TEXTBOOK SELECTION FOR E.F.L CLASSES (Mr.Moumen-Med): January 2009

Tuesday, 6 January 2009

-Professeur et responsable de matière d'Anglais depuis 1991.
-Licencié en Littérature et langue Anglaise de l'université d'Annaba ( 04 ans d'études).
-Trois épreuves de Baccalauréat.
-Diplôme d’enseignement d'Anglais par l'Institut de Technologie et de l’éducation ( I.T.E / Deux ans d'études).
-Diplôme de Technicien Supérieur en Pétrochimie en Langue Anglaise par l'Institut Algérien de Pétrole ( I.A.P Boumerdes / Deux ans et demi d'études).
-Encadreur des enseignants à distance .
-Certificats de formation et stages approuvées par BRITISH COUNCIL (2007)/2010
-Diplome TKT(Teaching Knowledge Test)Module 3/ BAND 3(Mention TRES BIEN)march 2010

cordialement.

C.V

Moumen- Mohamed

Age : 46
Nationality : Algerian
Marital Status : Married / 03 children

EDUCATION

2001-2005 Algerian University, Annaba
Licence in English Language
Main subjects : Didactics/Phonetics, American and British Civilisation / Grammar/Oral and Written Expressions/Psychology and E.S.P(English for Specific Purpose)
1984-1987 : High Technician in Petrochemistry
(Algerian Institute of Petroleum) /from BOUMERDES
1989-1991 Training for Teaching English
Algerian Institute of Teaching
Main subjects : Phonetics, Oral and Written Expression, Grammar / Psychology .
2001 1st degree of baccalaureate
2002 2nd degree of baccalaureate
2004 3rd degree of baccalaureate
First Certificate approved from British Council(year 2007).
second Certificate approved from British Council(year 2010).
Diploma TKT(Teaching Knowledge Test)Module 3/ BAND 3(Very Good/Great)march 2010
EMPLOYMENT

September1991to present Teacher of English
July 2004 to present Official Responsible of English matter(cover/head teacher)
2007 to present Teacher trainer for teaching Teachers of primary school in Learning at Distance and recycling teachers.

PRACTICAL TRAINING

2007 Training course with British Council.

COMPUTER KNOWLEDGE

• Skilled in developing programs in many computer languages
• Strong ability to analyse and optimise programs.
• Proven experience in using computer and internet
• Have own site ( Blog site / Internet) http://www.mmoumen.blogspot.com/
http:// www.med-moumen.blogspot.com/
http://www.mohamed-moumen.blogspot.com

EXCLUSIVITY / MR. MOUMEN-MED / ANNABA

TABLE OF CONTENT

* Introduction:

* Chapter one: Textbook selection for the E.F.L Classroom.

- Introduction:…………………………………………….………....1
1/ Selection process steps………………………………….………....1
2/ Matching the textbook with the official syllabus and the course….1
3/ Reviewing the skills presented in the textbook………….……..….4
4/ Reviewing exercises and activities in the textbook…………..……6
Conclusion………………………………………………………..……8

*Chapter two: textbook usage in the E.F.L Classroom.

- Introduction……………………………………………………….....9 1/ Textbook actual use in the EFL classroom……………………..…...9
1-1/ A page by page approach. ………………………………......11
1-2/ A more eclectic and selective approach……………………..13
1-3/ An alternative approach……………………… …………...13
2/ Motivating students to use textbooks…………………………….15
3/ Evaluation of textbook use……………………………………….17
Conclusion……………………………………………………………18

* Conclusion………………………………………………………………...19

* Appendices.
(A)…………………………………………………………………….20
(B)…………………………………………………………………….21
(C)………………………………………………………………….…22
* Bibliography……………………………………………………………...23

Textbook selection and use for the E.F.L Classroom

INTRODUCTION

Teachers, learners, and textbooks constitute the basic “element” in any

foreign language class all around the world.

While learners have been the focus of a vast body of discussions and research

over the years, much less attention has been devoted to textbooks. Yet, in

many schools and language programmes, the text books used in the

classrooms constitute the curriculum.

