T.C.

GAZ UNIVERSITY DEPARTMENT OF ENGLISH LANGUAGE TEACHING

MATERIALS EVALUATION AND DESIGN COURSE COURSEBOOK EVALUATION

Name of the course book: New Cutting Edge Authors: Sarah Cunningham and Peter Moore Level of the book: Elementary Publisher: Pearson Longman Year of publication: 2005

Instructor Assoc. Prof. Dr. Paa Tevfik CEPHE

Prepared by Sevgi ATICI 080564013 411

CONTENT CHAPTER I: INTRODUCTION...3 1.0. Introduction.3 CHAPTER II: COURSEBOOK EVALUATION.6 2.1. 2.2. 2.3. Practical Considerations .7 Content....7 Vocabulary and Structures..8

2.4. Methodology.......9 CHAPTER III: TEACHERS BOOK EVALUATION..10 APPENDICES.12

CHAPTER I

1.0 Introduction

New Cutting Edge Elementary is aimed at young adults studying general English at an elementary level. It is published by Longman Corporation and it is written by Sarah Cunningham and Peter Moore. It was published in 2005. It comprises a Students Book with a mini-dictionary inside the back cover and class CDs, a workbook with a students CD and a Teachers Book. STUDENTS BOOK CLASS CDs/CASSETTES New Cutting Edge Elementary Students Book is divided into 15 modules, each consisting of approximately 8 hours of classroom material. Each module contains some or all of the following: reading and/or listening and/or vocabulary - an introduction to the topic of the module, and incorporates speaking grammar input/revision in two Language Focus sections with practice activities and integrated pronunciation work vocabulary includes a Wordspot section which focuses on common words (have, get, take, etc.) task preparation a stimulus or model for the task (often listening or reading) and Useful language for the task task extended speaking, often with an optional writing component Real life section language needed in more complex reallife situations, usually including listening and speaking writing skills a Study Practise Remember! section to develop study skills, with practice activities and a self assessment section for students to monitor their progress. At the back of the students book a mini-dictionary which contains definitions, pronunciations and examples of key words and phrases from the students book a detailed Language summary covering the grammar in each module Tape-scripts for material on the class CDs/cassettes The New Cutting Edge Elementary Workbook is divided into 15 modules, which consist of : grammar consolidation of the main language points 3

WORKBOOK

STUDENTS CD/CASSETTE TEACHERS BOOK

covered in the Students Book vocabulary additional practice and input skills work Improve your writing and Listen and read sections pronunciation focus on problem sounds and word stress. The optional StudentCD/cassette features exercises on grammar and pronunciation. There are two versions of the Workbook one with and the other without an answer key. New Cutting Edge Elementary Students Book consists of 3 sections: an Introduction and some Teachers Tips on: - helping students with pronunciation - working with lexical phrases - making the most of the mini-dictionary - making tasks work - responding to learners individual language needs - using the Study Practice Remember! and Mini check sections Step by step teachers notes for each module, including alternative suggestions for different teaching situations (particularly for tasks), detailed language notes and integrated answer keys a photocopiable Resource bank, including learner training worksheets, communicative grammar practice activities and vocabulary extension activities.

New Cutting Edge is organized for students studying either in monolingual or in multilingual classrooms. In New Cutting Edge learning situation is important so that the students can become aware of their own development. Thats why most of the exercises are taken from real life situations. For example theres real life section under heading of further skills on the content page (see appendix for content page). The situations given in real life sections are taken from real life. For example on page 16 theres a listening task about completing forms. Here the students learn what to say and how to say in this context. This helps students to deal with target language tasks outside the classroom independently (see appendix 1). Theres also a general knowledge quiz on page 10. here the questions are from real life. Students work in pairs to do this quiz. When they finish, they listen and check their answers. They get some points. This is not necessary; however, this may cause enthusiasm (see appendix 2). New Cutting Edge Elementary takes an analytic approach to teaching English. First example of this is it has a task based approach. Students Book has 15 modules. There are speaking tasks in each module which include interviews, problem solving, information/opinion gap activities and storytelling. These tasks provide the opportunity for realistic communication and because the students are eager to express themselves, they are more likely to absorb the language that theyre learning. Thats why the authors of this book integrate the grammar and the vocabulary into these tasks. Writing follows each speaking task (see appendix 3).

