we didnt have yet the Integral Program only Regularschools. English teachers had to improvise,more than it we had to create ourselves planning course and make our materialthat in major of our schools were use the blackboard. If a student had tochange of school because s/he were moving to another city probably s/he willfind many problems for understanding and try to follow her/his new class.In 2008 ourschools received the book Globetrekker byMarcelo Baccarin Costa - Macmillan Press but just for High School. Thisbook was amazing but the majority of teachers didnt like it because its levelwas higher than students could learn. So it providemore material than we could teach in the expected amount of time[1](SNOW:2007) we had to adapt thematerial for classes we had for making it useful in our classrooms. Although all schools had the book, someteachers refused to use itusing the argument Ive mentioned,that the level was incompatiblewith the reality in their classrooms,and the left sideduring the three years that a textbook is used.Its important to say that this problem happened because the textbook was granted and the secretaryof education has not requested theopinion of teachers.Last year, 2011, it was the firsttime teacher could choose their didactic material, the textbook they will usedin next three years. We had three options: 1. English For All[2] Saraiva Press 2. Upgrade[3] Richmond Press 3. Globetrekker Macmillan Press In school Ive taught theteachers preferred choose the option 2,Upgrade Richmond Press.TextbookEvaluation: Group Activity of Analyzingan ESL textbook Name of your textbook: Upgrade Richmond Press What level would you use this book? (beginner, intermediate, advanced)? IntermediateFor what age group would you use this book? TeenagersTextbook Evaluation Checklist Textbook Content Excellent Good Average Poor Totally lacking i. Does the book target all of the language skills equally? X ii. Does the content serve as a window into learning about the target language culture (American, British, ect.)? X iii. Are the reading selections authentic pieces of language? X iv. Compared to texts for native speakers, does the content contain real-life issues that challenge the reader to think critically about his/her worldview? X Vocabulary & Grammar i. Are the grammar rules presented in a logical manner and in increasing order of difficulty? X ii. Are the new vocabulary words presented at an appropriate rate so that the text is understandable and so that students are able to retain new vocabulary? X iii. Are the new vocabulary words repeated in subsequent lessons to reinforce their meaning and use? X iv. Are the new vocabulary words presented in a variety of ways (e.g.glosses, multi-glosses, appositives)? X Exercises and Activities Are there interactive and task-based activities that require students to communicate? X Do the activities facilitate students use of new vocabulary and grammar? X Are there a variety of different exercises that target all the language skills? X Do the exercises promote critical thinking? X Attractiveness of the book Is the cover of the book appealing? X Is the visual imagery of high aesthetic quality? X Are the illustrations simple enough and close enough to the text that they add to its meaning