If one wants to determine the objectives of a language programme, the

kind of syllabus being used, the skills being taught, the assumptions about

teaching and learning that the course embodies, textbooks and other

commercial materials in many situations represent the hidden curriculum of

many language courses and thus play a significant part in the process of

teaching and learning. As far as the definition of a textbook is concerned, the

Oxford English Dictionary defines a textbook as “a book used as a standard

work for the study of a particular subject”, keeping in mind that a “standard

work” implies that it is widely used and accepted. Indeed one meaning of the

world “Text” (Latin Textus) is gospel (The Christian’s sacred book).

So, a textbook is an important resource and guide that can help both

teachers and learners to teach and learn more effectively.
Textbook selection and use for the E.F.L Classroom

Chapter one:

Textbook selection for the E.F.L Classroom.

Page -1- Textbook selection and use for the E.F.L Classroom

The question of whether and how to use textbooks in teaching English

as a foreign language (E.F.L) has long been debated among professionals in

the field. However, even with the booming of new technologies that allow for

higher quality teacher generated materials, the demand for textbooks

continues to grow, and the editing industry responds with new series of

textbooks each year.

A textbook can serve different purposes for teachers: as a core resource,

as a source of supplementary material, as an inspiration for classroom

activities, or even as the curriculum itself.

1/ Selection process steps:

A practical, thorough, and straight forward method for choosing E.F.L

textbooks is to analyze the different options available according to programme

issues, going from broad goals and curriculum to specific exercises and

activities. The strategy behind this technique is to eliminate unsatisfactory

textbooks at each stage of analysis so that only the most appropriate ones are

left at the end, making the choice clearer and more manageable.

2/ Maching the textbook with the official syllabus and the course:

Prior to selecting a textbook, educators should thoroughly examine the

overall curriculum. If the general objectives and curricula are clear and well

defined, the parallels with certain textbooks may become obvious. For
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example, if one of the goals of the programme is to give students an

opportunity to interact with authentic texts, then books that use articles written

for native English speakers would be appropriate.

If the programme focusses on developing reading fluency, books

designed to support the development of reading skills would be appropriate.

At this point, another decision needs to be made as whether to choose a

textbook series or to use individual texts for each course.

There are advantages and disadvantages to each choice. Educators must

prioritize the factors of the textbook to make them more crucial to their

situation. A series has the advantage of standardizing content and approach

across levels, guaranteeing consistency of presentation of skills, spiralling of

vocabulary, and reasonable progression of text difficulty. However, this

regularity can become monotonous and predictable for learners and could

potentially cause on increase in negative attitudes towards the textbook or

even towards the course itself. Using individual textbooks allows for more

precise matching with course objectives and a greater variety in design and

content. Yet, there can be serious gaps in the material covered from one

textbook to the next .So, close communication among instructors across levels

is essential. But if such communication seems ineffective, a textbook series

may be a more sound choice.
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The next question to consider is how well the objectives of the textbook

match the objectives of the course. Ur(1996) identifies the need for thorough

and with great attention to cover the course objectives in the textbook.

The textbook needs to address a reasonable number of course objectives

to make it a worthwhile purchase for both teachers and students. A book that

addresses at least half of the course objectives is a good option. While every

instructor should supplement the textbook with self-created materials or

materials from other resources that reflect the unique needs of the class, a

textbook that can be used consistently within that classroom seems more

likely to be useful to both the instructor and students.

The next evaluation stage is identifying the appropriateness of the text

for the intended learners.

Some textbook authors provide a clear description of their intended

audience, while others are intentionally vague to try to appeal to a wide range

of situations, thereby increasing sales.

The textbook should meet the needs of the learners in several ways,

not only in terms of language objectives, but also to express facts and

emotions about themselves and their environment. Games, songs, crosswords,

riddles, jokes and other recreational activities are suggested to release the

tension of serious classroom work. These features bring a touch of
Page -4- Textbook selection and use for the E.F.L Classroom

authenticity and fun in the learning context. They make the practice of the

English language enjoyable and give the learners some insights into the target

language culture.

