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Prepared by Türkan Kahraman, Birsen Durmaz, Sibel Alkan, Ertan Arýcý, Alihan Haluk Yýlmaz
Introduction
The role of a coursebook in learning/teaching process is
guite varied. They tell a lot about the underlying approach of
the educational system. Besides they have the role of
partenrship with the teacher. Especially they are great helpers
for unexperienced teachers. Giving confidence to experiment with
alternative material they help teachers to be efficient ones.
Furthermore they supply variety of classroom activity and
teaching technique.
However they may
have some disadvantages. For example, there may be a lack of
variety in teaching procedures, less attention to individual
students’ needs, lack of creativity in teaching techniques and
language use.
Considering both these negative and
positive sides of a coursebook ‘PACESETTER’ is examined in terms
of different aspects of coursebook evaluation.
In part I the
coursebook is dealt with in terms of design and organization of
content and writers’ claims about this. You are also informed
about different syllabus types.
In part II
language content of the coursebook is examined in three aspects:
grammar, vocabulary and pronunciation. Grammar items according
to the appropriateness to each level are examined with form and
function relation. Vocabulary examination of the book is given
in terms of its amount and the way of its presentation. At the
end of this part you are informed about the way of presentation
techniques of pronunciation.
In part III main
four skills are covered one by one considering the syllabus
requirements, students’ needs annd the way of presentation
techniques of each skill.
In part IV topic
and the methodology of the coursebook is examined. Topic of the
coursebook is taken in hand considering reality, the students’
needs, interest and age, characters in the topics and their
relation in a social network and topic variation in the
coursebook. Methodology is covered considering the approaches to
language learning, techniques used for presentation and
practice, the way of different skills taught and the students’
needs.
In part V
evaluation of the teacher’s book is given with the role of
teacher reflcted by the coursebook. You are informed about the
proficiency in details.
In part VI some
considerations about the coursebook are given. Here information
about whole course package, value of the books and its
appearance is presented.
In part VII aim
and achievement of the English programme by the students who
have been studying the coursebooks are presented. These points
are reflected through the eyes of the students who have been the
class studying on this coursebook. Namely these are the results
of the observator.
At last in the
appendix you see some questions both for the learners and the
teacher, explaining the students’ and the teacher’s point of
views about the language course and the coursebook. Also some
photocopied papers are put in appendix in order to provide
support of the research and make it easy to understand.
Pacesetter as
four-staged book, starter, elementary, pre-intermediate and
intermediate; their workbooks and the teacher’s books of them
are evaluated through these aspects in this paper.
CONTENT
Introduction I. ý. Design and Organization A. Design B. Organization II.Language Content
A. Grammar
B. Vocabulary
C. Pronunciation III.Skills
A.
Listening
B.
Speaking C.
Reading IV. Topic and Methodology A. Topic B. Methodology V. Teacher’s Book A. Teacher’s Book B. Teacher’s Role VI. Some Considerations VII. Questionaire
A.
Questions for Learners
B.
Questions for Teachers
Conclusion
References
Index
Appendix I. Design and organization A. Design
Pacesetter is a four-level coursebook,
which takes learners from beginner to intermediate level of
English. The total coursebook package consists of a student’s
book, workbook a teacher’s book, and cassettes, which are
carefully chosen to, built students’ ability to communicate
accurately, fluently and confidently in English.
The student’s book contains 15 main
units, which include a photo-story, a language review section
and end-of-unit activities. There are content pages outlining
what comes in each unit, preliminary pages introducing classroom
language and some international English words. The three
consolidation units at the end of each five include a project
work and review the language and skills.
The workbook is linked closely with
the student’s book. The main units of the workbook mirror and
support all aspects of student’s book work on grammar,
vocabulary and skills. There is a preparation section at the end
of each main workbook unit, which provide a researching area of
new vocabulary for the next unit of the student’s book.
The teacher’s book includes
teaching notes for each activity with their answer keys.
Photocopiable optional activities and tests for each unit help
the teacher to use the book effectively. Basic lesson planning
is done on the first page of each unit.
The cassettes, which are an
important part of the package, provide listening, pronunciation
and reading activities. They include dialogues texts songs and
listening development.
In Pacesetter new grammatical
structures and key words are introduced one by one, and the
communicative use is always emphasized. The organization of the
content and selection of the topics is done as a result of
integration of all types of syllabuses.
