Textbook Evaluation Checklist

Textbook Evaluation Checklist| Excellent| Good| Adequate| poor| Textbook Name:| | | | | A. Content| i. Is the subject matter presented twain topically or serviceablely in a logical, contrive path? | 4| 3| 2| 1| ii. Does the psychogenic object serve as a window into achievement close the target wrangle culture (American, British, ect.)?| 4| 3| 2| 1| iii. Are the reading selections authentic pieces of voice communication?| 4| 3| 2| 1| iv. Are on that point adapted materials of genuine interest to learners?| 4| 3| 2| 1| v. Are the material selections representative of up to date issues and culturally tolerate for the learners?| 4| 3| 2| 1| B. Language, lexicon and Grammar| i. Are the grammar rules presented in a logical manner and in increasing order of difficulty?| 4| 3| 2| 1| ii. Is there enough coverage of vocabulary, grammar and functional language in the schoolbook selections?| 4| 3| 2| 1| iii. Are the new vocabulary words present ed in a variety of ways (e.g. glosses, multi-glosses, and appositives)?| 4| 3| 2| 1| iv. Are the new vocabulary words presented at an grab rate so that the text is understandable and so that students argon able to retain new vocabulary?| 4| 3| 2| 1| C. Exercises and Activities| i.

Are there interactive and prosecute activities that require students to intent new vocabulary to clear?| 4| 3| 2| 1| ii. Is the practice in reading, writing, discourse and listening skills included and balanced in the schoolbook?| 4| 3| 2| 1| iii. Do the activities press forward students use of grammar rules in meaningf ul contexts?| 4| 3| 2| 1| iv. Do the exerc! ises promote critical thinking of the text?| 4| 3| 2| 1| v. Are the activities and exercises appropriate for learners direct of proficiency?| 4| 3| 2| 1| vi. Is there a wide range of activities that suit antithetic learning styles and encourage collaborative learning (e.g. group go out away, pair work etc.)?...If you want to get a encompassing essay, order it on our website: OrderCustomPaper.com

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