Note down some ways you could evaluate a textbook after it has been used? Learners and Teachers

Read the different materials on developing evaluation criteria.

Make a list in your group and be prepared to justify your list.

What factors affect the selection of a course book?
Is there a budget for a textbook? Who will pay for it?
1. Cost
2. Availability
Is there a representative for the publisher in that area? How long will it take to arrive?
3. Content and Relevance
Do they relate to the learners’ needs? Do the materials really do what they claim?

Overall package What is included in the course? Teacher’s book – What does it say about the philosophy underpinning the course?

Contents Check the contents page. How is it organised? What skills, language, functions are covered? Are the topics interesting, relevant, up to date? Can it be personalised? Texts What types are included? Test some out. Do they feel authentic? Is it suitable for business. Are the lengths and complexity suitable?


Then in small groups develop your own criteria. Provide a rationale for it Feedback your research, criteria, and evaluation


Use your criteria to evaluate your textbooks. Work in groups and evaluate 2 books.
8. Usability
Are the instructions clear? Is the layout easy to follow?
Learners What are their main communication, pedagogic, and teaching needs? Make a list of key words which will aid decision making process.

Activities How would you use them in class? Are they flexible is there enough variety. Are the teacher’s guidelines clear? Are there any supplementary materials? Are they realistic? Other aspects Cultural context Exam Reputation Is special equipment needed?
Analysed
different approaches to Evaluating BE Textbooks. Evaluated different BE Textbooks.

‘Teachers embarking on a career in Business English often do not have a business background and may therefore feel unsure about what it actually means to teach Business English’ (Koester, 2007: 1). ‘[Teachers] rely on teaching materials to provide them with the information they need, such as what the main differences are between Business English and General English’ (ibid).
4. Balance
Does the balance of skills reflect that priorities in initial needs analysis? Does it need to be supplemented?
5. Lexis
Which variety of English? Is it appropriate to students’ needs?


See Moodle

Baade, K. et. al.(2009) Business Result: Advanced Student’s Book. Oxford: OUP Ellis, M., and Johnson, C. (1994) Teaching Business English. Oxford: OUP Frendo, E. (2007) How to teach Business English. Harlow: Pearson. Hutchinson, T. (1987) English for Specific Purposes. Cambridge: CUP McGrath, I. (2002) Materials Evaluation and Design for Language Teaching. Edinburgh: EUP Nickerson , C (2005)’English as a lingua franca in international business contexts’ English for Specific Purposes 24 367–380
6. Presentation
How attractive and clear are the materials? Do pictures enhance or distract?
7. Cultural appropriacy and sensitivity
Is it suitable for your learners in terms of religion, political situation or culture? Is its suitable for the business environment ?
With your partner review the benefits and challenges of using a BE textbook.
In groups discuss the following: What factors affect the selection of a course book?
M11DEL Business English
Zoe Gazeley-Eke ab2931@
Evaluating BE Textbooks 1. Evaluating BE Textbooks 2. Practical Tasks
By the end of this session you will have:


‘...a survey carried out by Nickerson (2005) on teaching materials for English for specific business purposes (ESBks surveyed referred to research in the field’ (ibid).