1. Evaluation Criteria

2. Beliefs and principles. Materials should: ●be engaging for the learners ●cater to academic needs of the learners (long-term & short-term) ●be contextualised appropriately for the intended learners. ●Flexibility ●Authenticity Our Beliefs and Principles:

3. A- The Intended Audience: Are the material be used as the main “core” course or supplementary to it? Is the coursebook of the appropriate level for the student? Does the material match with the aims and objectives of the programme? 1- External Evaluation (Macro Evaluation):

4. B- Content and Context: Is the author's view on language and methodology in relation to the learning process clear? How culturally appropriate is the thematic content present in the unit? Does the theme represent real-life context for society outside of the classroom? How adaptable is the theme to allow teachers creativity? Is there a clear focus on vocabulary need to participate in/on the unit? 1- External Evaluation (Macro Evaluation):

5. C- Layout and Physical Make-up Does the page have face validity? Is it arranged in a sequential fashion moving from easy to difficult? Is the layout and presentation clear or cluttered? Is teacher’s book in print and available? 1- External Evaluation (Macro Evaluation):

6. A- Learning approaches and methods Are the methods of SLA appropriate for the level or type of learners? Do the tasks match the methods being applied? Are the claims made by the author regarding methodologies true? All multiple input methods used (the different skills)? How engaging are the materials? 2- Internal Evaluation (Micro Evaluation):

7. B- Learners’ Needs: Is the book addressing the correct style of English i.e. general English or English for Specific purpose, examination based course? How much does the book try to accommodate different learning styles? Are the materials engaging to motivate the learners? Does the tasks address the needs of the learner and the target language? How appropriate are the tasks based on the theme of the unit? How applicable are the tasks for ‘real’ English use outside the classroom? 2- Internal Evaluation (Micro Evaluation):

8. C- Testing, Feedback and the Future benefit: Does the student have an opportunity to reflect on their receptive or productive work? Is there enough opportunity for reformulation of language production tasks? Is there enough opportunities for recycling and reuse of language learned earlier in the unit? Do the exercises assess students understanding of the lesson’s objectives? Is there an enough space to write the answers? Are the visual representation clear and appropriate? 2- Internal Evaluation (Micro Evaluation):

9. A fresh approach, featuring both native and non-native speakers Layout issues – overcrowded Findings

10. McDonough, J., Masuhara, H., & Shaw, C., 2013. Materials and methods in ELT: a teacher's guide, Chichester, West Sussex, Wiley-Blackwell. http://readingmatrix.com/files/11-1n844ug7.pdf http://web.iaincirebon.ac.id/ebook/indrya/Coursebook/ELT.pdf http://ojs.academypublisher.com/index.php/tpls/article/viewFile/tpls0405923930 /9317 References & useful links