Evaluation of New Headway Plus Pre-intermediate Textbook: A Review

This report provides a comprehensive evaluation of the New Headway Plus Pre-intermediate textbook, focusing on its suitability for the Saudi Arabian English language learning context. The review begins with an introduction to the importance of pre-intermediate English levels and the significance of textbook selection. It then defines evaluation and explores different approaches, including those of Cunningsworth. The core of the report is an in-depth analysis of the textbook, covering its design, aims, language content, tasks, methodology, activities, topic content, and study skills. The evaluation utilizes Cunningsworth's checklist and considers the book's strengths in terms of grammar, vocabulary, and its ability to facilitate communication skills. The report also includes a unit evaluation focusing on Unit 13, assessing the balance of skills, practical considerations, and language context. The author provides a critical analysis of the book's effectiveness, drawing on various research sources and concluding with an overall assessment of the textbook's value for pre-intermediate English language 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
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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 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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