Fifth editions

Towards the end of writing fourth editions, Kate and I were working on the new level, Advanced Plus. We often started the day with a walk to clear our heads, and on this particular day, we were discussing the vocabulary section we were currently writing, which was for verbs of movement (stroll, stride, etc.). The challenge we were having was how to make their meanings absolutely clear. After looking at the pros and cons of different options – definitions, example contexts, photos – I suddenly said, ‘Of course, the obvious way would be to have a video, with actors moving in different ways – something like the Monty Python sketch of the Ministry of Silly Walks…’.  We carried on talking, thinking of all the different areas of language where video could massively improve the material – not only enhancing the listening experience, but supporting the presentation and practice of grammar, vocabulary and even pronunciation, and at that moment the seeds of the fifth edition were sown. Some months later we pitched the idea to OUP, and after testing the waters with a pilot which teachers were enthusiastic about, we started work on it. 

One of the things I have enjoyed most about writing this edition has been how much we have learned in the process about creating and exploiting video, and the joy of seeing how something which seemed like a really good idea in theory became such great material. But it was a steep learning curve. Kate and I went to all the filming, and when we were shooting the first drama, the salsa class in Elementary, we had the script in our hands and were watching the screen to check the actors’ performances. The editor then asked, ‘Did they keep to the script?’ and I said, ‘I don’t know because I couldn’t watch the screen and read the script at the same time.’ This made me realise how often, in previous editions, we had written tasks which involved watching a video and looking at the book at the same time. From then on, we completely rethought all the video tasks, making sure that the first task just involved watching, and that subsequent tasks could be done after watching for a second time. 

The videos are all totally integrated in the main lessons, and are used only when it was clear that they really made a difference and improved a particular stage of the lessons.  I think that the way we have done it is a genuine coursebook innovation, which is where English File started all those years ago.

I have loved working on these books and really hope teachers enjoy using them as much as I have writing them. From the feedback we’ve had so far, I believe they do!