Coursebooks play a major role in the classroom. They work as a learning resource as they are usually accompanied by cassettes, videos and teacher's guides (Richards 253). For new or inexperienced teachers, a coursebook works with the teacher's book as a "medium of initial teacher training" (Richards 253). In terms of practicality, it saves time and effort for teachers when planning lessons (Richards 253). Additionally, it provides a focus for the teacher that allows her/him to follow and eventually achieve the aims and objectives of the syllabus. From the students' point of view, they present authentic language models to use in real life situations as well as provide more interesting and motivating materials for them to use and apply (Richards 252&253). They also give students a sense of progression in their learning as most coursebooks are organized in units (Harmer(b) 304). In addition, as suggested by Harmer coursebooks restrictions -if found- can be dealt with by omitting, changing, replacing, re-writing, and re-order

The book is designed to help 'students develop an awareness of their own learning processes' (Chamot et al vii) this quality enables all students to absorb the content of the book and use it efficiently. It is shown through using different types of activities like hands-on activities; tell what you know/learned activities and meaningful listening activities that address the different learning styles with students. It is also represented through the use of the supplemental materials and resources like cassettes, picture cards, videos and Newcomer books that address and interest all students.

"Identifying the potential strengths of coursebooks generally can give us a starting point for looking at the strengths and weaknesses of any specific book" (Halliwell 114)

When selecting criteria 'we can choose what we want to focus on in the light of our own teaching situation' (Harmer(b) 302) Consequently, I included: cost, methodology, skills, content and topics, layout and design and the teacher's book.

As mentioned in the Teacher's Edition, the four language skills are fostered and developed in a balanced combination of activities and practice opportunities and this is a vital criterion that I require in a language coursebook. However, it's also mentioned that are only taught as they are needed according to the topics rather than sequentially which can be easily detectable through out the thematic units.

The strongest element in this course book is its Teacher's Edition followed by the Teacher's Resource Book. First of all, the Teacher's Edition is clear and concise with its instructions and guidelines through out all the units and activities. It also gives a brief but very informative outline of the objectives, language content and skills in each thematic unit as well as all the possible resources needed in each unit. Both the Teacher's Edition and the Teacher's Resource Book provide answer keys for each activity and test in the book. A textbook accompanied by a usable and efficient teacher's guide can enhance, enrich and train new and inexperienced teachers (Richards 255)

'A strong communicative approach relies on providing learners with experience of using language as the main means of learning to use language' (Tomlinson viii). Accordingly this books approach ensures communicative proficiency and provides authentic text for the purpose of encouraging students to use the language. As I follow a communicative approach this will be very beneficial and valuable to me in the classroom. Nonetheless, its main focus is on academic communicative language skills rather than social communicative skill. Therefore, students are encouraged to justify, debate

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Approximate Pages = 7 (250 words per page double spaced)