The characters in the stories exist in
social setting for example among friends, in the family…etc. and the
relationship between the characters are portrayed realistically. For
example, the story of a kidnapped girl by her boyfriend is told. Her
mother warns her about her boyfriend, however she doesn’t mind it. In
the end she is saved by using her wit and by the help of her mother.
See appendix 16 This kind of event is very common in real life.
Young people who don’t know the world outside may not listen to warnings
of an experienced person and may do something wrong.
To sum up, topic management in Pacesetter
is done well although there are some negative sides. The authors pay
special attention to arrange the topics for the benefit of the Turkish
students. The coursebook is already produced for Turkish education
standards as it is pointed out on the book. So, it has not clear faults
that will negatively affect language learning process.
A.
Methodology
In order to define what basis the content
of the coursebook is selected and how the content is graded first of all
we must focus on what is taught and in what order it is taught.
Pacesetter has some predetermined goals, so
content is specified in advance. It is divided into nine different
aspects of language use: topic, grammar, function, vocabulary, reading,
listening, writing, speaking and pronunciation. The students are
supposed to learn different kinds of language skills for each. In each
unit different skills of each language features are taught by recycling.
However, this division has little to say about the language learning
process and doesn’t specify the approach to teaching methods enough. So
we must deal with in details.
Grammar teaching is given according to
complexity of structure and learnability. For example, complex
structures, which are difficult to learn come later than the simple
ones. In Pacesetter starter simple present tense is given in unit 5 and
present continuos tense is given in unit 9. On the other hand present
perfect tense isn’t mentioned any in Pacesetter starter because it may
rise difficulty in meaning at this stage since there isn’t similar form
like this in Turkish.
As the principle of the coursebook the
course starts with ‘introduction unit’ in every stages. In this part
students are supposed to remember what they already learned or known in
previous courses. In other words it is a warm-up unit. So the coursebook
moves from the familiar to unknown.
Communicative functions are also considered
through ‘Useful English’ part in the coursebook. These communicative
functions are selected and sequenced according to usefulness to the
learners. The earliest items are the ones, which the learners need most
in situations in which they will use English. For example in Pacesetter
starter first function given in the introduction unit is ‘classroom
language’, so imperatives are taught here. See appendix 17 In the
last unit of Pacesetter starter ‘I’ll, shall I, let me’ are taught as
grammatical items and ‘making offers is introduced as a related
function. So function-form relation is studied as complementary. A link
between form and function is established showing how communicative
function is realised through language form.
The coursebook takes real world situations
as an organizing principle in selecting and grading in what is to be
taught. Grammar, vocabulary language skills…etc. derive from the
situations selected. For example, in Pacesetter starter in unit 4 the
students are introduced to real world situations with the topic ‘At
Home’. Under this title Bill Gates’ house which is a dream of everybody
is described. Grammar, vocabulary and even pronunciation are given
according to what is covered in the topic. ‘There is, there are’ is
given as the grammatical item and the house is described by using these
forms. Vocabulary of the subject is based on house belongings, which is
included in the passage. In pronunciation part the words which are
studied are also taken from the context such as door room…etc. See
appendix 18
The units are taken in hand with shallow
staging, that is each unit is introduced through presentation, extensive
practice and a good deal of skills work involving reading, listening,
speaking and guided writing. One language is divided to more than one
unit. For example, in the first three units the verb ‘to be’ is given
importance and the present simple tense is introduced in unit 4. Such a
course is suitable for the Turkish beginners who may have difficulty in
making fast progress in large classes.
The coursebook has a cyclical progression.
It progressively returns to each item later in the course. For example,
the present tense and the past tense which are taught in the first level
are revised and recycled in the unit 15 of intermediate level.
In the coursebook grammatical structures
are introduced one by one with a cyclical progression. For example, past
simple and past perfect, which are studied in earlier courses, are
reviewed in the unit 11 of intermediate level. Grammar is presented in a
meaningful and interesting context. This encourages the students to work
out the use and form of language for themselves.
