Next4.
II. 3.
DEVELOPMENT OF COMMUNICATIVE ABILITIES
Skills and communication practise is given in every unit.
Reading, Speaking, listening, writing skills are taught in seperate
parts. Skills
are taught in isolated or integrated exercises.
While given a reading passage students may also be asked to listen or to
speak about it or students listen to a conversation and repeat it after.
(Enterprise 2- Elementary, Coursebook, Unit 4)
Reading is taught by giving articles, passages, letters about a common
topic and asking questions to check their comprehension or understanding of
words in the context.
Speaking is mostly related to reading.
The students talk about the subject matter they have read, give their own
opinions of it. Also,
in language development section is sometimes on speaking parts but here the
students are asked to produce structure drills, work in pairs.
Writing skill is presented in a controlled way.
Before giving a writing task, the students are presented with
explanations about writing strategies, about topics, thesis statements, letter
writing and learners are expected to write in that way.
Listening is accompanied with casettes, students listen and identify
stress, intonation, hear right pronounciation in actual language use.
Communication sections are mostly about the themes of the units.
Learners act out expressions that are suitable in specific settings, in a
restaurant, at a post office.
Communication practise is made by giving conversational exchanges which
students listen/ read and then act out, using authentic responses.
Role plays, dialogues are used to improve.
5.
I. 2.
COMPREHENSIBILITY AND FLEXIBILITY OF TEACHER'S BOOK
The
teaching notes and explanations which are provided in all the levels of the
Teacher's book are sufficiently comprehensible to teachers even to less
experienced teachers. The language
which is used in explanations and answers to exercises is clear and
intelligible. This
comprehensibility and clearness can be seen in examples;
"(Elicit
where London and Edinburgh are [England and Scotland].
Read sentences 1 to 5 aloud. Play
the casette. Ss mark the sentences
as true or false. Check Ss' answers. Ss
make sentences around the class, as in the examples.
Assign it as written HW.)
3. That's false. Edinburgh
isn't as noisy as London. Actually,
Edinburgh is much quieter that London.
4. That's true. Edinburgh
isn't as polluted as London. Actually,
Edinburgh is much cleaner than London.
5. That's false. London
isn't as cheap as Edinburgh. Actually,
London is much more expensive than Edinburgh." (Enterprise 1- Beginner, Teacher's Book, p.68)
"(Allow
Ss three minutes to do the exercise. Check
Ss' answers around the class, then ask individual Ss to make sentences using
these phrases. As HW, Ss learn the
phrases. Check in the next lesson.)
1. for
3. as 5.
at
7. at
2. in
4. in 6.
in" (Enterprise
2- Elementary, Teacher's Book, p.31)
"(Ss
give reasons why people get involved in extreme sports from the text and T lists
them on the board. Ss, then,
looking at the notes talk about these reasons.)
(Suggested
answer)
People
get involved in extreme sports because they are thrilling, challenging and very
different from the experiences of their normal lives.
In addition to this, they can satisfytheir need for adventure and forget
all about their everyday problems." (Enterprise
3- Pre-Intermediate, Teacher's Book, p.42)
"(T
can ask Ss to write sentences as the one in the example at home after Ss have
done Ex.7 orally in class.)
(Suggested
answers)
·
You
could have a car accident if you drive on wet roads.
·
You
could slip and fall if you walk on an icy pavement.
·
You
could poison yourself if you swallow bleach."
(Enterprise 4- Intermediate,
Teacher's
Book, p.44)
Teacher
is provided with teaching notes, explanations, ways of extending activities and
optional activities. However, they aren't limited and compelled to do everything
as it is suggested by the Teacher's Books.
Teacher is free either to do optional and extension activities or not to
do. The four levels of the
Teacher's Books don't offer advice on making changes to meet differing
circumstances. Teachers are
responsible for recognizing students' needs and making some changes to meet
students' needs on their own. Teacher
decides whether students' performance is enough or not and whether it is
necessary to give extra homework.
"(...)
When satisfied that Ss can complete the task orally, assign it as written
HW." (Enterprise 1- Beginner,
Teacher's Book, p.65)
"(...)
If desired, ask Ss to read the corrected dialogue aloud in open or closed
pairs." (Enterprise 2-
Elementary, Teacher's Book, p.33)
Considering
these, the Teacher's Books can be said to be flexible.
