As its title connotes, New Prospects seems to be a useful tool by which “learners [not only] acquire the language, but they [also] develop skills and strategies that help them complete the kind of tasks they would do in real life” as in the words of Alison Oswald. In fact, it not only fosters students’ will and alacrity at embracing the aftermath phase of their schooling, but it also caters them with a constant, conscious development of their cognition, facilitating thus the learning process for teachers and students alike.
As a matter of fact, through four out of six thematic units designed for each stream, students are supposed to undergo different real-life experiences, which, according to Johann Heinrich Pestalozzi, consist the basis of teaching and education. In each of those themes, learners independently explore and reflect on some of the linguistic features that characterize English namely in grammar, vocabulary and pronunciation. Hand in hand with these language outcomes goes the development of students’ skills of listening, speaking, reading and writing. The latter are granted special consideration in the second part of every unit, where students would carefully be assisted in invoking a blueprint for the culmination of their learning. At this stage, being equipped with the necessary language skills, students are promptly impelled to respond to different problem-solving situations, where they are set individually, in pairs or in groups to ponder, formulate thought and rejoin to behavioral patterns acting out in society. To further concretize students’ response and make it more tangible, a project parallels the learning process. Its stratagem goes all along the unit, but its culmination clearly displays and reflects learners’ ability at developing their learning styles in accordance with their needs. This is further sustained throughout peer and objective assessment, an ultimate phase that enables students to be invested with self-appraisal on one hand, and that triggers out teachers’ intellectual acuity at considering learners’ needs when implementing their teaching strategies on the other hand.
This book proves to converge congruously with SE3 syllabus and the integral national curriculum finalities. In that, it really constitutes a basic means for incorporating national values with universal ones so as to urge learners to freely gird themselves for the trials they would encounter ahead.