According to Oxford Advanced Learner’s Dictionary a coursebook can be defined as a book for studying from, which can be regularly used on a particular course of study. Still, this definition does not mention any qualities of a coursebook, which could be summarized by two words as a source and as a support. It is a source not only for a student, but also for a teacher. Průcha (1998, p.19) claims that a student masters in a coursebook certain knowledge together with other elements of education, such as for example attitude, values and skills, while for a teacher a coursebook is a source, with whose use he or she can plan the content of curriculum, the direct presentation of the content in the class and also the evaluation of the students‘ results. It is also necessary to add a statement by A. Cunningsworth (1995, p.7), who also deals with the role of a coursebook, that mentions that a coursebook should be a book that helps a teacher and students, but it should not control them. What is more, he also describes a coursebook as a certain kind of support, not only for a student, but also for a teacher beginner who has not gained his full self-confidence yet. A coursebook then serves him as a source of activities for his students, or as an overview of the knowledge his students should reach and, not only his students but also the teacher himself, can refer to. Last but not least, a coursebook can also function as a some kind of a syllabus. To use the full potential of a coursebook, it is neccessary to choose it accordingly to the needs of students and, also, their teacher. Harmonogramme: The work on this bachelor thesis began in February 2020 and is about to continue until March 2021, when it will be submitted. The collection of all research data (with the usage of questionaires) will begin in September 2020 and will continue until December 2020, when the research should be evaluated.