作者：赵亮
　　1. Introduction
　　Teaching material plays a extremely important role in teaching， and it is the main basis for instructors to organize teaching activities， also the main media for learners to acquire knowledge and skills. This paper studies the theory of English language teaching materials evaluation in China and abroad， analyzes and evaluates the New Century College English Integrated Course systematically.
　　2. Theories of English language teaching materials evaluation
　　The research on English textbook evaluation has a long history， which can be traced back to 1960s. Thus far， many theoretical systems and evaluation standards have been formed. Cunningsworth （1984） believes that the choice of teaching materials has four principles and put forward the teaching evaluation from eight aspects： aims and approaches； design； language and organization； content； skills； topics； methodology； teacher s books； practical considerations. There are few people engaged in the research of textbook evaluation in China. Cheng （2011） in his book evaluation methods are divided into two categories： impressionistic evaluation and systematic evaluation.
　　3. Brief Introduction to the textbook
　　Integrated Course is the experts of Shanghai foreign language education press organized nearly 30 famous experts of English Majors in College English teaching， according to the Ministry of Education promulgated in 2007 of the teaching requirements. It focuses on cultivating students' comprehensive ability of English application， especially listening and speaking ability.
　　4. The Evaluation of Integrated Course
　　4.1 Textbook arrangement
　　To evaluate the teaching materials， we should first evaluate the guiding ideology of teaching， so as to grasp the direction of teaching materials from the macro （Cheng， 2011）. The classroom teaching is mainly based on Text A， the teaching aim is to cultivate students' reading ability to understand and change of thinking ability， learning writing vocabulary， grammar and rhetoric， to guide the students according to the text of opinions. Text B is designed to guide students to carry out independent learning， learning to teachers to check students’ autonomous learning based. Overall， the structure of textbook is clear.
　　4.2 Content selection
　　The text is mainly from the twentieth Century British and American publications and network articles，， and the first note after the article annotated the source of the article. Genres include narrative， exposition and argumentation. Varied and interesting topics in a textbook can be a powerful factor in strengthening the motivation of the learners as well as teachers （Cunningsworth， 1995）. Topics related to language， culture， society， life， ethics， education， sports， psychology. It follows the law from easy to difficult. Each textbook final vocabulary line is in accordance with the latest teaching requirements proposed by the “general and higher requirements”.