ESİN KAYGUSUZ

EVALUATION OF STARTER PACE SETTER

INTRODUCTION 1

CONTENT

PART ONE

DESIGN AND ORGANIZATION

1.I. THE COMPONENTS OF COURSEBOOK PACKAGE 2

1.II. ORGANIZATION OF THE CONTENT 4

1.II.1. Types of Syllabuses 5

1.II.1.a) Functional and Notional Syllabuses 5

1.II.1.b) Structural Syllabus 7

1.II.1.c) Situational Syllabus 8

1.II.1.d) Skill-Based Syllabus 9

1.II.1.e) The Task-Based Syllabus 10

1.II.1.f) The Content – Based Syllabus 11

1.II.1.g) Syllabus Type of Pace Setter Starter. 11

1.II.2. THE CLAIMS OF WRITER 13

1.II.3. THE CORELATION BETWEEN THE CLAIM AND LAY OUT 14

1.III. THE RELATION BETWEEN THE ORGANIZATION OF THE BOOK AND THE SOCIAL AND

CULTURAL BACKGROUND OF THE LEARNER’S AND TEACHER’S 15

1.IV. THE SEQUENCE OF CONTENTS 16

1.V. RECYCLIGN AN REVISION 16

1.V.1. The Meaning of Recycling 16

1.V.2. The Meaning of Revision 17

PART TWO

LANGUAGE CONTENT

2.I. APPROPRIANTENESS OF GRAMMAR ITEMS TO ITS LEVEL 18

2.II. QUANTITY AND QUALİTY OF VOCABULARY TEACHING MATERIAL 19

2.II.1. Suitabe amount of vocabulary of beginner level 20

2.III. MATERIAL FOR PRONOUNCIATION WORK 20

2.III.1. What is the role of pronounciation in ELT classes 20

2.III.2. Does the coursebook package include material for pronounciation work if so what is covered? 21

2.III.3. What are the activities that provide opportunities to enhance the development of pronounciation

work? 21

PART THREE

SKILLS

3.I. ARE ALL FOUR SKILLS ADEQUATELY COVERET BARING IN MIND THE COURSEBOOK

AIM & SYLLABUS REQUIREMENTS? 23

3.II. SUFFICENCY OF READING MATERIAL IN THE COURSEBOOK 23

3.II.1 Criterias for sufficiency in reading 24

3.II.2. How is this sufficiency provides in the starter pace setter? 24

3.III. IS LISTENING MATERIAL WELL RECORDED AS AUTHENTIC AS POSSIBLE WITH

BACKGROUND INFORMATIVE QUESTIONS & ACTIVITIES WHICH HELP COMPREHENSION? 25

3.IV. IS MATERIAL FOR SPOKEN ENGLISH WELL-DESIGRED TO SUPPORT LEARNERS? 25

PART FOUR

TOPIC AND METHODOLOGY

4.I. CONNECTION OF THE TOPICS IN THE UNİTS WİTH STUDENTS’ OWN CULTURE 27

4.II. THE METHODOLOGY OF PACE SETTER 27

4.III. THE METHODOLOGY FOR TESTING 30

PART FIVE

THE TEACHER’S BOOK

5.I. COMPRENSIBILITY OF TEACHER’S BOOK 31

5.I.1. Are there clear objectives for each unit? 31

5.I.2 Are there any guideline for evaluating how well lesson go on? 31

5.II. THE ROLE OF TEACHER 32

5.II.1. Does to coursebook recognize different learning styles? 32

5.II.2. Does the coursebook promote the development of learner autonomy? 32

PART SIX

SOME PRACTICAL CONSIDERATIONS

6.I. Answers to these specific questions 33

6.I.a. What is the cost of course package? 33

6.I.b. Is the book strong & long lasting? 33

6.I.c. Is the book attractive in oppearance or easy to get? 33

6.I.d. Is there labratory? 33

PART SEVEN

QUESTIONNAIRE

7.I. QUESTIONS FOR TEACHERS 34

7.II. QUESTIONS FOR LEARNERS 35

EVALUATION AND SUGGESTIONS 37

APPENDIX

REFERENCES

INTRODUCTION

In this study the Starter Pace Setter is going to be analysed according to some basis like its methodology, its point of view about language skills, teacher’s book function in the course and how the teacher’s book organize language study.

The aim of this analysis is not to make a critisism but to determine the place of this book in learning English.

