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.IV.I. Recycling and revision
In
each level the items are presented and practiced in depth. From
the beginner level to the intermediate level, all the items are
recycled through the units. In the beginner level the types of
food / drinks, meals are dealt with in unit 8 “Enjoy Your Meal”.
For example, in lead in section the names of the food and drinks
are presented with the pictures and in reading passage they are
repeated again. In grammar section of the same unit the singular
and plural forms of the words are studied. To make nouns
singular to plural, the basic rules are given, countable and
uncountable nouns are presented, the patterns a, an, some, any
are studied briefly. These items are recycled in the elementary
level in unit 6 “Food, Glorious Food”, but tis time in more
details and they are also recycled in unit 6 “Eating Habits” of
the intermediate level (See Appendix VIII).
The vocabulary
items, which is taught in a unit, is always recycled in the
other units and students can make their passive vocabulary,
active by using and see them in different context. Grammar items
are also recycled throughout the course. But it is gradually
recycling. For instance, the present simple tense is presented
in unit 4 in beginner level and it is presented again in unit 7
of the same level with the present continuous tense; the
difference between the two is explained (See Appendix IX and X).
The present
continuous tense is also recycled in unit 13 by comparing with
the future tenses (See Appendix XI). Like these two items, all
the grammar items are recycled through the course.
Not only the
grammar and vocabulary items are recycled. The functions that
the certain items serve are also recycled through the units. For
example, making recommendation like ‘why don’t you’, ‘you really
ought to / should’ etc. is dealt with both in unit 8 (See
Appendix XII) and in unit 21 (See Appendix XIII) of the
intermediate level.
On the other hand
revision test following every fourth unit provides reviews for
the practiced language items (See Appendix XIV and XV).
1.IV.II.
Reference sections for grammar
In
every unit of the course book grammar items are dealt with as a
natural outcome of the given context. Items are not introduced
firstly, they are given in a meaningful context such as reading
passages or follow up activities, which are about the topic of
the unit. By seeing them in its usage students get familiar to
items and in later section items are explained in detail. In
every unit there is a language development section and these
sections provide tables of explanation of the items, which the
unit dealt with.
Each level of the
course book has the grammar reference section at the end of the
book in which the items are analysed in more details on the
basis of their form usage.
1.V.
Clearness of the lay out
The
lay out of the course is presented clearly in the introduction
part in each level. The sections of a unit is explained step by
step; how the organisation of the content of the unit is
provided, what the each section aims with the material they
contain.
The beginner
level and the elementary level course books have the same lay
out. Every unit consists of nine sections full of task based
activities. In lead in sections the new topic is introduced to
the students. While they get familiar to the topic they also
preview the new items they are going to learn.
PART 2. LANGUAGE CONTENT
2.I. Grammar
If
a student knows the grammar of a target language, he can create
his own utterances / sentences. Whenever he wants, he can use
language for own purposes. So that, learning the grammar of
target language is the most important point in language
learning. Moreover, teaching a target language should emphasise
on teaching grammar, especially.
Today students learn English
to communicate in English effectively. That’s why grammar of
real language use should be taught. Students should be competent
to use language in real communication.
In the course book, major grammar subjects
are tenses, passive voice, reported speech, relative clauses or
other types of clauses (noun clauses, adverbial clauses etc.)
conditionals etc. No matter whatever students’ needs is, every
student should learn grammar of that language executively. In
courses, students use grammar items in other activities,
reading, speaking, listening or writing activities. Thus, they
can practice grammar items in communicative situations. Each
unit has a communication part in accordance with the grammar
item of the same unit. Students use their grammar knowledge in
these communicative activities. Grammar subjects are mostly
represented in authentic materials. The language form of grammar
subjects is given in simple short parts. Emphasis is on practice
of grammar subject. It is given more importance to use, not to
form. Firstly, the form is presented and then some information
about the subject given, after that practice is done, especially
in Student’s Book 1. For example, in unit 2 of Student’s Book 1,
the grammar subject is “have got ( ‘ve got ), has got ( ‘s got
)”. (See Appendix XVI)
In grammar section, the form and use of it is
presented and then in the 8th exercise practice is
done about the subject (have got, has got). (See Appendix XVII)
In other books, the order of the form and use
can change. The subject can be told with the help of questions
and examples. For example, in unit 14 of Student’s Book 2, the
grammar subject is Reported Statements. Firstly there are
questions with pictures, then a brief explanation is given. At
last, there are many exercises. (See Appendix XVIII)
2.I.I. Appropriateness of the grammar items
to learners’ needs
If
the course doesn’t correspond to learners’ needs, it doesn’t
provide any real motivation. Therefore there wouldn’t be any
effective teaching. Students who are having this course have a
general aim, which is to communicate effectively. For this, they
should learn every grammar items that they can meet in everyday
life. In this course book, grammar items are taught in
accordance with vocabulary, reading, listening, speaking
communicative parts, writing activities as in the example; in
unit 8 of Student’s Book 1, grammar subject is plurals,
countable / uncountable nouns; vocabulary section is about types
of food / drinks, meals; reading passage is advertisement for a
restaurant; culture point is about weather in various countries;
in listening and reading part offering / ordering food at a
restaurant / fast food restaurant; pronunciation - /s/, /z/, /ýz/;
in communication part, the subject is ordering food, accepting /
refusing offers; and
in writing part
there is a project and article
about eating habits in Britain; advertisement for a restaurant.
