Analyzing a coursebook

Coursebooks are one of the teaching resources that are used to support
learning through stimulating cognitive processes and providing structure
and progression for learners to follow.

The reason why coursebooks need to be evaluated is because they may be

suitable and ideal in a particular situation and with particular students but
not to every group nor all situations.

Book: “What’s up? – starter”

By: Silvia Carolina Tiberio
First published: 2008
- Pearson Longman -

“Does the simple things exceptionally well”

To a teenager student, nothing is more motivating than learning.
Every unit in what’s up? Has been carefully designed to pave the way for
the achievement of a learning goal. Simple grammar and vocabulary
presentations, numerous practice opportunities, stimulating reading and
listening materials, useful models for speaking and writing tasks, a clear
and attractive layout – all ensure a smooth and successful learning
process. Students will finish each what’s up? unit with a sense of having
fulfilled a goal, with the desired level, confidence and motivation to face
the new challenges ahead.
Contains:
For teachers:
For students, a pack with:
All student’s components.
Student’s book – workbook (all in
one). Teacher’s guide.

Workbook audio CD. Class audio CD.

Extra practice book. Teacher’s resource bank.

Quick Check.

According to Pearson, ‘What’s up?’ is a book that functions not only as an

instrument to teaching English. It is also a book to educate in a broader
sense, to encourage children to think critically. It aims to be the complete
resource for teachers, with extra activities and a clear guideline.
'What’s up? starter' is the first book of a series of five. The new editions
are available in bookstores, and it is also possible to find them online. All
of them cost around 2000 pesos. Even though it is used one book per year,
it may not be affordable for most families. Consequently, teachers should
have in mind that, probably, not all children may have the book and its
components to work at home.
Anyways, some of the components, such as the audio file, are available for
free on Youtube.

Book organization:
'What’s up?' is divided into two parts: the student's book and the
workbook. Both sections are organized into six units. The student's book
begins recalling vocabulary from class, such as greetings and concrete
nouns. Moreover, in this introduction, are six activities about spelling and
speaking. Now, it is time for the units.
Each unit is composed of:
 A cover: with the unit goals and two activities.
 A vocabulary page.
X2
 A Grammar page.
 A reading and writing page.
  A listening and speaking page.
 Final task page.
 Self-assessment page.
All pages count with four activities each. However, after two units, there is
a "break time". It consists of different cross-curricular games that also
deals with the grammar already practised.
Then, the workbook begins. It contains extra activities in relation with the
student’s book.

Visual reference:

The student’ book

Introduction
Unit 1
Unit 2
Break time A
Unit 3
Unit 4
Break time B
Unit 5
Unit 6
Break time C
Workbook:

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6
Design:
Moreover, to its easy-to-follow organization, the design is very inviting.
The bright contrasting colours, the illustrative pictures and the funny
drawings call learners' attention. There is an accomplished balance
between text and illustrations. It is possible because images are used to
convey meaning but not just for decorative purposes.
However, there is no place for diversity. In the book, we only visualize
stereotypical (and patriarchal) representations of a girl, a boy and a family.
Indeed, it is not possible to find a portrait of a short-hair girl in the entire
material. Furthermore, what seems more atypical is the absence of black
and yellow skin.
In terms of reading, 'What’s up?' designers had into account dyslexia in
most cases. Some noticeable tools used to do reading an easy activity,
those are:
 Basic italic typography
 Text blocks.
 Bold type to introduce vocabulary.
 Images in deep relation with the texts. 

At the same time, some features can present difficulties, such as:
 Fantasy typography in some titles.
 Bright white background.

In overall consideration, the design is complete, functional and attractive.

Nevertheless, taking into account the content matter of pictures, the book
needs revision.
Content:
Following what was mention before,

Content:
Check social attitudes displayed (illustration/social values)
Check the balance of skills covered. Is it heavily biased?
Check the activities, their style. Are task included?
Check whether diversity is taken into account. (multiple intelligences, different
grouping, variety of tasks, etc.)
Check strategies used (learning strategies)
Check the methodology used.
Check the areas integrated (clil?)
Check the distance from the curriculum design.
Family…

Check whether it provides the right number of teaching hours.

Check the themes Are they appropriate for the age group and the environment of the
school? (urban/rural - muti-ethnic, etc.)
Check school records for children’s work.
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