Language is presented in relevant and
interesting context to make meaning and use clear. Functional English is
given importance rather than structural English. When to use the
language is emphasized, so the students are realized in which situation
a phrase or structure is formal, informal, polite or not. The topic is
introduced with a warm-up activity so the students can make prediction
about the topic and say something about their own experience related to
the topic.
Vocabulary is systematically presented in a
clear context. For instance, vocabulary in unit 10 is presented in the
context of ‘buying and spending’. So the students can easily understand
the new item. See appendix 19 Vocabulary is recycled and taught
in the context of different topics, so the students don’t have to
memorize the words and their meanings. They naturally pick up the
meaning and the usage of the word in different contexts. With vocabulary
section, the students learn ways of generating words, correct use of
prefixes and suffixes, word families, their relationship of meaning and
phrasal words.
A variety of presentation techniques are
used, for example, listening to a dialogue, discussing pictures or
studying language in reading text and so on. After presentation stage,
contextualized, controlled practice activities are given. New items are
practiced on a whole class basis with the teacher. Practice activities
allow students to talk about their own experience. See appendix 20
With freer practice activities students’ confidence is built, so they
can use what they have already learnt easily.
Pacesetter includes some work on each of
the main language skills. With regular practice of skills students
develop their communicative ability and confidence. The main four skills
are divided into sub-skills and taught and practiced systematically. For
example, at starter level the students learn basic reading sub-skill
skimming which means to glance quickly through a text for a general
impression of its character or content. See appendix 21 In
addition to skimming the students also learn to scan a text for a
specific information. The students are introduced to the ways of finding
meaning from context, making notes, identifying references, ordering
events, transferring information to a map and so on. These reading
sub-skills are introduced gradually and then practiced through the whole
course. So the students are taught to be efficient readers of English.
Besides every unit of Pacesetter contains
at least one main reading text. There are appropriate tasks (pre, while,
after reading) to be done with each text as reading skill. See
appendix 22
The students are presented with a wide
range off types of spoken English like dialogues, recorded messages from
TV or radio programmes, phone calls and so on. With these recordings
students are allowed to recognize sound effects, pauses, repetitions or
rephrasing. They are also helped to develop sub-skills for listening
such as understanding speakers mood, listening for specific information,
understanding main message listening for key words and so on. Listening
skills are presented through pre, while and after listening tasks.
The writing activities are carefully
structured in Pacesetter. They help to build students’ confidence to
write a variety of text types in accurate English. For instance, writing
letters, articles, stories, notices survey reports and so on. The
students are also taught sub-skills of writing such as organizing ideas,
writing an introduction and conclusion writing a summary from topic
sentences and notes. There are frequent opportunities for students to
write about their own ideas and experiences. See appendix 22
At the early stage of Pacesetter, the aim
is to develop students’ confidence in speaking English. Most of the
speaking activities at the early stages are controlled. However there
are also freer discussion topics in later courses. See appendix 23
So the students have the opportunity to express their own thoughts.
Pronunciation is practiced regularly. There
are usually listen and repeat drills. This provides controlled practice
of individual sound, word stress and intonation. Besides ‘Useful
English’ part helps the students to develop sensitivity to use natural
stress and intonation.
Methodology of a coursebook must be
arranged considering the students’ needs. It must be sensitive to in
what ways and why the students want to learn language. In Pacesetter the
discussion of the areas of the students’ needs isn’t done explicitly.
However the approach can be inferred from the coursebook. The coursebook
includes 10 different features that will supply the students’ needs.
a)
Topic:
It aims to provide natural context for the language presentation with
two linked aspects of a topic.
b)
Work it Out:
The students are guided to identify the grammatical structures. They
also work out the basic rules of use and formation for themselves.
c)
Useful English:
Functional English is given importance in this section. Students study
the expressions in specific functional groups such as apologizing,
agreeing/disagreeing and so on. Students learn when to use the language.
d)
Learn to Learn:
It gives guidance in basic language study skills. For example students
are taught when to use a dictionary or how to create a personal
vocabulary.
