What Are the Marks of a Good Textbook?
Organization
Organization can make or break a textbook. Even if the author is well-qualified and educated and the information provided is in-depth and credible, if the information is disjointed and hard to follow, it loses its effectiveness. Good textbooks will have chapters that build upon each other as the reader continues through in terms of content. The chapters will be formatted in a uniform manner, and there will be an easily read table of contents, index and glossary. Chapter introductions and summaries should be succinct, and all pages should be numbered for easy navigation.
Audience Appropriateness
Textbooks are geared toward particular grade and learning levels. A textbook should be written to the audience it will be used to help teach. Differences among grade levels include vocabulary used, font size, number of pictures and graphics and the depth of the information. For example, an English literature textbook for second-graders would not feature a study on Shakespeare, but a high school or college textbook would.
Weight GENERAL
lakes into account currently accepted methods of ESL/EFL teaching
gives guidance in the presentation of language items
caters for individual differences in home language background
relates content ro the learners' culture and environment
SPEECH
is based on a contrastive analysis of English and LI sound systems
suggests ways of demonstrating and practising speech items
includes speech situations relevant to the pupils* background
allows for variation in the accents of non-native speakers of English
GRAMMAR
stresses communicative competence in teaching structural items
provides adequate models featuring the structures to be taught
shows clearly the kinds of responses required in drills (e.g. substitution)
selects structures with regard to differences between LI and L2 cultures
VOCABULARY
selects vocabulary on the basis of frequency, functional load, etc.
distinguishes between receptive and productive skills in vocabulary teaching
presents vocabulary in appropriate contexts and situations
focuses on problems of usage related to social background
READING
offers exercises for understanding of plain sense and implied meaning
relates reading passages to the learners' background
selects passages within the vocabulary range of the pupils
selects passages reflecting a variety of styles of contemporary English
WRITING
relates written work to structures and vocabulary practised orally
gives practice in controlled and guided composition in the early stages
relates written work to the pupils' age, interests, and environment
demonstrates techniques for handling aspects of composition teaching
TECHNICAL
is up-to-date in the technical aspects of textbook production and design
shows qualiry in editing and publishing (cover, typeface, illustrations, etc.)
is datable, and not too expensive
has authoniiciiy in language and style of writing
Cnttnajor textbook evaluation
Teachability
The book helps
teachers to minimize
their preparation time.
The book helps
teachers exploit the
activities to meet the
students' expectations.
The book helps
teachers cater for
mixed ability students
and classes of different sizes.
Teaching Strategy
The teaching
methods used in the
book are the latest in
the field.
The methods used are
student-centered.
The methods used
allow students to talk
more than teachers.
The methods used
allow various class
activities.
Flexibility
The book is
appealing and useful
to the students.
The book caters for
different levels of
formality.
The book provides
opportunity for
teachers and students
to localize activities.
The book caters for
different preferred
learning styles
Skills Development
The four skills are
adequately covered.
There is material for
integrated skills work
Listening material is well
recorded, as authentic as
possible, and accompanied
by background information,
questions and activities.
There is sufficient reading
material. (There is a range
of varied and interesting
reading text that can engage
students cognitively and
effectively.)
There is sufficient material
for spoken English ( e.g.
dialogues, role-plays, etc.)
Writing activities are
suitable in terms of length,
degree of accuracy, and
amount of guidance.