Structural syllabus
is based on the teaching of grammatical or
structural aspects of language form. Its theory of learning
assumes that the ability to use the language (functional
ability) arises from structural knowledge or ability.
The content of the structural
syllabus is based on the grammatical form. Structural syllabus
uses some forms of descriptive and prescriptive grammatical
classification. The grammatical categories are noun, verb
pronoun, adjective, adverb, future tense, past tense… and so on.
Since the structural syllabus doesn’t move above the sentence
level it includes semantical classification of sentence types
such as statements, declaratives questions, exclamations and
grammatical classification of sentence types such as simple,
compound and complex sentence.
It is also related to morphology
which deal with the word formation such as the form of marking
the same system of language, singular, plural, suffixes
prefixes, roots… and so on. Synthetic nature of structural
syllabus requires learners to use the information either to
produce the utterance or to check the accuracy of production.
Structural syllabus is mostly
associated with cognitive methods of language teaching which
assume that language is best learnt through conscious knowledge
of the form of language and the rules for their combination.
Situational syllabus
is based on teaching and learning language
in situations and settings. It is important to realize that
there are many different types of situational syllabus: many
different linguistic focuses, pronunciation focuses and lexical
focuses in situation can be found. Situations may be constructed
in functions or various types of discourse.
The students are supposed to play
the same situation using their own language. On the other hand
dialogues, role-plays in which real life situation is created
are used to practice the target language. The content of the
situation is formed by the materials, writers, and teacher or
can be taken from the real life. It can be used with
audio-visual (behaviouristic) cognitive and acquisition-based
instruction.
Functional-notional syllabus design
is closely associated with communicative
teaching. It includes mastery of language use and communicative
proficiency rather than mere mastery of structures. Language is
seen as a vehicle for the expression of functional meaning. The
functional view emphasizes the semantic and communicative
dimension rather that the grammatical categories of language. It
includes specification of language teaching content by
categories of meaning and function rather than by elements of
structure and grammar. It also specifies the topics, notions and
concepts the learners need to communicate about.
Wilkin’s notional functionalism is
defined in two categories. First, notions which mean the
interaction of categories of meaning and grammatical form.
Examples of notions are time (time relation: past tense, present
tense; duration: until, since), quantity (countable,
uncountable), space (dimensions locations, motion) and so on.
Second functions that mean the uses to which language forms are
put. Examples are greeting, requesting, approval apologising and
so on. Each notion and function can be associated with variety
of forms. For example, ‘Can you stop talking?’ here ‘can’ as a
form may function as a warning or request. This may go from
function to form. For example, giving advice as a function can
be seen in different forms: ‘Why don’t we go to the cinema?,
Let’s go to the cinema?, Would you like to go to the cinema?’
The term ‘skills’
refers to four models of language: speaking, reading, writing,
and listening. Each skill is the combination of structural and
functional ability existing in a specific settings or situations
independently. For example, language skills such as listening to
radio for news or reading skills for skimming and scanning …etc.
In skills-based instruction
learning of language is facilitated by breaking the language
behaviours into skills. The students are hoped to put together
them when using the language.
The ability to use the language
requires general ability however; it is also based on the need
for specific skills. For example, a waiter in a restaurant may
have English skills, which he needs to do his job. That’s why
skill-based instruction sees language system as a reducible
system that is teaching purpose is based on specific skills. So
it is used in language for specific purpose programs.
Underlying theory behind the
task-based syllabus is Krashen’s acquisition theory that
claims the ability of language use is gained through
participation and exposure to it.
Activities for non-structural
purpose are defined as a way of language learning. Tasks are the
means of bringing the real world into the classroom. By means of
them, real life needs and activities are used as learning
experience. Through use of tasks, communication skills are
developed in a natural integrated way.
Teaching cycle in task based
instruction includes six levels which are designed to help the
students to put few words of English they know into use. These
are introduction, listening task, planning, report, listening
and language focus stages.
Each lesson starts with an informal
chat introducing the topic and explaining the purpose of the
task. It provides exposure to new words and phrases. Then the
students listen to the native speaker who did the same task to
get further language input for the task to come. The task is
done to provide a context for language use. The teacher roles as
a monitor and encourage the groups or pairs to tell their
findings and to plan their reports. After planning present their
reports through a spokesperson. The reports can sometimes be
recorded on tape and played back to the class with a listening
stage. After the report, the groups have the opportunity to
compare their performance with the native speaker who did the
similar task. At language focus stage the students’ attention is
drawn to language forms and patterns. They are given some time
to systematize their knowledge.