Good examples of this flexibility can be seen in the following extracts;
"Video
Project Work
Suggested
films to be watched along with this course are the following, according to our
judgement,
Unit
2
Star Wars
Unit
3/ 4
Gulliver's Travels
Unit
5
Batman Returns
Unit
6
The Lost World
Unit
7
Casper
Unit
8
Free Willy
Unit
9
Cleopatra
Unit
10
Star Trek
Unit
17
White Fang
Unit
19
Frankenstein
Unit
20
Waterworld
Unit
21
The Return of the Jedi
This
is a suggested range of films found suitable classroom viewing.
Video project worksheets can be foundin the Workbook.
If teachers wish to adopt this idea with their classes, but have a
different choice of films, they are welcome to produce their own questionnaires
to use with the films of their choice. Video
tapes can be found in your local video shops."
(Enterprise 3- Pre-Intermediate, Teacher's Book, p.3)
5.
I. 3.
CULTURAL EXPLANATION
There
aren't enough cultural explanations to enable teacher to interprete the
situations for portrait in the coursebooks.
There are only four cultural explanations given to teacher:
"(...)
If Ss haven't heard of the monster, explain that it is a large creature
that lives in a lake called Loch Ness in Scotland.
Loch is a Scottish word that means lake.
The monster is affectionately known as 'Nessie'.
You may also want to mention that it is almost certainly a mythical
creature." (Enterprise 1-
Beginner, Teacher's Book, p.19)
"Explain
Ss who Erich von Däniken is [famous writer for his theory on how ancient
civilizations were visited by extra-terrestrials.](...)"
(Enterprise 1- Beginner, Teacher's Book, p.90)
"Elicit
where London and Edinburgh are [England and Scotland](...)" (Enterprise 1- Beginner, Teacher's Book, p.68)
"(...)
Egypt is famous for the pyramids, the Sphinx and the Nile."
(Enterprise 3- Pre-Intermediate, Teacher's Book, p.27)
5.
II. TEACHER'S ROLE
All
the levels of the Teacher's Book see the role of the teacher as that of a
facilitator, manager of learning resources and activities, presenter of
material, informant and prompter. The
teacher:
·
presents the new material
·
provides explanations and information where needed
·
directs students to move from one activity to another
·
monitors student performance
·
encourages students to use language
·
responds students' answers
How
all the levels of the Teacher's Book recognize the teacher's facilitator and
prompter role can be seen in these extracts:
"(...)
Use Ss' responses to complete the table on the board.
Ss copy in their notebooks. Prompt
individual Ss to talk about Laura's in full sentences, as in the example in the
S's book. As HW, Ss should be
prepared to talk about Laura's using only their notes."
(Enterprise 1- Beginner, Teacher's Book, p.44)
"Help
individual Ss around the class to describe the people orally, as in the example
in the S's book. If desired, assign
one description as written HW." (Enterprise
2- Elementary, Teacher's Book, p.5)
"(...)
Ss listen, then act out the dialogues, first in open pairs, then in
closed pairs. Encourage Ss to
reproducethe intonation of the speakers on the casette."
(Enterprise 2- Elementary, Teacher's Book, p.10)
"Ss
explain the words in Ss' L1 or by giving examples using the words in context.
If Ss can't explain the words, then, T helps Ss by miming or by giving
examples." (Enterprise 3-
Pre-Intermediate, Teacher's Book, p.12)
"T
should encourage Ss to give advice using a variety of structures, as shown in
the suggested answers below. Ss
have first practise in class, then write sentences as HW."
(Enterprise 4- Intermediate, Teacher's Book, p.66)
Teacher
gives necessary information to understand and make exercise.
This is a good example of this:
"Explain
to Ss that the Internet is an International Network of Information accessed
through computers. Tell Ss that
people all around the world can communicate with each other through the
Internet. For this reason, they
place advertisements to find a pen-friend [or pen pal] to communicate with.
Tell Ss that they are going to read three such advertisements.
Then read questions 1 to 7 with Ss and explain any new words. [e.g. last
sentence] Ss read the
advertisements silently for five minutes. Ask
Ss questions 1 to 7. (...)"
(Enterprise 1- Beginner, Teacher's Book, p.9)
All
the Teacher's Books promote the development of leaner independence (autonomy) by
allowing students to answer questions by themselves and encouraging students to
express their own ideas and experiences.
" Read
the instructions aloud and and check that Ss understand 'don't mind doing'.
Invite individual Ss to say what they do everyday/ at weekends etc.
