New Bridge to Succes Friends Series

New Bridge to Succes: Friends Series

by

Seda Tombul - Özgür Dirik - Şebnem Göceci - İbrahim Bilan

INTRODUCTION

In this research we tried to make an pre-use evaluation of the new course book New Bridge to Success.

In every part we  first looked into the evaluation criterias for coursebooks and general features which are requried for being an efficient coursebook in the light of CunningsWorth’s guide book (Cunningsworth;1995). After seeing what should a coursebook include and what should not,we tried to show  the features of the book New Bridge To Success  seperately in every part after the general methodological  explanations.

We tried reflect the good and bed sides of this coursebbok,it’s potential performance. We tried  reflect to what extent it can corresponds to learner’s and teacher’s needs. In order to see the learner’s needs more clearly we used a Student  Questionnaire about New Bridge To Success,its general features and activities. Then we prepared graphics to make the outputs clearer and gave the results with comments. We put all the questionnaires in the appendixes part. We paid great attention and gave importance to every detasil in that researc in order not to cretae a wrong impression about the new coursebook New Bridge To Success.

We saw that New Bridge To Success does not very much correspond to learner’sd and teacher’s needs in general and needs some changes about its cultural side,illustrutions, vocabulary parts and activity types. You will see these in detail in the following parts.

INTRODUCTION

               “English Language Teaching” has been an important concept in today’s world. There are lots of courses, coursebooks and other materials for teaching English ,so that some institutions and publishers try to their best to benefit from this area. As a result of this situation, there are various materials prepared for teaching this popular language.

                Generally speaking, the basic and most frequent used language teaching material is the coursebook. A good language teacher should know this material very well as s/he uses it in most of language classes; therefore, some knowledge about coursebooks can help a teacher a lot in her/his profession.

                Coursebooks are generally written by experienced and well-qualified people, and the materials contained in them is usually carefully tested in pilot studies in actual teaching situations before publication. Teachers therefore can be assured that coursebooks from reputable publishers can serve them well. However, we know that some professionals advise teachers to know the criteria for evaluating coursebooks to find out the appropriate coursebook which will help them in reaching the goals of the language teaching / learning. That is why in our study, we tried to examine the series of the course-book named “Friends” published by Longman.

                In this work of assignment ,we tried to identify the potential strenght and weaknesses of Friends series ,so that we decided to work on some main topics .We firstly We also aimed to reflect what extent Friends 2 can corresponds to learners’ and teachers’ needs. In order to see the learners’ ideas on the coursebook  more clearly, we used a Student  Questionnaire about Friends 2,its general features and activities.We also wanted to reflect the teachers’ ideas about Friends 2 which they use in Mef Schools. We prepared some graphics to make the outputs clearer and gave the results with comments.

                In every part, we  first looked into the evaluation criterias for coursebooks and general features which are requried for being an efficient coursebook in the light of “Choosing your Coursebook” written by Cunningsworth(1995) and other materials. After seeing what should a coursebook include and what should not,we tried to show  the features of Friends and the classroom procedure.

I-AIMS AND APPROACHES

             1.1.Aims

Cunningsworth (1995:5) states that a sound way to approach the selection of coursebooks is firstly to identify the aims and objectives of a particular teaching programme.

There are a number of factors to be taken into consideration while identifying the aims and objectives.The teacher firstly has to answer the question “What ,at the end of the learning process,will the learners be able to do that they can not do now?”The other factors are:

• What is the aim of the teacher, students and teaching programme?

• Which grammar structures are  prioritized?

• What type of syllabus is concerned?

• Is it just reading and understanding or does it give place to speaking?
  
   

             Cunningsworth (1995:15) also explains that aims and objectives can reflect learners’ needs in terms of both language content and communicative abilities.Coursebooks should be selected  which will help in attaining these objectives.Cunningsworth (1995:15) maintains that the aims and objectives of a learning/teaching programme should determine which course materials are used,and not vice-versa,reflecting the principle that coursebooks are better servants than masters.It is very important that coursebooks should  facilitate learners’ progress and take them forward as effectively as possible towards their goals.As a result,the content of the material should correspond to what students need to learn,in terms of language items,skills and communicative strategies.