Content based instruction is
teaching of content or information in the target language with
no direct or explicit information that is, the students are
given content instruction instead of direct language
instruction. It aims to give communicative competence including
grammatical, strategic, sociolinguistic and discourse
competence.
According to content based
instruction language arise from the setting in which it is used.
It doesn’t distinguish form and function but defines the
language in content of its functions and meanings. The students
are allowed to learn subject matter and language simultaneously.
Language is learned in the context of its use and the students
learn the language not the rules of it.
B. Organization
The organization of the book is designed both for teachers and
the students. The topics contain general and interesting
knowledge about the world in order to keep learner’s attention.
The language is given with a mixture of familiar and new topics,
which also provides a revision and recycling opportunities for
learners. Study skills help students to become aware of how they
learn and develop strategies, which suit them best. The subjects
move from the familiar to the new ones and new items are related
to those already known. The varied activities in the coursebook
mean that different learning styles are mixed and that all
students will find tasks that interest and motivate them.
For teachers on the other hand
presentation and practice become easier with the help of clear
headings and instructions, showing how the materials are to be
used. There are helpful descriptions of the methodology and
thorough notes for lesson planning which help teachers to vary
their lessons and suit them to the needs of their students.
The language syllabus in Pacesetter
is structurally graded and develops on a loopback principle.
This means that constant revision is built into the syllabus
progression.
Revision and recycling of the
language and skills are provided in different ways. Especially
the grammatical items are recycled in different units during the
whole coursebook. With the recycled item also new items can be
presented which avoid boredom. For example “the first
conditional” is given in the elementary level; “the second
conditional” is given in the pre-intermediate level and both
subjects are recycled in the intermediate level coursebook. Also
there is a review section at the end of each unit, which
provides a revision and recycling of the unit and topics in it.
New grammar is summarised with brief explanations, examples
and clear tables.
Another part in the coursebook
which provides revision and recycling is the consolidation units
in each of the student’s book revise and recycle the grammar,
vocabulary and skills of the previous five units, combining them
in different and interesting ways. These consolidation units end
with a project. The projects aim a systematic review and they
give students opportunities for self-expression and some
creativity with the language they have learned.
The content of the coursebook
starts with an introduction part to the course, which give some
information about the book and parts included in it. There are
15 main units and at the end of the five ones a consolidation
unit. Units include a photo story, a language review section,
information gap activities for skills and at the end of each
unit freewheeling activities such as songs, puzzles…etc. Each
unit has its own syllabus and is divided into some parts.
First, the topic of the unit is
introduced with an activity, which helps students to make
predictions about subject. This stage is important because it
prepares students for the unit and gives the teacher an
opportunity to understand how much the students already know.
The presentation stage is followed by activities, which help to
practice new language.
After the topic section new grammar
is presented in clear and meaningful context, then in function
part students are expected to use the structure in a controlled
context. In this way students develop their ability of thinking
about language and use it in communicative way.
By learning vocabulary students
will find it easier to remember the new items so at this stage
vocabulary is presented. Throughout the course vocabulary is
recycled and extended in the context of different topics. In the
later levels of the coursebook students also learn how to use
prefixes and suffixes and how to generate new words.
Vocabulary section is followed by
the skills and sub-skills, which are prepared in order to
improve students’ fluency and confidence in using and
understanding English. Every unit contains some work and
activities on each of the main language skills: reading,
listening, writing and speaking. These skills are also divided
into some kinds of sub-skills. For example especially in the
starter level of the coursebook skimming is used so much as a
reading sub-skill.
The last part of the content is
pronunciation. This part is usually mixed with the listening
activities as listen and repeat drill is used so much. The
sounds, words, sentence stress and intonation patterns are given
in the ‘Useful English’ sections.
The content of the teacher’s book
has some differences. As it is used as a guide for the teacher
the methodology and procedures to be followed are given. There
are also some step-by-step teaching notes with answer keys,
typescripts and optional activities. Different types of
worksheets and tests are included in the teacher’s book and
helpful background cultural notes can be found besides. Not only
cultural notes but also the other necessary explanations about
the lesson and activities are given clearly in a right sequence.
