Chapter 1 Selecting coursebooks-the essentials 1
1 Approaches to evaluation 1
2 Deciding on a checklist 2
3 Selecting the best available coursebook 5
4 Specifying aims and analysing the learning/teaching situation 6
5 The role of coursebooks 7
Chapter 2 Analysing and evaluating coursebooks: a rationale and some guidelines 8
1 Selecting coursebooks 8
2 Uses of coursebooks 9
3 What the coursebooks claim 11
4 Types of materials evaluation 14
5 Purposes of materials evaluation 14
6 Evaluating for potential and evaluating for suitability 15
7 Guidelines for evaluation 15
8 The guidelines in practice: a case study 18
Chapter 3 The coursebook package 25
1 The make-up of the coursebook package 25
2 The organization of coursebooks 28
1 Language torm and language use 31
Chapter 4 The language content 31
2 Grammar 32
3 Evaluating the grammar content: a case study 34
4 Vocabulary 38
5 Phonology 41
6 Integration of pronunciation teaching with other work 43
7 Discourse 45
8 Style and appropriacy 50
9 Varieties of English 52
1 The syllabus base 54
Chapter 5 Selection and grading 54
2 Content-based syllabuses 55
3 Structural and functional syllabuses 55
4 Situational and topic-based syllabuses 57
5 Grading: sequencing and staging 59
6 Case study: selection and grading 61
Chapter 6 Skills 64
1 The four skills in general coursebooks 64
2 Listening 67
3 Speaking 69
4 Reading 73
5 Writing 80
6 Specialized books for skills development 84
7 Readers 85
Chapter 7 Topic, subject content and social values 86
1 Topic and subject content 86
2 Social and cultural values 90
3 Case study: subject content and values in coursebooks 92
1 Learner needs 97
Chapter 8 Methodology 97
2 Guiding principles 98
3 Procedures for learning and teaching 102
4 The student s role 105
5 Study skills 107
Chapter 9 Teachers books 109
1 The teacher s role 109
2 Teachers books 112
1 Aims of communicative language teaching 116
Chapter 10 Communicative coursebooks 116
2 Communicative coursebooks: design and content 117
3 The element of unpredictability: case study 119
4 Coursebook language and real-life language use 126
5 The organization of conversation 127
6 Style and appropriacy 130
Chapter 11 ESP materials 132
1 Characteristics of ESP materials 132
2 Student and teacher roles 133
3 Design and methodology 134
Chapter 12 Adapting published materials 136
1 Why adapt coursebooks? 136
2 When to adapt 136
3 Supplementing and replacing material 138
4 A new role for the coursebook: inspiration and creativity 139
5 Some examples of adapting materials 140
6 Adapting outdated coursebooks 147
Appendix Specifying aims and analysing the learning/teaching situation 149
References 151
Index 153