The stated aims of Friends 2 are:

·        Encouraging individual students’ input by inviting opinion and stimulating discussion

·        Developing fluency through functional language practice and balanced skills work.

·        Improving accuracy through a practical understanding of grammar

·        Consolidating progress in the “revision” section which also includes vocabulary and pronunciation work

·        Maintaining students’ motivation by offering a variety of exercises and activities

               The main aims of Friends 2 relate to four language skills which are systematically treated throughtout the input units.

    1.1.1 Suitability of the coursebook to the learning/teaching situation

Cunningsworth (1995:5) states that analysis of learning/teaching situation give teacher a profile of the context for which teacher is selecting the teaching materials and some of the requirements that the materials will have to meet.He maintains that the learning/teaching programme should have at its base a clear view of what students need to learn in order to make effective use of the language in personal,professional,academic or whatever other situations are relevant.

               The most suitable coursebooks for learners will reflect as closely as possible to language content,language skills and patterns of language use that are needed. Cunningsworth  (1995:15) states that this involves teachers in looking beyond the confines of the classroom and focusing teachers’ attention on the use which individual learners will make of what they have learned.

               Learner-centered language teaching aims to bring learners to a point where they reach a degree of autonomy and are able to use the language themselves in real situations outside classroom. Cunningsworth (1995:16) states tahat this progression from dependence on the teacher and on the coursebook towars growing confidence and independence is often difficult but it is curricial to the individual success of learners and to the success of teaching programme.He maintains that coursebooks can contribute to achieving this aim by incorporating authentic materials,creating realistic situations and encouraging learners to participate activities which help develop communicative skills and strategies.

Cunningsworth (1995:16) explains that by engaging students interests and challenging their intellect,coursebooks can provide much of the stimulation wich will motivate them to become more independent in their learning and in their use of English.He maintains that this can be done by including interesting ,stimulating topics and by encouraging learners to think for themselves aroud this topics and discuss them with others.

Friends 2 adresses the learning needs and interests of such students and has been specifically written for their cognitive level.It takes into consideration that children between the ages of 11-12 are very receptive to visual ,auditory,and kinaesthetic cues.They need to be offered a wide variety of exercises and activities in order to maintain their interest and motivation . It is also easier for them to learn sentences and phrases rather than complicated grammar rules.

Friends 2 acknowledges the fact that students’cognitive skills are developing  and thus grammar is presented more explicitly throughout ,although the fun element of songs and games is still present in the books.Students are also encouraged to take more responsibility for monitoring their learning process.Students have a chance to increase their knowledge about English speaking countries and they are provided with extra reading material to complement the lessons.

Building confidence has also been given special consideration in Friends 2 as it is a very important factor for young students who are just starting to learn a language.

The input units all follow the same pattern so that students can quckly recognize and learn what is expected of them.Activities are as simple as possible to set up.This helps  students to feel in control of their learning and therefore confident.Nothing seems too difficult to understand to the students and their confidence is reinforced for successful learning.

    1.1.2 Comprehensiveness/Cover

To be able to understand how comprehensive is the coursebook,we should look at the content and the layout,the order of the grammatical structure,look at the grammar in terms of its usefulness.For example,we look for the place of the present continuous tense.Students can use it immediately at any stage.It is sometimes in the middle of the book,sometimes in the beginning or at the end. We may change its place according to our objectives. 

When we look at the content of the book ,we  look for some kind of context . All the items should be organized in a proper way.When everything and  organization is clear ,then the courseebook is comprehensive for students.  

Present perfect tense and articles are very important in the sense that we do not have similar forms in Turkish so that they are the difficult to learn for Turkish students.It is important whether the coursebook gives both the meaning and the function of present perfect,or it just gives the form.We expect explanations of some words ,the sound of which we hardly discriminate. 

The question of what is needed is very important.We have no certain answers for our students’ priorities.That depends on us,on our syllabus requirement,teaching/learning programme.There is no fix table of criteria.Criterias all the time depend us,our students,students’ expectations,desires,needs,their age and interests.For the question of what is needed,first of all,we should look for what students and teachers need,then we should look at the coursebook to see whether it includes the times in an exact order as we like.  