Students and teachers both want visually stimulating material that is

well organized and easy to follow. So layout, design, and organization should

be considered. The learners cultural backgrounds, ages, interests, and

purposes in acquiring the further language must also be considered.

The content of a textbook should be sensitive to a range of cultural

backgrounds and allow for comfortable and safe discussions of cross-cultural

experiences and concerns.

3/ Reviewing the skills presented in the textbook:

Improving learners language skills is frequently the main purpose of

E.F.L Programme. However, which skills are taught and how they are taught

differ from course to course and programme to programme. Therefore, the

effectiveness of each textbook in helping learners acquire the necessary skills

must be considered.

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Rating this effectiveness involves asking questions such as the following:

· Does the text focus on the skills it claims to focus on?

· Does it actually teach these skills or does it merely provide practice in

the skills students already have?

In terms of the first question, it is important to ensure, for example, that a

textbook claiming to teach reading skills focusses on engaging student in

critical analyses of different types of texts rather than focussing primarily on

listening or writing. An example of the second question would be a listening

textbook that provides students with ample information on how to develop

actual listening skills, such as how to listen for main ideas versus listening to

get details, to recognize organizational patterns, to take more valuable notes,

and so forth. In order to accomplish this, there should be evidence that the

text gives students adequate guidance on how to do these things. The

individual selecting the textbook must scrutinize the content carefully to

ensure that the publishers assertions are validated by the actual exercises and

activities contained in the textbook.

The importance of exploitation of learners` cognitive skills should not

be overlooked when evaluating a textbook.

A text should cover a wide range of these skills, especially higher order

skills such as analysis, synthesis, and evaluation. Several published evaluation
Page -6- Textbook selection and use for the E.F.L Classroom

checklists (e.g, Chall and Conrad, 1991; skierso; 1991) utilize bloom’s (1956)

taxonomy to assess the processes and skills that textbooks require learners to

perform. Textbooks that challenge students and force them to analyze and

synthesize information may be difficult, but they are also extremely

stimulating.

4/ Reviewing exercises and activities in the textbook:

When evaluating the quality of textbooks’ exercises or activities, four

key questions should be answered:

a- do the exercises and activities in the textbook contribute to learners`

language acquisition?

Many exercises included in textbooks are convenient for teachers but do

not contribute to students’ language development. Textbooks should include

exercises that give students opportunities to practise and extend their

language skills. For example, activities that require students to negociate

meaning in English (e.g, information gaps, gigsaw activities, role plays) may

support the development of speaking skills and will help students negociate

meaning in real life contexts.

b- Are the exercises balanced in their format, containing both

Controlled and free practice?

Controlled exercises refer to those that guide students to a single correct

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answer such as fill-in-the blank grammar activities, whereas free practice

involves exercises in which the answers are limited only by the students’

creativity and knowledge. This would include open-ended discussion

questions. At times, students will require more guidance in an activity,

especially when practising a structure or a function for the first time, for this

purpose, controlled exercises are effective. However, students should also be

given the chance to extend their experience with the language, and free

exercises allow this apportunity.

c- Are the exercises progressive as the students move through the

textbook?

Exercises should build on and reinforce what students have already

learned and should progress from simple both linguistically and cognitively-to

more complex. A textbook should require more from students as their

language skills develop, so they are continually stimulated and challenged.

d- Are the exercises varied and challenging?

Keeping students motivated and interested as they work through a

textbook is much easier if the students see something new in each chapter.

Familiarity and routine can be comforting, but too much familiarity can lead

to lack of interest and boredom. The textbook should fulfill its role as a

stimulusfor communication and not be simply an organizational tool for the

teacher.
Page -8- Textbook selection and use for the E.F.L Classroom

Conclusion:

Decisions related to textbook selection will affect teachers, students,

and the overall classroom dynamic. It is probably one of the most important

decisions facing E.F.L educators.

The use of an evaluation procedure or checklist (see appendix(A))can

lead to a more systematic and thorough examination of potential textbooks

and to enhanced outcomes for learners, instructors, and administrators. A

checklist (see appendix(A)) may be used or adapted as a tool to help E.F.L

educators who are deciding which textbooks may be most appropriate for their

classes.

