No.
Content
Page
Type of Course
Type of Students
Teachers Comments
10
11
10-11
12
12
Section 3.1:
criteria for
selecting
literary
texts
How to
select texts
& materials
which are
suitable for
use with
students
Section 3.2 :
ways of
evaluating
published
materials
Criteria for
choosing
literary
text
Levels of students
Students reasons for
learning English
Kind of English requires
Length/intensity of course
Age
Intellectual maturity
Emotional understanding
Interest/hobbies
Cultural background
Linguistic proficiency
Literary background
Availability of text
Length of text
Explatiality
Fit with syllabus
Type of Course
Level of students
Length/intensity of
course
5 hours a day for
three months
4 hours a week for a
year
Syllabus flexible?
Literature included?
Include literary texts?
Texts suitability
Type
of
course
Kind of English
required
Academic purpose
Business
General
Students reasons
for learning
English
Type of Students
Age of
Students
Intellectual
maturity of
students
Students
emotional
understanding
Students
interests /
hobbies
Type of students
Students
cultural
background
Students
linguistic
proficiency
Students literary
background
Too well-developed to be
challenged by the text
Insufficient to cope with the text
Relevant to the
type of language
required to learn
the course
Students are
able to infer the
text language
Addition:
The
students
Linguistic
Proficiency
Even if the text is
extremely
difficult, students
will be motivated
by other factors
to study the text
Students find it
useful &
enjoyable to
study the text
Students
need
guidance in
making
sense of
their deeper
literary
meaning
Addition:
the
students
literacy
backgroun
d
Look at
specific
literary
qualities
Look at
students
ability to
navigate
their own
way to have
literacy
competence
Availability of
texts
Length of
test
Other
factors to
consider
when
selecting
texts
Exploitability
Teachers
comments
Teacher A
Teacher B
Teacher C
Evaluating
a piece of
material
Evaluating
Learning
Materials
which make
use of
Literacy
Texts
The
detailed
book
evaluation
sheet
The
quickie
book
evaluation
sheet
Teachers Comments
Teacher
A
Teachers
comment
s
Teacher
B
Teacher C
The
Quicki
e
Book
Evalua
tion
sheet
The
Quicki
e Book
The
Quickie
Book
Evaluati
on
Content
The detailed
book
evaluation
sheet
Detailed
Book
Evaluation
Content
Detailed
book
evaluation
Detailed
Book
Evaluation
Content
(aims and
organisation)
Detailed Book
Evaluation
Content
(materials and
activities)
10
Overall aims
Suitable adopted approach
to using literature
Books organisation
Self-contained units/sections
Kind of text
Sufficient varied, interesting and
relevant text, tasks and activities
Sufficient linguistic guidance with
the language as the text
Adequate cultural, historical &
literary background informaions
Encourage students to relate
materials to own lives and
experiences
Enough challenging for students
Can be adapted
Detailed
book
evaluati
on
Detailed
Book
Evaluation
Content
(Accompan
ying
Resources)
Detailed
Book
Evaluation
sheet
Content
(suitability
for
(class/grou
p))
11
Sufficient guidance
on using the book
for teacher
Available recorded
material
Book can be used
on their own
Title of book
Author(s)
publisher
Layout and
design
Instruction
clarity
Evaluating
A Piece of
Material
Content
Provide
culture,
literary and
historical
background
Linguistic
guidance
Students
participatio
n and
personalizat
ion
Relevant
material
page
Suitability
of students
approach
Suitability
of students
level
Task and
activities
variety and
appropriate
ness
Task and
activitys
staging and
grading
12
Relevance
and interest