While choosing a coursebook, certain points must be taken into account. The major aim of a coursebook is to encourage the learner to learn. Without providing interesting and lively texts and enjoyable activities which employ learner’s thinking capacity, opportunities for the learners to use his existing knowledge and skills, a content which is exicting and challenging but which also has relevance to the real world, a coursebook is likely to be regarded as a dull, artificial and useless part of a language class.
In the books examined, a great many of the topics are authentic, There is
arelevance between the real life
and topics. For examle, in the elementary level of the coursebook on page 71,
‘Food Around the World’ which carries a universal feature as a subject.
Parallel with this point, the topic is about tobacco, sugar and cotton in
Pre-Intermediate
level on page 91. The pages comprising these topics are elaborated with pictures
concerning the topics of real life; and thanks to these illustrations,
students’
awareness is expanding a great much.
Topics show variety and are generally about human-life and nature; for instance,
the topic about two famous people’s-George Washington and Margaret Thatcher-
lives (Elementary, p.57). Similar to this point, the topic about the
communication among the people, animals, and the
communication techonologies’ effects on social life.
As
mentioned above, students’ experiences are enlarged by the majority of
real-life topics. The coursebook is suitable for students’ age since they are all adults
and there are topics that draw their attention. e.g. the topic about young
darlings and their private lives (Pre-Intermediate, p.59). Additionally, the
letter about a girl who moves to another country for high-school to learn
English (Elementary, p.17). In a coursebook it is an important issue to have
topics related with students’ own lifes that is why this kind of topics make
the lessons more attractive. Concerning the level of the book, in Elementary
level topics about daily life and
jobs take place, however, later each topic becomes more complex and social in
itself.For example the topic ‘Food around the World’ ( Elementary, p.71).
That is the level of the topics a re appropriate for students. They can be used
for different objectives; for instance, the reading part which gives
information about invention of ‘jean’, ‘TV’ and ‘aspirin’, is
informative( Elementary, p.62). Regarding this point, such examples of
informative topics can not be found in Pre-Intermediate level. Rather, they are
mostly humorous, and manage to be amusing (Pre-Intermediate, pp.58,59). Besides
these, topics are linked with other subjects such as history, geography, science
and literature (Pre-Intermediate, p.114). There takes place a story that can be
given as literature term. For example the topic about ‘Liverpool’ (
Elementary, p.62) can be taken as geographical subject.The topics,one of which
is about social life in Hollywood, are sophisticated enough in content for the
learners (Pre-Intermediate, pp.42,43). Apart from that it is linguistically at
the right level for students.There are only unknown words as a new subject.
Similarly, the topic ‘The lady who lives on a plane’ is a social one and
also appropriate for students’linguistic level. At a first glance, these
reading pages may be found at a high level
for learners, but they consist generally of known items including only
new words in them.
In choosing a coursebook, teachers
need to ensure that the coursebook sets its material in socþal and cultural
contexts which are comprehensible and recognizable to the learners in terms of
location, socials morals and age levels etc. In addition to the physical
context,
the relationships, manners of
behaviour and intentions of the characters in the book should be interpretable
for students so that they may relate the language used to its turpose in the
social context.
First
of all, according to the teachers implications from the book, the topics in
New Elementary Series do not deal with our daily-life, but are based on
more general, universal subjects, and the issues the English community has. The
topic ‘The New Mozart’ which is about Mozart’s life does not belong to
Turkish culture (Elementary, p. 48). In one of the ‘Everyday English’
sections there are issues about English community; for example, the information
about the Grand Hotel in England (Pre-Intermediate, p.77).
One of the important points in coursebooks is the viewpoint of the book to the
women. In this respect, the coursebook of the New Headway gives equal prominence
to women when compared with the men ýn almost every aspects. For example, while
mentioning about George Washington, in one of the topics, Margaret Thatcher is
mentioned as well (Elementary, p. 57). The women in the coursenooks are being
mentioned proudly aned they are shown as occupying in social and professional
situations. For instance, as a prime minister (Elementary, p. 57), as a poet
(Elementary,
p. 52); ‘the topic flying for trips in a hot air balloon’ (Pre-Intermediate, p.107), Women are
described as passionate. For example, the topic about a woman unable to read and
write yet has three books of poems (Elementary, p. 53). It is understood from
the pictures that women are displayed as cultural as well as qualified and
employeed. For example, Yuet Týng is an educated woman and working for a
publisher. Namely, detailed information about characters’lives are presented
to learners (Pre-Intermediate, p. 19). Similarly, the topic ‘The pop star and
footballer Donna and Terry Woeman can be given as an example for this issue
(Intermediate,
p. 59). A lot information about these people’s lives are available in the
book.