e)
Vocabulary:
In the first two levels specific areas of vocabulary and in the last two
levels ways of recognizing and using the patterns of vocabulary and word
formation are given importance.
f)
Photo Story:
A group of typical British teenagers appears. Photos, action and speech
of the characters give insight into British life. The students expose to
daily and informal use of the language.
g)
Set the Pace:
The students work out the meaning of language forms considering the
context of the photo-story in which they are used.
h)
Review:
It provides students with a summary of grammar.
i)
Freewheeling:
At the end of each main unit enjoyable and freer activity such as song,
game or puzzle is presented to the learners. So the stress in language
learning class is reduced.
j)
Consolidation Units:
They provide revision and recycling of the grammar, vocabulary and
skills of previous five units. A project is given to the students with
the aim of helping for self-expression or creativity.
In addition to these coursebook is
sensitive to help the students on studying skills and language learning
strategies. This is done with ‘learn to learn’ section. Students are
encouraged to study independently and to think about their own methods
of language studying. For example, in starer level dictionary skills
work is given importance. At the end of every workbook unit vocabulary
preparation phase (self-access) is designed to teach students to study
effectively on their own.
It is obvious that the coursebook behaves
sensitively towards what the students need to learn well. Each section
provides the students with an opportunity to study the different aspects
of language. It is satisfactory enough to be considered as a good
coursebook in terms of its taking the students’ needs into account.
Consequently syllabus design and the
selection and grading content in the coursebook are multi-dimensional.
The need for balance between different syllabus designs and sensitivity
to the needs of the students are
arranged well. This is done by kneading different kinds of syllabuses within the coursebook. So with a balanced basis on each aspect of language the way of its teaching English is quite successful.
V.
Teacher’s Book
A.
Teacher’s Book
The teacher’s book is the coordinating
book including instructions and general notes, which help teachers in
using Pacesetter effectively. All units and each topic are explained in
details so that teacher can make lessons more enjoyable and helpful for
students.
One of the main functions of a teacher’s
book is to support the materials and to provide more details if
necessary. In order to prevent any kind of unexpected situations a good
teacher’s book should be prepared as comprehensive as possible due to
the fact that the more comprehensive it is the better.
In order to support the exercises and make
them flexible, teacher’s book provides extra information and
explanations, which facilitate lessons. At the beginning of the lesson
beside the necessary (key) vocabulary, also the other vocabulary, which
possibly can be used, is given so that teacher is not bordered but also
is guided in a correct way. See appendix 2 There are step-by-step
teaching notes with answer keys and optional activities, which support
the existing ones and make teachers, feel secured, as they know that
there are different choices. If students are bored with an activity or
if any of the subjects is not totally understood by the students, the
optional exercises or explanations can be used immediately.
See appendix 24
Some particular parts in the teacher’s book
are especially prepared to help or guide the teacher. Tips, which can be
seen nearly in each unit, offer techniques and activities, which can
facilitate lessons and prevent boredom. In these tips teacher can find
helpful and guiding information explained step-by-step in details. For
example these tips can advice teachers to use tables to review
grammatical forms, some techniques for further skill practices, or ways
of teaching new vocabulary. These tips are not only a mean of guidance
but also different and enjoyable activities.
See appendix 25
Another way of providing guidance and help
for teachers is giving the tapescripts in the teacher’s book. In
listening activities while students listen to the cassettes teacher has
a chance to follow the texts from his/her book and help students to
understand if necessary. Knowing the listening texts before, teachers
can be more confident of themselves and
productive. See appendix 25
Background information parts include some
extra and necessary information about the present lesson or activity. In
the guidance of this information the aims of the activities and the
activities themselves can become easy to understand and done. See
appendix 24 Another part in the teacher’s book, which has nearly the
same purpose, is materials preparation part. These parts give
information about what kind of materials (dictionaries, worksheets,
flash cards…etc) are going to be used in the lesson, which exercises in
the workbook are related to the subject in the coursebook or whether the
teacher should give a homework or not. In that way teacher and students
always would be prepared for lessons and any kind of confusions would be
prevented. Also vocabulary parts which give both key and other
vocabularies guide the teacher which words and phrases should be used in
the unit.
