I.                 AIMS AND APPROACHES

A)   Aims Of The Coursebook & Coursebook Package

Enterprise Pre-Intermediate is a complete course for students studying English at pre-intermediate level.It provides students with the necessary skills to successfully communicate in both oral and written forms of the language.Each unit consists of: Lead-in Sections which draw on the students’ knowledge of the given topic.This section ends with a listening activity,this activitiy prepares students to deal with the reading text which follows.

 Reading sections which consists of cross-cultural text.These texts allow students to develop skills such as reading for gist,reading for understanding.

 Vocabulary practice sections which focus on exploiting the vocabulary introduce in the reading text through various types of exercises such as ‘word attack,gap-filling,collocations’

 Follow-up sections which focus on encouraging students to extract and reproduce relevant information from the text through discussion as well as mastering the vocabulary covered in the Vocabulary Practice S

 Language Development Sections which present vocabulary linked to the topic and extend students’ vocabulary at the appropriate level.

 Listening and speaking exercises which focus on communication.Grammar İn Use sections which present grammar structures in a clear,easily understood way.

 Pronunciation sections which help students gain confidence in recognizing sounds and pronouncing them correctly.

 Writing sections which introduce the most important aspects of composition writing in an easy-to-follow way.

 Words of wisdom sections which familiarize students with famous quotations and proverbs.

 Revision Units which reinforce students’ knowledge of the topics, vocabulary structures presented in the previous exercises and help-prepare them for the tests.

 When we look the components which make up the total course package we can see different materials. The course is accompanied by:

        An  easy-to-use Teacher’s Book containing all the answers to the exercises in the Students’ Book along with useful suggestions for presenting the exercises and four tests( each in the two different versions )

·        Cassettes containing all the listening activities ( teacher’s set, student’s set)

·        Enterprise Pre-Intermediate Workbook in which students can revise vocabulary, and grammar structure presented in the coursebook.

·        4 Students’ Book,4 Workbook,4 Grammar book,4 Cassettes,4 Companions

 The writer’s of the book are Virginia Evans and Jenny-Dooley, published by Express Publishing, second impression 1998

 In the teachers’ book we can see that it guides the teachers during the lesson, because there are extra information’s, explanations for each exercises ‘ that are found in the students’ book’ for teachers.

 B)   Suitability Of Coursebook For Teaching-Learning Situations

 The CB is suited to the teaching-learning situations, I think. Because ı  have talked with some of the students in the school where ı am a trainee; and ı have seen that they know the importance of learning English in our country. For teaching it the lesson hours are 45 minutes and there are 2 lessons in a day and ı think this would be enough for learning English. The classes are homogeneous, levels are equal to each other, because these are Junior High 3 students and they have got a capacity to come this class.

C)Comprehension Of The Coursebook

 When we look how comprehensive is the CB, we can see that it is enough comprehensive. Because when ı look the Students Book, ı can see that it is a good recourse for Ss. Because the book covers all the sections and at the end of the book there is the Grammar Reference Part, students can study the grammar items that they have learned in the lesson, they can repeat the subject at the home when they want, and there is a wordlist, too; there they can study the unknown words, repeat again, this work can be good for their vocabulary learning. And the Teacher’s Book is good enough for to guide a less experienced teacher who has not got enough confidence.

 D)Flexibility Of The Coursebook

In the CB there are a lot of exercises, revision parts for the students after they are studying a unit. But the students must see different kind of questions, too. But for the CB’s flexibility  ı could say that it has got enough exercises for students. Because every unit has got its revision part; at the end of the CB there are pictures for the students to cut and use them for different activities. Near the CB there are the exercises in the workbook and in the Teachers’ Book we could see that while it is guiding the teacher it gives different suggestions, exercises that the teacher can make his/ her lesson.

 II.            DESING AND ORGANIZATION

A)   Organization Of The Content

1.Types Of Syllabus

      When we look organization of the CB. First of all ı want to talk about the syllabus types. There are structural, functional, situational and topic based syllabus types. We know that structural syllabus are which includes complexity, learnability, and usefulness; functional syllabus which is based on the identification of communication functions; situational syllabus that takes real-world situations to consider for organizing principles to great what is thought.

