Integrated course of foreign language teaching

FINAL ASSESSMENT ON “INTEGRATED COURSE OF FOREIGN LANGUAGE TEACHING” (Coursebook evaluation)

Select an EFL coursebook/textbook from A2 to B1 level. Evaluate the chosen book according to the criteria below.

Basic information

Your name: Sotiboldiyeva Mahliyo	Title of the coursebook: Successful writing. Successful writing Proficiency
Current level of learners: From A2 to B1	Publisher(s): Virgina Evans
Cost of course book package:	Date of publication: 1998
Is book now available (Yes / No): Yes

Rate the criteria below numerically on a scale from 0 to 2or say your words.
1= Satisfactory 2= Good 0= Poor

Section I. General impression
1. (Satisfactory) Flick through the book briefly. The overall appearance is attractive and will beappealing to learners.
2. (Good ) The book’s description of itself appears to match the contents.
Section II. Appropriacy
3. Who Will Use the Coursebook? In What Situation? ---Students--- , ---To Improve student’s writing skills---.
4. (Good ) The materials, language focus and activities are adaptable to personal learning andteaching styles or in general appropriate for your learners.
a. Materials used in the book are authentic and up-to date to an acceptable degree. ---- authentic materials re widly used there are---
b. Is there practice in all four skills (listening, speaking, reading, writing)? If so, is itbalanced? If not, which skills are omitted?---There are listening reading, writing –Speaking is omitted
c. Does the course book use authentic reading material at an appropriate level?---------Yes it does-----
d. What kind of comprehension questions are asked? (Concept questions asking about themeaning are always better than display question that can be answered automaticallywithout understanding the meaning.) –meaning questions are asked--.
e. Does the coursebook use authentic listening material at an appropriate level?---------Yes it does----
f. Is accuracy balanced with fluency? How is accuracy and fluency balanced in speakingand writing? ----Yes it is--------, ---with speak about the rule of writing-----
g. How long are the units? (Short units are believed to be more motivating than very longones as they give learners a sense of progress.) ----There are 19 Units----.
h. Does the material discuss and identify areas of student need? ---Students are able to write letter, essay, reported articles----
i. Is the book sensitive to what students need in order to learn well? ---Yes it is----
j. Does the book encourage deductive or inductive approach to learning – or a balance ofboth? --- balance -----
k. Is the material suitable for use in a self-study mode? Does it have a key to exercises? (Itis important as many learners will have to study on their own from time to time, e.g.Whenabsent from school due to an illness.) ---Yes it is, it has a key to exercise-----
Section III. Motivation and the Learner
5. (poor )Materials with variety and pace are used while personal involvement of learners isencouraged.
6. Do you feel that the material is suitable for different learning styles and is it sufficiently’transparent’ to motivate both students and teachers alike? -----I don’t feel that-------
a. Are learners encouraged to use language creatively? ---Yes they are----

b. What is the attitude towards error? ---There are all answers at the end of book --

c. What is the attitude towards the use of students´ mother tongue? ----To understand clearly----
Section IV. Cultural Differences
7. (Good )Any cultural bias in the book is restricted to a degree acceptable to your (Uzbek) learners inthe sense that the cultural tone overall is appropriate for your learners.


Section V. Pedagogic Analysis and the Language Content
8. What techniques are used for recycling and reinforcement? (The term of recycling refersto the situation when you meet one item more than once in the coursebook to be able tostore it in long-term memory.) ---Students do exercise related to the topic---.
9. How the language has been presented and organized into teachable units or lessons? ---Units ----
10. ( Good) Methodologically the book is in line with your institute / language academy
approach to language learning.
11. (Poor ) There are activities for communicative interaction and the development of
communicative strategies.

Grammar
16. What grammar items are included? Do they correspond to students´ language
needs? ----the rule of writing skills------
a. Are they presented in small enough units for easy learning?
---Yes, there are-----
b. How balanced is the treatment of form and use?
--through the activities-----
Vocabulary
17. Is there any principled basis for selection of vocabulary? Is there any distinction betweenactive and passive vocabulary, or classroom vocabulary?—In every unit there are same rules for using vocabulary and distinction betweenactive and passive vocabulary -.


Phonology:
18. How thoroughly and systematically are each of the following aspects of the phonologicalsystem covered: individual sounds, word stress, sentence stress, intonation? ----All of them-----
----------------------------------------------------------------------------------------------------
e. Is the pronunciation work built on the other types of work, such as listening,
dialogue practice etc., or does it stand separately? ---through the listening task----
f. Are there CDs or cassettes for pronunciation practice? ---Yes , there are----
g. Is there any attempt to match language style to social situations? ---Yes, there is----
h. Which geographical variety of English is taught? British, American, other,
International English? British

Section VII. Supplementary Materials
19. Followings are locally available? (Please tick √ )

Student´s Book and Teacher´s Book. √

Workbook or Activity Book. √
Cassettes, Tests and Video + Activity Book + Teacher´s Book. √
CALL materials (CALL refers to Computer Aided Language Learning) and
Internet support (available e.g. for coursebooks published by Macmillan or by
OUP. Teachers who register can get materials regularly on their e-mail.) √