Textbook selection and use for the E.F.L Classroom

Chapter two:

Textbook usage in the E.F.L Classroom.

Page -9- Textbook selection and use for the E.F.L Classroom

Teachers are constantly seeking for answers regarding textbooks. Some of

the very basic questions that preoccupy most teachers` minds are the following:

- which textbooks to use?

- how to use them?

- Whether to use them at all.

Textbooks can constitute an important part of a variety of learning

experiences for students. Textbooks provide essential facts and concepts,

gather sources of information, evaluate, analyze, and synthesize data, as well

as provide a“written authority” regarding a particular field or area of

knowledge.

1/ textbook actual use in the E.F.L classroom

Richard prégent (1994,p,103) suggests three ways of textbook usage in

the E.F.L classroom.

1.1/ A page by page approach:

The language teacher follows the textbook page by page and students

are assisted in various ways. They always comply to follow the teacher’s

usage of the textbook. They do not need to take as many notes, and they have

access to detailed organization and illustrations.

This approach, however, has several disadvantages and tends to make

students more or less passive learners.

Page -10- Textbook selection and use for the E.F.L Classroom

This approach tends to lead students to believe that once the class is

over, they have understood everything, and that the very fact of attending

class allows them to learn. This belief leads students into thinking that it is

useless to reread the textbook and to study regularly. They tend to think that

they can simply consult the textbook once again before the exam and do well.

To learn, students must process information, transpose (reformulate) it,

go over it again, extrapolate from it, arrive at conclusions by hypothesizing

from known facts, summarize the essential elements, test their understanding

through exercises, or at least answer questions. If they do not regularly engage

in such activities, they will learn less and have poor long-term recall abilities

and application skills.

Perhaps, one of the most important skills for the teacher to develop is

learning to use the textbook without simply repeating it by following the

textbook page by page, treating the important points from each chapter

(principles, key ideas, etc.) and giving examples not necessarily from the

textbook, and also covering the content in a certain way, while the textbook

presents it in a different way.

Page -11- Textbook selection and use for the E.F.L Classroom

The least desirable way to use a textbook is to show complete dependence

upon a single textbook during class and to expect students to basically

memorize content from that textbook. Not only would this be an example of

learning at the lowest cognitive level, it would signal to students that the

teacher has nothing more to add to what the students may learn from the

textbook, and that the teacher is not aware of other significant material or

resources available in the particular subject area.

Following the textbook page by page the way the teacher suggests in class and

use of class time basically to correspond in full to the book’s outline and

content.

This method of textual material would probably more commonly be

used by beginning teachers or in classes consisting primarily of first year

students rather than by more experienced teachers or among students enrolled

in these courses that are more advanced in the curriculum.

1.2/ A more eclectic and selective approach

When the teacher lectures on only the important points presented in the

textbook, he can more thoroughly focus an what is essential course content.

He has more time in class to examine carefully and in detail those essential

Page -12- Textbook selection and use for the E.F.L Classroom

aspects of the concepts, doctrine, etc., being considered, leaving the student

responsible for studying other minor details or aspects of the subject. Rather

than using class time to discuss those examples found in the text, the teacher

can present other examples born out of real life and institutions.

Time can also be taken into consideration for asking students questions

and allowing enough time to answer and discuss their questions.

Theoretically, this approach will cause students to be more active

intellectually. Because the teacher is not covering the textbook word by word,

the student will need to remain attentive. Since the teacher is not necessarily

lecturing on the content of the chapter according to the order found in the

textbook, students will need to remain alert to understand and record

logical connections, explanations and sequences of lesson presentation. One

significant effect that this use of the text has on students is that after class,

students will have the impression that the text offers them additional content

that will help them build on what they have gained from the teacher’s

presentation. Further more, the personal synthesis of the teacher will

significantly help the alert student to read the textbook in a more enlightened

manner.

Using a course textbook in this manner will result in covering less

content in class than presented in the text, but in more depth.
Page -13- Textbook selection and use for the E.F.L Classroom

Through the teacher’s process of synthesis, the examples presented in class

and the discussion that grows out of the exchange of questions, the teacher is

able to use class time to go beyond the limitations of the textbook content

without diverging or moving away from textbook content.

