A Comparative Evaluation Of Two Editions Of English Textbooks

English language teaching has undergone great reforms in China. Among others, changes in course books are especially conspicuous. As a major component in the implementation of an English course, course books are best seen as an essential factor contributing to the accomplishment of teaching content and the achievement of teaching objectives.With the reform in curriculum putting into practice, Educational authorities gradually carry out the policy to diversify versions in textbooks under the guidance of National Curriculum Standards, which will improve the adaptation of textbooks to specific area, school and students. Therefore, a new problem has arisen among teachers. That is, facing to diversification in textbooks, what should teachers do to evaluate the quality of textbooks, to identify the strengths and weaknesses of textbooks and then make a sensible decision? Teachers and students need to be able to make informed and appropriate choices when selecting course books and supporting materials. So, choosing the right textbook is becoming more and more important at all levels of ELT schools. This has become a vital problem for teachers to be solved.As Go For It and Learning English are both used in junior middle schools in Gansu, the author makes survey for them in order to find out the merits and demerits of the course in use. Go For It edited by people's Education Press of China and Thomson Publishing Group of America, Learning English composed by Hebei Education Press and DC Canada International Communicative Center. The author reviews Sheldon, Grant's theories about material evaluation. Inspired by English language teaching material evaluation, the author sets up a working model according to McDonough and Shaw for the present evaluation which precedes two processes, external evaluation and internal evaluation (taking teachers view into consideration) the advocacy of the Task-based Language Teaching Approach in New English Curriculum Standards puts forward a new demand and challenge to the teaching materials development. So in the internal evaluation, Littlejone's definition of'task', which has been broaden to incorporate both communicative tasks and traditional exercises, is adopted to analyze the task types in them to have a close look at how much do they suit to the Task- Based Language Teaching Approach.By means of documents, questionnaire, interview this paper produces a more realistic picture of reality. A number of qualitative data is analyzed both quantitatively and qualitatively.Both of the two editions attach importance to developing students'comprehensive language ability. Teachers guided by these two editions do not only lay stress on developing students'language knowledge and skills, but also attach importance to other aspects which can take effect in students'English learning, such as emotional attitudes, learning strategies and cultural awarenessThe results shows: each edition has some strengths and weakness. All the teachers think that after using the textbook, learners'comprehensive ability, especially listening and speaking could be greatly promoted. GFI embodies the task- based language teaching approach. And the various task forms facilitate the language teaching in practice. Teachers admit LE consists of new form and abound content, interesting language and teaching activity. But the arrangement of grammar and vocabulary were not systematic and reasonable. LE offers a new pedagogy for language teaching:'the project approach.'so in the teaching practice, it is not suitable to task-based language teaching approach very much.