Such notes can be seen more often in the advanced units or
levels since the topics become more complex and comprehensive.
In Pacesetter students are taught
how to study independently. Many activities in the coursebook
are for students to do alone in the class, for example reading a
text or planning a piece of writing. The instructions and
explanations of the activities are made so clearly that students
can understand them easily without the help of the teacher.
Especially features such as the ‘Learn to Learn’ sections in the
student’s book and the ‘Prepare for Unit …’ vocabulary
preparation part at the end of every workbook unit are designed
to teach students to study effectively and independently on
their own. The starter level, for example, presents dictionary
skills, basic vocabulary recording ways and simple self-check
methods. Homework will also be done individually, often using
the workbook. Confidence in working alone will help students
with all aspects of working independently such as more advanced
study or revising for exams.
The clear headings and instructions
in all the components show how the materials are intended to be
used. At the beginning of each component there is a contents
page which can be used as a guide to find your way around the
book. The layout is so clear and easy to understand. The pages
of all units are given and each unit and its content is
explained so whatever you are looking for can be easily found.
The logical progression of presentation and practice in each
unit, within each book makes it straightforward to use. See
appendix 1
A. Grammar
The book covers the main grammar
items appropriate to each level taking into consideration
different needs of learners. It starts from easier ones and then
step by step it deals with more difficult ones. In this way both
less confident and confident learners are able to build a strong
grammar background. There are four books in one set of the book
package and these coursebooks have workbooks too. The book
starts with very easy items such as imperatives, the verb ‘to
be’, my-your…etc. these items warm up the learners and through
the stages students face with more difficult and complex ones;
for example, present simple tense countable and uncountable,
present perfect tense…etc.
The coursebook gives more emphasis
to use (meaning) than form. It encourages students to use the
language for themselves. Each grammar concept is given with a
function, which allows the students to use the language
confidently. For example in pre-intermediate level of the book
grammatical items are Present Perfect and Past Simple tenses and
functions of them are ‘talking about experiences’. (pp 20-25)
Exercise 4C: Choose the correct word.
1. Where
have you been/gone?
I have been/gone to the dentist.
2. Are
your parents on holiday?
Yes, they have been/gone to Florida. They
are having a good time.
Each unit of the book begins with
a warm up activity. These activities enable students to find out
whether they have a pre-information about the items they are
going to meet or not. Items that are introduced to the students
are related to and contrast with another item also. For example,
in pre-intermediate level of the book students are introduced
with the Present Perfect tense and then they learn items ‘gone’
and ‘been’ in a relation with it. (pp 21) More else again in the
same book the item of adjectives is given with many related
items such as make + pronoun/noun + adjective; look, sound, feel
taste, smell + adjective; and so + adjective. (pp 27)
The grammatical forms that have
more than one meaning are given an emphasis in the coursebook.
In this way the book develops a wide and up look point of view
on grammar. Thus students being aware of that one grammatical
form may have more than a single meaning which allows them to
use that grammatical structure in different ways. When students
learn for instance the Present Continuos tense they use –ing
form at the end of verbs; when they learn the Past Simple tense
on the other hand they are taught to use the –ed form at the end
of verbs. Students also know that not all the verbs ending with
–ing or –ed belong to those tenses but to different grammatical
topics. The distinction is explained with different exercises
such as:
Match the two parts of these statements.
1.
Adjectives ending in –ed a) describe how people feel.
2.
Adjectives ending in –ing b) describe the causes
of feelings.
B. Vocabulary
The coursebook makes a clear distinction between active and
passive vocabulary. At the beginning of each unit in the
teacher’s book there is a list of words, which includes ‘key’
and ‘other’ vocabulary. In this case ‘key’ vocabulary means the
vocabulary which the students should actively use and ‘other’
vocabulary means passive vocabulary which is for recognition
only. This division means that development of vocabulary and the
learning load is carefully controlled. By the help of this list
teacher can focus on the important words of the unit and may
encourage students to learn and use this ‘key’ vocabulary
primarily. See appendix 2
Pacesetter presents the new
vocabulary in a certain process and clear context which allows
students to understand new vocabulary they face and gives them
change to assimilate it. Since the vocabulary is presented in
the context, the book gives emphasis on the purpose. In each
unit there is a connection between the topic and the vocabulary
section. The following example shows this connection clearly.
a)
In the text find and underline idioms 1-3 below. Read the
whole sentence each time. b) Match the idioms with
these meanings.