At the first page of each unit a syllabus
to be followed is given in details. Syllabus starts with the new topic
of the unit and then gives the grammatical points; the function and
vocabulary parts follow them and finally four skills (reading,
listening, writing, speaking) and pronunciation are presented. In fact
this syllabus is given just to follow the organisation of the student’s
book. Teacher’s book on the other hand offers a different but necessary
procedure. Before starting the lesson the vocabulary to be used and
materials preparation is given, so teacher has an opportunity to make
some preparations for lesson and be aware of the content of the lesson
itself. After this small arrangement teacher is ready to follow the
procedure starting with the new topic of the unit. See appendix 2
During the whole book it is possible to see some notes for teacher, that
give explanations or information about the activities and the most
appropriate procedure for making lessons more effective and enjoyable
for students. Not always the teacher’s book follow the same syllabus of
the student’s book. Sometimes before giving the grammar, vocabulary can
be taught but such little changes don’t affect the procedure in negative
way further it may be necessary for making lessons better. According to
the procedure at the end of each unit there are suggested workbook
practice related to the topic and its answer keys, also preparation
exercises for the next unit. The ‘freewheeling’ section at the end of
every main unit offers an enjoyable freer activity. Typically it may be
a song, game or word puzzle. See appendix 26
The topic of each unit is introduced at
first with a warm-up activity, which encourages students to make
predictions about the subject or to say something about their own
experience of it. This is an important activity because it prepares
students for the unit and gives the teacher an opportunity to find out
how much the students already know.
New grammar is presented in clear and
meaningful context and that is followed by practice activities, which
help students to develop both their knowledge about the language and
communicative use of it. Activities are clearly explained in the
teacher’s book, moreover some techniques are recommended to be used
while giving the grammatical item. While teaching students the present
simple tense teacher is advised to draw a table showing the positive,
negative and question forms; also some kind of activities are
recommended to be done such as substitution drills (I like carrots ~we,
eat, don’t, she…etc.). Such information and teaching techniques can be
seen on each page and for nearly each exercise.
There are detailed suggestions in the
teacher’s book on how to teach students new words in topics and texts.
Students are encouraged to find meanings from contextual and other clues
and also to use their vocabulary in self-expression in speaking and
writing. There is a list at the beginning of each unit in the teacher’s
book, which divides the unit’s vocabulary into key and other vocabulary.
This division means that development of the vocabulary is carefully
controlled.
Pronunciation is practiced regularly and there is usually a
listen and repeat drill to provide practice of individual sounds, word
and sentence stress and intonation patterns. In an exercises of
pronunciation teacher should demonstrate the difference in mouth shape
when making two sounds by using similar words. For example men (for /e/)
and mean (for /i:/). Seeing the shape of the teacher’s mouth, students
contrast the two sounds.
All cultural and also other necessary
explanations are given at the beginning of the unit in the ‘background
information’ sections. Teacher may find here not only cultural knowledge
but also some extra information about the ways of presenting it. See
appendix 24
While teaching vocabulary, teacher is
advised to give not only the meaning of the word or phrase but also the
explanation of it in the situational and cultural context. For example
in giving the meaning of ‘going out’ teacher is supposed to explain that
this phrase covers leisure time activities such as going to a coffee
shop with friends, to the cinema to a disco or to a party; and to give
information about the leisure time centres in Britain. When students
learn about the lifestyles and eating habits, teacher’s book introduces
the traditional food and gives brief explanations about them such as:
‘Junk food is the collective name for food such as
crisps, fizzy, drinks and sweets, all of which are tasty but not very
nutritious.’
‘Pies. In Britain pies can be savoury or sweet.
They are made of pastry filled with meat, vegetables or fruit. They can
be eaten hot or cold.’