PART ONE

1 DESIGN AND ORGANIZATION

1.I. THE COMPONENTS OF COURSEBOOK PACKAGE

Pacesetter is a four-level English course that takes teenage students form beginner to intermediate level. It’s levels can be sequenced as starter, Elementary, Pre-Intermediate, Intermediate.

Pacesetter is published in 2000 by Oxford University Press. Students Book is 111 pages, Workbook is 80 pages, Grammar and Practice Book is 72 pages, Teacher’s Book is 192 pages.

Student’s Book is written by Derek Strange and Diane Hall; Workbook is written by Derek Strange and Diane Hall; Grammar and Practice Book is written by John Kennedy, Derek Strange & Diare Hall; Teacher’s Book is written by Liz Austin, Derek Strange and Diane Hall.

It is an integrated package. An integrated package is a term used very frequentl by those responsible for promotional copy writing in ELT publishing (Cunnigsworth, A. (1995; p.25)).

This package’s components are Student’s Book, Teacher’s Book, Grammar and Practice Book, Workbook and Classroom Casettes.

THE STARTER STUDENT’S BOOK contains;

· contents pages outlining what comes in each unit

· preliminary pages introducing classroom language and some international English words.

· 15 main units which include a photo-story, a language review section in each teaching unit and end – of – unit (free wheeling) activities, including songs, puzzles and games.

· three consolidation units including projects work.

· information gap activities for skills work.

THE STARTER CASSETTES 60 WİTH STUDENT’S BOOK

· recording for listening activities

· the photo-story dialogues

· pronounciation models and activities

· songs

· recordings of many of the reading passages.

THE WORKBOOK İS LINKED CLOSELY WİTH THE STUDENT’S BOOK

· a preliminary page introducing dictionary work and workbook instructions.

· 15 units which provide further practice on all aspects of the language in student’s book.

· 3 Consolidation units which review and check the language and skills taught in the earlier units.

· models of how to record and store vocabulary

· unity by-unit word list.

THE STARTER TEACHER’S BOOK CONTAINS

· Introduction to the methodology and procedures of PACESETTER

· step by step teaching notes, with answer keys, tapescripts and optional activities

· helpful background cultural notes

· a key to the Workbook exercises

· photocopiable, optional activities

· a photocopiable test for each unit.

1.II. ORGANIZATION OF THE CONTENT

The content of Starter Pace setter is organized in nine groubs. The headlines of these groubs are as; Topic, Grammar, Vocabulary, Function, Reading, Listening, Writing, Speaking, Pronunciation. Each of these parts has a meaning for coursebook.

In Topic Section the names of each unit can be seen (English in class, New friends, Looking Around, The Living World, At home, The Best of British, Life and Times, Imagine This, That’s amazing, Travelling, Diet and Lifestyle, Typhoon Opal, Lost and Found, Behind the camera, Great Journeys, Losing things).

In Grammar Section names of grammar rules are located as; imperatives, countable and uncountable nouns, present continous with future meaning so on.

In Function Section Practical usage and communicative functions of grammar rules are located as; asking about people and objects, expressing likes / dislikes and preferences, preparing newspaper reports, making offers etc.

In Vocabulary Section Each unit has a special vocabulary on special subjects related to daily life as; parts of body, music, food, nationalities, jobs, sports, names of languages etc.

In Reading Section Each unit has its part for developing reading skill. There can be seen some kind of activities as skimming a text to identify topic and content, matching text with pictures, matching titles with paragraphs, organizing and sequencing information, matching readings with paragraphs etc.

In Listening Section There is listening activities in each unit supported by classroom cassettes.

In Writing Section It is possible to see a variety of writing activities as; preparing & writing stories, writing a letter etc. to develop student’s writing skill.

In Speaking Section Activities are desigred in such a way that students can have opportunity to use their language. Activities are as; Describing, Discussing, Asking about something.

In Pronounciation Section In this part; word and sentence stress, intoration in question and answers, word stress in questions and answers, word and sentence stress in simple dialogues, sentence stress in questions and greetings are seen.

1.II.1. TYPES OF SYLABUSES

1.II.1.a) Functional and Notional Syllabuses

Notional and functionalism has been closely associated with what has been called “communicative language teaching” (Brumfit a Johnson, 1979; Richards & Rodgers, 1986; Widdowson, 1979), a rather amorphous view of a language teaching that has been referred to as a method but is really a collection of different approaches and procedures clustered around notional / functional content. (Connigsworth Alan (1995; p.29)).

