NEW ENGILSH FILE ELEMENTARY

STUDENT’S BOOK
EXTERNAL EVALUATION
Target Audience: In this coursebook, age group is not specified. However, the drawings in the book contain mostly adult
characters. So, it is safe to assume that this intended audience is young adults and adults. In our opinion, it is suitable for
ages 16+.
Proficiency Level: Elementary
Context: This coursebook doesn’t have any specific materials or topics so it is intended for a general English course.
Organization of the Coursebook: The coursebook is organised into 9 units. Each unit is organised into 7 sections: A, B,
C, D, Practical English, Writing, and Revise and Check.
Core or Supplementary: This coursebook is designed as a core material but there are various supplementary materials
available such as a workbook for students, a teacher’s book, a website etc.
Vocabulary List/Index: The book does not contain an index or vocabulary list however at the end of the book there are
some appendices. It has a communication bank which includes communicative activities for the modules, a listening bank
for the transcriptions of the listening activities, a grammar bank with explanations and exercises of grammar topics, a
vocabulary bank with contextual vocabulary activities, a list of irregular verbs, and the phonetic sounds and spelling
charts.
Visuals, Layout, and Presentation: There are many visuals incorporated in the book, especially the vocabulary sections.
The layout is clear and the pages are not cluttered. The presentation does not follow any specific order like warm-up,
presentation etc. However, sections have their own titles such as grammar, vocabulary, listening etc. and this helps students
on what to expect from the activity.
Culture Bias and Representation of Minority Groups: In the coursebook, there aren’t many minority groups represented
in the drawings. So, it can be said that the book is culturally biased.

INTERNAL EVALUATION 1: PRINCILPES OF CLT

The coursebook … ★★
★★ ★ L
★
introduces authentic language whenever possible. X
allows students to personalise & relate the topics to their own
X
experiences.
enforces communicative competence by focusing on real life skills
and higher order thinking skills such as prediction, interpretation, X
etc.
promotes L2 use in classroom as a medium of instruction. X
focuses more on functions than grammatical structures. X
presents different grammatical structures used for the same function
X
together.
familiarises students with discoursal concepts like cohesion and
X
coherence.
utilises games as a way to teach English. X
includes pair work and groupwork activities to ensure peer
X
communication in English between and among students.
allows students to express their ideas and opinions. X
does not need a teacher to fully function but rather utilises teacher
X
as a guide and leader.
provides options for students on what to say and how to say it. X
INTERNAL EVALUATION 2: AUTHENTIC LEARNING PRINCIPLES
The activities/tasks … ★★
★★ ★ L
★
include contexts as well (e.g., The book does not isolate a
X
reading text).
mirror real-life situations. X
have more than one solution/correct answer. X
have guidelines rather than rigid instructions. X
are complex (e.g., Students need to identify the tasks and
X
sub-tasks to do the activity).
use a variety of sources (e.g., integrated activities such as
reading and listening activities and a writing activity that X
incorporates knowledge from the previous activities).
require learners to communicate ideas. X
require learners to look at the task from different
X
perspectives.
provide opportunities to students for collaboration (e.g.,
X
pair-work or group work activities).
are at a level that students can do with scaffolding (e.g., not
X
too easy or not too hard).
assist students for reflection (e.g., self-reflection activities,
X
can-do statements).
are not domain specific. X
are not skill specific. X
incorporates assessment like can-do statements and
X
performative assessment such as portfolios.
have outputs that can be found in real world. X
motivate the learners. X

OVERALL EVALUATION
In our opinion, the modules are self-contained, so the usability factor is high. If needed, a specific unit or
module can be taken out of the book and used by itself. About generalisability, it can be stated that the book can be
used both as a whole or in parts since most of the modules follow a similar structure and they seem to have good
outcomes. The book is somewhat adaptable since there are many activities that are integrated with each other.
However, there are some cases that parts of the activities or modules can be adapted for specific purposes. The
book is not that flexible since, as stated, all modules follow a specific structure. On the other hand, it is not that
rigid as well since some parts can be omitted or exchanged with different activities or materials.

CONCLUSION
In conclusion, we feel that this is a good coursebook to develop general English competencies. Although it is
an elementary book, it incorporates many of the principles of communicative language teaching. It doesn’t include
any authentic materials which is understandable given the proficiency level however it incorporates many of the
authentic learning principles as well. Thus, this book can be used as a main material of a general English course
and some parts can be adapted according to students’ needs and interests.