Unit14EvaluatingandAdaptingTextbooks123.Goodtextbooksshouldhavethefollowingfeatures(Tomlinson1998)：1).Goodtextbooksshouldattractthestudents'curiosity,interestandattention.Inordertodothis,textbooksshouldhavenovelty（新奇的东西）,variety,attractivelayout(present\explain\describe\design),appealingcontent,etc.Ofcoursetheyshouldalsomakesurethatlearningreallytakesplacewhenthestudentsusethetextbooks.Itisnotnecessarilyenoughthatstudentsenjoythetextbooks.2).Textbooksshouldhelpstudentstofeelatease.Thelayoutofpresentation,tasksandactivities,andtextsandillustrationsshouldalllookfriendlytothestudentssothattheyfeelrelaxedwhenseeingthem.3).Textbooksshouldhelpstudentstodevelopconfidence.Goodtextbookshelptobuildupstudents'confidencebyprovidingtasksoractivitiesthatstudentscancopewith.4).Textbooksshouldmeetstudents'needs.Whatiscoveredinthetextbooksshouldberelevantandusefultowhatthestudentsneedtolearnandwhattheywanttolearn.5).Textbooksshouldexposethestudentstolanguageinauthenticuse.Generallyspeaking,.textbookswritteninauthenticlanguagearemoremotivatingandchallenging.6).Textbooksshouldprovidethestudentswithopportunitiestousethetargetlanguagetoachievecommunicativepurposes.7).Textbooksshouldtakeintoaccountthatthepositiveeffectsoflanguageteachingareusuallydelayed.ResearchintoSLAshowsthatitisagradualratherthananinstantaneousprocessandthatthisisequallytrueforinstructedlearning(formallearning).Soitisimportantfortextbookstorecycleinstructionandtoprovidefrequentandampleexposuretotheinstructedlanguagefeaturesincommunicativeuse.8).Textbooksshouldtakeintoaccountthatstudentsdifferinlearningstyles.Tasksandactivitiesshouldbevariableandshouldcaterforarangeoflearningstylessoallstudentscanbenefit.9).Textbooksshouldtakeintoaccountthatstudentsdifferinaffectivefactors.Goodtextbooksshouldaccommodatedifferentattitudinalandmotivationalbackgroundasmuchaspossible.10).Textbooksshouldmaximizelearningpotentialbyencouragingintellectual,aestheticandemotionalinvolvementwhichstimulatesbothrightandleftbrainactivities.Goodtextbooksenablethestudentstoreceive,processandretaininformationthrough“multipleintelligences”124.SelectingtextbooksA.Choosingatextbook:questionnaire(part1)Doesthebooksuityourstudents?1Isitattractive?GiventheaverageageofYESPARTLYNOyourstudents,wouldtheyenjoyusingit?2Isitculturallyacceptable?YESPARTLYNO3DoesitreflectwhatyouknowaboutyourYESPARTLYNOstudents'needsandinterests?4Isitabouttherightlevelofdifficulty?YESPARTLYNO5Isitabouttherightlength?YESPARTLYNO6Arethecourse'sphysicalcharacteristicsYESPARTLYNOappropriate?(e.g.isitdurable?)7Arethereenoughauthenticmaterials,soYESPARTLYNOthatthestudentscanseethatthebookisrelevanttoreallife?8Doesitachieveanacceptablebalancebe-YESPARTLYNOtweenknowledgeaboutthelanguage,andpracticeinusingthelanguage?9Doesitachieveanacceptablebalancebe-YESPARTLYNOtweentherelevantlanguageskills,andin-tegratethemsothatworkinoneskillareahelpstheothers?10Doesthebookcontainenoughcommuni-YESPARTLYNOcativeactivitiestoenablethestudentstousethelanguageindependently?Score:2pointsforeveryYESanswer.1pointforeveryPARTLYanswer.0foreveryNOanswer.B.Choosingatextbook:questionnaire(part2)Doesthebooksuittheteacher?1IsyouroverallimpressionofthecontentsandYESPARTLYNOlayoutofthecoursefavorable?2Isthereagood,clearteacher'sguidewithan-YESPARTLYNOswersandhelponmethodsandadditionalactivities?3Canoneusethebookint...