The effective sides of characters as well as their feelings and subjectivity are
represented. After reading about
Tommy Harrison a sypathy is felt for him since from his final sentences in the
reading passage it is understood that he is funny and cheerful and lovely
(Elementary,
p. 111). Taking this example as a base, it can be stated that the language of
feeling in this reading text is depicted well. Similarly the topic ‘Don’t
Look Down’ can be as an example too (Pre-Intermediate, p. 78). Reading this
text, it possible to learn about Paul Lay’ character and about his fears. In
the coursebook there is not a particular plot and setting,and above all, not any
link between characters; for example, the topic that focuses on kids in
Hollywood and their life
circumstances (Elementary, p. ?). Additionally, the topic ‘Living in the
U.S.A.’ is about foreign people coming from other countries to the U.S.A.
(Pre-Intermediate,
p. 19). In these reading text, the social relationships are portrayed
realistically. Their lives and the difficulties of living in the U.S.A. have
been shown from a realistic point
of view. In order for the students to interpret the relations, behaviours,
intentions etc. of the characters, the
pictures have been designed very well, this way the reading texts are made
comprehensible. A letter-form text can be understood easily by looking
at the pictures(Elementary, p. 17). Also pictures create a real-life like
stuation which motivates students.
The topic ‘the lady who lives on a plane’can be another example for this
(Elementary,
p. 41).
As there are differences between the levels of coursebooks so are varieties of language teaching techniques which are mostly restricted at lower levels. However this restriction diminishes as the upper levels are concerned. Consequently the strategies and the approaches of teaching display great differences at different levels.
The New Headway Series attach great importance to students’ vocabulary development and grammar structures as well as their being able to communicate in such a way to consolidate the learnt information given as input to enhance learners’ the world knowledge and language perspectives. The Communicative Approach, here, is taken as a basis and students are tempted and encouraged to use the language-either verbally or non-verbally- as much as possible. The new items presented at the beginning of each unit of the books are reviewed throughout the unit. Particularly grammatical items are used in the beginning of the units in “Starter” section and kept on being used in the very final part of the unit. For example Unit 3 of Pre.Intermediate level starts with past forms of some irregular verbs under the title of “It all went wrong” and ends with questions written in past forms again (pp.22-28). Similarly Unit 2 of Elementary level starts with “am, is, are” and ends with exercises in which the particular units of grammar is used (pp.12-19). In line with these, Unit 4 of Intermediate Level begins with “modal verbs” and ends in exercises related with the subject (pp. 35-44).
So far as the techniques to present and practise the new language items are concerned the New Headway Series adopt a way of guiding students to an understanding of new language rather than just have examples of it on the page. That means the coursebooks are organised in accordance with deductive method. This is achieved in each unit by giving the general rules of a grammar item and then practising them through the use of other sections in the rest of the unit. For example “past tense” is presented first and reviewed ,thus, confermed in other sections of the Unit 3 of Elementary Level on page 60.
During these activities the skills that are bound to be gained by students are given in an integrated and balanced way. It seems to suit the learners’ needs since it has a form of a simplified and adapted one. The exercises ,involving the skills, come from a wide range of materials such as newspapers, magazines, biographies, short stories, radio programmes, songs ...etc. therefore take learners’ attention by charming them. For example, in the section “Newspaper Stories” under the title “Hand’s up, I have got a burger!” (Pre.Intermediate, p.24). In Intermediate level on page 31 the title “The Musician”. That’s why the new coursebooks are fresher, cleaner and lighter. Especially the pictures are taken from real life situations which involve learners’ participation in the subject.
Regarding communicative abilities, students are mostly led in group activities which require them to share the information they have and to cooperate with their classmates as well as speaking and getting their points,opinions, feelings across the others. So this hel them improve their skills. For example ýn vocabulary and speaking section of Elementary Level the part “leasure activities” require group discussion (p.34). besides this in Pre.Intermediate Level in the section “Talking About You” students are required to get information (p.16). Most of the activities are student-centered and personalised by directing questions related with the subject matter to students. For example vocabulary section “Daily Life” (Pre-Intermediate, p.16). similarly reading and writing section “Practice> writing about you” (Elementary, p.55).
It
is comprehensive and flexible.