1.3/ An alternative approach

The teacher may decide to teach a subject using a completely different

outline or approach to the subject than what is presented in the course

textbook. It is the teacher`s task to bridge any distance that may exist

between the textbook and the requirements of the course and the students`

needs, lacks, and abilities. Many teachers do this by using a small part of

class time to clarify or supplement textual material, and the balance of the

time for discussion, application, and amplification of text materials.

Using a text appropriately is very much related to one’s teaching

perspective as an instructor.

When the teacher considers transfer of information to be his primary

objective, class time may tend to be used to be more repetitive of the textbook.

When chapters or portions of chapters included in the textbook are not

useful, the teacher will probably choose to delete the material from the course.

The teacher should be aware, however, that omitting material that is in the

Page -14- Textbook selection and use for the E.F.L Classroom

textbook makes many students feel that they are missing something very

important.

If a textbook does not provide a balance of content in the divisions of a

course of study, the emphasis on one area may need to be cut down and/or

some neglected area(s) supplemented from other sources.

If the book is not clearly outlined or suitably sequenced, the teacher

may need to make his own outline of content, re-sequencing the topics in the

book if necessary, and then assign textbook passages and supplementary

readings to match his own teacher-made outline. If the author has written the

book in a systematic sequence, building one concept up on another, using

learning from earlier chapters to go deeper into later topics, there may be good

reasons for following the author’s order. Since most teachers will desire to

make at least a few changes in the order in which material is presented in most

textbooks. However, it is recommended that “skipping around” be kept to a

minimum.

In institutions where the reading level of the textbook is above the

reading ability of students, the teacher must plan to bridge whatever gaps and

lacks that may exist between the textbook and the students by using a well

planned strategy. This might include supplying adequate preparation for the

passage before the reading assignement is made, giving students clear

Page -15- Textbook selection and use for the E.F.L Classroom

guidance as to specific information they will be required to gain from the

passage. The teacher will need to create opportunities to immediately check

on students’comprehension and clarify or correct their answers when

necessary.

In those more desirable situations in which the textbook reading level is

well suited to student’s abilities, the practice of making interesting

introduction to new topics, including explanations of important new concepts

students will encounter, and giving advance study questions for use while

reading the assignement will greatly increase the efficiency of the reading

exercise. This will promote more fluent reading resulting in better

comprehension, more profitable class discussion periods, higher achievement

of quizzes and tests, and will leave more time for enrichment of the subject

area from other resources and materials.

2/ Motivating students to use textbooks

Whatever approach taken regarding textbook use, a textbook must be

read to be worthwhile. A though some may feel that it is difficult to get

students to read, they will read willingly if the task seems essential and

appealing.

Prégent Richard ( 1994,p.105) offers some excellent advices to help the

Page -16- Textbook selection and use for the E.F.L Classroom

teacher encourage students to read the textbook. He advises the teacher to plan

to use the textbook in class, and insists on the importance of personal daily

study. The teacher should indicate, during lecture or presentation the page

numbers or illustrations that support what the teacher is presenting. At the end

of each class, the teacher should give students precise instructions concerning

the pages to read or the next reading assignement.

The teacher should assign students` tasks that require reading, answering a

question, establishing a comparison between two points of view, etc. The

teacher should work with the reading assignements at least once a week, in

some way, as long as it reinforces students study of the textbook and

answering questions, writing study questions based on reading assignements,

etc. The teacher should solicit questions from the students about their

readings, either verbally during class or in writing. He should also ask

students, during the term, what they think of the textbook. This allows those

who have been reading the textbook to confirm its value. It may also

encourage those who have not been reading it to do so.

Occasionally, the teacher should ask students about their reading and

study habits, but if they are not consistent, he tries to help them improve their

reading and study habits. The teacher should create ways to get students into

all of the resources of the textbook. Table of contents, index, bibliography,

glossary, problems or questions at the end of the chapters, summaries, etc.
Page -17- Textbook selection and use for the E.F.L Classroom

3/ Evaluation of textbook use

Johnson presents some excellent observations in terms of advantages

and disadvantages of using textbooks (1990, pp.8,9). Textbooks should

contain an organized, sequential approach to the study of a subject. They

should include pertinent illustration, graphs, maps, and diagrams. They should

present a large amount of information efficiently.