Then, in closed pairs, Ss discuss their own habits and everyday
experiences. Check Ss performance
around the class." (Enterprise
2- Elementary, Teacher's Book, p.11)
"Ss
do the exercise on their own, then T checks their answers, asking for
justification of the tensesthey used to fill in each gap.
e.g. 1.
did you come [action which happened in the past, we know when- last
Friday] T then asks Ss to act out
the dialogue." (Enterprise 3-
Pre-Intermediate, Teacher's Book, p.12)
"Ss
can talk about their own unpleasant holiday experiences, then T assigns it as
written HW." (Enterprise 4-
Intermediate, Teacher's Book, p.23)
PART
5
EVALUATION OF TEACHER'S BOOK
5.
I. TEACHER'S
BOOK
5.
I. 1.
GUIDANCE FOR TEACHERS
Each level of Enterprise Teacher's Book begins with a content and
introduction page. The
introduction pages give a general information about the whole course and what
the Teacher's Book contains.
There are also some advice and notes for presenting stages of pairwork,
new vocabluary, tenses and recordings.
(see Appendix
All of the four Teacher's Books provide enough guidance on the teaching
procedures advocated.
The teaching procedures are explained clearly as it can be seen in these
examples;
"Allow
Ss five minutes to read the text silently.
Ss answer the questions.
Check Ss' answers around the class.
Play the casette.
Ss follow the text.
Individual Ss read the text aloud."
(Enterprise 1- Beginner, Teacher's Book, p.23)
"Explain
that Ss are going to read an article about the salt mine shown in the pictures.
Allow Ss eight minutes to read the article and match the sentences to the
numbered gaps. Check
Ss' answers." (Enterprise
2- Elementary, Teacher's Book, p.51)
"T
can write four pre-questions on the board.
Ss listen to the tape once trying to answer the questions, then read the
summary; Ss listen to the tape again and underlinethe correct word."
(Enterprise 3- Pre-Intermediate, Teacher's Book, p.18)
"T
elicits from Ss the things which make a house burglar-friendly and writes them
on the board. Then
T invites Ss to think how they would prevent their houses from burglar-friendly.
T asks some Ss to report to the class.
T can, then, assign it as written homework."
(Enterprise 4- Intermediate, Teacher's Book, p.72)
All the Teacher's Books give a detailed lesson plan for each unit of
material. In
some cases, Enterprise 1- Beginner, Teacher's Book spells out what materials and
aids are required. Good
examples of this can be seen in these extracts;
"(...)
Hold your pen and say, 'This is my pen.'
Go to Bob, take Bob's book and say, 'This is his book.'
Go to Bob and Sally, point to their desk and say, 'This is their desk.',
etc. Continue
to show objects in class and invite students to make sentences using possesive
adjectives." (p.22)
"(...)
To present 'this- these/ that- those', use objects in the classroom.
Stand near a desk, then point to it and say, 'This is a desk.'
Then, move away from the desk, point to it again and say, 'That is a
desk.' Explain
that 'these/ those' are the plural forms of 'this/ that'."
(p.16)
Coursebook units are related to their corresponding sections in the
Teacher's Books. This
is achieved by a clear page layout and by giving numbers to each activity in the
units as it is in the Student's Book.
(see Appendix ?)
The teaching notes provide guidance on how to deal with the material as
it appears in each unit in the Student's Book.
The Teacher's Books provide answers to the exercises in the coursebook,
supported by teaching notes and optional oral or written activities.
"(Ss
describe the two places using the notes from the tables.)
Note:
While T explains to Ss how to write a good composition describing a place/
building, he/she should point out that narrative techniques can be used in
descriptions of places which appear in tourist magazines or brochures."
(Enterprise 4- Intermediate, Teacher's Book, p.26)
"(Optional
activity: Ask Ss to describe each animal using the new words.
e.g. This is an eagle.
It's got a beak, feathers, wings and sharp claws.)"
(Enterprise 1- Beginner, Teacher's Book, p.31)
"(Optional:
game. As an
extension, play a game with students.
Divide the class in two teams and choose a leader.
The leader chooses a person from from the class and describes him/ her
without saying his/ her name.
Teams take it in turns to try to guess who this person is.
The team which guesses correctly gets one point. Choose
another leader from the winning team and play the game again.
The team with the most points is the winner.)"
(Enterprise 1- Beginner, Teacher's Book, p.10)
There are clear objectives for each unit in all four levels of Teacher's
Books. The
objectives of each unit precede the relevant material.
In addition to this, the objectives of each unit are applied in each
exercise in Enterprise 4- Intermediate, Teacher's Book.
(see Appendix ?)
New language items are explained intelligibly in terms of their form and
meaning/ use in Beginner, Elementary and Pre-Intermediate levels of the
Teacher's Book. All
the three levels also point out some short explanations related to exercises
where the writer of the book thinks it
necessary.
