REPORT

In search for the perfect textbook that fits our program I felt
compelled to consider many options and analyze all the advantages
and disadvantages that the implementation of this particular one will
bring. I assure you this textbook series does provide the necessary
materials and activities that our students need to develop their
productive and receptive skills in the English language and also
encourage them to obtain a higher level of mastering the language by
improving at the same time students interest and classroom
ambiance. In turn, this series can also be evaluated considering some
aspects I would like to share. I hope this report can convince us all
that this series may play a major role in our program and syllabus
design.
Based on the idea that learning materials are important in a language
class I strongly recommend this book series since it will offer students
the necessary input they need at each level without exaggerating
grammar or vocabulary use and practice. It also contains enough
activities and topics to be covered during the whole program, allowing
teachers and students pick the ones they make consider helpful and
profitable; it also presents a layout that does not only help the
students to study but also makes English easy to teach with little
preparation for teachers.
Nevertheless it is arguable that there are some disadvantages that
most of the textbooks present, in this case I shall mention that the
text sometimes does not show real language and focuses on teaching
vocabulary and grammar points adapting and distorting dialogues to
these. Some activities will have to be modified to the students needs;
although the book does present lots of activities, it can be risky that
some teachers may reduce their participation time by only focusing
on the book.
That is why I would like to mention some aspects to consider when
evaluating textbooks; so that we can all judge them considering the
content of the lessons, how skills are taught, the practice of the
students and how they help teachers instruction:
Firstly, a textbook has to be well-written. It should use clear terms and
take into account the levels, the input provided, the activities and
practice but above all it should serve as a study guide.

A well-written book provides a clear outline of what will be covered,

divides content into appropriate headings and subheadings and does
not get off the subjects.
Visual content should be attractive and inviting. Paragraphs and
graphics should all be easy to read.
Examples and practice problems may include verbal illustrations and
examples to help clarify or demonstrate a particular topic. Likewise,
practice problems are introduced to test understanding of the
material.
The guidelines and objectives are presented. There is a clear, logical
structure to the guidelines themselves.
It should work as a support for learning, helping students and
teachers interact between the target language and the language
learning process.
There are many things we need to know when evaluating a textbook;
aspects that we may consider depending on several factors, these
factors may be related to the teacher, the learners, the program, the
content, the methodology and pedagogical design of the book,
aspects that help us to produce our own criteria to evaluate them
considering all our needs. Textbooks should never replace teachers
role, instead they may be a valuable tool since it provides resources
teachers may adapt and modify what they may consider important or
useful.

Sneider Cardona.