Preface
Introduction
Chapter 1 Selecting coursebooks - the essentials
1 Approaches to evaluation
2 Deciding on a checklist
3 Selecting the best available coursebook
4 Specifying aims and analysing the learning/teaching situation
5 The role of coursebooks
Chapter 2 Analysing and evaluating coursebooks: a rationale and some guidelines
1 Selecting coursebooks
2 Uses of coursebooks
3 What the coursebooks claim
4 Types of materials evaluation
5 Purposes of materials evaluation
6 Evaluating for potential and evaluating for suitability
7 Guidelines for evaluation
8 The guidelines in practice: a case study
Chapter 3 The coursebook package
1 The make-up of the coursebook package
2 The organization of coursebooks
Chapter 4 Thelanguage content
1 Language form and language use
2 Grammar
3 Evaluating the grammar content: a case study
4 Vocabulary
5 Phonology
6 Integration of pronunciation teaching with other work
7 Discourse
8 Style and appropriacy
9 Varieties of English
Chapter 5 Selection and grading
1 The syllabus base
2 Content-based syllabuses
3 Structural and functional syllabuses
4 Situational and topic-based syllabuses
5 Grading: sequencing and staging
6 Case study: selection and grading
Chapter 6 Skills
1 The four sk川s in general coursebooks
2 Listening
3 Speaking
4 Reading
5 Writing
6 Specialized books for skills development
7 Readers
Chapter 7 Topic, subject content and social values
1 Topic and subject content
2 Social and cultural values
3 Case study: subject content and values in coursebooks
Chapter 8 Methodology
1 Learner needs
2 Guiding prinaples
3 Procedures for learning and teaching
4 The student's role
5 Studysk川s
Chapter 9 Teachers' books
1 The teacher's role
2 Teachers' books
Chapter 10 Communicative coursebooks
1 Aims of communicative language teaching
2 Communicative coursebooks: design and content
3 The element of unpredictability: case study
4 Coursebook language and real-life language use
5 The organization of conversation
6 Style and appropriacy
Chapter 11 ESP materials
1 Characteristics of ESP materials
2 Student and teacher roles
3 Design and methodology
Chapter 12 Adapting published materials
1 Why adapt coursebooks?
2 When to adapt
3 Supplementing and replacing material
4 A new role for the coursebook: inspiration and creativity
5 Some examples of adapting materials
6 Adapting outdated coursebooks
Appendix Specifying aims and analysing the learning/teaching situation
References
Index
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