Second example is that it has also a topic based syllabus. The modules are based around topics. The topics are up to date. There are also some topics related with different cultures, so the book addresses to both monocultural and multicultural classes. The last example is that it has a skills-based syllabus. New Cutting Edge deals with the four skills (reading, writing, listening and speaking) which are seen as the basis of language learning. It includes all the skills in different intensity. The book places strong emphasis on listening and speaking since it has a communicative aim. Reading and writing skills also exist, but they generally appear as an input(reading materials) or product(writing) for listening and speaking activities(see appendix 4). The book has a cyclical format. Theres a consolidation in every 5 modules. Consolidation includes grammar and vocabulary exercises with listening and speaking activities in order to revise previous 5 modules (see appendix 5). Theres also Study Practise Remember section after each module (see appendix 6). At the end of the book there are mini-checks (see appendix 7). There are also 3 photocopiable tests in the Resource Bank in Teachers Book after modules 5, 10, 15(see appendix 8). Therefore, the same subject matter is recycled more than once. However this subject matter is recycled explicitly in some activities. The book also has a modular format. The topic of the Module 0 is What English do you know? Here the aim is to diagnose what students already know. There are 15 modules in total. Each has a topic, four skills, grammar and vocabulary. This content hasnt got much flexibility. The teacher cannot skip a module. All modules are linked to each other. Since theres not optional or extra module, students do not have a chance to choose a module from this content.

CHAPTER II

COURSE BOOK EVALUATION

An objective checklist for course book evaluation PRACTICAL CONSIDERATIONS 1. Is the cover of the book durable enough to withstand wear? 2. Is the text (i.e. cover, page appearance, binding) attractive? 3. Does the size of the book seem convenient for the students to handle? 4. Is the price of the book affordable? 5. Can the book be obtained easily? 6. Does the book have supplementary materials (tapes, visuals, etc.)? 7. If YES to question 6, is it easy to obtain them? CONTENT 8. Is/are the type/s of syllabus design used in the book appropriate for your learners? 9. Is/are the language skills (listening, speaking, writing and reading) mainly focused on in the book appropriate for your learners? 10. Are sub-skills (such as skimming, scanning, deducing the meanings of unfamiliar words) covered in the book? 11. Are the topics or themes used in the book appropriate to the interests of your learners? 12. Is the language used in the book realistic (i.e. authentic, real life English)? 13. Does the book contain a variety of text types (letters, dialogs, poems, songs, puzzles, ads, etc.)? 14. Is the content organization in the book appropriate for your learners (their attitudes, intellectual abilities, cognitive maturity, etc.)? 15. Is the inner organization of units appropriate for your learners? 16. Is the content sequencing throughout the book appropriate for your learners? 17. Is the content sequencing within the units appropriate for your learners? 18. Are the tasks in the book challenging but achievable for your learners? 19. Are there effective visual aids (maps, pictures, plans, photos, etc.) to make meaning clear and to allow learners to make guesses? VOCABULARY AND STRUCTURES 20. Does the vocabulary load (i.e. the number of new words introduced every lesson) seem reasonable for your learners? 21. Are the vocabulary items controlled to ensure systematic gradation from simple to complex, common to rare items? 22. Is the new vocabulary recycled in the following units? 23. Does the book contain a variety of vocabulary presentation techniques that are suitable for your learners? 24. Does the book contain a variety of vocabulary activities that are suitable for your learners? YES NO

25. Does the grammar load seem suitable to the level of your learners? 26. Are grammar points recycled in the following units? 27. Are the learners given the opportunity of using both vocabulary and grammar in different contexts? 28. Does the book contain a variety of grammar presentation techniques that are suitable for your learners? 29. Does the book contain a variety of grammar activities that are suitable for your learners? 30. Does the book emphasize appropriateness besides accuracy? 31. Is there flexibility in the book (i.e. can the order of the units be changed, or can some parts of within the units be skipped)? METHODOLOGY 32. Does the theory of learning/teaching on which the book is based match your understanding of learning/teaching? 33. Does the theory of learning/teaching on which the book is based match the needs of your learners? 34. Does the book address different learning styles and strategies? 35. Does the book contain a variety of tasks/exercises/activities that are suitable for your learners?