Accordingly all of the parts are related the topic of the unit,
enjoying the meal. (See Appendix XIX)
In many courses, generally students want to
learn and use English when they meet a real communication
situation. For this general aim, course book takes learners’
communicative purposes into consideration. It is the same thing
for this book. When it is examined, it can be seen that grammar
sections take very little parts of each unit. It is placed in
language development sections with vocabulary sections. But each
exercise has necessity to use the new grammar items. Grammar
items are given clearly and concisely and then activities are
used to teach the free use of grammar items in genuine language
tasks. For example, in unit 4 of Student’s Book 1, on pages
27-28, some examples are given and then some exercises are done
as in exercises 10-11. (See Appendix XX) These exercises provide
more practice and students have chance to see the use of grammar
items in real language use.
2.I.II.
Appropriateness of the grammar items to each level
The
course book should be suitable for students’ level in terms of
linguistics, culture, and proficiency level. Grammar items
should be taught thoroughly and clearly at the appropriate level
with comprehensible contextualization which will lead learners
to understand and internalize the underlying meaning. If
students don’t understand the grammar items, the course doesn’t
reach to its aim. So each unit and each level of course book
should provide understandable language and grammar items. For
example; in the present continuous tense is given in unit 13 in
Student’s Book 1. In unit 7, it is presented with a general
information. But in unit 13, a different side of the subject is
given; (it is) the future meaning of present continuous tense.
This shows that it has a syllabus that it moves from simple to
complex. In other levels of course book, students uses present
continuous tense with other grammar subjects.
2.I.III.
Emphasis on language form and use
In
most courses use of language is very important because mostly,
students want to learn English for communication purposes. In
this book, there is emphasis, which are neither less nor much on
form of grammar items. That is, after a brief explanation of
grammar items, there are many related communicative activities.
Students have chanced to use new grammar items in these
activities exclusively.
In this case, before explaining the form of new grammar items,
the use of grammar items is shown in contextualized texts,
dialogues etc. Use of grammar items is more important than form,
because form is simple to learn but students can’t know when and
how to use it.
2.I.IV.
Sequence of grammar items
There
are many syllabuses, which have different sequence types, for
example; in structural syllabus, it moves from simple to
difficult items. This course book claims that it embodies a
multi-syllabus approach. It moves from simple and easy grammar
items to complex items, but also it takes necessity of each item
into consideration. One grammar subject is repeated and widens
many times. For example; prepositions can be seen very simple
subject. But it is recycled in Student’s Book 1 in units
3-5-9-11. (See Appendix XXI) As the course book has a
multi-syllabus, recycling also depends on different situations
or places.
2.II.
Vocabulary
To learn a language, first of all, basic
vocabulary of target language should be learned. It is explained
in the book of Alan Cunningsworth, “A Division Of Heinemann”
“communication is virtually impossible without access to a
relevant and fairly wide range of vocabulary” (pg.38). To
communicate in a language it is needed to know enough words of
that language. If words are known to tell what is wanted, to
know grammar rules isn’t important. It is mentioned in the book
of Alan Cunningsworth, “A Division Of Heinemann” as
“particularly at lower levels, students can communicate more
effectively with a knowledge of vocabulary than with a knowledge
of grammar”.
Each level in course book is supposed to have
more than 1000 words. But it is not enough to give only the
meaning of words. The course book can provide additional
vocabulary learning activities. Moreover course book should
teach vocabulary learning strategies, because the vocabulary of
English is very large and Course Book can’t give all of them,
also students can’t know all of them. But with the help of
learning strategies, they can infer the meaning of some new
words from the context.