COMMUNICATIVE LANGUAGE TEACHING

Some characteristics of of communicative language teaching can be sequenced as;

· Meaning is paramount

· Dialogs, if used, center around communictive functions and are not normally memorized

· Contextualization is a basic premise

· Language learning is learning to communicate

· Effective communication is saught

· Drilling may occur, but peripheraly

· Comprehensible pronunciation is sought.

· Any device which helps the learners is accepted – varying according to their age, interest etc.

· Sequencing is determined by ony consideration of content, function, or meaning which maintains interest (Richard and Rodgers S. “Approaches and Methods in Language Teaching”, 66-67. (1986)).

Communicative Teaching gives importance to functional aspects of language as well as structural ores.

When language is seen as relationship between form and function, notional / functionalism takes the function side as primary and the formside as secondary

From structure to function

Function (future)

Form (eng will) Function (promising)

Function (prediction)

From function to sturcture

Form (be going to)

Function (eg “future) Form (will)

Form (being)

Notional / Functionalism defines the categories which are used to talk about language form in two ways. The first one is notions as time, duration, agent, instrument, place and many other. The second are of language use is functions as disogreement, suggestions, apologizing so on.

The reason for this syllabus type to be called communicative is the discourse analysis that it is based on.

1.II.1. b) Structural Syllabus

The structural syllabus is based on a theory of language that assumes that the grammatical or sturctural aspects of language form are the most basic and useful. When functional ability, or abilitiy to use or communicate in the new language, is a goal of instruction, the structural syllabus can be said to embrace a theory of learning that holds that functional ability orises from sturctural knowledge or ability.

The content of the structural syllabus is language form, primorily grammatical form, and the teaching is defired in terms of form.

The usual grammatical categories are the fomiliar ore of noun, verb, pronoun, odjective, singular, pivral present tense, past tense and so on. The domain of structural syllabi has tended to be limited to the sentence. That is the sentence is the largest unit of discourse that is regularly treated. A classifaction of sentence types usually inculdes semantically defired types such as statements or declaratives, questions or interrogatives, e-clomations and conditionals; and gramatically defined types such as simple, compound, and complex sentences.

A good deal of morphology can also be found in structural syllabi, such as singular and plunal marking, the forms marking the tense system of the language and special monphology such as determines and articles prepositions and post positions, gender markers and so on.

Morphology also deals with vocabulary, specially formal aspects such as prefixes and suffixes.

Structural syllabi have most frequently been associated with cognitive methods of language teaching, audiolingualism, grammar-translation methods and several innovative methods such as the Silent Way. (Cunnigsworth, Alan (1995; p.15,16,17)).

1.II.1. c) Situational Syllabus

Situational content has mostly been used as an adjunct to instruction that is primarily focused on language form and structure. Mony “methods”, from garmmer-translation to Berlitz to modern integrated textbooks, have used examples of the language being learned in situations and settings. These range from short dialogues to lengthy themes with casts of character acting and behaving in complex ways. Many collections of conversation or communication activities are organized in terms of situation.

There are three types of situational syllabuses named as limbo, concrete, and mythical. They are differentiated by the type of informational content and type of linguistic content.

The limbo situation is one in which the specific setting of the situation is of little or no importance. The concrete situation is one in which the situations enacted against specific settings. The mythical situation is one that depends on some sort of fictional story line, frequently with a fictional cast of characters in a fictional place. (Cunnigsworth, Alan (1995; p.41,42)).

1.II.1. d) Skill – Based Syllabus

The skill-based syllabus is a type that has not been previously identified as a separate kind of instructional content in the literature on language teaching – The term “skill” in language teaching has generally been used to designate are of the four models of language; speaking, listening, recording, or writing (Chastain, 1976).

A working definition of skill for this volume is a specific way of using language that combines structural and functional ability but exists independently of specific settings or situations. Examples ore reading skills such as skimming and scanning; writing skills such as writing specific topic sentences and certain kinds of discourse leg, memos, research reports, work reports; speaking skills of giving instructions, delivering public talks, giving personal information for bureaucratic purposes, asking for emergency help over the telephone; and listening skills such as getting specific information over the telephone, listening to foreign radio broadcats for news or military information, taking orders in a restaurant and so on.