Friends series present ”a/an” at the very beginning of Friends Starter. The exercises for the use of “a-an-the” place on page 5 in Friends1.(See app.1,Friends 1, p.5) Students can look at the table which shows how the articles are used  and complete the gaps.In Friends 1,students learn only one usage type of the.In Friends 2 ,the articles are presented in a meaningful context.Now,students are introduced with the different usages of “the”.The coursebook does not firstly give the rules,but teaches the items in a text.After students read the quiz and listen to the cassette,the student’s book show a table where the uses of “the” are taught and exemplified. (See app 2,3 ,Friends 2,p:32-33).Then the students practice the items by correcting the mistakes in the sentences. 

After the students make practice , coursebook has a letter where students can recognize the use of “a-an-the”.Then they look at the table which shows some examples about the articles.The coursebook also provides some exercises for students to complete the sentences by using articles. 

In our observation class,when the 11^th unit was studied,the teacher firstly asked students to complete tha gaps from the choices.Then she gave a task to students;she asked students to underline the articles in the quiz and try to classify them according to their usage.When the time was over for this task,the teacher wrote the students’ findings on the bord.Then the teacher asked some questions to help students recognize their usage. 

Friends 2 introduces the Present Perfect Tense in a context through a dialogue on page 52.(See app.3).The dialogue can be seen in real life,so that it is useful for students to see the usage of Present Perfect Tense in a meaningful context. Then the rules are presented in a table. Students see the rules and then do some practice. 

1.2 Approach

There are  two kinds of evaluation to see whether the coursebook is suitable for users or not.

    1.2.1 Impressionistic Overview

 “We can form a general impression of  a cousebook fairl quickly just by looking through it and getting and overview of its possibilities and its strengths and weaknesses, noting significant features which stand out.”(Cunningsworth,1995:1)

To get impressionistic overview we should look at :

·        the quality of visuals

·        how attractive and clear the layout is

·        what the whole course package is made up of

·        how the items included in the coursebook are sequenced

By looking for these criteria we can get an impressionistic overview of  coursebook.In Friends 2,there are very colorful, interesting pictures, photos and drawings which are very attractive and clear for young learners. They help students to understand the content.

Friends Starter entry is suitable for complete beginners or students who have had a small amount of exposure to English, perhaps through oral work or songs. Friends 1 is a suitable entry point for students who have experienced a minimum of two years of primary English. While thsese students are very young they can now cope with the more difficult aspects of Friends 1 due to their previous exposure to the language.The first half of Friends 1 covers the same grammatical items as Friends Starter, but with a wider scope of knowledge and lexis; the second half introduces new language .Friends 2 and Friends 3 also start from a through revision of the previous level. We think that this system helps weaker students become more confident learners, and more talented students have a chance to be come fluent.

The componets at each level are:

• a Student’s Book,

• an Activity Book,

• a Teacher’s Resource Book,

• a set of class cassettes,

• a Test Book with a casette

   1.2.2 In-depth Evaluation

               Cunningsworth (1995:2) states that the impressionistic overview can not give detailed information to choose the best coursebook.That is why we need in-depht evalution .There are some questions for this evaluation :

·        How does the coursebook present the present perfect tense?

·        How does it teach the use of articles?

·        Does it include intonation?

·        Does it deal with the organization of the language above sentence level?Does it give in a context ? Does it exemplify the forms in a text?

In Friends 2,the present perfect tense and articles are firstly introduced in texts and dialogues.Students are helped to recognize the usages and functions of these items by the help of  teachers’ questions in the classes.Then the coursebook provides some example sentences to take students’ attention on these items.After that,the students practise the items by filling the gaps and completing the sentences.

There are pronunciation parts in revision sections of Friends.In these parts phonetic symbols are introduced.Exercises are designed to be fun,so that the students can enjoy themselves while learning the new symbols and practicing reading them.For example,in Friends 2 on page 48,there is a good one.The students are given a secret message given in phonetic symbols(See app.4).They firstly try to find what is written there and then they check whether they have found the correct message by listening to cassette.

 II-DESIGN AND ORGANIZATION

2.1 The Make Up of the Course Book Package

“Most coursebook packages consist of at least a student’s book and teacher’s book.

