1. The role of textbooks in a Language Program. Student’s point of view  Key components  Input  Language practice  Balance of skills  Mayor source Teacher’s point of view  Training for inexperienced teachers  Provide ideas  Adapt content

2. Evaluation Purpose Enough amount of material Easy to prepare and teach Grammar and mackro skills balanced Too little material Not challenging enough Unnecesary grammar syllabus or lexical content

3. Purpose of textbooks Author’s and publisher’s interests  Financially profitable  Financially and Educationally Successful  Teacher’s interests  Explicity goaled activities  Easy and obvious activities, procedures and resolutions  Use their own creativity.  Flexible  Adapted

4. Criteria for Textbook Evaluation Learner’s needs Aims and objectives of language program Reflect use of tenses Some teachers look for easily adapted books Others more critically book  process oriented

5. Adapting and Monitoring Textbooks  Modifying content  Adding or delating content  Reorganizing content  Addressing omissions  Modyfying tasks  Extending tasks Teachers’s creativity Effective lessons Observation Feedback sessions Written reports Reviews Student’s reviews.

6. CONCLUSION material for teaching English should be taken from different sources such as new technologies, printed books, everyday life pieces of language, etc.