Consejos para materiales didácticos en enseñanza del inglés

Rationale

Why was it written? Gaps to fill? Needs analysis or classroom piloting? Objectives?

It was written for young adults and adults who are learning English. It does need class piloting.The objective is to reach a C1 level according to the European framework.

Availability

Easy to obtain? material for inspection? Easy contact with publisher?

It ´s easy to obtain because it is nor expensive ($300), it is worth the money. There is easy contact with the publisher because the book provides the publisher´s Zip code.

User definition

Clear specifications about the target age range, culture, etc? Language levels according to international standards? Speacialist knowledge as in ESP?

The specifications are clear, they are at the back of the book. The level is for C1 according to the European framework. It doesn´t say anything about ESP.

Layout / graphics

Mix of text and graphical material on each page? Artwork and typefaces functional? Colorful? Appealing?

Text and graphics are balanced on each page. Artwork and typefaces are functional ,it´s colorful and appealing.

Accesibility

Clearly organized? Monitor student’s progress? Indexes, vocabulary lists for the student to use the material easily? Adivice for the student how the book and its content could be most effectively exploited?

It´s organized and does contain a vocabulary list with auto evaluations but not all the answer keys. It has a CD-ROM with extra material to reinforce and a glossary (but not all the words are in here).It does not say how it can be exploited.

Linkage

Units and exercise connect in terms of progression? Is the connection obvious? The textbook coheres with other books in a series?

Yes, there is connection in terms of progress and it is obvious. It coheres with other 4 books in a series.

Selection/grading

Introduction, practice and recycling of new linguistic items shallow/steep enough for students? Linguistic inventory presented appropriate for your purposes?

It does not have a introduction. The linguistic inventory is presented appropriately and very clear, maybe this is why it does not contain an introduction.

Physical characterisitics

Space to write in the book? Robust? Too large? Too heavy? Spine labelled? Could be used more than once?

There is not enough space to answer. It light wight, spined labeled and can be used more than once.

Appropiacy

Material substantial? interesting to hold attention? Right level of maturity and language? Topical?

It is substantial because it has different topics to hold ones attention. The language is mature enough for adults and young adults. The topics are relevant.

Authenticity

Content realistic, being  taken from L1 material  not initially intended for ELT purposes? Tasks exploit language in a communicative or “real world way”? If not, are the texts unnacceptably simplified or artificial?

Yes, it is authentic because at the end of the book it has the bibliography of each article or book extract. It makes the students feel in real situations. Mostly in the speaking section.

Sufficiency

The book stands on its own? Only the student’s book or attendant aids be deployed?

It has a: teachers book (with answers), a students/work book and one CD-ROM. Enough  to stand on its own.

Cultural bias

Different appropriate religious and social environments in terms of topics/situations? Student´s expectations in regard to content, methodology, and format successfully accommodated? If not, would it be able to wean students away of their preconceived notions? Author´s sense of humor appropriate? enshrine stereotyped, innacurate, condescending or offensive images of gender, race, social class or nationality? accurate views of the USA or Britain presented? umcomfortable realities left out?

It shows a diversity of cultural backgrounds and genres. The students do feel motivated with expectations fulfilled. The sense of humor was accurate according to the Ss age and level. All comments are neutral. There is more information about Britain than from America. The realities are not left out because some units consist of crimes and sprawl cities.

Education validity

in tune with broader educational concerns ?

Yes. Because it allows the student to take a further preparation (level) to travel abroad

stimulus/practice/revision

material intereactive? opportunities for the learner to use his or her English? material likely to be retained/remembered? allowance for revision? achievement tests? self-checks?

It contains an interactive section, which is great. Since the students talk about their lives and projects it is easy to retain. It does not have all the answer of the exercises.

Flexibility

accommodate the practical constraints the teacher deals with? demands on teacher´s preparation time and students' homework time? material exploited or modified? supplementary aids available?

Time isn´t a problem because the information is precise. There is no need to modify the material because is based on real life situations and topics.Suplementary aids are available on the CD-ROM  allowing the students to practice all the abilities. Time  is not a problem if the work book is done at home.

Guidance

teacher´s notes useful and explicit? inordinated delay between the publication of the student´s and teacher´s books? advice about supplementing the coursebook? present the lessons in different ways? too much 'hand-holding'? answer keys, notes, lesson summaries in the teacher´s book? allowance for the perspective on non-native teachers of English?

Since I do not have the teacher´s book I cannot say yes or no. Mc Millan offers a dictionary for complementary learning.The lessons are presented in different ways because they work on different skills in each unit. The abswers are only in the teacher´s book and in the CD-ROM.