The student’s book is probably taught of as the main plank of the package, and rightly so as it is the main point of contact with students. Workbooks and activity books are also commonly included in course packages and are intended to give students extra practice in items already introduced in class. Cassettes normally figure prominently in course packages, and are generally used for listening and pronunciation work.” (Cunningsworth,1995: 25)

               Friends components at each level are:

• a Students’ Book;

• an Activity Book;

• a Teacher’s Resource Book;

• a set of class cassettes;

• a Test Book with a cassette.

The Students’ Book consist of units where language items are introduced and practised. Every unit is followed by a Revision unit. Revision units are divided into Vocabulary, Pronunciation chant, Grammar and Fun Time or Song Time sections. Every Revision unit is followed by a Reading Corner or Culture Corner- an integrated skills lesson in which all four skills are systematically exploited. In addition to these, the Students’ Book contains:

• play for the end of the year school performance.

• Word list- organized unit by unit covering all vocabulary of Students’ Book.

• Irregular Verbs- a table with the Infinitive, Past Simple and Past Participle forms of all irregular verbs occuring in Students’ Book.

The Activity Book exercises are intended to be used for homework. However, if time allows, they can be done in class and treated as an additional revision of the units. Friends Activity Books contain the following sections:

Language Diary is a summary of the lesson. The language Diary compromises the following sections:

• I know that… A brief explanation of the grammar points with clear examples.

• I can… Grammar boxes or sentences to complete, or a place for students to write their own examples.

• I know these words… New vocabulary for students to remember from the unit. They can translate these words into their first language.

The language diary is followed by exercises organized in grammar and vocabulary sections. There is a Use your English exercise at the end of each unit. Every cycle of four units is followed by a one page self-assessment test. Through these regular tests teachers can encourage the students to evaluate their own progress and understand what they need to review. Every Check Yourself page is followed by a Skills Corner page. Its aim is to practice reading and writing skills. The game at the back of the Activity Book is a summary of material from the Students’ Book. Students ask each other questions about information acquired during the course.

In addition to the tests in this Teacher’s Resource Book, the Test Book offers additional Language Tests and Skills Test. The following sections are in the Test Book:

• Introduction, which offers help with grading students.

• Language Tests: There are eight Tests A and eight Tests B. They revise each cycle of the Students’ Book.

• Skills Tests: There are four Tests A and four Tests B. They revise every two cycles of the Students’ Book.

• Extra Tasks: There are eight extra tasks related to the Language Tests and four extra tasks related to Skills Test. These tasks are meant  to help teachers deal with mixed level classes.

There is a chart in Teacher’s Book to show teachers the link between components and how to use these in an effective way in the lesson. ( See app.  5,6,Friends 2,p:6-7  )

2.2    The Organization of Coursebooks

“It is rarely sufficient for students to meet new items only once. In the case of vocabulary and grammar, items not only need to be met in context and activity practised, they need to be recycled three, four or more times before they become stored in long term memory. As a basic principle of learning is to move from the familiar to the new, and to relate new items to those already known, recycling of previously taught items can be linked to the first presentation of a new item. Many students and teachers are happier when they have a straightforward route through a course, and they sometimes feel more secured when the conventional beginning to end direction is used.” (Cunningsworth,1995: 28)

               Revision sections are after every four input units in Friends. Vocabulary exercises in Revision sections consolidate vocabulary from the whole units. By using various types of exercise types they help students to remember the vocabulary better. In Friends 3, the vocabulary about sports is introduced to the students in Unit 6, in a dialogue and story context. In the revision part of the book on page 24 the vocabulary about sports is again presented to the students in a puzzle, in a different exercise context. (See app. 7,8,9;Friends 3,p:18-19-24) Grammar revision sections consolidate the language from the units. The exercises are very varied and very often practice language through games and activities. We can say that grammar parts are revised in different context. For example, in Friends 3 Past Simple is introduced to students in “Famous People” context. (See app.10,11;Friends 3,p:8-9) and in the revision part of the book Simple Past is presented to the students in the context of “TV Ads”. At that point we see the comprehension of Past Simple with Past Continuous. In Friends 2 Present Simple is introduced to the students as grammar point of the first unit. While presenting Present Continuous and Past Simple, Present Simple is given to the students once again. Thus we can say that Friends uses cyclical progression in books as it deals with the grammar and vocabulary items by relating them each other, comparing with the new items.