1.
has gone sky high a pleasant change
2. a
breath of fresh air a bad condition
3. a
sorry state has increased a lot
In each unit there is a vocabulary
section and each section has its own topic. One of the
vocabulary topics in unit 2 of the pre-intermediate level is
‘Endangered Animals’.
Example: find these creatures in the word
square.
1.
a colourful sort of bird C
D O L P H L N E
2. two
reptiles U K W
T I G E R V
3.
two very dangerous sorts of fish L S Y
Q R L J U P
4. two
mammals that live in the sea L N L S A Q R
S A
5. a
large cat that lives in Asia Z A C J
N G P M R
6. a
large African or Asian mammal A K M W H A L
E R
R E S H A R K X O
D E L E P H A N T
In first unit of pre-intermediate
book (pp 11) new words are given with other words that have
relation with each other.
Example: look at the pictures of sports
equipment. Complete the missing words in the chart.
Equipment
Sport Place
A helmet
motor racing a track (orcircuit)
A board
__________ _____________
A stick
ice hockey _____________
Goggles and gloves
___________ _____________
Shorts and a vest
___________ _____________
The book also encourages students
to develop their own ways of vocabulary learning. It includes
some different techniques, which enables students to keep the
new vocabulary. One of them is building up a vocabulary book.
Students add the new words that they meet or they are wanted to
add by the book. For example in page 87 of pre-intermediate book
students are expected to add new vocabulary to their vocabulary
book. See appendix 3
Example: ‘Look at the unit again, add all
the new behaviour words and phrasal verbs to your vocabulary
book.’
Also it gives an emphasis on to
teach students different methods which enables students to
generate words and combination by the help of prefixes and
suffixes and mostly used phrasal verbs. For example on page 37
of pre-intermediate book we may see this. See appendix 4
‘Look at the unit again, add all the new
words for careers, different meanings of take off and words with
ex- to your vocabulary book.’
C.
Pronunciation
Pronunciation is another area that
the book deals with. It has material for pronunciation work. The
book has a specific part for pronunciation. We may see this on
page 69 of pre-intermediate level of the book.
See appendix 5
Pronunciation is practiced
systematically with help of listen and repeat drills and a short
explanation about related item. It gives emphasis on all the
areas of pronunciation. For example in unit 3 of
pre-intermediate book it deals with individual sound.
Example: Listen and repeat these
sentences. Be carefully with the underlined sounds.
1. I’d
like a cup of coffee, please.
2. How
about a bar of chocolate after lunch.
3. Let’s
get a slice of pizza today.
See appendix 6
for word stress
See appendix 7
for sentence stress.
Pronunciation work is built on
listening activity but these pronunciation works are not
dialogues. For example on page 11 of pre-intermediate book we
may see this:
a)
Listen to these sentences. Mark the intonation. Which are
the real questions?
1.
2.
3.
4. You
won’t be late, will you?
b) Listen
again and repeat.
A.
Listening
In coursebooks there are different
kinds of listening materials. Some materials handle listening in
its own right, with recorded listening passages for
comprehension, for extraction of information as a lead-in to
discussion, in conjunction with a reading text…etc. There is
listening practice in every unit of Pacesetter. In the cassette
recordings students are presented with a wide range of types of
spoken English: dialogues, mini dramas, announcements recorded
messages, television or radio programs, phone calls and so on.
One of the most difficult and often
unnerving aspects of taking part in a conversation in a foreign
language is the unpredictability of the answer and response.
While learners can keep what they try to say within their
linguistic competence, there is no way that once outside the
safe confines of the classroom, they can control what comes back
at them in conversation. The most effective strategy is quick
thinking and accurate prediction of what to expect. In
Pacesetter students learn to listen to spoken English with
confidence, to understand it accurately and to develop specific
sub-skills for effective listening such as understanding the
gist of a conversation/massage, listening for detail, listening
‘through’ difficult or unknown language without panicking,
understanding the speaker’s mood or attitude and so on.