Textbook contribute to foster motivation if the expert’s insights are

presented in an exciting and challenging way. They should provide

opportunities for students to reason and expand their understanding if the

author has inserted key questions through out the text. They reduce the in-

class time needed for-integrating content, allowing for application, analysis,

and problem solving. However there are some disadvantages in using

textbooks.

Textbooks become out dated very quickly. Instructors may rely on

textbooks as the only source for content instead of using the information in the

book to build concepts, illustrations, examples, and theories in the context of

their students background. It takes time to select good textbooks. Textbooks

may become a means for writing course objectives. It is therefore very

important to select textbooks according to one’s objectives and not let

Page -18- Textbook selection and use for the E.F.L Classroom

textbooks determine one’s objectives. Textbooks allow little or no room to

select content from more current sources if the teacher follows them blindly.

Conclusion:

In a very true sense, this chapter has focussed on engineering and

artistry. Among many other characteristics, a teacher must have the skill of an

engineer, the talent of an artist when working with students. The special skills

of the engineer are needed when designing and preparing for a course of duty;

the talent of the artist when applying course content to life and institution.

The experienced teacher is aware that the matter of textbook selection

and use is a never ending process for the teacher who desires to excel and

remain effective with both students and course content.

A good teacher is the one who continues to acquire and improve those

skills that are essential to good instruction. Good teaching is based on lifelong

permanent training and renewal.

Page -19- Textbook selection and use for the E.F.L Classroom

Conclusion

Even if the textbook is a very effective and interesting material, it is

possible for teachers to be relatively uninvolved in teaching, and to see their

role simply as presenters of material contained in the textbook. To avoid this

possibility, it is essential to give teachers the knowledge and skills needed to

evaluate and adapt textbooks in order to use them as sources for creative

adaptation. In this way, the potential negative impact of using textbooks can

be minimized and they can find their rightful place in the educational system

namely as resources to support and facilitate teaching rather than dominate it.

In fact, a textbook is very vital for both teacher and students.

Page -20- Textbook selection and use for the E.F.L Classroom

Appendix (A) Prégent, Richard, 1994, Magna publications, WI (USA).

Checklist for ESL Textbook selection

A. program and course yes / no
Does the textbook support the goals
And curriculum of the program? …………/………...
Is the textbook part of a series, and if so,
would using the entire series be appropriate? …………/………...
Are a sufficient number of the course objectives
addressed by the textbook? …………/………...
was this textbook written for learners of this
age group and background? …………/………...
Does the textbook reflect learner’s preferences
in terms of layout, design, and organization? …………/………...
Is the textbook sensitive to the culture a background
and interests of the students? …………/………...
B. Skills
Are the skills presented in the textbook appropriate
to the course? …………/………...
does the textbook provide learners with adequate
guidance as they are acquiring these skills? …………/………...
Do the skills that are presented in the textbook
include a wide range of cognitive skills that will be
challenging to learners? …………/………...
C. Exercises and Activities
Do the exercises and activities in the textbook promote
learner’s language development? …………/………...
Is there a balance between controlled and free exercises? …………/………...
Do the exercises and activities reinforce what students have
already learned and represent a progression from simple
to more complex? …………/………...
Are the exercises and activities varied in format so that they
will continually motivate and challenge learners? …………/………... D. Practical Concerns
Is the textbook available? …………/………...
Can the textbook be obtained in a timely manner? …………/………...
Is the textbook cost-effective? …………/………...

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Appendix (B): Prégent, Richard, 1994, Magna publications, WI (USA).

Questions for personal Review or faculty meetings.

