O’zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi andijon davlat chet tillari instituti ingliz tili o’qitishning integrallashgan kursi kafedrasi chet tillarni o’qitishning integrallashgan kursi

Aims and Approaches
Correspondence between coursebook and course aims, text adaptability, design and organization, the inclusion of structural and functional aspects, attention to language recycling and user-friendliness were all rated.
Language Content
The authenticity of materials, coverage of suitable language, range of vocabulary, attention to pronunciation, attention to language above sentence level (social norms etc), and attention to language styles and moods were rated.
Skills
The degree of coverage of all four skills was rated, as was integration of skills work and balance of skills practised. The suitability of reading, listening, writing and speaking activities was assessed.
Topic:
The suitability of topics in terms of age, culture and social issues was rated, along with the adaptability and sophistication of topic and inclusion of humour.
Methodology: The appropriateness of approach, degree of student centreedness, suitability for presenting and practising language, the degree of structural aspect to grammar presentation, attention to study skills and learner autonomy were rated.
The example evaluation indicated that no unit is more suitable in all categories, and for some criteria, such as methodology, the units show little variation. The language content is slightly more suitable in Coursebook Y. Skills are a strength of Coursebook X
Step 5: Trialling
If the specific situation allows, in-depth scrutiny of individual exercises can also provide valuable insights (Cunningsworth, 1995: 2). This process involves trialling comparable exercises with the learners. Inclusion of learners in material evaluation can encourage ownership of the resulting decisions (Chambers, 1997: 29). Furthermore, learners may provide insights which teachers have neglected to consider. In this example, feedback after trialling indicated that in contrast to the teachers’ opinion, the replacement text was not viewed negatively by learners.
Step 6: Selection
Having completed the above process, which should be achievable by most professional teachers despite differences in experience or busy schedules, the involved parties can now make a selection of an appropriate coursebook, or, if the evaluation is of only one coursebook, decisions based on the evaluation can be made as to the best way to use the material.
In the case of the example we can conclude that both coursebooks display desirable characteristics and areas of weakness. Following the systematic example the strengths and weaknesses of the replacement coursebook were better understood causing them to reconsider the initial negative opinions of the replacement (which may have been due to reluctance to change), allowing teaching staff to use the new material more effectively to the benefit and increased satisfaction of teachers and learners. Later feedback from the learners expressed satisfaction with new text.