In Pacesetter listening section
deals with everyday spoken language in common situations, such
as making arrangements, buying clothes, asking about time,
ordering information, discriminating between and comparing
account of events or making phone calls. In Pacesetter starter
(unit 1) you can see a phone call listening passage. Students
listen this phone call and fill in the blanks at the
conversation. This shows us that listening passages in the
coursebook forms part of a dialogue or conversation work.
In Pacesetter intermediate (unit 2,
pp 16) there is a dialogue between three people (Eddie, Laura
and John). This dialogue contains their speech about their
feelings. Also in the starter level of the same book you can see
radio news that must be completed by students. These examples
are really important for spoken English and real life
situations.
In the coursebook there are also
specific listening passages to make better students’
pronunciation. Especially in pronunciation sections there are
specific listening passages because these passages can’t stay
with the normal context of the book. It must be a separate part.
For example in Pacesetter intermediate (unit 10, pp 69)
pronunciation section is about word stress so it is independent
from the normal conduct of the book.
However there are listening
passages related to the content of the book. For example in the
intermediate level of the coursebook (unit 1, pp 13) there is a
listening passage that contains a song about a road. The
sections before the listening activity are about the road
stories. So the listening passage is a part of this subject; it
isn’t apart from the content. Listening materials are set in
meaningful content so understanding the material gets easier as
the example that has been given.
There are numerous songs in
different musical styles in the ‘freewheeling’ sections
throughout Pacesetter and they are all recorded on the
cassettes.
The songs in the coursebook are for
enjoyment but there is always a teaching point behind them,
either more informal exposure to the new language points or an
extension of the topic and vocabulary through music. For example
in Pacesetter starter (unit 3, pp 25) there is a freewheeling
activity that contains a song about love. First students listen
to the song and then they write a good title for it. At the end
of the section they sing the song together.
See appendix 8
Students are not expected to study
the language of the song in any detail (it is often ‘above
level’ in any case so close study is not desirable) but rather
to enjoy listening to and singing along with pop songs in
English while doing a simple task. In Pacesetter
intermediate (unit 5, pp 105) listening section
contains a song and expects students to sing it.
We should check if the coursebook
provides pre listening activities to focus learners’ attention
on the topic of the passage. These can take the form of pre
questions or asking students to look for certain items of
information contained in the listening material. This gives
purpose to the activity, allows on element of prediction and
makes the passage more accessible by placing it in a context.
All these and other listening skills are presented and
systematically developed in Pacesetter through pre listening
tasks. For example in Pacesetter starter (unit 4, pp 28) there
is a listening task about the clothes. However at the beginning
of the task there are some questions about clothes. With these
questions task aims to turn students’ attention to the listening
section. Also in the same book in the consolidation 1 section
(pp 41) there is a listening activity about a penfriend but
before the listening task there are questions about
penfriendship in order to take students’ opinions about the
topic. Also in reading section at the same unit there is a
letter to a penfriend. All these are to create students’
interest about the listening section. Wee also need to check the
quality of the recorded sound. This should be very high. The
speed of speaking should be appropriate to the learners’ ability
and level where different accents are used they should not
normally deviate too drastically from whichever (standard)
variety the students have become used to form their teacher and
previous listening. On the other hand overarticulated speech is
to be avoided and the models presented should include features
such as aliasion, week forms, assimilation…etc.
With all the Pacesetter recordings,
learners are helped by sound effects pauses, repetitions or
rephrasings (built-in redundancy) and by the clear delivery of
all the language on the cassettes. The cassettes contain all the
listening texts, exercises and songs. The voice on the cassettes
give examples of a normal range of slight British English
accents and some examples of Australian, New Zelland and North
American English. The speed of speech is very slightly slower
than that of a native speaker to compensate for the limitations
of the classroom environment. However the rhythm, stress and
intonation are all natural. Some background sound effects are
used to establish the context of the recorded material but these
do not interfere with the clarity of the speech.
The factor contributing to the
difficulty of understanding recorded material is the absence of
vision, depriving students of all the supporting features
normally available through facial expression, gesture, eye
contact…etc. Videotapes can overcome this advantage if they are
available but the cost of purchasing the videotapes themselves
and the equipment needed to play them means that at present
there are far more audiotapes produced as a part of the course
packages than videotapes, although videos are available as
optional extras with some courses. However there is no videotape
of Pacesetter.
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