1. Does your school have any official textbook selection policies or procedures? If not, what advantages might result from establishing a textbook selection policy statement for your school?
2. Are there any additional items that you or other teachers in your school would add to the checklist for selecting textbooks?
3. What items do you consider to be the most important when selecting textbooks for your classes? Why are these considerations the most important to you?
4. What suggestions do you have in order to improve the number of textbook selection sources available to the faculty members in your school?
5. Are there particular courses of study in your curriculum that would justify being taught without using a course textbook? If so, which ones might these be?
6. What are the primary sources available for textbook selection in your educational institution?
7. Discuss ways that are being used by faculty members to encourage students to read textbooks. Which approaches being used are most effective?
8. If it would be culturally acceptable, in what ways can students (or graduates) evaluate course textbooks materials?
9. Are there subjects in your school curriculum that need a textbook to be written for the course or existing materials that need to be translates? What realistic steps need to be taken in order for this process to be successfully completed?

Page -22- Textbook selection and use for the E.F.L Classroom

Appendix (C):

Evaluation of an ideal textbook.

1- Table of contents with subdivisions of each chapter listed under the chapter title. Does the author provide an outline of the book in the table of contents? Do topics correspond to objectives for the course? Is there adequate and balanced coverage of the content area as prescribed by the course description? Are topics arranged in a usable sequence? Can they be adapted without disrupting the usefulness of the book?
2- Preface. Does the author give a good overview in the preface regarding where the book is going and the type of audience he/she is addressing?
3- Introductory statements paragraphs to begin each chapter or major selection.
4- Clear and well marked divisions of content within chapters. Are there titles, headlines, subheadings to help the student visualize the organization and relationship of content?
5- Summary sections of paragraphs at the end of each major division or chapter.
6- Reading level. Does the textbook contain readable language which is suitable for the reading level of the students who will be using it? Do students have a sufficient background to understand the author’s material?
7- Illustrations. Are these accurate, properly captioned, and placed near the related text? Are the illustrations clear and culturally relevant?
8- Study questions or quizzes at the end of chapters. Does the author include discussion and review questions and/or examination items related to the content and concepts as presented in the chapter?
9- Lists of related readings at the end of chapters and/or a comprehensive bibliography at the end of the book. Are there study aids? Do they help students generalize, apply and/or evaluate content, simulate critical thinking, or require problem-solving? For example, after the author presents some important information, does he/she challenge readers with a simulated happening or a real problem to solve?

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10-Appendices, where applicable, containing additional helpful information closely related to the book’s content.
11- An index and /or glossary of terms as used in the text. Does the author provide an index complete with key words and important terms?

BIBLIOGRAPHY

1- Bloom, B.S.(Ed).(1956).Taxonomy Of Educational Objectives.
The Classification Of Educational Gaols.
Handbook I, cognitive domain. New York.
Longmans, Green.
2- Chall, J.S.,& Conrad, s. s.(1991). .Should Textbooks Challenge
Student?
New York: teachers college press.
3- Cunnings Swarth, A. (1984).Evaluating And Selecting
E.F.L Teaching Materials.
London: Heinemann.
4- Eble, Kenneth E. (1976). The Craft Of Teaching.
San Francisco and London.
Jassey-Bass publishers.
5- Johnson, Glenn Ross.(1990).First steps to Excellence
in college teaching.
Madison, WI: Magna publication.
6- Mc keachie, Wilbert J. (1978). Teaching Tips: A Guide Book For
The Beginning College Teaching. Seventh Edition.
Lexington: MA: D.C. Heath and company.
7- Prégent, Richard. (1994). Chorting Your Course: Hou To prepare To
Teach More Effectively.
Madison, WI: Magna publication.
8- Sheldon, L.E.(1988). Evaluating E.L.T Textbooks and materials.
E.L.T journal 42 (4).237 -246.
9- Skierso, A. (1991).Textbook Selection And Evaluation.
In M. Celce-Murcia (ed.), Teaching English as
Foreign language (PP.432-453).
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10-Ur, P(1996). A Course in Language Teaching:
Practice & Theory.
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· Websites:
· 1- http:www.cal.org/resources/digest/0210/organizer.html
· 2- http://urd.ucu.cl//importationes/teaching-learning/APEO-Faculty-Manual/chp6.htm

TEXTBOOK SELECTION FOR E.F.L CLASSES (Mr.Moumen-Med)

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