ELTE011 İNGİLİZCE DERS KİTABI İNCELEMESİ

ELİF ÇAKIR

180610440

9. SINIF İNGİLİZCE DERS KİTABI

RELEARN PASİFİK YAYINLARI
• SUBJECTS & CONTENTS
1. Does the content serve as a window
into learning about the target
language culture ( American, British
etc.) ?

• There is a unit called Bridging

Cultures.In this unit, students will
identify cultural differences and talk
about travel and tourism.
2. Are the subject and content of the
coursebook interesting ?

• The subject and content of all the units

are interesting. It arouses curiosity for
students.
3. Is the content of the coursebook
challenging enough to foster new
learnings ?

• The content of the coursebook is

challenging for new learnings.
Especially, some writing activities can
be challenging for students.
4. Are the subject and content of the
coursebook motivating ?

• There are units that will motivate

students to learn the subjects.
Also,there are lots of game and role
play activities.
5. Is the thematic content
understandable for students ?

• The level of the book is A1-A2. Thus,for

the 9th grade students, all the contents
are understandable.
6. Is there sufficient variety in the
subject and content of the coursebook ?

• Yes, there are variety subject and

content in the coursebook. The units do
not depend only on the unit name, but
also give other examples related to
topic.
7. Is the thematic content culturally
appropriate ?

• There is nothing absurd about culture

in the book.Some units are related to
culture. Especially, the unit 6 is directly
related to the culture.
8. Are the topics and texts free from any
kind of discrimination (gender, race
etc.)?

• No, there is no mention of

discrimination in the book.
9. Is there a relationship between the
content of the coursebook and real-life
situations (society) ?

• Yes, we can already see this from the

unit names such as my environment,
movies, television and social media and
human in nature.
10. Do the topics and texts in the
coursebook include elements from both
local and target culture ?

• There are activities aimed at both local

and target language culture in the unit.
 SKILLS & SUB-SKILLS
READING
11.Are there adequate and appropriate
exercises and tasks for improving
reading comprehension ?

• Yes, there is definitely a reading activity

in every unit of the coursebook. The
reading texts are suitable for the level
of the students. Reading texts have
instructive and appropriate activities
for students.
12. Is there a wide range of different
reading texts with different subject
content?

• Yes, there are different reading texts for

each unit in the coursebook.
13. Are the reading selections authentic
pieces of language ?

• Yes, reading selections are authentic

pieces of language.
LISTENING
14. Does the coursebook have
appropriate listening tasks with well-
defined goals?

• Each unit of the coursebook has

listening text. They are suitable and
have well-defined goals.
15. Is the listening material well
recorded, as authentic as possible ?

• Yes, they are authentic and well

recorded.
16. Is the listening material
accompanied by background
information, questions and activities
which help comprehension ?

• Yes, there are activities help students to

use background information.For
Example, on page 87, there are two
useful activities that make listening
material more effective.
• There is also vocabulary tips on the
page, and this is effective for students.
SPEAKING
17. Does the coursebook include speech
situations relevant to students’
background ?

• Yes, there are activities in the book

where students talk about themselves.
18. Are the activities developed to
initiate meaningful communication ?

• Yes, most of the speaking activities are

good for meaningful communication.
• For example, on the page 12, speaking
activity includes meaningful
communication about students
introducing themselves and their
families.
19. Does the coursebook include
adequate individual and group speaking
activities ?

• There are lots of individual and group

activities.
WRITING
20. Are models provided for different
genres ?
• Yes, there are different types of
writing. ( descriptive, narrative and
letters)
21. Do the tasks have achievable goals
and take into consideration learner
capabilities ?

• Yes, writing activities have different and

achievable goals for each unit.
22. Is practice provided in controlled and
guided composition in the early stages ?

• Yes, writing activities are done

effectively and motivating for students.
VOCABULARY
23. Does the vocabulary load ( i.e. the
number of new words introduced every
lesson ) seem to be reasonable for the
students of that level ?

• The words are suitable for student’s

level. They are the basic words related
to the topic.
24. Is there is a good distribution (simple
to complex) of vocabulary load across
chapters and the whole book?

• No, they are all intermediate words.

The words correspond to the A2 level.
25. Do the vocabulary exercises promote
internalization of previously and newly
introduced items?