Skill-based instruction is not associated with any specific theory of learning. The general theory is that the learning of complex behaviors such as language is best facilizated by breaking them down into small bits (skill), teaching the bits, and hoping that the learner will be able to at them together when actually using them. (Cunnigsworth, Alan (1995; p:49-52)).

1.II.1.e) The Task-Based Syllabus

The Task-Based Syllabus is largely based on work by Krahnke (1981, 1982), Candlin and Murphy (1986), and Johnson (1982). The defining characteristic of task-based content is that it uses activities that the learners have to do for nonistructional purposes outside of the classroom as opportunities for language learning. Tasks are distinct from other activities to the degree that they have a noninstructional purpose and a measurable outcome. Tasks are a way of bringing the real world into the classroom.

Another characteristic of tasks is that they require the student to apply cognitive processes of evaluation, selection, combination, modification, or supplementation (“so-called “higher – order thinking skills”) to a combination of new and old information – In task – based insturction, language is not tought perse, but is supplied as needed for the completion of the task.

Language form is learned through language use. The primary theory of learning underlying task-based instruction is Krasten’s acquisition theory (Kroshen, 1982). Acquisition theory angues that the ability to use a language is gaired through exposure to and participation in using it, that experience, not troining, is recessary (Cunnigsworth, Alan (1995; p.57, 58, 59)).

1.II.1. f) The Content – Based Syllabus

In concept, content-based teaching is simple: It is the teaching of content or information in the language being learred with little or no direct or explicit effort to teach the language itself seperately from the content being tought. In practice, many programs using a content-based approach have also included on instructional component specifically focusing on the target language, but such specific language instruction is not regarded as the primary contributor to target language acquisition.

The theory of language assumed by content – based instruction embraces the full range of communicative competence, including a structural compotent (grammatical competence especially in school settings and in school discourse), and strategic competence, again as it relates to academic activities. It is a use-based theory of language that sees language as arising from the settings in which it is used. Content-based learning does not clearly distinguish form and function in teaching language but makes the new language available in the contextsx of its functions and meanings (Cunnigsworth, Alan (1995; p.65, 68)).

1.II.1.g) Syllabus Type of Pace-Setter Starter

It is stated in the prep class grammar lesson syllabus as communicative and eclectic methods are going to be applied, besides that all the other approaches and methods can also be used considering the situation and the topic to be taught (see appendix A₁)

Although it is not stated in the school’s syllabus it can easily be seen that this book has a type of sturctural and mainly skill-based syllabus.

It is structural because when we look at the syllabus we can see that grammar items as tenses, prepositions, can / can’t, should / shouldn’t, imperatives, frequency adverbs, have got / has got, used to, too much / too many, causitives are the main objectives. Teaching them by grammar – translation and audio-lingual methods are teacher’s basic aim.

It is skill-based because each unit in student’s book and workbook has a skill part consisting of differenet activity type.

In Starter Pace Setter we have many ewamples to support our conlusion about its being skill-based as; ın student’s book unit 1 Listen and check your answer, Unit 2 Listen and answer the questions, Unit 3 Listen and are fish is missing on the cassette what colour is it?, Listen who is in the phote and write the numbers, activities related to listening skill can be seen.

Related to Reading skill there can be seen such kind activities as Read the text and find words with the some meaning as:

1 house or a partment 3 big

2 a very rich person 4 television

Reading and matching, reading and choosing best title, skimming activities (Read the words in the box and then look quickly at the pictures. Which four words are in the story?)

Related to writing skill in workbook there can be seen such kind of activities as writing a description of a man curiting a recipe, completing a timetable by given instructions, completing a postcard.

Related to speaking skill inworkbook there can be seen pronounciation activities.

Each unit in work book has a dictionary work and summarizing readings section, it shows us its skill-based process.

1.II.2. THE CLAIMS OF WRITER

Claims of the writer can be sequenced like;

· Taking teenager from beginner to intermediate level in a single year.

· Using a communicative methodology which presents new language in context and allows students to become actively involved in the learning process.

· Using a problem solving approach to grammar which helps students to work out for themselves the meaning and use of sturctures.

· Consisting motivating topics that draw on the students experiences and develop their interest in the world around.

· Consisting a systematic vocabulary syllabus combined with learning to learn skills to encourage learner to develop their own strategies for remembering words.

· Consisting integrated skills work that provides step by step practice of speaking, listening, reading, and writing.

· Consisting a lively photostory in the first two levels and engoging short stories in the third and fourth that provide a cultural reference and present the informal English used by teenagers.