While teaching times and clocks teacher is advised
to give information about the schools and their beginning times in
Britain and such a knowledge is given in the teacher’s book. Besides the
cultural explanations teacher can also find some general explanations
about the world or the topic of the unit. Under the topic ‘Behind the
Camera’ teacher may introduce some famous film directors and their films
(Steven Spielberg: Jaws, Jurassic Park, E.T., …etc.) and also give
information about the Oscar awards, that is an extra but useful and
enjoyable knowledge.
Aims (objectives) are stated very clearly
at the beginning of each section. This is very helpful for teachers in
organising the lessons’ content and seeing the missing points at the end
of the lesson. See appendix 24
Nearly all parts have different aims but
aims of the same units are so related to each other. For example, in the
introduction unit the general objective is to learn how to meet and
greet people for the first time, but in order to reach this goal
students have to learn to ask and give information about a person’s
country of origin and to use singular forms of the verb ‘to be’. So
these two aims although belongs to different parts are related to each
other so much. Unit or lesson objectives are not stated together but by
collecting the aims of each section in a unit teacher can control
whether they are fulfilled or not.
Teacher’s book not only gives the
objectives but also give some explanations about how they can be
achieved. If the aim of a section is to teach the forms of the verb
‘have got’ teacher is advised to use animal descriptions or parts of the
body. Also by talking about family members students can use ‘have got’
in positive, negative, question and short answer forms. Pronunciation
practice of the same unit focuses on the use of weak and strong forms of
‘have’.
It is very natural for students to miss
some points or not to understand some activities. A part of students may
find an exercise so easy while on the other hand others may have
difficulties in understanding the same ones. Teacher should predict such
problems and be prepared to avoid these learning difficulties and make
lessons enjoyable and attractive for students. Teacher’s book offers a
great deal of help and solution for such problems.
In the ‘option’ sections there are
explanations of especially the difficult activities and also suggestions
of how to apply these activities successfully to the lesson. For example
if students have difficulties in understanding the comparisons teacher
is advised to draw three cats (trees or houses alternatively) in
different sizes and write sentences related to these pictures which make
comparisons. Such an activity includes both written and spoken skills
and also a visual impact upon students so missings and misunderstandings
are minimised. Tips, which are less seen in the book, have nearly the
same purpose. They are also explaining some activities but the ones,
which don’t exist in the student’s book; in one respect they come to
teacher’s help in unexpected situations. These are extra activities
which can be used optionally and if necessary. Tips generally offer so
all-inclusive ideas, which can be used in more than one activity. For
example pair works, question and answer chains, giving a dictation,
back-chaining…etc.
However in spite of all these preparations
there may be still some difficulties for students and teacher may not be
aware of them. Consolidation units revise and recycle the grammar,
vocabulary and skills of the previous five units and give opportunity
for teachers to see the difficulties and mistakes of students and to
correct them. There are photocopiable activities and tests for each unit
at the end of the book, which can be used both as exams and as
repetition exercises. Although any specific learning difficulties are
not mentioned and any special correction techniques are not given, the
explanations are made so detailed and the activities are explained so
clearly that it is obviously seen that there is no need of such worries.
Of course teachers’ knowledge can not be
compared to the students’ one but sometimes even teachers may make
mistakes and if so happen a confusion may occur in the classroom. In
order to prevent such unpleasant situations, and in order to provide
control for the activities teacher’s book helps teacher by giving answer
keys. They are placed at the end of each activity so that it is easy to
find the appropriate and necessary answers. On the other hand, not all
activities have a direct and the same answer, for instance when teacher
asks students to write a letter the results will be different from each
other. For these kinds of exercises there are of course different types
of answer keys. Some instruction are given in order to control students’
answers such as ‘Who are you writing to? What address are you going to
write? What does -Please write to me- mean? …etc.’ Although these are
not a kind of answer key they help teachers to control the answers and
make corrections if necessary. At the same time answer keys of the
workbook activities are also given since workbook consists of exercises
and repetitions of the units in the student’s book. Answers are given at
the end of the unit, which is related to that in the coursebook.
Answer keys don’t mean only the answers of
an activity; they can also involve the written texts of the listening
activities. Tapescripts help teachers to follow the listening exercises
and to interfere when students don’t understand or misunderstand.