"(Present
'have/ has got'. Go
through the table and present how we form 'have/ has got'.
Explain that 'have got'is used in all persons except for the third person
singular, which is 'has got'.
Tell Ss that we use 'not' after 'have/ has' to form the negative.
Tell Ss that we put 'have/ has' before the subject pronoun [I, you, etc.]
to form the interrogative.
Finally, explain how we form short answerswith 'have/ has got'.
Point out that we use 'have/ has got'
to express possesion.
Read the grammar theory table, then Ss do Example.8)"
(Enterprise1- Beginner, Teacher's Book, p.10)
"(Elicit
the fact that we form the past simple of regular verbs by adding '-ed' to the
verb, and ask Ss to identify the verbs in the list which follow this rule.
Point out that several other verbs have irregular past forms which Ss
should memorise. Refer
them to the 'Irregular Verbs' section is S's book.)"
(Enterprise 2- Elementary, Teacher's Book, p.14)
"(T
refers Ss to the relevant unit in the grammar Reference Section and revises
theory on conditionals and wishes.)
Sentence
a: 2nd conditional- present
Sentence
b: 3rd conditional- past
Type
2: If + Past Simple- would/ could/ might + bare infintive (expresses unreality
or something that is unlikely to happen; also used to give advice)
Type
3: If + Past Perfect- would/ could/ might + have + past participle (expresses an
imaginary situation contrary to the facts in the past; also used to express
regret/ criticism)"
(Enterprise 3- Pre-Intermediate, Teacher's Book, p.40)
However, there are a little explanation on grammar in Intermediate level
of the Teacher's Book.
It often refers grammar sections in the Student's Book.
It also gives some short guidance on grammar items related to the
relevant exercises.
"(T
refers Ss to the relevant Grammar Reference Section in Student's Book and
explains the theory before Ss do the exercises.)"
(pp.23, 34)
"(T
goes through the list of adjectives desciribing people's character and elicits/
explains the meaning of each.
T can also ask Ss to identify which of these adjectives are positive and
whicfh are negative in meaning.
While checking Ss' answersi T points out that when we talk about negative
qualities we use expressions such as: ...tend to be, ...seems to be, ...is
sometimes, ...often, etc.to avoid sounding rude and critical.)"
(p.11)
There are no answers to these exercises in the Workbook.
The tapescripts of all the recorded material are provided.
However, these transcripts are given seperately from units in Beginner,
Elementary, Pre-Intermediate levels of Teacher's Book.
This make it difficult for teachers to follow transcripts.
He/ She has to search pages where all the transcripts are given and find
the one which is played.
Only in Intermediate level of the Teacher's Book, all the tapescripts of
the recorded material appear after the answers to the relevant sections in each
unit. This
makes it easier for teacher to follow the activity.
(see Appendix ?)
All
the levels of the Teacher's Book include four progress tests of two versions,
each with answer sheets as well as the answers to each test and a marking
scheme. There are advices on when
and how to use them and how to follow them.
(see Appendix ?) Pre-Intermediate
and Intermediate levels of the Teacher's Book provide guidance on video project
by suggesting video films and steps which can be followed for these projects. (see Appendix ?)
Moreover, the ways of extending activities are suggested in all the
levels of the Teacher's Book. Good
examples of these suggestions can be seen in the following extracts:
"(...)
As an extension, ask Ss to cover the text and prompt individual Ss to
tell the story by describing the pictures."
(Enterprise 1- Beginner, Teacher's Book, p.62)
"(...)
As an extension, Ss ask and answer rolling questions about the Statue of
Liberty." (Enterprise 2-
Elementary, Teacher's Book, p.55)
"As
an extension, T can ask Ss to tell the class how they feel in such weather
conditions. e.g.
I feel miserable when the weather is snowy and freezing."
(Enterprise 3- Pre-Intermediate, Teacher's Book, p.11)
"As
an extension, T can ask Ss to write a short paragraph commenting on the plot and
characters involved in a book they've recently read.
This can be assigned as written HW." (Enterprise 4- Intermediate, Teacher's Book, p.32)
When
all of these positive sides of the Teacher's Books are considered, it can be
said that all the levels of the Teacher's Book are comprehensive and supportive.
Besides these positive sides, there aren't any learning difficulties
which are predicted. So, there
aren't any advices on this subject. None
of the Teacher's Books give advice on informal monitoring of students and using
correction techniques. There aren't
any guidelines for evaluating how well lessons went.