soars: 33).
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Book Review
3.0 Unit evaluation
Unit 13 provides a perfect example of a combination of principles for an integrated approach
with examples from daily life (Cunningsworth, 1995:19). Using practical applications, it brings
to reality learning experiences, subject matter and interactive education. Practice enhances
professionalism and resource based teaching whose learning environment supports standardized
framework (Laurillard, 2013).
3.1 Teacher’s books
Teaching grammar features, vocabulary development, themes and spoken phrases require
creative use of words, meanings and research. Course books support creativity in efficient
approaches for different instructions and materials. It captures grammar for the Present Perfect
Continuous with an emphasis on student’s challenges (Pearchy & Maley 2015:70). Unit 13 of
Soars & Soars (2000:105) outlines the following:
 Language aims ( Principle based approach for learning present perfect simple and
present perfect tenses
 Individual and group questions
 Exercises
 Vocabulary development
 Reading and Speaking
 Possible problems
 Listening and Speaking
 Every day English
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Book Review
3.2 Balance of skills
The empowerment process incorporates learning, participation and classroom interaction to
motivate and develop willingness in learning (Brophy, 2013). Saudi Students in a Preparatory
year at a Saudi University need a learning mode that empowers them for self-efficacy. The
digital age provides tools for learners to advance their language proficiency for higher level
through autonomy and cognitive learning. The process of validating EFL standards in language
involves a questioning process, analysis of informational texts, primary sources, and narrative
texts in the contexts of pedagogical methods that benefits the teacher as well as the student. The
syllabus covers different skills including:
 Receptive skills-Reading and listening from inferences e.g., summary, sounds,
conversations and note taking among others (Soars & Soars:98)
 Productive skills as seen in the discussions on controlled and general knowledge
questions, presentation and drama among others ( Soars & Soars:105)
3.3 Practical considerations
Reading helps learners to receive information and grasp the meaning in a passive way. However,
productive skills incorporate speaking. The use of reading and listening completes the course
book with role-plays, telephone calls audios and videos support the development of language for
professionalism. The effective use of language for sentences and inputs is essential
(Cunningsworth: 70). Receptive skills incorporate speaking and careful use of role-plays, films,
audios and film to support the development of language for professionalism (Starko, 2013). The
effective use of language for expressions, sentences and inputs is essential. The development of
receptive skills starts with subskills.
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Book Review
3.4 Language context
The EFL standards in this unit captures different tasks and strategies for speaking and speaking
including interaction of discourses, sentence formulation and descriptions (Soars, & Soars,
2000:105). Oral language recognizes different styles of language, a combination of linguistic,
personal and social development to bring out techniques to support credible learning (Soars,
2006).
3.5 Balance of Skills
Unit 13 encourages the development of teamwork and individual study skills (Cohen, 2014). It
supports writing, reading and listening skills, which are integral in EFL. These are critical for
essay writing, student centered class or based learning as well as daily communication. Through
personalization, the unit responds to learners needs as required by TESOL Saudi Arabia
curriculum. Fresh ideas in the classroom encourage learning for both teachers and students.
Personalization tailors the course work into specific situations favorable to the learner and the
teacher (Bacca, Baldris, Fabregat, & Graf, 2014). This is appropriate for uniqueness and use of
generic ideas to facilitate for the learning process.
3.6 Methodology
The book has updated versions suitable for contemporary learning (Soars, Liz, & Sayer, 2011). I
chose listening and speaking skills in unit 13 for individual learning processes where there are
separate characters and confidence in learning ESL while others have problems in accents.
Group work encourages proficiency in writing because of the technical skills required in future
levels (Cohen, 2014). Multiculturalism in EFL acknowledges cultural diversities in the transfer
of knowledge. This helps students in Arabia to understand the principles of learning through a
domain based framework for the development of language. Proficiency in grammar paves the
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Book Review
way for a better attitude, planning process, delivery, and reflection (Darla, 1991). It looks at the
knowledge construction, cultural exploration and lessons beyond the classroom. Structuring EFL
reading incorporates intensive reading, pre-reading material, post reading and reading modes for
both formal and informal material. Classroom management using technology tools and devices
includes audiovisual techniques like telephone and video tasks for student’s comprehension and
learning.
