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1. Introduction
Course books are the most outstanding and general of material support for language instruction（Brown， 2001）. Most significantly， we evaluate existing course books so that we can choose and use the most valuable materials for language program. According to syllabus， we could adapt materials to meet students’ needs more effectively than other alternative course books（Cheng， 2011）.
The purpose of this paper is to evaluate New Senior English for China Student’s Book 1， one of the course books used in secondary school in China. The author will presents some key principles of language learning for high school students and establish some teaching approaches， author will present materials to show how they may be adapted to promote learning.
2. Theories of English language teaching materials evaluation
Course books reflect learner’s needs and meet with the requirements of the aims and objectives of the language-learning program（Cunningsworth， 1995）.Moreover， course books reflect learner’s uses of language as well as make students use language effectively according to their purposes. Course books consider students’ needs as learners which help learning processes flexibility. As a clear role for learning I agree with Alan Cunningsworth， a good course book must adapt to students’ needs， they can learn more from the book and complete their own purposes.
3. Brief introduction to the course book
The oldest version of Senior English for China was written in the mid-80s.Generrally the series was deemed incomplete， old-fashioned and dull. The People’s Education Press released a fully revised edition of this textbook. With the development of China， the new edition is known as NSEFC（New Senior English for China）. It is composed of a series of eleven textbooks according to English Course Standards for High School.
4. The evaluation of course book
Evaluation of the course books have many components， it includes grammar， vocabulary， phonology， discourse， style， appropriate， four skills， etc. The first considerations are what item are included and how far they correspond to learner needs（Cunningsworth， 1995）. In the following part， we could talk about grammar use in the course books. On the first page， several items are present many grammar items， for example， unit one includes directive speech and indirect speech as well as unit 4， the attributive clauses（that， which， who， whose）.Through micro-evaluation， we see advantages and disadvantages of course books. Hycroft（1998）states that one of the primary advantage of using textbooks is that they are psychologically essential for students since their progress and achievement can be measured concretely when we use them. Course book should adapt to learner’s needs. 5. Conclusion， implication and suggestion
The evaluation exists on our daily life， we could through evaluation to make progress， and adapt world’s development， course books should adapt to world’s evolution. In the future， course books help learner build their confidents， making learners more active participate in the activities， and students can develop their own extra-linguistic skills. Course book should meet the students’ needs. Some resources relate to student’s daily life. Course book helps different stylistic students to learn more（Tomlinson， 1998）. Learner’s learning style will change according to content， learner’s study environment and goals they obtain， course scheduler should meet different stylistic students. Writer holds material developer should understand course book， making them meet learner’s needs. Such as Class A hold course book have attractive contents， Class B not interested in course book. The best solution is providing many different choices to course book’s learners. Using different activities and choosing different topics. Many language learners prefer to learn relax contents.
References：
[1]Brown，H.D.（2001）.Teaching by principles：An interactive approach to language pedagogy.New York，NY：Pearson Education Ltd.
[2]Cunningsworth，A.（1995）.Choosing your course book.Oxford，Heieneemann.
[3]Cheng，X.T.
Course books are the most outstanding and general of material support for language instruction（Brown， 2001）. Most significantly， we evaluate existing course books so that we can choose and use the most valuable materials for language program. According to syllabus， we could adapt materials to meet students’ needs more effectively than other alternative course books（Cheng， 2011）.
The purpose of this paper is to evaluate New Senior English for China Student’s Book 1， one of the course books used in secondary school in China. The author will presents some key principles of language learning for high school students and establish some teaching approaches， author will present materials to show how they may be adapted to promote learning.
2. Theories of English language teaching materials evaluation
Course books reflect learner’s needs and meet with the requirements of the aims and objectives of the language-learning program（Cunningsworth， 1995）.Moreover， course books reflect learner’s uses of language as well as make students use language effectively according to their purposes. Course books consider students’ needs as learners which help learning processes flexibility. As a clear role for learning I agree with Alan Cunningsworth， a good course book must adapt to students’ needs， they can learn more from the book and complete their own purposes.
3. Brief introduction to the course book
The oldest version of Senior English for China was written in the mid-80s.Generrally the series was deemed incomplete， old-fashioned and dull. The People’s Education Press released a fully revised edition of this textbook. With the development of China， the new edition is known as NSEFC（New Senior English for China）. It is composed of a series of eleven textbooks according to English Course Standards for High School.
4. The evaluation of course book
Evaluation of the course books have many components， it includes grammar， vocabulary， phonology， discourse， style， appropriate， four skills， etc. The first considerations are what item are included and how far they correspond to learner needs（Cunningsworth， 1995）. In the following part， we could talk about grammar use in the course books. On the first page， several items are present many grammar items， for example， unit one includes directive speech and indirect speech as well as unit 4， the attributive clauses（that， which， who， whose）.Through micro-evaluation， we see advantages and disadvantages of course books. Hycroft（1998）states that one of the primary advantage of using textbooks is that they are psychologically essential for students since their progress and achievement can be measured concretely when we use them. Course book should adapt to learner’s needs. 5. Conclusion， implication and suggestion
The evaluation exists on our daily life， we could through evaluation to make progress， and adapt world’s development， course books should adapt to world’s evolution. In the future， course books help learner build their confidents， making learners more active participate in the activities， and students can develop their own extra-linguistic skills. Course book should meet the students’ needs. Some resources relate to student’s daily life. Course book helps different stylistic students to learn more（Tomlinson， 1998）. Learner’s learning style will change according to content， learner’s study environment and goals they obtain， course scheduler should meet different stylistic students. Writer holds material developer should understand course book， making them meet learner’s needs. Such as Class A hold course book have attractive contents， Class B not interested in course book. The best solution is providing many different choices to course book’s learners. Using different activities and choosing different topics. Many language learners prefer to learn relax contents.
References：
[1]Brown，H.D.（2001）.Teaching by principles：An interactive approach to language pedagogy.New York，NY：Pearson Education Ltd.
[2]Cunningsworth，A.（1995）.Choosing your course book.Oxford，Heieneemann.
[3]Cheng，X.T.