Choosing a main course book

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• [A] Profile of the learner(s)
• [B] Needs of the learner / group / level; Fluency or Accuracy?
• [C] Motivation – method; interests; culture; age group?
• [D] Time & Place – 2 weeks or 1 academic year? L1 or L2 environment?
• [E] Other external constraints – public perception; examination syllabus.

Criteria for evaluating the main course book and other ELT resources

The order of importance will vary according to learning, teaching or institutional context, time-scale and nature of goals:

1. Learners' needs
2. Ordering and pacing of syllabus
3. Maintenance of interest – suitable (perhaps for captive learners)
4. Type of course: exam-based, intensive, vacation – fixed period or continuous intake
5. Age group – suitable for maturity level and motivation of learners
6. Time scale – variety & quantity of material – suitable for length of course
7. Cultural orientation
8. Suitable for class size
9. Role of teacher(s) and learner(s) appropriate to preferred teaching & learning styles
10. Mono- or multilingual
11. Narrative- or topic-based
12. Assumption of learner knowledge
13. Mix of syllabus: structural; notional / functional; task-based (communicative)
14. Right measure of authenticity, i.e. suitably adapted for level
15. Appropriacy of lexis and structure for learners' level
16. Right selection of vocabulary and syntax for learners in relation to function & complexity
17. Range and appropriacy of texts
18. Range & weighting of skills
19. Revision technique: cyclical or linear
20. Suitability for self-access
21. Do learners' exercises, activities and tasks work?
22. Ease of use for teacher
23. Ease of use for learners
24. Summary of items for reference
25. Visual impact
26. Accompanying aids: charts, cassettes, videos, CD-ROM
27. Dated or modern language
28. Metalanguage
29. Teacher book
30. Course or part course book