(Ersz)

2.1. PRACTICAL CONSIDERATIONS

New Cutting Edge Elementary includes Students Book, class CDs, workbook, students CDs, Teachers Book, photcopiable resource bank and a mini-dictionary. Students Book and workbook cost 20TL. Teachers have to pay 40TL, because they own the whole package. The book has a thick cover which is two sided, so that students can carry their minidictionaries inside the cover of the book. The book has glossy pages which cannot be easily torn or damaged, but it depends on the students cautious usage. Therefore, it can be said that it is a long-lasting book. The book also is not so heavy, so students can carry it. The book can be easily obtained from bookshops. It has an attractive cover. On the cover, there is a top of a mountain; the cutting part of mountain, which is a referring to the name of the book. There are also many colorful pictures in each module. These pictures are taken from authentic materials, so they can reflect real life.

2.2. CONTENT
Theres not a single syllabus design in the book. The book has a mixed approach which is more appropriate for students. Theres a task based element which gives opportunities to students to speak the language used in the real world. Theres an emphasis and systematic work on four main skills. Listening and reading are used to introduce new vocabulary and grammatical items. Productive skills follow receptive skills. In New Cutting Edge listening materials are well recorded and most of them are authentic. They consist of short extracts and mini dialogues. For example, in the 4th module Loves and Hates theres a listening activity where celebrities tell the things they love or hate. Before listening to this text students are asked to

tell what they love or hate. And then they listen and tick the things the celebrities love or write a cross next to the things they hate (see appendix 9). Theres a wide range of reading materials in the students Book including factual/scientific texts, stories, quizzes, forms, notes and e-mails (see appendix 10). The variation of these materials is caused because of the authors perception of the interests, expectations and previous experience of the learners. The topics used in the book are interesting in order to attract students attention. There are some cultural issues and some of them are related with Trkiye. There are also effective visual aids in order to make reading texts clear. For classes who do not a lot of time to do reading in class, there are also suggestions in teachers notes section on how to avoid this where appropriate. Theres a strong emphasis on speaking tasks which are appropriate to students level. The tasks include realistic topics and situations (see appendix 11). Much of the practice of grammar and vocabulary is done through oral exercises and activities. For example in Module 9 Buying and Selling new vocabulary items are practiced through speaking activities. In addition to the tasks there are games in the Students Book and in the photocopiable Resource bank in the Teachers Book (see appendix 12). There are writing sections in the Students Book which focus on writing e-mails and letters (see appendix 13). There are written follow up sections to many of the speaking tasks. Speaking tasks and writing activities are challenging, but they are achievable and appropriate for students level. Sub-skills such as skimming and scanning are mostly covered in the book. For example in Module 15 Going Places theres a listening exercise. At first students are asked to listen for specific information and then for detailed information. It can be said that the organization of the course book suits to the level of the students (if we think that they are elementary level of students). However, it cannot be clearly stated without knowing students profile. All the modules in the book are designed from simple and known parts to complex and new knowledge. Productive skills follow receptive skills.

2.3. VOCABULARY AND STRUCTURES

Frequently used, internationally useful words are selected. In real life sections, the focus is on phrases used in common everyday situations such as telephoning or making arrangements. Reasonable number of topic based vocabulary is extended through the vocabulary booster sections of the workbook. The book doesnt contain a variety of vocabulary presentation techniques. Generally new vocabulary items are presented with pictures. Students use the mini-dictionary of the Students Book. Therefore, it depends on the teacher to make vocabulary presentation more attractive. New vocabulary is practiced through fill in the blanks type exercises and tasks. At the end of each module theres a Study Practise Remember section which gives the opportunity for practice. Further practice is done in Consolidation. As a result new language is kept on being recycled. In New Cutting Edge Elementary grammar is presented in reading or listening texts. Students are active in the process of learning grammar. There are language sections in each module. Each language focus has a Grammar box focusing on the main language points where 8

students are encouraged to work out rules for themselves. Here the teacher is expected to help students to discover the rules. The book does not only give importance to accuracy but also appropriateness. Students learn how to ask something politely (see appendix 14). Grammar points are recycled in the Study Practise Remember and mini-check sections. Students can do further practice in the workbook. There are a lot of exercises for grammar and vocabulary in the workbook. Grammar is not strictly emphasized in the book. Students can also refer back to language summary section at the back of the Students Book when they need However, theres not flexibility in the book. Since modules are connected with each other neither they can be changed nor be skipped.