See appendix 25
In the teacher’s book there is a
photocopiable progress test for each unit, which will provide the
teacher with a regular up-date of each student’s development. These
progress tests are a positive tool both for the teacher and for
students. Teacher will be aware of the knowledge of the students and
also their lacks. Students on the other hand can be motivated especially
if the results are good. There is no advice on when and how to use these
tests; the only thing said about the tests is that they are designed so
that the majority of students will do them reasonably well. See
appendix 27
In addition, regular and continuous
assessment of students’ progress in oral work in class is recommended.
The aim is to get every student in a class to say something in every
lesson, so that assessment can become automatic and the teacher can take
regular notes on students’ development and their problems in speaking
English.
B. Teacher’s Role
The traditional view of the teacher is of
someone who gives knowledge makes exams, asks difficult questions and
gives marks for everything done in the classroom. However these are not
the true descriptions; in fact the teacher has more complex and
difficult roles in the classroom.
Pacesetter is a very well designed
coursebook, which is very suitable to be used in foreign language
teaching classes. As it is explained in the whole paper it is very easy
to use this coursebook both for students and teachers. The teacher
doesn’t need to worry about the structure or syllabus of the lesson as
it is given and explained in details. Even new beginner students can
easily use the coursebook since the knowledge and instructions of using
them correctly are clear and easy to understand. In this situation the
only thing teacher should do is to manage, facilitate and guide students
in the learning environment.
The teacher performs the role of manager in
planning lessons, structuring the pace of instruction, monitoring
activities and evaluating students’ progress but it doesn’t mean that
he/she is the authoritative figure in the classroom. Especially in the
classroom activities and interactions the teacher is not the absolute
control. He/she yields control to the students in activities that
involve interaction and communication with peers as well as activities
that involve planning and conducting meetings and presentations. In fact
there is no need to control the class and plan lessons since the
coursebook gives detailed information about how to organize lessons and
how to prepare students for the lessons.
At that point the teacher’s facilitating
role becomes more important. As the syllabus and the context of the
lessons are given teacher doesn’t need to spend time about them. Instead
teacher should help students by motivating and encouraging them to enjoy
lessons. The layout of the book doesn’t necessitate any extra
information but only the assistance of the teacher.
VI. Some Considerations
VII. Questionnaire
The first aim of the English programme is
to make students communicatively competent. So all the things that have
been studied are related to the communicative competence. English
programme methodically introduces and practices study skills so teenage
students can become more aware of how they learn and can develop the
learning strategies which suit them best. New grammatical structures and
key words are introduced one-by-one and the communicative use is always
emphasized.
There is a detailed syllabus as it was
explained before. The syllabus is constructed on communicative
competence. The aim of speaking, listening reading or writing parts of
the work is to develop students’ fluency and confidence in understanding
and using English. New grammar is always presented in clear meaningful
context, that encourage the students to work out the use and
construction of the grammar for themselves. All new language whether
grammatical or functional is presented in relevant and interesting
contexts to ensure that the meaning and use as clear as possible.
English is studied as a foreign language in
Turkey. Because of the economical and industrial capacity of English
speaking countries, English is seen as the second language of the world.
It is not different in Turkey.
Because English has an important role on
trade, all the countries give an extra ordinary importance to English.
So the first aim to learn a second language is to communicate with its
native speakers. So the students’ main purpose is the same: they want a
good future for their lifes so they want to learn English very well.
Since the students are at the prep-classes they study English very
intensive. They study English 27 hours a week, it means approximately 6
hours a day.
The school is very well equiped as thinking
the rest of the country, since there are lots of things that students
can study in class. For example all classes have a television, video,
tape recorder and a computer. You can’t see such things in the other
schools of the country.
The classes are not very big but enough for
25 students. the population of the class is also 25, so it is enough for
students’ activities in the coursebook for students to do alone in the
class. All the students are at the same level. They all attend to the
same lessons and study the same course. Also their ages are the same;
all of them are 15 years old.
