An Evaluation Of Dialogue Parts In Renai English Textbooks (Grade Eight)

Teaching materials are not only the main basis for teachers to organize the teaching activities,but also the central contents for students to learn.In recent years,with the deepening of new curriculum reform,the textbook publishing system in China has also changed a lot.Our high school teaching materials changed to “more than one series of textbooks under the same syllabus”.In this situation Renai English textbooks were published.Many scholars have studied on the overall evaluation of them.But there are rare thesises to evaluate the materials from the angle of dialogue parts,.So the thesis aims to evaluate the dialogue parts of the textbooks,from the point of communicative ability,in the hope of helping English teachers use the textbooks properly and providing suggestions and reference for education departments and the textbook editors.The author adopted text analysis method,literature analysis method,questionnaire research method,interview research method and so on.By evaluating the dialogue parts of Renai English textbooks(Grade Eight),the thesis also investigate the 193 students and 30 teachers in Zhangzhou Experimental School,to study the following questions:(1)whether the dialogue parts of Renai English textbooks(Grade Eight)meet the related requirements about the teaching materials internal evaluation that Professor Cheng Xiaotang put forward?(2)whether the dialogue parts of Renai English textbooks(Grade Eight)meet teachers' teaching needs and students' learning needs?The research results show that the dialogue parts of Renai English textbooks(Grade Eight)meet the requirements about the teaching materials internal evalution that Professor Cheng Xiaotang put forward.Firstly,in the aspect of guiding thought,the dialogue parts reflect the instrumental and humanism of the English Curriculum Standards.Besides,in the aspect of teaching methods,the dialogue parts mainly adopt the Communicative Approach and Situational Approach,at the same time,they also absorb the advantages of the Task-based Approach and Audio-lingual Approach.Thirdly,in the choice of the teaching contents and arrangement,the dialogue parts not only meet the requirements of English Curriculum,but also follow the language learning rules and students' cognitive development.However,some of the grammar knowledge doesn't follow the progressive principle.In addition,the task-based activities are rare.Finally,the dialogue language has basic authenticity,but parts of materials are not real language that used in the daily life.On the other hand,the dialogue parts of Renai English textbooks(Grade Eight)meet the teachers' teaching needs and students' learning needs.For example,the dialogue parts have right proportion in the whole textbooks and have rich oral English acrivities.What's more,the topics are connected with students' real life.The difficulty in contents and activity forms accord with the students' cognitive level.But some aspects need to be improved,for example,the dialogues are arranged by too few oral English activities.Parts of the dialogues are too long with too many language points.For this reason,the author put forward corresponding suggestions for teachers,students and textbook editors.