1 Grammar
1.1 Appropriateness of the Grammar Items to Students’ Needs
Grammar items start with the verb “to be” and follow many tenses,
modals and many other skill works as well as vocabulary develepmont sections.
All
grammar items are introduced with “Starter” section and these items are
developed by dialogues, reading parts, “Grammar Spot” section,
pronunciation and so on in Elementary p.8, Pre-Intermediate p.30.
New
Headway series are cleaner and fresher, and activities are easy to follow.
Skills work is integrated and balanced to present new items for each level. It
all comes from authentic sources but has been simplified and adopted
to suit the level (Pre-Intermediate, p.11)
The
books are full of activities and various subjects, thus whwn learning needs are
taken into account, they cover main grammar items appropriate to each level.
Grammar
items are presented in small sufficient units for easy learning. Firstly, these
items are introduced with “Starter” part to provide real atmosphere and
students meet new grammatical items. Nearly, every unit has 3 or more grammar
spot parts to summarize new items at the end of the page. These items are
developed by using dialogues, listening, speaking writing, reading,
pronunciation and vocabulary activities. The series of books are flexible enough
to make some changes or developments to adopt grammar items into different
activities ýf they are not appropriate to the learner’s needs.
1.2 Appropriateness of the Grammar Items to Each Level
Grammar
items are arranged from simple to difficult. Activities are given short enough
for each level. The books involve a great variety of practice activities which
all come from authentic sources but
have been simplified and adopted to
suit the level.The vast majority of the texts are current and authentic, the
topics of which provide this opportunity.
1.3 Emphasis on Language Form and Usage
In
every unit, language forms are introduced with a question which encourage
students to speak. That is, it
focuses on language use before its form, and then languae structure is developed
by using reading, listening activities which include the language form and its
usage at the same time. It is possible to see emphasis on language usage and
form.
1.4 Sequence of the Grammar Items
Generally,
grammar items are sequenced in order to reading and listening part, “Grammar
Spot” or “language review”, completion section, practice, pronunciation
and listening. ‘Tick the correct sentence, reading&speaking
section, vocabulary section, everyday English sections are the sequence of
grammar items. However, sometimes their order change.
Every section has an imprtant place for teaching and learning new
grammatical items. The sequence of grammatical items also help for recycling and
revision, especially ‘Grammar Spot’ and ‘Language Review’. There are
seperated and integrated skills which help to develop new items.
2.1 Adequacy of Materials for Vocabulary
Every
unit includes vocabulary teaching section. There are sometimes integrated
activities consisting of vocabulary and pronunciation or vocabulary and
speaking. Table, matching activities, phonetic alphabet, pictures, fill-in blank
activities are found in vocabulary teaching section (a table in
Pre-Intermediate,
p.9). On page 58 of Pre-Intermediate book, the words are presented with with
phonetic alphabet.
There
are lots of activities which include vocabulary teaching. Every unit presents
reading passage, structure and new words (Elemetary p.20)
The
books also include special vocabulary teaching sections sometimes including
these words pronunciation (Elementary, p.10; Pre-Intermediate, p.80;
Intermediate, p.58) These words are thought by using their opposites
(Elementary,
p.16) or comparing with their antonyms or synonyms. New words can be found in
‘Everyday English Section’ (Elemetary, p.11)
Word
groups are sometimes developed according to semantic relations (Pre-Intermedite,
p.52). Because every unit has a
topic and words are related to particular situations and relationships of forms.
These activities and materials are enough for teaching and enhancing vocabulary.
2.2 Selection of Vocabulary
The
selection of words generally change according
to topic of the unit because every unit teaches different structures and
includes various topics. Consequently, the units involve different words and
different presentations. Sometimes semantic relations of the words take place
firstly. Situational relations and collocations of words are found throughout
the units.
As
is mentioned before, the topics of the units change.The relations of words
change according to the form yet, there is not any principled basis for
selection of vocabulary. In ‘Everyday English Section’ social English
expressions and words take place.