2.4. METHODOLOGY
From the general point of view, the book matches my theoretical knowledge. The book has different shapes of syllabus and a variety of activities and tasks which are suitable for students. This gives an opportunity to students to improve their speaking skills. However, tape-scripts are given at the end of the Students Book which is not good. This may cause students to copy the answers of the listening exercises from tape-scripts without even paying attention to listening recordings. Workbook is very appropriate for individual study. Theres not always enough time to do exercises in the workbook in class. Students can do the activities which recycle the grammar points and vocabulary items taught in Students Book and check them (workbook includes answers). Therefore, students can refer to their teachers when they have problems with the activities, which leads to learner autonomy. Teachers can use the activities in the workbook to diagnose if students have learned the topics or not.

CHAPTER III

TEACHERS BOOK EVALUATION

A checklist for the Teachers Manual/Book VS NS The manual helps the teacher to understand the rationale of the course book (objectives, methodology, etc.) The index of the manual guides the teacher to the vocabulary, structures, skills, tasks, and topics found in the course book. Correct or suggested answers are provided for all of the exercises in the course book. The manual contains the tape-scripts of all listening activities. There are additional/alternative activities provided for parts of units that may need further practice. There are quick tips for the teacher to plan activities or lessons. There are sample exam sheets in the manual. There are suggestions related to the timing of each part in a unit. The manual provides suggestions to help the teacher to use audio visual aids. The manual provides suggestions to help the teacher to evaluate the learners works. The manual provides information on probable pronunciation problems. The manual provides information on probable lexical problems. The manual provides information on probable grammatical problems. The manual provides information on special usages, idioms, proverbs used in the units. The manual provides extra information on cultural topics/themes. New Cutting Edge Elementary Teachers Book includes 1. Introduction and Teachers tips on: a. Helping students with pronunciation b. Working with lexical phrases c. Making the most of mini-dictionary d. Making tasks work e. Responding to learners individual language needs f. Using the Study Practise Remember! and mini-check sections 2. Resource bank In introduction and Teachers tips section the teaching method of the course book is explained. Detailed information about multi layered topic based approach and the advantages of the method are given for teacher. After refreshing the teachers information about terms and method, teachers book leads the teacher to the teachers tips section where the whole usage and application of this method is presented. (Ersz)

10

Exercises, explanations, questions, correct answers, tape-scripts and all the other things in the students book are also found in the teachers book, so the teacher can follow the lesson easily. However, there are not suggestions related to the timing of each section in a module. All the information presented in the teachers book is very well organized and when the teacher gets accustomed to the plan and placement, it is very easy to find what s/he looks for. Already, the book follows the same parallel way with the students book, so the exercises, supportive information about a specific module and part are easily accessed. Also the language used is very clear. Taking care of those aspects it can be said that the book is a comprehensive one. The book also covers the teaching technique of same language items such as grammar. During the ongoing course, when the presented task aims the learning of a grammar rule, the book gives the procedure of teaching that rule involving the task. I think it is very useful for an inexperienced teacher to see that guide. Theres also guidance for teachers in teachers tips section about working with lexical phrases and pronunciation. Suggested information is given on special usages, idioms and proverbs used in the modules. Teachers book provides suggestions to help teachers to evaluate the learners works in making tasks work part. As New Cutting Edge Elementary is an international distribution, it is very normal that it includes some themes, stories or games of a specific culture. In our case, as well as, the students may feel themselves uncomfortable when facing to such a theme. In such circumstances, the teacher needs to either give detailed information about some attributes of that culture to make the students come to a better understanding. Such information about the culture is also provided in the teachers book. Theres an alternative suggestion part in each module (see appendix 15). Here suggestions are provided to help the teacher to use audio and visual aids. Tests are also provided in the resource bank in teachers book. As a result, New Cutting Edge Elementary Teachers Book is a very useful material for the teacher. It is a very guiding application resource for the teacher using the Cutting Edge package throughout their courses.

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APPENDICES

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