               When we consider the principle of recycling, we see that  Friends is moving from the familiar to the unfamiliar, from the known to the unknown. Every book of Friends starts with revision of the previous book. This shows us that Friends is using recycling principle: from the familiar to the unfamiliar. In Friends 2, students learn about Present Simple, Present Continuous, Past Simple, Past Continuous. Friends 3 starts with the revision of these tenses.

               There are grammar reference sections in each unit and they are pointer of the reading texts. For example, in Friends 3 reference section is given about comparative and superlative of short adjectives. The same adjectives and comparative and superlative form them are placed in the reading text- The Londoners. (See app.12,13;Friends 2,p: 28,29) there is a word reference section at the end of the book under the heading of each unit. (See app.14,Friends 2,p: 106)

               The Activity Book of Friends is suitable to self-study. In Teacher’s Book it is suggested that students can do Activity Book as homework. Through the tests in Activity Books, students can evaluate their own progress by using the key from the back of the Activity Book. The Students’ Books  of Friends are suitable to self-study partly, because there are grammar reference sections in each unit but the answers of the exercises are only available in Teacher’s Book.

               2.3 Syllabus Type of Friends

               While Friends is a multi-syllabus course,covering communication,vocabulary and skills,special emphasis has been placed on the grammar syllabus.Grammar is introduced methodologically and gradually.It is always followed by thorough practice exercises.The writers of the Friends claims that his approach organises the framework of the language in the minds of the students. (Mugglestone, Friends 2 Teacher’s Book,2003:4)

III-LANGUAGE CONTENT

                3.1 Grammar

 The grammar of language is the description of the ways in which words can change their forms &can be combined into sentences in that language. While grammar does indeed involve form, in order tocommunicate, language users also need to know the meaning of the forms and when to use them appropriately. Diana Larsen-Freeman , Series Director of Grammar Dimensions; (2000:XV) states that it is sometimes not the form, but the meaning or appropriate use of a grammatical structure that represents the greatest long-term learning challenge for Ss.

               3.1.1 The Ways to Teach Grammar

  We have basically two ways to teach grammar:

    1-Inductive Teaching

    2-Deductive Teaching

    3.1.1.1 Inductive Teaching 

               An inductive activity is one in which students infer the rule or generalization from a set of examples.students internalize or grasp the rule of the structures from the context.The primary attention is on the use.

     3.1.1.2 Deductive Teaching

               In a deductive activity,the students are given rule and they apply it to the examples.The focus is on the form.It teaches the form of a new grammatical item without emphasis on its meaning by giving strict rules.

               3.1.2 Recycling

               Cunningsworth (1995:28) emphasizes that as a basic principle of learning is to move from  the familiar to the new,and to relate new items to those already known,recycling of previously taught items can be linked to the first presentation of a new item.

Diane Larsen-freeman explains recycling,stating: (2001:263)

  “Working on one dimension of a form and then returning to the form from time to time as the need arises.”

The other choice is to start with the easy one and go through with the difficult one.But these criterias change according to the participants,setting and place.

    3.1.3 Linear and  Cyclical Progression

Teacher should check whether the coursebook has a linear and cyclical progression.In grammar order,these two concepts should be taken into account. Cunningsworth (1995:60) explains that a course with linear progression adaopts an order of presentation which deals with each language item exhaustively before passing on to the next item.He also emphasizes that a cyclical progression moves fairly quickly fromone language item to another,and then progressively returns to each item,may be on several occasions,later in the course.

When deciding between a linear or cyclical progression teacher needs to be aware of the individual and cultural preferences of the learners,the lenght of the course,its goal and whether the students will follow the course to its end. (Cunningsworth ,1995:60)

    3.1.4 Grammar Teaching in Friends

Grammar exercises consolidate the target structure.They also enable the teacher to see if students are able to manipulate the target language.They start from very controled practice,which is a comprehension of the box,andmove on to freer  exercises at the end of the lesson.