2.3 Presentation of Vocabulary
In
general terms, words are presented through structural and purposeful way, but
not thoroughly. . In ‘Everyday English Section’ , there is seen some social
expressions and words. (Elementary, p.11)
Words
are introduced to students in many different aspects. Charts, tables and
dialogues are used to present and develop students’ vocabulary knowledge. Also
integrated activities are seen: vocabulary and pronunciation (Elementary, p.80)
or vocabulary and speaking (Elementary, p.34)
3.1 Selection of Phonological Items
Firstly,
the knowledge of phonology is given in Elementary Unit 1 while presenting how to
use a bilingual dictionary and then some objects are selected to examplify
strong and weak pronunciation of the words (Elementary, pp. 10,23,30).
The
words related to occupations are presented in phonetic symbols (Elementary,
p.26). On page 58 of Elementary there is seen silent letters of some words.
3.2 Presentation of Phonological System
New Headway series include phonological system at the back of the books
as in the example of Elementary and
Pre-Intermediate levels. Consonants, vowels and diphthongs are presented with
examples.
Deciding
a
coursebook
whether it is suitable or not, taking into consideration how the coursebooks
deal with the four skills which are seen as central to language learning. The
skills dimension complement the dimension of grammatical/lexical/phonological
knowledge and focuses on the ability of learners actually to operate in the
language. The emphasis is on linguistic behaviour and on learner’s
ability to use the language in different situations requiring different skills,
sometimes in isolation but more usually together.
When
examined the coursebooks we have, it is seen that the coursebooks include all
for skills in themselves. There is a balance among the skills in the
Pre-Intermediate level of coursebook. Each of them has the same number of
activities( see appendix ). In Elementary level of the coursebook there is a
balance among the particular skills- reading,
listening, writing. But speaking is more focused on than other skills.
There are nearly 12- 13 reading, listenin, writing activities but 21 speaking
activities. Because in beginning
level, students take an excitement while using English especially while
communicating in English with his/her friends. And speaking activities are more
exciting activities. In Elementary level of coursebook the presentation of the
activities include the integration of skills in realistic contexts. For example
the unit ‘Hello Everybody’ in presentation stage there is a conversation
between two people (Elementary, p.6) and it is an activity which includes
integration of reading and listening. And the picture on the page brings on
realistic athmophere, too. Besides that, the coursebook uses authentic materials
at an appropriate level. For example, there is a menu relevant to the real
life(Elementary,
p.18). So the name of foods are learnt easily. The Pre-Intermediate level of
coursebook involves a higher level than the Elementary level. The pictures about
some capital cities are used as an authentic material (Pre-Intermediate, p.49).
1 Speaking
Few
courses treat speaking as a seperate skill
in the same way as listening, reading and writing. Speaking practises of
new language items, in dialogue work and in oral role-play. The more mechanical
aspects of speaking are covered in pronunciation practice, where these forms are
parts of the course package and these elements are combined normally to ensure
that students recieve good spoken models from their teachers and ample
opportunity to practise themselves.
In
Elementary level of coursebook, there is the greatest emphasis on spoken
English.
In this level, there are oral presentation and practice of language items. There
are oral repetitions in practice
stage. For instance, there are
clocks as materials for speking acticvity(Elementary, p.27). The
Pre-Intermediate
level of coursebook gives equal importance to speaking as the other skills. It
has authentic material such as the
map of Chesword (Pre-Intermediate, p.70). It can be given as an example for
practising new language items. Communication
activities ( information gap )have been used as a material for speaking; for
example, in the practice section there is an information gap activity and it is
a communicitive activity(Pre-Intermediate,p.47). And there is an integration of
all four skills. Pre-Intermediate level is much more enriched than Elementary
level in terms of the kind of material. As an example,
role-play can be given((Pre-Intermediate, p.12).Also the coursebook
includes specific strategies for spoken activities. There are, for example,
discussion sections as the post-reading activity there is a part called ‘What
do you think?’ (Pre-Intermediate, p.34). The Elementary level of the
coursebook has the same part; however, it focuses on conversations. On page 33
of the Elementary level takes place the following section: What is your
favourite season? However, there are examples belonging to debating as specific
strategy. The topic ‘Leisure Activities’ in vocabulary and speaking part,
can be given as an example(Elementary, p.34). To cope with unpredictability in
spoken discourse there are practical materials called ‘Talking about
you’ in all series of books; for example, in Pre-Intermediate level on
page 39. Besides these materials are designed to support learners for real-life
interaction. The same example as the one above can be given for this point, too.
