Evaluation on Contemporary College English Intensive Reading Book II

Abstract：Materials evaluation activities are organized for many reasons, one of which is to identify particular strengths and weaknesses of the course books already in use(Yi, 2004). In this thesis, the author will evaluate Contemporary College English Intensive Reading Book II by using the criteria and steps suggested by J.D. Brown’s and Cunningsworth

Key words:materials; materials evaluation; Contemporary College English Intensive Reading Book II

1.Introduction

Generally speaking, there are three main purposes for textbook evaluation: selecting a new text book; testing effectiveness of a textbook; designing a textbook (Xia, 2003)

Contemporary College English Intensive Reading books, issued in 2001, play an important part in college English learning for English majors. The introduction of these books clearly points out that there are 5 principles in compiling the set of books: First, to maintain the inner link between these books, avoid sudden jerk and inverted repeat. Second, to embody the new idea of the new syllabus, pay more attention to the basic skills. Third, to reflect the special requirements of Chinese students, introduce the new ideas, methods and technique abroad. Forth, as to pedagogies, the set of books tries to take fully inclusive and equitable measures, give consideration to both language and culture. Fifth, as coursebook selection is a vital matter involving state talents training, details of the compilation of the books are all exact and precise.

2.Evaluation by J.D. Brown''s Criteria

J.D. Brown (1995) suggests that materials should be considered from five perspectives: background, fit to curriculum, physical characteristics, logistical characteristics, and teachability(Yi, 2004).

Materials background refers to information about the author''s and the publisher''s credentials. In this set of books, the first note to the text is the information about the author and the text which give enough information about the material background.

Determining whether the materials fit to the curriculum should consider the extent to which each set of materials agrees with the overall approach and syllabus, and the degree to which the materials match the language needs of the students and the situational needs of the program. Take Lesson One Text A for example, Another School Year-- What For? This article is suitable here, because most of the college students have the confusion that why we should study so many kinds of classes, and the text told us the answer that "the business of the college is not only to train you, but to put you in touch with what the best human minds have thought".