There are languages boxes in Friends.These serve to focus on new language items introduced in the presentetion texts and dialogues.In some units there are two language boxes(See app.15,Friends 2,p:17)

Grammar sections consolidate tle language from the input units.The exercises are very varied and very often practise language through games and activities.

The songs also focus on new language items.They are linked to the content or topic of the particular unit in which they occur,so they can be a meaningful and enjoyable part of the lesson for the students.(See app.16,Friends 2,p:105) By the help of this song, ”will/won’t/adjectives/question forms” are revised.

From the beginning,it can be said that deductive teaching of grammar is avoided.Grammatical items are given in language boxes.There are “question forms/positive and negative sentences” in the boxes.Examples are given but there is no rule in the boxes.

The book follows “cyclical progression”.It moves from one item to another very quickly and sometimes returns back to each item in a different context. (See app.17,18,19;Friends 2,p:5,7,11)

Language is made memorable through interesting and motivating materials.For this reason great care has been taken in Friends to present language items in distinct thematic unit types.The different thematic units are called “strands”.There are four strands in Friends.These are:

1-The Londoners (See app.20;Friends 2,p:4)

This first strand follows the lives of a group of school friends living in london.Through this strand students learn the language they need for everday situations.Students also learn about life in Great Britain.

2-Crazy Dedectives (See app. 21,Friends 2,p:6)

In this strand,two cartoon dedectives,shirley Holmes and George Clueless, and their housekeeper Mrs Smith can be seen in a number of amusing situations, allowing language they need items to be presented in a humorous context.

Students always enjoy humour and the language is made memorable to them through funny situations and jokes.

3-Friends’ Club (See app. 22;Friends 2,p:8)

This strand is a magazine for friends around the world.The magazine is run by two editors and features letters and interviews from children all over world.students can expand their knowledge about the world as well as identify with the lives of other children at a similar age.

4-Story Time (See app. 23,Friends 2,p:10)

In this strand,three fiction stories are used to introduce new language items.There is a realistic story about the conflict between environmental issues and development,a science-finction story set in 3089,and a romance set in the 17^th century and based on the journey of the Pilgrim Fathers from England to America in search of religious freedom.

In Friends 2,the garmmatical items go through from easy to difficult.(See app.24,25 ; Friends 2,p:2-3)Present Perfect Tense is introduced in 17^th unit and it is compared with Past Simple Tense.

3.2 Phonology

When we speak or understand someone speaking a language we know, the sounds produced or heard are related to specific meanings by the language system. George Yule emphasizes

 “ Phonology is the description of the system and patterns of          speech sounds in a language .”(1985 : 44)

Jeremy Harmer (2001:28) also states that when speaking , we construct words and phrases with individual sounds and we also use pitch change, intonation and stress to convey different meanings, Cunningsworth (1995:41) explains that most recent courses include the teaching of phonology to a greater or lesser extent . Most of them cover the articulation of individual sounds, words stress,sentence stress and some aspects of intonation(Cunningsworth, 1995:41).

George Yule gives an example;

           “Imagine that a restaurant manager who has always had trouble with the spelling of English words places an advertisement for a new SEAGH. You see the advertisement and your confusion leads you to ask how he came to form this unfamiliar word. It is very simple, he says. Take the first sound of the word SURE, the middle sound of the word DEAD, and the final sound of the word LAUGH. You will , of course , recognize that this form conveys the pronouncation usually associated with the word chef “ (1985:33)

Yule (1985:33) emphasizes that this tale may serve as a reminder that the sounds of spoken English do not match up , a lot of time, with letters of written English.

            3.2.1 The Selection of the Phonological Items

        The areas of phonology include individual sounds ,words and phrase/sentence stress , intonation, and phonetic symbols.

         Cunningsworth (1995:42) states that as a general principle though,learners should be given terminology whenever it will help them to analyse English, categorize it and as a consequence understand beter how it work. This principle applies equally to the use of the phonenic alphabet and we should see whether the CB uses it and includes it for reference.