The topics are about real-life and these both motivate and encourage students to
speak as in Pre-Intermediate, on page 39.
Writing
activities in coursebooks are normally of the controlled or
guided kind, where a model is given and the students’ task is to
produce something similar, usually based on additional information given. The
types of writing tasks given can be quite varied and include writing factual
accounts.
As
well as teaching the mechanics of writing at sentence level, it is expected that
writing material to familiarize learners with the way written text
is organised in terms of its discourse structure.Also,a coursebook should
be appropriate for the level and aims of learner.
The
writing activities are in workbooks.The writing activity is being done in a
controlled way.Example in
Pre-Intermediate
level of workbook on page 9.An example has been given in form of informal
letter.And
the thing wanted from students is to write an innformal letter taking into
consider this letter.Similarly in elementary level of coursebook on page 25,the
writing activity can be given as an example.Also semi-free writing activity is
given to students.In pre-intermediate level of workbookon page 21,the topics
studentscould choose and the wanted number of words has been given to students.
In
all of the writing activities,the plan of every text-type is being given to
students.For example in elementary level of workbook on page 25,in
pre-elementary
level of workbook on page 47.There is an appropriate progression in writing
activities.Firstly,the writing activity is beginning with short paragraphs,for
instance in pre-elementary level of workbook on page 15,then the writing
activities consisting of 150 words on
page 21,200 words by gradually on
page 37 arebeing wanted.
In
elementary level of workbook ,the writing is begining-Rewriting activity on page
20,and gradually from consisting of 100 words to 200 words,for example on page
75 similarly with for instance on page 31 pre-intermediate level.
There
is a variety of text types in all series of Workbook.There are examples of
informal letter,formal letter,story,biography,postcard.In all series of
Workbook,for
example as mentioned above in pre-intermediate level of workbook on page
9-informal letter,in elementary level of workbook on page 70-writing
postcard.Paragraphing
is thaught adequately.Because it is the basic element of writing.Firstly being
writed short paragraphs and then in along text,the paragraphs are taken into
hand seperately for example in pre-intermediate level of workbook on page
15-there
is an example of writing short paragraph in same level with on page 52 the
paragraphs are taken into account seperately.Similarly
in elementary level of workbook on page 31,paragraphes’ content is being given
to students.
The
attention is given to language
resources specific to especially layout.There is pre-post writing activities
,for example,firstly being given a text as an example, reading activity is done. Then
similarly, with this reading passage, a writing activity is wanted. For
accuracy,
the teachers collect the writing
pieces and after correcting bring them to class. It is not clear enough to
understand whether all levels of workbooks give importance to accuracy or not.
There is not any explanation concerning accuracy.
Coursebooks
focus on listening in two different
ways. Firstly as a part of general oral work, including dialogues and role-play,
where listening plays a secondary role compared with speaking. One of the most
difficult and often unnerving aspects of taking part in a conversation
in a foreign language is the unpredictability of the answer to respond.
Coursebooks could do more here to help learners to cope with this problem. For
instance, by providing dialogues in which what the students say is
well-controlled
and graded. This second way is in its own right, with recorded listening
passages for comprehension, for extraction
of information as a lead in to discussion, in conjuction with a reading
text etc.
When
we have a look into our coursebooks, in all levels, there are specific listening
passages; for example, in Pre-Intermediate level of coursebook on page 26. these
activities are being made with integration of reading and listening. Besides
that, there are listening material for dialogue, conversation work, for example
in Pre-Intermediate level on page 21, in Elementary level on pages 17-46.
However these listening passages’aim is to teach correct pronunciation of
words. As to the listening
part of conversation work, for example, there are comprehension questions
after students listen to the conversation to examplify in Pre-Intermediate level
on page 33. All of the listening materials are set in a meaningful context.