Chapter 13 indicates how individual students and colleagues can discuss daily events. Soars &
Soars (2000:109) gives an example of telephoning and use grammar to bring out speaking and
listening skills. This unit task combines past tense narrations for the proper use of words. The
unit shares more examples of writing and the improvisation through role-play for Present Perfect
and Present Perfect Continuous. The activity on giving news gives the class an opportunity to
engage in role-plays through imagination. Initiating dialogue is one of the hardest tasks
mentioned in this unit. Creativity gives cues for story variations in conversations. The use of
tenses supports standardization of language through principles (Woolland, 2014). This chapter
helps to shape standards of language procedure, curriculum and strategies for teaching. It brings
out the effect of learning and teaching in a real life situation.
3.7 Adapted activities
Listening and speaking are two tasks used in the course book as core pillars of language
development (Tsiplakides, 2011). Using practical activities, the book brings out the significance
of emotions and personal interests or attitudes for pre-intermediate level (Soars & Soars, 2000:
108-109). However, I would use an online presentation instead of a role-play or telephone
conversation. This is one way to add value to listening and speaking activities. Students can
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Book Review
bring their mobile devices to class for demonstration. However, this will require a credible link,
which has talks and presentations to help students gain maturity
Unit 13: Listening and Speaking: Giving News
In this segment, listening and speaking tasks involve self-expression through feelings and
personalized examples (Soars & John, 2000:108). The use of a telephone conversation is
effective in supporting the development of listening skills. Its transfer of organized information
allows students to explore different ideas like using audiovisual presentation (Nicholson, 2014).
However, the design and structural organization may overwhelm the learner because it covers a
lot of information.
Rationale
Cunningsworth evaluation supports the development of productive skills, pedagogical learning
and listening skills (Cunningsworth, 1995:19). In this case, the language context highlights
numerous activities practical lessons for analytical and logical reasoning. Listening and reading
are significant in the development of knowledge, facts, fiction and conceptualization of
information.
Productive such as reading describe ideas through proper sentences, vocabulary and description
(Morrow, et al., 2012). New Headway Plus for pre-intermediate simplifies information through
words, phrases, daily life themes and rationalized thoughts. Using multimedia applications
enhances learning outcomes to include reading strategies for easier adaptation (Brophy, 2013).
Unit 13: Listening and Speaking: Role Play
In this segment, the learner reads a diary and participates in a telephone conversation. New
Headway Plus pre-intermediate (Soars & John, 2000:108) supports the use of audiovisuals in
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Book Review
creative learning and self-learning for enhanced professionalism through cognitive expressions
of knowledge (Cohen, 2014). Pedagogical learning combines subject content and complicated
topics.
The Rationale
The process of knowledge transfer through paper enhances the learner’s ability through
educational contexts. The intermediate level curriculum expects learners to have a grasp on
certain materials including domain specific knowledge and technical information (Kolb, 2014).
Quality speaking effectively requires proper listening and in contemporary learning systems,
technology plays an integral part of learning and New Headway Plus Pre-intermediate makes use
of basic knowledge for the learner’s engagement within the learning environment. Language
standards in Arabia allow the student to examine, evaluate and verify their progress over time.
Cunningsworth (1995) supports creativity as a methodology for helping the learner to familiarize
with the learning process. This includes the use of vocabulary in listening interest topics and
conversations.
Listening activities in the book is principle-based learning and supports brainstorming for the
organization of professional knowledge in accordance to the practice and specified methods. The
development of vocabulary and pronunciation includes the application of language elements like
intonation, and repetition in dialogue to stress phrases (Soars & Soars, 2000:53). The book
covers specific practice based learning that leads to the integration of materials. Professional
knowledge is specialized, supports the knowledge acquisition process and the curriculum
(Nilson, 2014). Learning pronunciation in reading and listening for every day English is key and
the book encourages the use of notebooks for vocabulary and videos for effective learning.
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Book Review
4.0 Conclusion
Saudi leaners are culturally diverse and the adoption of an international language presents
challenges. The New Headway Plus for pre-intermediate learning support cultural diversity by
overcoming barriers and problems of learning a new language. Common challenges faced by
students in Saudi includes diversions in culture and poor performance. Unit 13 discusses
listening and speaking to highlight the effectiveness of pronunciation in overcoming mother
tongue influences through practical daily activities. The use of suitable training materials for
learners helps learners to become professionals in communication. Multiple ideas bring out
continuous assessment through listening and comprehension skills, grammar use and vocabulary
development. Although the book supports language proficiency for a culturally diverse setting, it
needs a simpler design that does not overcrowd the learning especially in self-study. Evaluating
the course book using Cunningsworth evaluation approaches brings out the advantages of the
course book while highlighting its gaps in grammar proficiency, vocabulary development,
reading and listening skills. The language focus on listening supports the intrinsic, quality and
syllabus expectation while listening builds confidence.
5.0 References
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Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating
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