In
New Headway Upperýntermediate Student’s book on page 19 there is a note:
Remember you decide which of these activities to do and when. And there are
optional exercises
In Pre-Intermediate Teacher’s book on page 92: There is
possible homework part. Nearly in every unit there are 1. sugestions 2. extra
ideas 3. additional material sections. For example:
-
Elementary Teacher’s book page 38
-
Pre-Intermediate Teacher’s book page 101
-
Pre-Intermediate Teacher’s book page 71
It is written so as to be comprehensible to less experienced teachers , with
suggestion parts and extra ideas parts. And also it gives enough information and
guidance to less experienced
teachers. It is suitable for both native and non-native teachers.There are
“Everyday English” sections. For example in Elementary Teacher’s book
p.41.
The underlying approach of thewriters is expressed clearly and explicitly. It is
written in introduction part on page 4, in both Elementary and Pre-Intermediate
Teacher’s book. That gives sufficient guidence on the teaching
proceders advocated, with comprehension check parts.
There is enough cultural explanation to enable teachers who are unfamiliar, for example: Pre-Intermediate Teacher’s book page 106, Elementary Teacher’s book page 102.
Guidance is given simplified way. Design of the book is good. The sections
in the teacher’s book correspond with the ones in the student’s book.
Following and presenting of the
book are good.
There
are clear objectives for each units. In the teacher’s book there is an
introduction part before each unit. And whatever is aimed to be taught, is
mentioned there. For example Elementary Teacher’s book page 34. Also the aimed
subjects of the units are given in the language input section in the Student’s
book.Aims of the units are also mentioned ýn the “Starter” and “Notes on
the Unit” pages. For example; ýn Pre-Intermediate on page 74.
The
teacher’s book provide enough detailed information on the language items to be
taught. It can be seen in language aims and grammar spot sections(
Pre-Intermediate, pp.94-95). But in Elementary level there is not enough detailed information on
the language item to be taught. It makes the teacher use his own knowledge. New
language items are explained intelligibly in terms of their form and
meaning/use.
That can be seen
in ‘language aim’ and ‘everyday English’ sections ( Grammar-Past
Simple, Elementary on page 51).
There
are outlined plans for each unit in the introduction (Elementary, p.60).
Teaching procedures are clearly explained at the beginning of every unit in
language aims part (Elementary, p.26)
The teacher’s book makes a positive contribution to highten and sustain learner motivation. For example in Elementary level on page 14 there are three suggestion on parts. And the exercises are about famous people and in one exercise the teacher first talks about himself. And in another exercise the teacher puts a personal belonging of students in the middle of the classroom. Students, then , have to point at an object and say for example ‘that is Gülcan’s book.’. There is not any empty page after every unit or at the end of the book for the teachers to write their own ideas.
The
book makes the evaluation of how well lessons went by the success of the
students in ‘stop and check’ and ‘progress tests.
The
coursebook sees the teacher’s role as a monitor, model especially as a guide.
The coursebook recognizes the unique function of the teacher in certain aspects
of teaching such as guiding and monitoring (mentioned before Pre-Intermediate
level on page 50) and encouraging
students ( mentioned before- Elementary level on page 14) explaining
difficulties ( possible problems and common mistakes sections), responding the
questions.
Learnig
difficulties are predicted and an appropriate advice is given, in possible
problem sections ( Elementary level page 48). And in common mistakes section in
language aims (Pre-Intermediate level on page 65). Enough advice is given. There
is a suggestion part in every unit. ( Elementary level page 49).
The contents of the teacher’s book can be related easily to the corresponding sections of the student’s book. The book advises the teacher to monitor the students and note down their mistakes. At that point no correction is done. And the book requires the teacher to be a model for the students.(Pre-Intermediate level, page 50.
Keys to exercises and other activities are provided and given unit by unit. And it is a better way than giving them at the end of the unit or book. So it easier for the teacher to follow the book. There are regular ‘Stop and Check’ and ‘Progress Tests’. The first ones are given after every four units while the second ones are given after every five units. It can be seen in “Content” part of the book.
PART 7 PRACTICAL CONSIDERATIONS
The prize of the package –when it is compared with other packages- is one of the cheapest sets of books found in trademarkets. For example;
Coursebook+
Workbook =
TL 8.2 Million (
with a 40 % discount )
As
these books are bought as a set for each classroom the teacher’s book,
cassettes, Teacher’s Resourcebook as well as videos and activity books are
provided free of charge for the teachers. In fact the price can not be regarded
so much, since the quality of the book is pretty high & its appearance is
quite attractive. These books can be obtained easily by way of contacting one of
the nearest Oxford Offices either by phone or personally.