Also, selection of the vocabulary is very
important and difficult. Frequency of use of words in everyday
life, usefulness of words is the basic criterion for selection
of vocabulary. There are some other considerations for selection
of vocabulary. Such as, topics of units, words should take
attraction of students and vocabulary should be related to
grammar items and other activities. This subject is given
importance in this course book. Example for this subject can be
seen in Student’s Book 1, in unit 5, the grammar item is adverbs
of frequency and vocabulary is emphasised on daily routines,
telling the time, month etc. (See Appendix XXII)
Especially at the beginning of Student’s Book
1, some familiar words such as names of countries are taught and
some necessary words are given. For example; in unit 1 of
Student’s Book 1, in speaking section the exercise (b) practices
the words of the reading passage and these word are necessary
for people to introduce themselves at first case. (pg.7)
As activities of vocabulary are examined, it
can be seen that there is an isolated part for vocabulary
teaching. In these sections, fill in the blanks, matching,
listening, and underlying the correct words activities are done.
In some units there is a quiz in vocabulary sections. For
example, in 6th unit on page 42 (See Appendix XXIII).
Also, games are used for vocabulary teaching.
2.II.I. Adequancy of materials for vocabulary
As it is mentioned above each level of course
book should have at least 1000 new words. To learn language is
not only learning its grammar. Moreover knowledge of vocabulary
is one of the most necessary items for language learning.
In this course book vocabulary is taught in a
different part. Also, it consists of not only one part as
vocabulary section but also there is a vocabulary revision game.
But also, vocabulary teaching is not restricted in vocabulary
sections. It can be improved in other sections, especially in
reading passage with the help of teacher. This course book
consists of many reading passages in each unit. The difficulty
of reading passages and the possibilities of teaching words are
getting higher in each unit. For example, in Student’s Book 1,
in unit 9, the reading passage is a magazine article (authentic
material) and includes 9 new words in bold. The first question
is that “ explain the words in bold”. It is a short passage and
includes few words. But in Student’s Book 4, in unit 12, the
reading passage is very long and includes 35 words in bold. In
vocabulary practice section, explanations of these words are
asked (pg.145) (See Appendix XXIV). Student’s Book 4 has a whole
page, which is full of vocabulary exercises, but they are mostly
filling in blank exercises. There is no vocabulary revision game
as in the Student’s Book 1 or Student’s Book 2.
Also the course book includes a word list for
each unit at the back of each book. This is also useful, because
students can see which new words they will use in the next unit
and they can learn them before the lesson. Also, while studying
alone they can benefit from this word list easily.
There is a different section in the book it
is words of wisdom. In this section, there are one or two
sentences, which are epigrams. Students can meet these
expressions when they use the target language.
Each book has at least 1000 new words, it can
be seen in the word list. If students learn all of these words,
they can move to other level.
2.II.II. Selection of vocabulary
First of all, selection of vocabulary has an
important part in language teaching. Students learn English for
their own purposes. So, they want to study English according to
their own needs. Every teaching material has to be chosen by
taking students’ needs into consideration. Their need is not the
only criteria for selection of vocabulary. As it is mentioned in
the book of Alan Cunningsworth, “A Division Of Heinemann”
“Selecting vocabulary is a tricky subject and not as simple as
might be expected. One criterion alone (such as frequency) is
inadequate for selecting a workable vocabulary range for a
teaching program or course book”. This criterion can be listed
as in the following:
-
needs of students’
-
interests of students’
-
frequency of words
-
suitability of each level
-
suitability for other teaching subjects
Another major factor for selecting of
vocabulary is the question that whether the selected words are
related to grammar subject or not in specific courses. By
teaching related words, students can practice the grammar rules
more easily. They can learn more words to make sentences in that
grammar subject. It is not enough to know all grammar rules to
make meaningful sentences; students should know enough words.
In this course book, in selection of
vocabulary, the relation of each section is taken in
consideration. If it is examined, many examples of these matter
can be seen such as the topic of unit 12 of Student’s Book 1 is
“See New Places, Meet New Faces” and the grammar subject is
“comparisons; quite, too, very, much”. Especially when the
relation between the grammar subject and vocabulary is examined.
It is obvious that the grammar subject and vocabulary is related
to each other and the topic. The specific goal of vocabulary
exercise (5-7) is to teach adjectives and the grammar subject is
making comparisons. (pg.82-84) (See Appendix XXV)
Also, in Student’s Book 4, related to topics
or reading parts. For instance; words of the first exercise are
chosen from the reading passage in unit 3 of Student’s Book 4
(pg.30) (See Appendix XXVI).
