Curriculum Design

1. Introduction

Course books are usually regarded as the heart of an EFL course (Sheldon 1988:237). However, we are aware that teaching material can contribute but is limited in determininglearning goals, content and management of language learning. Textbooks survive because they are a convenient way of providing the structure that the teaching-learning needs. Thus, this situationimplies that teachers must evaluate, select and adapt these materials to meet our students’ needs and maximize the learning potential.
As stated by Hutchinson:”… materials evaluation …enables teachers notjust to select a textbook, but to develop their awareness of their own teaching and learning” (Hutchinson, 1987:37-38). Materials evaluation helps us make decisions in selecting textbooks, formprofessional judgments, raise awareness and brings self reflection on our teaching.
The objective of this document is to evaluate the usefulness of “You” course book: the curriculum, syllabus, andlessons presented in Unit 10 while analyzing how the course could be adapted to fit my current teaching context.

2. Report on You! Coursebook.

2.1 Background on the Teaching Context
The context inwhich I am currently working is a bilingual elementary school named Instituto Dante Alighieri located in Guadalajara, Mexico and I teach two second grade groups with thirty eight students each.Second grade population is composed of mid-class children between 7-8 years old, most of their parents know very basic English, if any. Their contact with the language is limited to classroom time.Children have been introduced to the English language beginning Kinder 3 and with more emphasis in 1st grade where their core text was a communicative task-based course. Weekly English schedule is of 15hours class time where Science is also taught in English as content syllabus.
In Mexico there has been a national curriculum policy based on a traditional knowledge-centered schooling system for...