       In the Enterprise Coursebook we can see that the writer’s wrote the book according to Topic Based Syllabus. In reality we can see all the syllabus in all the units, but the units start always with Lead-in Sections which draw on the students’ knowledge of the given topic  ( See in Appendix       , Unit 18, pg. 78 ) Later we can see the reading, vocabulary, grammar, writing sections. So the structural syllabus takes place later after getting the main idea of the test, later students listen and try to complete a task for example; here comes the learnebility. And later in the writing sections students are given pictures from the real-life or listening dialogues from the real-life and create their own paragraphs. And for functional syllabus we could see exercises, parts for communicative functions in the CB for example in Enterprise 3 ( See in Appendix           , Unit 8, pg. 36 ) we can see that in the reading section, here the students can give their advice’s, make recommendations though the listening part, section; so that it would be more useful for them if they try to find their advice’s, suggestions so that they can easily learn the language functions by using themselves.

  So ı can say that this CB based on a combination of these four syllabus types.

 B)   Suitability Of Coursebook  Organization For Students&Teacher

In the Enterprise CB we can see that; I think, the organization is right for students’ and teachers. There is recycling in the CB, past simple and past continuous is taught to the students. And later in the following units past perfect and past perfect continuous are going to be taught to the students. But it does not start quickly with past perfect tense first there are sentences, questions that are reminding the previous units subjects past tense, later it star to explain past perfect tense. Because new items must not be given ones,for example only in one Unit, later not talking again; this way of teaching is very objectionable. New-items should be recycled three or four times to be stored in long-term memory. And as ı have told all the units starts giving examples about the subjects that are taught in the previous unit for students to remind. And after every 5-6 units there is a revision part in the CB, so these revision parts do not let students to forget in any time the things that they have learned four or five units before. And there is the Grammar Reference Sections at the end of the book, for each units, it simply gives the grammar rules, items that the teacher have taught in the lesson. So at their home from these grammar reference part students can study, look the things that they have forgotten.  And there is a list of new vocabulary at the end of the book. For each units, they have given the new words. It is easy to find your way around the CB. Because everything is organized in an order. First you can see the things that are going to be given in the CB for all units, later units starts, after five or six there are the revision parts and at the end of the CB there is the grammar reference section and word list section and some pictures can be used for self-study at home by students, by cutting while doing their homework’s. 

C)Sequence Of The Content   

  The content is sequenced according to topic based syllabuses. We can see that in the CB both based on learnability and usefulness. Because in the Enterprise CB for example in Unit 6 we can see that this unit is trying to teach the dinosaurs to students, in Unit 19 there is a paragraph about Greenpeace, so the CB is based on learnability and instead of learnability we can see that there is usefulness ( functional approach) There are communicative functions, there are examples about speaking 6 Listening. For example in Unit 11  there is a pronunciation part, the student listen and repeat and tick the words in the boxes, every unit has got listening parts, so that this parts would improve students communicative functions.

 D)Adequateness Of Revision And Recycling

  There is adequate revision in the CB. There are four revision part after 5 or 6 units.

So by these revisions students reminds the things that they have done in the previous units. There are a lot of exercises in these revision parts.

  And it is easy to find your way around the CB because everything is an order, first there is a part that shows which skills are taking places, which grammar items are going to be learned in each unit, later there are  revisions between the units, at the end of the book there is the grammar reference part and word list. So it is easy to find the things in the CB.    

    Unit 18 Pg. 78

   Lead- In Section

Only when all the rivers have

Run dry

And all the fish in the sea

Have died

Only when all the rainforests

Have been burnt down

.............

Will the white man understand

That it is too late to save the earth

 1)Listen to the poem. What is it about?

2)Choose pictures which match the poem.  Look at the list of problems and match them with pictures. What do you think has caused these problems ; water pollution, litter, air pollution, drought.

 Unit 8 Pg. 36

Reading

·        Read these extracts, identify each person’s problem, then read the advice Auntie Claire gives each one of them.

a)    I moved to London I have not made any new friends yet, I miss my old friends, I think I will be miserable in my new school. What can I do ?

b)    I am 65 and have always been kept busy with my shop, I will be retiring in February, so I am not going to have anything to do. I am an active person, it will be impossible for me to sit around the house, any ideas?

      Auntie Claire :

·        The best thing you can do stop worrying. You can help others with your experience and abilities.

·        Why don’t you join a gym? You will make lots of friends there. If I were you I wouldn’t be afraid of starting at the new school.