evaluation of face2face textbook in terms of macro and micro skills teaching method

Textbooks are indispensable components of efl classrooms. due to the abundance of textbooks available, a textbook evaluation is helpful. the second edition of face2face intermediate level was chosen to be evaluated in terms of teaching macro and micro (pronunciation, grammar, vocabulary) skills. the integration of macro skills, their processing method (top-down/bottom-up), and the teaching of respective strategies were evaluated. for micro-skills, the approach (inductive/deductive) and the type of focus (on forms/form/meaning) were assessed. the evaluation indicated that vocabulary exercises were mostly inductive with a focus on forms. sometimes vocabulary and grammar were practiced together in inductive tasks with a focus mostly on meaning. the grammar tasks were either integrated with other skills or were specific grammar tasks. the former was inductive with a focus on form and meaning; the latter was inductive with a focus on forms. in the pronunciation part, intonation and stress pattern were practiced. they were dealt with either as integrated phases or discrete slots in deductive tasks with a focus on forms. there was a healthy mix of top-down and bottom-up readings. the reading sequences usually were integrated with speaking (mostly) or listening, and sometimes started with meta-cognitive tasks. the reading strategies were implicitly taught as a part of the exercises. the listening activities were usually top-down with meta-cognitive tasks. sometimes listening was integrated with speaking (mostly) or reading. speaking tasks were usually integrated with reading and listening, and the speaking strategies were not explicitly discussed. there was not enough emphasis on writing, and it was only practiced in other tasks. overall, the approach of the book was inductive with a strong focus on speaking and listening, proving its authors’ claims. the book can be useful if the listening and speaking skills are important for learners, but the lack of focus on writing must be compensated.