Abstract
        Any evaluation of teaching materials is necessarily subjective, depending on the theoretical approach, practices and preferences of the evaluator. In this study an attempt has been made at an evaluation as realistic and objective as possible. First, the checklists of some linguists were closely scrutinized (e.g. Tucker, Ur, Sheldon, etc.) . Secondly, the same procedure was followed to identify the elements that checklist producers introduce as important criteria by which teachers may evaluate and select an appropriate teaching textbook. The assumption made here was that of all the points made, perhaps, a select set of common-core summary characteristics appearing across checklists can be identified as universal. Finally, the selected criteria are used to evaluate the ESP textbook taught for the fourth year students at Faculty of Law, Damascus University.
         The present study is an attempt to identify, describe and evaluate Law English learning/ teaching materials as used currently in the Faculty of Law, Damascus University for the fourth year students. It is up to the users of textbooks or other teaching materials to decide whether this goal has been achieved, and if so, to what extent.

Key words:- evaluation of teaching materials Faculty of Law, Damascus University, Evaluation is a matching process

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