· Consisting three consolidation unit to revise and extend the language and skills taught through a variety of controlled and free activities including project work.

1.II.3. THE CORELATION BETWEEN THE CLAIM AND LAY OUT

Is there any logical corelation between the claim and lay out?

There can be seen a corelation between the claim and lay out.

Firstly when we talk about the lay out of the coursebook it can be said that the grammar items are sequenced in on order. Than in every five unit there is consolidation part which consists activities that enable students to revise what they learned in a six section as grammar, vocabulary, communication, project and related to its syllabus type skills; reading, writing, listening.

Students firstly introduce with grammar items in a context than in review part they see the new structure (rules about the new structure). They hear new structure from cassettes and become accustomed of it. Than in Work it out section with fill in the blanks activities and pair work students gradually acquire the new structure.

Integrated skills work provides practice of speaking, listening, reading and writing.

Mostly the integration of listening and writing, reading and writing, listening and speaking skills are determined.

We can’t say that there is a complete corelation between the claim and by out as there can not be seen any sufficient speaking activity. It is restricted by small pre-reading, post-reading (one or two questions) and repeation activities.

Sequence of skills is as; Speaking, listening, reading and writing (see Appendix A₂)

The topics ore very interesting and suitable to student’s age and experiences so they gain much motivation from students.

1.III. THE RELATION BETWEEN THE ORGANIZATION OF THE BOOK AND THE SOCIAL AND CULTURAL BACKGROUND OF THE LEARNER’S AND TEACHER’S

The Criteria For the Right Organization

It is expected in general course to have a clear policy on recycling with progressive inforcemenet of newly taught items. It is useful to have a record for instance, of where a vocabulary item is first introduced and then when it is used on subsequent occasions. As a basic principle of learning is to move from the familiar to the new, and relate new items to these already known, recycling of previously taught items can be linked to the first presentation of a new item.

Organization of Starter Pace Setter has its continuity in its package consisting of grammar and practice book, workbook and the main plunk; Student’s Book. In student’s book, students hear new structure and vocabulary from a tape-recorder than in each unit they are introduced a different grammatical structure developing gradually through in itself; each section in each unit only makes students understand the structure and be able to practice it in different activities. Firstly students see structure in a context than in a form later practice it in various activities as fill in the blanks, matching and alternate response item and anagrams. In Workbook and Grammar and Practice Book there is a recycling of already known grammatical structures intensively with fill in the blanks activities. (see Appendix A₃)

Although it is stated at the back of the coursebook that it is practical for teachers and is motivating and chalenging for Lise Prep students, it is not possible to see any element that is related to Turkish culture. It is completely about European culture and habits as; a reading passage about a book named Jaws written by Peter Bencley and its main subject about a youth club (The Ok Club) Welcome to London’s Nothing Hill Carnival and all of the names are European. But the content and organization of the book is suitable to the level of students cognitive development with its subject as; friendship.

1.IV. THE SEQUENCE OF CONTENT

The content of starter pace setter sequenced according to learnability. Because structures given in syllabus designed according to how quickly they will be acquired. Present Simple is given before Simple Past and after simple present given than simple present continuos comes as it is acquired more difficultly than simple present.

1.V. RECYCLING AND REVISION

1.V.1. The Meaning of Recyling

Recycling means meeting by new items more than once in different contexts.

One princible of Recyling is that items are encountered in a structured way on several occasions in different contexts. In this way students learn the form and the sound of a language item (grammatical form or lexical item) thorugh progressive exposure, and by meeting it in a number of different contexts they develop on increasing understanding of its use and meaning.

In Starter Pace Setter there is no recyling only in Elementary stage when past continuos given there is an information about simple past. (see Elemantary Pace Setter page 42).

1.V.2. The Meaning of Revision

Revision means reexoming in order to correct or improve something (Oxford Advanced Learner’s Dictionary).

In pace setter there consodidation unit in students book have a revision function. The three unit revise and recycle the grammar, vocabulary and skills of the previous five units, combining these in fresh interesting ways. (see Appendix A₄)

The Consolidation units in workbook provide review of the language and skills work recently introduced.

There is a ‘check yourself’ section where student can asses how well they have learned the language and skills taught in the previous five units. It is on important aspect of learner training to encourage students to analyse their own progress at regular stages in the course, and to identify areas where they reed to study further for a full grasp of the language.