As mentioned above, needs of students are
very important in selection of vocabulary. Students who are
studying this course book have specific purposes that they want
to learn English to communicate effectively in studying in
English. For communicative purposes, a person should have a wide
vocabulary and emphasis should be on common words. That is,
frequency of words is one of the most important criterions in
vocabulary selection. It can be started with the first unit of
Student’s Book to examine this criterion. The first unit is
about introduction of people. Therefore, there are certain
question types and answers, some names of jobs. Introduction is
the first and most important thing in communication. In the
second unit, the vocabulary is based on people’s appearances;
likes / dislikes colours. A person needs to know the related
words to introduce themselves. As in examples, selected words in
the first units are the first necessary words in language
learning and communication. Students can also practice these
words in their real world.
2.II.III. Presentation of vocabulary
It is not possible to teach all words of
English in course book, but it can help students to understand
new words in the context. Students should have certain
strategies to learn vocabulary. It is pointed out in the book of
Alan Cunningsworth, “A Division Of Heinemann” (As well as
teaching many new words as possible, course book can help equip
students with strategies for handling vocabulary that they will
inevitably meet). They can also enable students to develop their
own vocabulary learning strategies.
Just word lists or dictionary definitions of
new words are not adequate in vocabulary teaching. They don’t
provide permanent vocabulary teaching. So the words should be
taught in context. Students should make exercises about words
they have learnt. It is pointed in the book of Alan
Cunningsworth, “A Division Of Heinemann”(that activities and
exercises should help students to extend and develop their
vocabulary in a purposeful and structured way). Exercises, which
sensitised learners to structure of the lexicon of English and
to the various relationships that, exist with it. (pg.38)
Also, activities should provide realistic
situation for students to use new words. When they are motivated
to learn and develop their vocabulary, they improve their
vocabulary learning strategies. So exercises should be useful
that is they should provide in real language use.
Another major factor in vocabulary presentation is mentioned in
the book of Alan Cunningsworth, “A Division Of Heinemann” as:
good vocabulary development activities tend to exploit some or
all of the following:
-
semantic relations - word groups according to meaning,
synonyms, hyponyms, opposites
-
situational relationships – word sets associated with
particular situations, eg. sport, transport, politics.
-
Collocations – words commonly found in association, eg.
food and drink, for better or worse, also noun + preposition
links and phrasal verbs ( verb + practical links)
-
Relationships of form (often referred to as “word
buildings”), eg. long, length, lengthen (pg.38)
In this course book, as it mentioned above,
there is a vocabulary section. It is full of exercises for
vocabulary teaching. But it mostly includes fill in the blanks
test type. However there are other types of activities as in the
Student’s Book 1, in unit 7 (pg.50) the last activity of
vocabulary section is different from the first two ones. In this
activity, there are symbols of some adjectives about weather. It
is a very good way of giving meanings of words, which is based
on Direct Method. Using target language and direct association
between the form and meaning of words is the best way of
teaching words, because it makes learning more permanent. Also,
its material is authentic so it has a communicative value.
Students are making sentences, which are examples of real
language use. There is another example in Student’s Book 1, in
unit 9, (pg.64). The activity is matching the sign with the
expressions. It is again a very realistic activity. When
students see such kind of signs, they try to learn meanings of
them. Also, they can make additional activities like this.
Vocabulary revision games are good activities in vocabulary
teaching, too. Such games are motivating to learn more words.
Students want to learn much more words to be the winner in the
game. They look up dictionaries very much in these games. When
one of these games is examined; for example; the vocabulary
revision game in unit 4 of Student’s Book 1 (pg.31) it can be
seen that they make students use words in sentences. Besides
this, students can see different use / meanings of the same
words. Also, games help to make lessons more entertaining.
2.III. Phonology
Phonology is also considered as a sub-skill
like vocabulary and grammar. Today, main purpose in language
teaching and learning is communication. In the past, when G.T.M.
was used in language teaching, main purpose was to understand
written language to write in target language. But, recently
spoken language has become as much important as written
language. That’s why, phonology is important in language
teaching.
Phonology includes articulation of individual
sounds, word stress, sentence stress, intonation, weak forms,
connected speech, stress, rhythm etc. A speaker of a language
should be aware of all these items. However as it mentioned in
the book of Alan Cunningsworth, “A Division Of Heinemann” the
use of specialised terminology (such as voiced / unvoiced
sounds, weak forms, stressed syllabus) is essential for learners
who are studying language in depth, but it may not be necessary
if they are studying general English. (pg.41). However these
students need to learn phonology to speak and understand
correctly. It is mentioned in the book of Alan Cunningsworth, “A
Division Of Heinemann” “there should an awareness of areas where
misunderstandings can most easily occurs a focus avoiding such
unfortunate occurs. They can’t speak like a native speaker but
they should be given examples from native speaker’s speech
(authentic) audio or audio-visual materials should be provided
for listening and pronunciation.