The educational system in Turkey doesn’t
allow individual development but social development. So students’
learning is approximately the same. People must interact in a social
context but in educational system you have to allow them to develop
individually.
A.
Questions for Learners
1.
How old are you?
2.
What is your level of English?
3.
What previous learning experience have you had in English?
4.
What expectations do you have considering the learning you are
taught?
5.
What is your preferred learning style?
6.
What is your ideal learning situation?
B.
Questions for Teachers
1.
What methodological approach do you usually adopt?
2.
How free are you to change the content and the methods of your
teaching?
3.
Do you have the right to adopt or supplement teaching material?
For questionnaires see appendix
Conclusion
Finally, based on this research paper we can say that the book set of
Pacesetter with all its components is a satisfactory book both for
students and teachers.
It covers not only the four main skills
but also it has a well organized learning environment for students in
order to develop their communication ability, their self confidence and
fluency in target language.
The book set of pacesetter is dependable
and efficient for teachers too. Teacher’s book guides usefully to
teacher and in every step for every activity it has details and
explanations.
The last but not the least the whole
package of Pacesetter can be considered beneficial both for students,
teachers and learning environment.
Reference
AUSTIN, Liz - Derek Strange, PACESETTER Stater
Teacher’s Book
Diane Hall
Oxford University Press, 2000
HALL, Diane - Derek Srange. PACESETTER Starter
Oxford University
Press, 2000
HALL, Diane - Derek Strange. PACESETTER
Elementary
Oxford University
Press, 2000
HALL, Diane - Derek Strange. PACESETTER
Pre-intermediate
Oxford University
Press, 2000
HALL, Diane - Derek Strange. PACESETTER
Intermediate
Oxford University Press, 2000
HALL, Diane - Derek Strange. PACESETTER Starter
Workbook
Oxford University
Press, 2000
Index
Activity:
4, 8, 18, 19, 22, 25, 37, 38, 39, 42, 43, 44, 46, 47,49, 50.
Awareness
:30, 43, 48.
Cultural context:
29, 33, 44, 45.
Content:
2, 3, 5, 6, 8, 45.
Context:
30, 37, 40, 49, 51.
Communicative function:
1, 3, 18, 27, 36, 44.
Coursebook:
1, 8, 9, 10, 18, 33, 35, 36, 39, 40, 41, 48, 50, 52.
Freer practice activity:
19, 27.
Function:
39, 51.
Grammar:
1, 2, 3, 7, 8, 9, 10, 27, 35, 36, 37, 39, 43, 44, 51.
Listening:
1, 3, 5, 7, 13, 14, 15, 16, 35, 36, 37, 38, 39, 42, 43, 47, 51.
Photo-Story:
1, 29, 33, 34, 40.
Prefix:
17, 19, 20, 37.
Presentation techniques:
37.
Pronunciation:
1, 12, 13, 14, 15, 19, 20, 22, 35, 36, 39, 46.
Methodology:
6, 8, 35, 39, 40 52.
Readability:
23, 32.
Reading:
1, 3, 7, 18, 20, 21, 22, 23, 24, 25, 27, 35, 36, 37, 38, 43, 51.
Recycling:
6, 37, 40, 47.
Scanning:
21, 22, 26, 38.
Social setting:
29, 33, 52.
Speaking:
3, 7, 8, 17, 18, 19, 35, 36, 38, 39, 43.
Skimming:
21, 22, 26, 38.
Syllabus:
2, 3, 4, 41, 43, 51.
Task:
16, 33, 47.
Teacher’s Book:
1, 8, 41, 42, 43, 44, 46, 47, 48, 50.
Topic:
2, 4, 5, 15, 18, 23, 29, 30, 31, 32, 33, 34, 35, 36, 37, 39.
Vocabulary:
1, 7, 10, 11, 12, 20, 25, 26, 35, 36, 43, 44.
Workbook:
1, 8, 40, 43, 47, 50.
Writing: 3, 8, 23, 26, 27, 28, 29, 35, 36, 38, 39, 43, 46, 47, 51.