            In Friends 2 , there are revision units , which recycle material in the previous units. Revision units are divided into 3 sections, and Pronouncation is one of these sections(See app.26,Friends 2,p:48).In these sections, phonetic symbols are introduced. There is a chart containing all of the phonetic symbols introduced at the back of the Students’ Book.(See app.27;Friends 2,p:112)

               Patricia Mugglestone, Ela Les’nikowska and Kasia Niedzwiecka explain that being able to read phonetic symbols  will enable Ss to read the pronouncation given in dictionary entries and will give them more confidence when dealing with the pronouncation of the language they are learning. Exercises in these sections are designed to be fun, so that the Ss can enjoy themselves while learning the new symbols and practising reading them.

               Almost all series of Friends give importanceto phonotic symbols.But in Friends 3, word stress is also emphasized.(See app. 28,Friends 3,p:24)

             Victoria Fromkin and Robert Romdan (1993:238) state that speakers of a language know which syylable receives primary stress or accent,which receives secondary stress, and which are not stressed at all; it is part of their knowledge of the language.

                   3.2.2 The Presentation of the Phonological Items

            Patricia Mugglestone,Ela Les’nikowska and Kasia Niedzwiecka writers of Friends Teacher’s Book , state(2004:11) that pronouncation exercises are worthwhile activities because clear, intelligible pronouncation can be achieved by young learners.

            Exercises, in Friends 1, include rhymes,tongue twisters and word repetition. It is emphasized in Teacher’s Book (2004:11), these exercises are designed to build in an awareness of individual sounds to prepare learners for the more in-depth phonological work in the upper levels of Friends.

          There is a variety of pronouncation exercises in Friends. Phonetic symbols are taught in different context. Sometimes they are taught by the help of tongue twisters  or word 1/26 repetetion or rhymes . These activity types are givenin the same title “Listen and repeat”.

          In Friend 2, different exercises are added. Puzzle is one of them. And also there is “the rhyme” part . In these ways. Ss can enjoy themselves while learning the new symbols and practising reading them.

           There is an enjoyable activity in Revision 4. It is given a secret message by using phonetic alphabet and Ss try to find what is written.

             In Revision Unit 8, there is another challenging exercise. The aim of this activity is to measure both vocabulary knowledge and phonetic knowledge.

              In Friends 3, the emphasize is on intonation and stress. In every Revision Unit there is a recorded chants for Ss’ to learn. Patricia Mugglestone,Ela Les’nikowska and Kasia Niedzwiecka states that these chants are designed to be fun so that the Ss can enjoy temselves while practising their pronouncation. They also emphasize that they provide an important change of pace for the lesson and chance to relax.

               In Friends 3, all the activity types are the same. Students should listen to the chant, then they repeat.In Revision 3, we can see both the example of intonation and stress.(See app 29;Friends 3,p:36)

  Jeremy Harmer states that intonation is used to convey emotion,involvement and emphaty. It is crucial in communicating meaning. Harmer emphasizes that listeners frequently get the wrong messages from intonation when foreign speakers use it in an idiosyncratic way. That is because intonation tells us what someone means and how they feel about it. He also explaining that we recognise the difference between making a statement and asking a question. We are aware of the fact that someone is surprised , for example , and we gather from their intonation that they are being polite or rude.There is an example of this in Revision 8 where students should emphasize the words  given in bold. (See app.30;Friends 3,p:96)

3.3 Vocabulary

Vocabulary teaching is of great importance in language teaching.As to the importance of vocabulary teaching,Cunningsworth(1995:38) states that students can communicate more effectively with a knowledge of vocabulary than with a knowledge of grammar.Jeanette S. Decarrico (2001:285) states that vocabulary learning is central to the language acqusition,whether the language is first,second or foreign.Decarrico  also states that there is now general agreement  among vocabulary specialists that lexical competence is at the very heart of communicative competence,the ability to communicate successfully and appropriately.That is,vocabulary plays a central role in comprehension  as well as communication.

     3.3.1 Teaching Vocabulary in Context

New words should not be presented in isolation and should not be learned by simple rote memorization.Jeannette emphasizes the importance of teaching vocabulary in context,stating;

      “It is important that new vocabulary items be presented in contexts rich enough to provide clues to meaning and that students be given multiple exposure to items they should learn.”(Jeanette,2001:288)

Making the transition to independent leraning can be easier and more efficient if teachers help students learn to recognize clues to guessing word meaning from context.

    3.3.2 The Selection of Vocabulary