There is a relevance according to the unit’s topic. There are pre-listening
tasks. Firstly, coursebook gives information
about listening passage shortly. After listening to the passage there are
activities including comprehension and grammar items,for example in Elementary
level on page 17. Some listening activities are used for correction like a
passage which has gaps in itself is given to
the students. And in order to check
them, the listening activity is used such as in Pre-Intermediate on page 72. The
recorded material on audio- cassettes’ sound quality is high. The background
sounds are from real life in other words , it is authentic. Speed of delivery is
appropriate for students’ level. It can be understood easily by students. The
sentences are being read one by one, the usage of accent is correct too. There
is not any video material for listening.
4 Reading
Reading
is the one activity that can be done easily and without any equipment by
students outside the classroom. All they need is an access to suitable texts and
reference material such as dictionary or wordlist. These can be provided easily.
At
all levels of coursebooks, the reading texts are used for introducing new
language items; for example, in Elementary level of coursebook on page 20,
in Pre-Intermediate page 22. As far as it is realized there is not a
focus on the development of reading skills and strategies. They are generally
used for presenting/recycling grammar items and as mentioned before, extending
vocabulary such as the one in Pre-Intermediate level page 35 as well as
providing modals for writing.
Reading
materials are linked to listening. These two skills are used together in all
levels of coursebooks as in Elementary level on page 20, in Pre-Intermediate on
page 22. There are some reading texts for pleasure; such as the one in Pre-Intermediate
page 114-115, in Elementary level on page 111. There are 18 reading texts in Pre-Intermediate
level of coursebook, and 13 reading texts in
Elementary level of coursebook.
In
every unit, there is generally one reading text whereas some units have two
reading texts.
In
the course of Elementary level the reading texts are simple. The words, tenses,
other grammatical issues are given firstly. And the reading text consists of
these learnt items,thus students are motivated and encouraged when they realize
the reading text. It is exciting especially for beginners. In coursebooks there
are examples, intensive reading. There are both short and long textss in
Elementary level such as on page 32. Within Pre-Intermediate level such as the
one on page 35 there are long texts, yet few shorter ones.
Coursebooks consist of familiar items or of recycling of items. Certainly,
they can be used for presenting new language items, new words; especially for
this aim the reading texts encourage intensive reading, for example at Pre-Intermediate
page 25-aim is to teach jobs. Moreover, in Pre-Intermediate level , especially
in order to answer questions at post reading activity. Intensive reading is
encouraged like in Pre-Intermediate level page 42. The texts are chosen from
real life, therefore the texts in coursebooks are authentic such as in Pre-Intermediate
level page 42, and ‘Today’s
Hollywood Kids’, in Elementary level page 41. The subject maters are
interesting such as in Elementary level on page
41,the reading texts of which headline ‘The lady who lives
on a plane’can be given as an example for interesting subject matter.
The
reading texts are culturally acceptable, and reflect English culture in general
terms. No odd things contradicting to English culture take place. Also the
subject matters are unlikely to
date. There is an example in Elementary level page 94 which reflects some issues
belonging to present day.
Coursebooks
use a multitude of different text types including letters, for instance, in
Elementary level on page 17, transcripts of interviews like in Pre-Intermediate
level on page 58, extracts from novel like in Pre-Intermediate level on page 26,
Elementary level on page 104, extracts
from factual books such the one in Pre-Intermediate level on page 91
from the book “Seeds of Change”, in Elementary level on page 79-from
travel guides, extracts from magazines as the one in Elementary level on page
94, Pre-Intermediate level on page 107.
In
order to fill a text’s gaps, the students have to read the text
comprehensively, but also have to supply misssing words; for example
like the one in Pre-Intermediate level on page 59. Consequently, these
kinds of texts do not take place in Elementary level of coursebook which is for
beginners. They exist in Pre-Intermediate and Intermediate levels,yet the texts
in Elementary level are complete.
The
reading parts include background information, pictures and pre-reading questions
every reading texts in all levels of coursebooks. So as to help comrehension,
for example, the comprehension questions are discourse processing ones as the
ones in Pre-Intermediate level on page 42, Elementary level on page 94. They are
relevant with each other. The afore mentioned examples can be put forward for
this issue, too.