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1. Usability
2. Credibility of Publisher
3. Teaching methods/Approach
4. Learner Fit
5. Authenticity

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evaluation of textbooks--real vs. clip art pictures, topics in books are relevant to learners and appropriate for proficiency levels
types of activities/tasks
vocabulary/key words
individual/group tasks
realistic visuals, videos, audio clips

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questions about the focus of the language used in the materials.

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questions about the focus of the language used in the materials.

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publisher credibility.
the usability of the material in the classroom.
teaching approaches affected by the material (form-focused, function-focused)

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what we want them to know and learn
a list of what the students will be able to do
measuring whether or not they have accomplished the goals and objectives

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Pros: establish real-world connections; learn about the culture the target language belongs to; authentic listening material allows ELLs to hear accents, language variations, and pronunciation from native speakers of the TL

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pros: natural language use. rich in linguistic material. 

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pros: natural language use. rich in linguistic material. 

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CONS: COMPLEX LINGUISTIC FEATURES, demotivated for some learners, consumes teachers' time. materials can be come outdated quickly.

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The goal of the course is to measurably build on students’ academic English language skills by engaging them in listening, speaking, reading, writing activities that are relevant to real-world encounters in university and professional workplace environments.

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The goal of the course is to measurably build on students’ academic English language skills by engaging them in listening, speaking, reading, writing activities that are relevant to real-world encounters in university and professional workplace environments.

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In this course, we will develop academic listening and speaking skills to prepare for regular university classes.
(I didn't get a chance to finish this)

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1. The goal of this class is to prepare students to be able to read and write at the university level by:

1. Reading and understanding authentic academic texts

2. Writing sentences, paragraphs, and different essay types

3. Recognizing and using academic vocabulary

4. Using critical thinking skills to comprehend various texts and answer corresponding questions about the texts

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teacher's experience, types of learners (age, cognitive processes...), class time/duration and size, ESL/EFL type of course

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1. Limited course time
2. Course type/proficiency of learners
3.  Resources
4. Administration

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Class size
Educational background
Administration
Resources
Purpose for learning English

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age, motivation, educational/cultural background, affective filters, purpose of learning

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1. motivation & attitudes towards the target language/culture, the classroom environment, the teacher, etc.
2. Age
3. Teaching styles & Learning styles
4. Limited course time

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Age
Motivation
Learning styles
Educational background (literate or not)
Environment (class setting, resources, etc.)
L1 Background
Learner expectations
Purpose for learning English