• Yes, students learn the new vocabulary

items and and do the activity thanks to
these words in later activities.
26. Are the new vocabulary words
repeated in subsequent lessons to
reinforce their meaning and use?

• Yes, after the words are learned, they

are used in other activities.
27. Is the new vocabulary integrated in
varying contexts and situations?

• For example, on the page 42, students

learn new vocabulary items by match
the words with their definition.
GRAMMAR
28. Are the grammar points presented
with brief and easy examples and
explanations?
• For example, students can look at short
examples and explanations before
doing the activity on the page 98.
29. Is the primary function of new
structures for interaction and
communication?

• Yes, students communicate with each

other thanks to new structure they
learn.
30. Do the structures gradually increase
in complexity to suit the growing
reading ability of students?

• Yes, the coursebook is from simple to

complex.
31. Are the new structures presented
systematically and in a meaningful
context?

• Students can see new structures in a

meaningful context.
32. Are the grammar points recycled in
the following units?

• Yes, they learn previous units and use

them in the following units.
PRONUNCIATION
33. Is there sufficient work on
recognition and production of stress
patterns, intonation and individual
sounds?

• Yes, there are pronuncation parts in the

book and it gives useful short
explanations for students in each unit.
34. Are the pronunciation points
repeated and reinforced in subsequent
lessons?

• No, there is pronuncation in each unit,

but it is not repeated in subsequent
lessons.
OTHER SUB-SKILLS
35. Does the coursebook cover other
sub-skills like note-taking, skimming,
scanning, inferring meaning, listening fot
gist, etc. ?

• For example, on the page 28, there are

skimming and scanning activities.
• LAYOUT & PHYSICAL MAKEUP
36. Is the printing quality high?

• Yes, it is printing quality high.

37. Does the coursebook look interesting and fun?

• Yes. There are lots of fun activities.

38. Does the coursebook include a
detailed overview of the functions and
structures that will be taught in each
unit?

• No, there is no function and structure

overview in the book.
39. Does the coursebook reflect
learners’ preferences in terms of layout,
design, and organization?

• Yes,the coursebook is prepared suitable

for learning steps in terms of layout,
design, and organization.
40. Does the coursebook contain enough
pictures, diagrams, tables etc. helping
students understand the printed text?

• Yes, there is a lot of instructive material

in the book.
41. Are the illustrations informative and
functional?

• Yes, illustrations help students and

make more understandable.
42. Do the size and weight of the coursebook seem convenient for students to
handle?

• Yes, it is convenient for students.

 PRACTICAL CONSIDERATION
43. Is the coursebook up-to-date (e.g. published within the past 5 years)?

• Yes. It published in 2019.

44. Is the coursebook easily accessible?

• Yes. It can be found on the Internet and downloaded.

45. Is the coursebook affordable?
• It is a free book.
46. Does the coursebook have
supplementary materials (tapes, visuals
etc.)?

• Yes. There is a CD of the coursebook.

47. Does the coursebook have
supporting online materials/tests and e-
format?

• Yes,the coursebook have supporting

online materials.
48. Does the book address different
learning styles and strategies?

• Yes, the book address different learning

styles and strategies such as visual,
auditory, verbal and social.
49. Do the activities and exercises
introduce the main principles of
Communicative Language Teaching?

• For example, there is a kind of role play

activity on the page 74. Role playing is
an important communicative activity.
50. Does the coursebook include self-
assessment parts?

• Yes, the coursebook includes self-

assessment at the end of each unit.
51. Can the activities be exploited fully
and embrace various methodologies in
ELT?

• Yes, it includes activities Clt ,Direct

Method and Audio Lingual Method .
52. Is / are the type/s of syllabus design used in the book appropriate for
learners?

• Yes, the syllabus is suitable for 9th grade students.

53. Can the coursebook easily be
integrated into technology, thereby
allowing for individual study outside the
school?

• No, it is more suitable for school, but

for the individual study it is not good.
54. Does the coursebook fit curriculum/goals?

• Yes, it is fit to the curriculum. Also,the coursebook has an eba version.

55. Are the objectives specified explicitly in the coursebook?

• There is no explanation of the objects.

56. Is the coursebook designed by taking
into account the learners’ socially and
historically English-free status?

• Yes, some units helps students when

they want to learn socially and
historically.