Evaluation of Prospect 1 in Terms of Task Types
Zeinab Papi

Abstract
Course books are a core part of any curriculum. Davison (1975) suggests that in the EFL classes, the next important component after the teacher is the textbook. As a matter of fact, constant evaluation of textbooks enables us to make appropriate decisions in educational programs. McGrath (2001) suggests some methods for evaluating materials including: checklist method, in-depth method and integrated method which is the combination of two former methods. Nowadays, under the influence of Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT), several textbooks have been introduced in EFL contexts, using different types of tasks. This study aims to evaluate the English course book used in 7th grade of high school in Iran, titled (Prospect1), in terms of task types. In this study Finch (1999) task type checklist is used as a reliable instrument. Also, an in-depth method is used to have a comprehensive evaluation. The findings show that static /one-way tasks occur more frequently than dynamic / two-way tasks. Furthermore, the frequency of shared tasks is more than other task types. This shows that pair work and group work are more focused in this book.

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