Group 4 analyzed the course book "New English File Intermediate." They examined: 1. A gap between the book's aims of practical communication and learners' needs. Suggestions include teachers tailoring lessons to learning styles/goals. 2. The book's methodology of integrating skills and using tasks, with strengths in variety but weaknesses like lack of choice. Teachers could add creative activities. 3. The content's updated topics, strong skill development activities but some deductive aspects, and visual aids that decorate but don't connect to lessons. Suggestions target these issues.

1. GROUP PROJECT
Group 4
Lê Th y Tiênủ
Phan Th Quíị
Tr n Th Thùy Trangầ ị

2. Outline
I. Introduction to the course book
II. Framework for analysis
III. Analyze and Suggestion
1. Gap
2. Methodology
3. Content
IV. Conclusion

3. I. INTRODUCTION

4. The Complete Series

5. 4 main skills and 3 sub-skills integrated
• This course book does not only focus on 4
main skills, but it is also designed with a
perfect balance of grammar, vocabulary,
pronunciation.
=> Learners may speak English with their
confidence and improve their English level
step by step.

6. term of how they are designed
the artwork and texts in the materials to see how the sexes are represented
(Ansary and Babaii 2003, Blumberg 2007, Lesikin 2001b, McGrath 2004)
how the culture is exchanged (Nudura 2004)
the aspects of a pedagogic device
We take a consideration in materials as a teaching and
learning English as second language one.
A gap between course book aims and learners’ needs
Methodology
Strengths and weakness of Topics, Skill Development and
Visual Aids decides the success of this course book
II. THEORETICAL FRAMEWORK FOR ANALYZING
MATERIALS

7. The framework is set up from both Tomlinson and Hall
principles
1 Materials should be clearly linked to the curriculum they serve.
2 Materials should be authentic in terms of text and task.
3 Materials should stimulate interaction.
4 Materials should allow learners to focus on formal aspects of the language.
5 Materials should encourage learners to develop learning skills, and skills in
learning.
6 Materials should encourage learners to apply their developing skills to the world
beyond the classroom.
Tomlinson (1999b):

8. Hall (in Hidalgo et al., 1995, p. 8)
insists that:
-The need to communicate
-The need for long-term goals
-The need for authenticity
-The need for student-centredness

9. 1. A big gap between course book aims and learners’ needs
1.1 Course book aims
1.2 Learners’ needs
1.3 Identify the gap and suggestions to eliminate that gap
2. Methodology
2.1 Teaching methods
2.2 Strengths and weakness of some approaches.
1. Strengths and weakness of Topics, Skill Development and Visual Aids decides
the success of this course book.
3.1 Every Unit covers 4-5 different topics with variety of contents
3.2 Each unit of the book focuses on 4 main skills and 3 sub-skills
3.3 The book is well-designed with authentic visual aids but they are not really
linked to the lessons

10. 1. GAP
2. METHODOLOGY
3. CONTENT
 Topics
 Skills development
 Visual aids
III. ANALYSIS & SUGGESTION

11. 1.1 course aims:
-get learners talking through fun, motivating
lessons
-focus on communication
-> Practical English spotlight everyday language
-> Grammar Bank with basic rules and exercises
-> New English File is a package
E:materials for language teachingNew English
File Intermediate SB.pdf
1. A big gap between course book aims and learners’ needs

12. 1.2 leaners’ learning styles and goals
Example 1: Learning styles
Most children prefer active and funny activities to reading
passages or tasks. On the other hand, most adults would rather
do tasks with critical things or read news in silence.
Example 2: The New English File might not meet the learners‘
needs.
If students study English for passing a course, this is short-term
goal or if for seeking an employment, this is about long-term one.
The book is truly set up for long term goals because it is put in a
package of different levels. It is reasoning to not be used for short
term goals. If the learners would like study English in function
language, they do not prefer this book.

13. Suggestion:
 To eliminate the gap, teachers play
important roles in making lesson plans so
that they deal with learners’ styles and
exploit effectively each part of this book.

14. 2. Methodology
1. The Integrative Approach
2. Task-based Approach

15. The Integrative Approach
4 main skills
-Reading
-Speaking
-Listening
-Writing
3 sub-skills
-Pronunciation
-Vocabulary
-Grammar

16. Task-based Approach
+ The course book displays different types of tasks
-The variety of task may be a drawback to the
completion of the tasks for students.
-Students do not choose which activities they do, it is
the teacher
⇒Suggestion
-Teachers can make some creative activities to helps
students be more active.
-Using CLT to promote communication in the class.

17. 1. Topics are updated and authentic
Unit 1 has covered four topics:
• Kinds of food
• Sport
• Family
• Diet
E:materials for language teachingNew English File
Intermediate SB.pdf
3. Content

18. 2. Skills development
• Strong points: variety of Activities
• Weak points: Deductive, not inductive
No pre-listening or pre-reading
•  Suggestion: Reduce some parts, run funny
activities, add some pre-tasks
• E:materials for language teachingNew English File
Intermediate SB.pdf
3. Content

19. 3. Visual aids
• Strong points: make uses of color and
demonstration
• Weak points: pictures are related to the topics but
just for decoration purposes
•  Suggestion: add some activities or tasks linked to
the pictures
• E:materials for language teachingNew English File
Intermediate SB.pdf
3. Content

20. ?
IV. CONCLUSION