Developing Material for Tesol Book Review

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
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Constraint of Beliefs
-Students perception
-Students experience
-Students expectations
Pedagogical Challenges
-Constraints in preparation
of English lessons
-Constraints in the use of
teaching methodsCurriculum 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
challenge
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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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