A practical, thorough, and straight forward methods for choosing ESL textbooks is to analyze the options according to programme issues, going from board to specific. The strategy behind this technique is to eliminate unsatisfactory textbooks at the stage of analysis so using a textbook can meet a learner's needs or expectations of having something concrete to work from and take home for further study.
Evidents.
Upon this, the role of the textbook in the English classroom is very important. Research indicates that EFL textbooks are used in many different ways depending on a wide spectrum of factors. The teacher seems to be the most important factor who faciliate and direct the teaching-learning process. In a number of scholary publications, including some introductory books to teaching English as a foreign language different prefrences or styles of textbooks use are identified and described in more or less detail (Haß, 2006) ranging from complete textbook-relianceto more selective approaches, from the electric use of many different instructional resources to the empolyment of self-made materials, especially in project-oriented or project based sequences of instructions. For example, in Ruben (2010) researches, a content analsis of the textbooks used in the Dutch early childhood, teacher education shows clear in consistencies with the intended curriculum. Neither the content standards found in the professional profile for teachers nor the content standards from educational profile of their training courses are adequately covered in the books. Whilst they pay considerable attention to the teacher's educational duties, other tasks outside the primary work process are either dealt with in much less detail or ignored altogether, including t, and the need for stategic planning for reflection and evaluation, for the development of educational policy, and for co-operation and liaison with colleagues from other disciplines.