1 QUESTIONNAIRE
When
the questionnaire applied to the classroom, where “New Headway Series” are
used; the following results come out ;
Concerning
Students
;
Ø
The average age of the students is 20 as they are all “University
Students”.
Ø
These learners read books especially at
“Stage 1” due to the fact that they all have been learning English
just for a short time and mostly because they find these books easier to follow
and understand.
Ø
The Coursebook is suitable for them in terms of accordance of the levels
of students and the book.
Ø
Their level of English was very low when they were in a high school; on
the contrary they are quite well in expressing themselves.
Ø
They have difficulties in catching the points of a spoken language from
the tape recorder; this shows the balance of the skills is not well enough to
use the language effectively.
Ø
When compared with their previous education lives ,they think, the
classrooms are not so crowded.
Ø
Although most of the students are aware of the importance of English and
feel like speaking fluently, they can not use the language effective enough in
spoken form.
Ø
Students are content with the classroom conditions; however, they demand
more quizes and practice.
Concerning
Teachers;
Ø
The average number of students
in classrooms is 25 which provides a better condition both for the students and
the teacher.
Ø
The courses are not seperated in different parts such as main course,
reading, writing and video; but given as a whole on account of the fact that
course time per week is limited yet the subjects to be learnt are more.
Ø
As the students were made to have examinations in order to determine
their levels of English, their language levels are nearly the same, yet there
are some diversities in their skills.
Ø
According to the teachers; in their particular education system the most
important factors that make sense to them are leading students to be as
competent as to use language and communicate as much as possible either
accurately or fluently. They expect students to communicate what they mean
functionally in social contexts.
Ø
Teachers
are free in adaptation of the lesson in whatever way they wish. That is, the
courses are flexible enough to welcome every different points of view that
contribute to the learning of the students. While doing this they benefit from
different materials which are suitable for learners’ interests and levels.
CONCLUSION
With this work it has been aimed that as prospective teachers we are bound to be
familiar with the certain criterias in deciding on a coursebook which is used in
almost all English Teaching Classes and has a vital importance in stimulating
and motivating students so long as they have the required quality of a good
coursebook. In this respect for evaluation
the three levels of “New Headway Series” were examined in terms of criterias
of assessment.
For one thing, the books are apparently well-designed with a striking
countenance which provides them with a fresher look, and makes activities easy
to follow. They present a good framework that allows students to follow the
progress. The topics selected are mostly universal and new ones including
updated information that prevents them from falling behind the innovations in
language teaching. In drawing students’ attention to the structure given and
firming their knowledge, a great variety of exercises are placed in the books.
With the use of the books, a wide range of input can be supplied by the
learners.
These inputs are mostly grammatical and lexical items which are both supported
and consolidated with “Grammar Spots” and “Grammar Reference” sections
and vocabulary sections respectively. So as to improve vocabulary, even
dictionary training is included in the activities done within the section. The
books also provide learners with pronunciation work that contribute to their
correct articulation of sounds. Contextually, group/pair works come to the fore
involving learners in such activities that let them conceive and elaborate the
meaning of certain utterances or expressions in specific contexts. What is more
listening sections are dominantly given place as to contribute to their
understanding of the spoken language in real contexts. Apart from the speaing
skill, the other three skills are developed in integration with each section of
the books. Moreover within the “Everyday English” sections students get to
know the functions of language and the social situations.
Considering all the afore mentioned points concerning the “New Headway
Series”
it could be put forward that the books may do well in courses as they provide a
real life like situations which lead learners into a mood of active learning.
-
How old are you? .........................................
-
At which stage do you read English Stories ?
a. Stage 1 b. Stage 2 c. Stage 3 d. Stage 4 or upper
-
Is it difficult for you to learn English?
a.
Yes b. No
c. Sometimes
-
Is “ New Headway” an easy book for you ?
a.
Yes
b. No
-
How was your English when you were in high school?
a.
Good b.
Better
c.Bad
d.Worse
-
How is your English now ?
a.Better
b. The same
c.Worse
-
Can you easily understand the dialogues you listen to from the tape-recorder?
a.
Yes
b. No
c. Partly
-
Is your classroom crowded?
a.
Yes
b. No
-
Do you like speaking English?
a.
Yes
b. No
c. Sometimes
-
Do you speak English with your friends ?
a.
Yes b.
No c.
Sometimes
-
For you, is it necessary to learn English ? Explain why / why not ?
...........................................................................................
-
For learning better, what would you change of the conditions in the classroom?
...........................................................................................