Checklists: The role of materials within the curriculum

Checklist 1: Materials design

	The material...	Yes	No
1	is contextualized to the curriculum it is intended to address
2	is contextualized to the experiences, realities and first languages of the learners
3	is contextualized to topics and themes that provide meaningful, purposeful uses for the target language
4	stimulates interaction
5	is generative in terms of language
6	encourages learners to develop learning skills and strategies
7	allows for a focus on form
8	allows for a focus on function
9	offers opportunities for integrated language use
10	is authentic
11	links to each other to develop a progression of skills, understandings and language items
12	is physically attractive
13	is user friendly
14	is durable
15	has appropriate instructions
16	is flexible
17	can be reproduced

Checklist 2: Materials adaptation

	Criteria for adapting material	Yes	No
1	Enough grammar coverage in general
2	Enough practice of grammar of particular difficulty to the learners
3	The students find the explanation of a new grammar point rather difficult
4	Reading passages contain too much unknown vocabulary
5	Comprehension questions are too easy because the answers can be lifted directly from the text with no real understanding
6	Listening passages are inauthentic because they sound too much like written material being read out
7	Enough guidance on pronunciation
8	Subject matter inappropriate for learners of this age and intellectual level
9	Photographs and other illustrative material not culturally acceptable
10	Amount of material too much or too little to cover in the time allocated to lessons
11	There is guidance for teachers on handling group work and role-play activities with a large class
12	Dialogues too formal and not representative of everyday speech
13	Audio material difficult to use because of problems to do with room size and technical equipment
14	Too little variety in the activities
15	Some of the language functions presented in a communicative coursebook are unlikely to be required by learners who will probably not use their English in the target language environment

Checklist 3: Materials adoption 

Criteria for adopting material
Material’s content and subjects...		Yes	No
1	represent a window for learning about the target language culture
2	are appealing
3	are challenging enough and foster language learning
4	motivate students to learn
5	are clear
6	are appropriate for the culture
7	do not contain any kind of discrimination (race, gender. etc)
8	are realistic
9	contain local and target cultural aspects
Skills and subskills
Reading		Yes	No
1	The tasks and activities foster improvement in reading comprehension
2	There is a wide range of texts
3	The readings present authentic language
Listening
1	The goals in the listening tasks are well-defined
2	The audios are well recorded and as authentic as possible
3	The listening materials is well-presented with activities that enhance listening comprehension
Speaking
1	Speech situations are relevant for the students’ background
2	The activities foster effective communication
3	The coursebook includes adequate individual and group speaking activities
Writing
1	The material presents models for different genres
2	The tasks have achievable goals considering learners’ capabilities
3	Controlled and guided practice is provided
Vocabulary
1	The vocabulary load is appropriate for students’ level
2	Internalization of newly and previously introduced items is promoted
3	New vocabulary is presented in varying contexts and situations
Grammar
1	The grammar points contain clear and brief examples
2	The primary function is communication
3	The structures gradually increase their complexity
4	Grammar points are presented in meaningful contexts
Pronunciation
1	There is sufficient work on recognition and production of stress patterns, intonation and individual sounds
2	The pronunciation points are repeated and reinforced in subsequent lessons
Layout and physical make-up
1	The quality of the printing is high
2	The coursebook looks interesting
3	The coursebook contains enough pictures, diagrams, tables etc. helping students understand
4	Illustrations are informative and functional
Practical considerations
1	The coursebook is  up-to-date
2	The coursebook is easily accessible
3	The coursebook has supplementary materials
4	The coursebook includes self-assessment parts
5	The type/s of syllabus design is/are  used in the book appropriate for learners
6	The coursebook can easily be integrated into technology, thereby allowing for individual study outside the school
7	The coursebook fits curriculum/goals
8	The coursebook is designed by taking into account the learners’ socially and historically English-free status

References

Demir, Y., & Erta, A. (2014). A Suggested Eclectic Checklist for ELT Coursebook Evaluation. The Reading Matrix, 14(2), 250–251. Retrieved from http://www.readingmatrix.com/files/11-1n844ug7.pdf

Halim, S., & Halim, T. (2016). Adapting Materials: Revisiting the Needs of Learners. International Journal of Humanities and Cultural Studies (IJHCS)​ ISSN 2356-5926, 2(4), 633-642.

Howard, J. & Major, J. (2004). Guidelines for Designing Effective English Language Teaching Materials. Researchgate, 101-109.