Cassettes are the most important materials
within the course for listening skill.
It is told about teaching of pronunciation in
the book of Alan Cunningsworth, “A Division Of Heinemann”
“Emphasis should be at least as much as the global aspects of
phonology – weak forms, stress, rhythm as on producing
individual sounds, because the production of natural – sounding
connected speech depends on the speaker’s ability to handle the
sentence stress and intonation of English with some degree of
appropriateness (pg.41). It can’t be expected from students to
be like native speaker but some basic information of phonology
should be given.
As the course book is examined in terms of
teaching pronunciation, it can be said that there is at least
one pronunciation exercise in pronunciation section. It can be
considered as a good feature for a course book, because in many
course books there is no special sections for pronunciation. But
in this section there is mostly one type activity which is
“listen and tick, listen again and repeat”. In the introduction
page of Student Book 1 (See Appendix XXVII) there are only two
phonological items, which are recognition and production of
sounds and intonation, which are focused. It can be sufficient
for a learner who is learning general English. However, stress
is also one of the most important items which can be focused on.
2.III.I. Selection of phonological items
As it is not possible to teach of
pronunciation exactly, there are some certain aspects, which
should be emphasised. Also, as it is mentioned above, it may not
be necessary to teach all items of phonology in depth, there
should be a selection in teaching. What are the aims of students
in learning or what are the important items, which should be
cared in speaking to avoid misunderstandings, what is important
in teaching of pronunciation?
In this course book, there is selection in
pronunciation teaching. Main focus is on recognition of sounds
and production of sounds. The other item intonation which is
important for learners who are studying this course book is also
given importance and practiced with all listening parts
especially in dialogues.
In recognition and production of sounds’ activities, selection
of words should be made carefully. In this course book, words,
which are used in exercises, are discriminative; they’re words
that students can confuse with the pronunciation of them. For
example, in unit 5 of Student Book 1, the exercise is about the
pronunciation of “th” and words are this, three, bath, father,
both, then (pg.39). These words are familiar to students and
they’re very common; students can meet them very often. The main
aim is to discriminate its two different transcriptions. For
example, this /θis/, three /ðri:/.
So familiar words are more useful than others; because aim is
not to teach pronunciation of each word; aim is to teach
differences. The book’s organization is from simple items
to complex and difficult items that in unit 6 of Student Book 4
the subject is the discrimination of /ðý:/
and /ð∂/
(the apple, the fruit). After this exercise, there is an
exercise for intonation also; listening of five short
dialogues.(pg.76)
For intonation, all reading passages and
dialogues are used. But there is no special dialogue for
intonation teaching. There are also episodes full of dialogues
and these dialogues have some examples of communicative
expressions which students can meet them in everyday life. For
example; in Episode 1 of Student Book 1, in one of the last
pictures; the expressions are “Be careful!” “Sit down!” Don’t
stand up!” (pg.68). These expressions are very common in daily
life. (See Appendix XXVIII)
2.III.II. Presentation of phonological system
Learners’ needs and learning styles should be
taken into consideration in presenting language materials. A
language material can be used in many different ways. So
materials should be chosen carefully and presented in the best
way.
There is no explanation of phonological
system in Student Book 1. For example; phonetic alphabet can be
given in Student Book 1. But Student Book 1 starts directly with
pronunciation of words in unit 1. And then, in following units
they’re exercises for discrimination of letters within confusing
ones. (See Appendix XXIX). But in other student books, there are
some explanations, for example, in unit 10 of Student Book 2
(pg.75) there is a short explanation with examples of strong and
weak forms of must and mustn’t, and there is exercise like the
exercises of Student Book 1 “listen and tick the sentences with
the strong form, listen again and repeat”. (See Appendix XXX)
Pronunciation section is not shown as a
separate part in the content page. But in the book, there are
exercises under the title of pronunciation. These exercises give
words and want students to discriminate the letters. So they
don’t measure word pronunciation. They give only examples of
word pronunciation. They can be considered as easy and useful
exercises; they are easy because words are given and students
are wanted only to tick, students concentrate on pronunciation;
they are useful because with the given examples in cassettes
students learn better and they have chance to see the examples
of real language use.
There are dialogues for intonation, also. But
aims of these dialogues not only intonation but also they are
used for communicative purposes. Students make communication
activities by taking these dialogues as a model. By listening
activities, (authentic) audio materials are provided. In short, the course book has a function to teach pronunciation.
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