You are on page 1of 2

REPORT

In search for the perfect textbook that fits our program I felt
compelled to consider many options and analyze all the advantages
and disadvantages that the implementation of this particular one will
bring. I assure you this textbook series does provide the necessary
materials and activities that our students need to develop their
productive and receptive skills in the English language and also
encourage them to obtain a higher level of mastering the language by
improving at the same time students’ interest and classroom
ambiance. In turn, this series can also be evaluated considering some
aspects I would like to share. I hope this report can convince us all
that this series may play a major role in our program and syllabus
design.
Based on the idea that learning materials are important in a language
class I strongly recommend this book series since it will offer students
the necessary input they need at each level without exaggerating
grammar or vocabulary use and practice. It also contains enough
activities and topics to be covered during the whole program, allowing
teachers and students pick the ones they make consider helpful and
profitable; it also presents a layout that does not only help the
students to study but also makes English easy to teach with little
preparation for teachers.
Nevertheless it is arguable that there are some disadvantages that
most of the textbooks present, in this case I shall mention that the
text sometimes does not show real language and focuses on teaching
vocabulary and grammar points adapting and distorting dialogues to
these. Some activities will have to be modified to the students’ needs;
although the book does present lots of activities, it can be risky that
some teachers may reduce their participation time by only focusing
on the book.
That is why I would like to mention some aspects to consider when
evaluating textbooks; so that we can all judge them considering the
content of the lessons, how skills are taught, the practice of the
students and how they help teachers’ instruction:
Firstly, a textbook has to be well-written. It should use clear terms and
take into account the levels, the input provided, the activities and
practice but above all it should serve as a study guide.

Paragraphs and graphics should all be easy to read. Likewise. helping students and teachers interact between the target language and the language learning process. the program. the content. these factors may be related to the teacher. Examples and practice problems may include verbal illustrations and examples to help clarify or demonstrate a particular topic. instead they may be a valuable tool since it provides resources teachers may adapt and modify what they may consider important or useful. There is a clear. divides content into appropriate headings and subheadings and does not get off the subjects. the methodology and pedagogical design of the book. It should work as a support for learning. . aspects that help us to produce our own criteria to evaluate them considering all our needs. Textbooks should never replace teacher’s role.A well-written book provides a clear outline of what will be covered. logical structure to the guidelines themselves. There are many things we need to know when evaluating a textbook. The guidelines and objectives are presented. Visual content should be attractive and inviting. aspects that we may consider depending on several factors. the learners. practice problems are introduced to test understanding of the material. Sneider Cardona.