Previous

Part IV: Topic & Methodology                  

4.1. Topic

4.1.1. Expanding Students’ experience & awareness :

      Apart from  “Everyday English” sections social usage and language and world experience is supplied to the students via “Vocabulary and Speaking” sections. To give an example:

      On p. 96 of Elementary level of New Headway, the subject dealt with is “the weather”. After some matching and listening activities there are some questions which make students communicate and extend their social knowledge. The questions are as follows:

“Work with a partner. Find about the weather round the world yesterday.

StudentA         Look at the information on this page.

Student B         Look at the information from your teacher.

 Ask and answer questions to complete the information.”

 And it gives a table for students to see the yesterday weather conditions in the World. ( to see the table see appendix ***)

 And another question making students speak in that subject is :

“Which city was the hottest? Which was the coldest? Which month do you think it is?”

As it is seen it also provides students with a meaningful context making them aware that communication is needed and it is not a meaningless task to do.

 4.1.2. Social and cultural contexts that are comprehensible to the students:

     Social contexts are mainly provided by “Everyday English” sections in Elementary level. To give a remarkable example:

        On p. 105 of Elementary, the context presented  is about conversations taking place in a ticket office and a train station. These are the places where each person has an experience and needs to communicate in these social contexts to do their tasks. (Conversations are given in appendix section, so see appendix***) 

And in Intermediate level these are provided by “Post Scripts” . To give an example from also this level:

On p. 75 there are telephone calls to be matched by students and common expressions that are used on telephone and a way of leaving message on the phone is given to students followed by a pair work which makes students to practise and experience it and which creates a meaningful social context or makes students ready for such  probable social context. (to see the details see appendix ***)

       When it comes to  cultural contexts they are presented via “Reading Texts” in all levels and again    “Everyday English” parts in Elementary level and  “Post Scripts” in Intermediate level. To give an example:

On pp.60-1 there is a reading texts giving an idea about the history of English food which enlightens the readers about the culture of English people.(see appendix***for more information)

4.2. Methodology

4.2.1. Approach: The book claims to  Combine the best of traditional methods with more recent approaches to help students use English accurately and fluently, and provides a fully comprehensible language teaching.

 4.2.2. Technique: PPP

 4.2.3. Suitability of it for students: the book is suitable, comprehensive for adults but it is not suitable for young learners since especially the reading parts are challenging for younger ones and sometimes complex in both language and cultural level.

4.2.4. How skills taught:  Integrated

 4.2.5. How communicative abilities developed ? : Even the strategies in each level of New Headway is different, all the levels have regular parts to develop communicative abilities.

Sometimes with sample dialogues, sometimes with reading texts followed by speaking activity on the related subject, etc.

 4.2.6. Advice to study skills for Ss : there is no direct aim serving to develop any learning strategies and showing ways to students for self-study.  There are not any regular sections or  activities tending students to infer helpful learning strategies for themselves and to create their own techniques in language learning.

a. workbook   b. Word list   c. References

 Part V. TEACHER

5.1. TEACHER’S BOOK

5.1.1. Adequate Guidance and detailed information for Teachers:

-suggestions:,

-teaching notes:

-possible problems

-order of activities:

-“Don’t forget sections” referring to relevant exercises in work book, video and to the word list:

-Tapescripts:

-Profile(lesson plan):

-Notes on the unit:

-Extra ideas and song section:

-photocopiable material:

-stop and check

-Progress Test:

-Answer key:

Vocabulary and pronunciation of units:

Index:

5.1.2.Is the teacher’s book comprehensive and supportive

5.1.3.Cover teaching and language items:

5.1.4.Keys: There are two kinds of keys one of which is of Progress Tests and the other of which is of Stop and Check.

 5.1.5.Guidance for teaching procedure:

 5.1.6.Cultural Explanation for teachers: Intermediate p.52 unit 5 weather forecast

5.2. TEACHER’S ROLE IN COURSE-BOOK

PART VI. PRACTICAL CONSIDERATIONS

Components and cost of the  package: This package consists of  12 books four of which are course-books , four of which are workbooks and four of which are teacher’s book. Apart from this every level has their cassettes. All of them cost *********money?.  Even the video cassettes of the books exist they are not given???.

Value of the package: It represents good value for money because when the components are kept in mind this amount of money is not much.

The physical qualities:  It is attractive, colourful in appearance 

Obtainable but photocopying wide-spread.

Obtainability: It is easily obtainable, since the publishing house has a branch office/s in Turkey.

  PART VII. QUESTIONNAIRES

7.1. For the students

7.1.1.Questionnaires for the students:

7.1.2.Evaluation of the answers:

7.2. For the teachers:  

7.2.1. Questionnaires for the teachers.

7.2.2. Evaluation of the answers:

Previous