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Cunningworths' Checklist (1995) : Number Items YES NO A. Aims and Approaches 1 2 3 4 B. Design and Organization 5 6 7 8

This document presents Cunningworths' checklist for evaluating English language course books. The checklist contains 40 questions organized under 7 categories: A) Aims and approaches, B) Design and organization, C) Language content, D) Skills, E) Topic, F) Methodology, and G) Teachers' books. The questions address whether the course book matches the teaching program aims, learners' needs, covers appropriate language content, develops the four skills, uses engaging topics, incorporates effective teaching methods, and provides adequate teacher guidance. Users are to answer "yes" or "no" to each question to assess the suitability of a course book for their teaching situation and students.

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170 views3 pages

Cunningworths' Checklist (1995) : Number Items YES NO A. Aims and Approaches 1 2 3 4 B. Design and Organization 5 6 7 8

This document presents Cunningworths' checklist for evaluating English language course books. The checklist contains 40 questions organized under 7 categories: A) Aims and approaches, B) Design and organization, C) Language content, D) Skills, E) Topic, F) Methodology, and G) Teachers' books. The questions address whether the course book matches the teaching program aims, learners' needs, covers appropriate language content, develops the four skills, uses engaging topics, incorporates effective teaching methods, and provides adequate teacher guidance. Users are to answer "yes" or "no" to each question to assess the suitability of a course book for their teaching situation and students.

Uploaded by

Thảo Nhi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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CUNNINGWORTHS’ CHECKLIST (1995)

Number ITEMS YES NO


A. Aims and approaches
1 Do the aims of the course book correspond closely with the aims of
the teaching programme and with the needs of the learner?
2 Is the course book suited to the learning/teaching situation?
3 How comprehensive is the course book? Does it cover most of all of
what is needed? Is it a good resource for students and teachers?
4 Is the course book flexible? Does it allow different teaching and
learning
B. Design and organization
5 What components make up the total course package (e.g., students’
books, teacher’s books, workbooks, cassettes)?
6 How is the content organized (e.g., according to structures,
functions, topics, skills, etc.)?
7 How is the content sequenced (e.g., on the basis complexity,
“learnability,” usefulness, etc.)?
8 Is the grading and progression suitable for the learners? Does it
allow them to complete the work needed to meet any external
syllabus requirements?
9 Are the reference sections for grammar, etc.? Is some of the
material suitable for individual study?
10 Is it easy to find your way around the course book? Is the layout
clear?
C. Language content
11 Does the course book cover the main grammar items appropriate to
each level, taking learners’ needs into account?
12 Is material for vocabulary teaching adequate in terms of quantity
and range of vocabulary, emphasis placed on vocabulary
development, strategies for individual learning?
13 Does the course book include material for pronunciation work? If
so, what is covered: individual sounds, word stress, sentence stress,
intonation?
14 Does the course book deal with the structuring and conventions of
language use above sentence level, for example, how to take part in
conversations, how to structure a piece of extended writing, how to
identify the main points in a reading passage? (More relevant at
intermediate and advanced levels).
15 Are style and appropriacy dealt with? If so, is language style
matched so social situation?
D. Skills
16 Are all four skills adequately covered, bearing in mind your course
aims and syllabus requirements?
17 Is there material for integrated skill work?
18 Are reading passages and associated activities suitable for your
students’ level, interests, etc.? Is there sufficient reading material?
19 Is listening material well recorded, as authentic as possible,
accompanied by background information, questions, and activities
which help comprehension?
20 Is material for spoken English (dialogues, role plays, etc.) well
designed to equip learners for real-life interactions?
21 Are writing activities suitable in terms of amount of
guidance/control, degree of accuracy, organization of longer pieces
of writing (e.g., paragraphing) and use of appropriate styles?
E. Topic
22 Is there sufficient material of genuine interest to learners?
23 Is there enough variety and range of topic?
24 Will the topics help expand students’ awareness and enrich their
experience?
25 Are the topic sophisticated enough in content, yet within the
learners’ language level?
26 Will your students be able to relate to the social and cultural
contexts presented in the course book?
27 Are women portrayed and represented equally with men?
28 Are other groups represented, with reference to ethnic origin,
occupation, disability, etc.?
F. Methodology
29 What approach/approaches to language learning are taken by the
course book? Is this appropriate to the learning/teaching situation?
30 What level of active learner involvement can be expected? Does this
match your students’ learning styles and expectations?
31 What techniques are used for presenting/practicing new language
items? Are they suitable for your learners?
32 How are the different skills taught?
33 How are communicative abilities developed?
34 Does the material include any advice/help to students on study skills
and learning strategies?
35 Are students expected to take a degree of responsibility for their
own learning (e.g., by setting their own individual learning targets)?
G. Teachers’ books
36 Is there adequate guidance for the teachers who will be using the
course book and its supporting materials?
37 Are the teachers’ books comprehensive and supportive?
38 Do they adequately cover teaching techniques, language items such
as grammar rules and culture-specific information?
39 Do the writers set out and justify the basic premises and principles
underlying the material?
40 Are keys to exercises given?
E. Practical consideration
41 What does the whole package cost? Does this represent good value
for money?
42 Are the books strong and long-lasting? Are they attractive in
appearance?
43 Are they easy to obtain? Can further supplies be obtained at short
notice?
44 Do any parts of the package require particular equipment, such as a
language laboratory, listening centre, or video player? If so, do you
have the equipment available for use and is it reliable?

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