UNIVERSITY OF SOCIAL SCIENCE AND HUMANITIES ENGLISH FALCUTY Class: Language teaching  

ANALYSING COURSEBOOK: CUTTING EDGE

Group 5: Nguyễn Thành Nam Nguyễn Thị Ngoan Trần Khánh Nguyệt Huỳnh Quốc Bảo Trần Thị Loan Chấu Sáng Mùi Trần Thị Ngọc Mai Vũ Xuân Hoa Mỹ

Thành Phố Hồ Chí Minh, 2009

List group with each part No 1 2 3 4 5 6 7 8 List Aims and aproaches Design and organization Language content Skills Topic Methodology Teachers’books Practical considerations Name Trần Khánh Nguyệt Vũ Xuân Hoa Mỹ Nguyễn Thành Nam Nguyễn Thị Ngoan Huỳnh Quốc Bảo Trần Thị Loan Chấu Sáng Mùi Trần Thị Ngọc Mai

Sourse material: Sarah Cunningham, Chris Redston with Peter Moor Students’ book: Teachers’ book: Cutting Edge- textbook Cutting Edge- workbook Cutting Edge- 2 Class Audio CD Teacher’s resource book

I. Introduce After joining the training course conducted by Professor Thanh Dung and researching some materials which introduce basic knowledges how to select and evaluate coursebook. Each of coursebook contain typical types such as: aim and aproaches, how to design and organization, language content, skills…Base on them we can choose a coursebook most appropriate to learner requirement. And then, our group 5 would like to analyse the following set of books : Students’ book: Cutting Edge- textbook Cutting Edge- workbook Cutting Edge- 2 Class Audio CD Teachers’ book: Teacher’s resource book II. Quick-reference checklist for evaluation and selection 1. Aims and approaches Focus on analyze following questions a. Do the aims of the coursebook correspond closely with the aims of the teaching programme and with the needs of the learners b. Is the coursebook suited to the learning/teaching situation c. How comprehensive is the coursebook? Does is cover most or all of what is needed? Is it good resourse for students and teachers? d. Is the coursebook flexible? Does it allow different teaching and learning styles? 2. Design and organization Focus on analyze following questions a. What components make up the total course package (eg students’books, teachers’ books, workbooks, cassettes, etc)?

b. How is the content organized (eg according to structures, functions, topics, skills, etc)? Is the organzation right for learners and teachers? c. How is the content sequenced (eg on the basis of complexity, learnability, usefulness, etc) d. Is the grading and progression suitable for learners? Does it allow them to complete work needed to meet any external syllabus requirements? e. Is the adequate recycling and revision? f. Are there reference sections for grammar, etc? Is some of the material suitable for individual study? g. Is it easy to find your way around the coursebook? Is the layout clear? 3. Language content Focus on analyze following questions a. Does the coursebook cover the main grammar items appropriate to each level, taking learners’ needs into account? b. Is material for vocabulary teaching adequate in items of quantity and range of vocabulary, emphasis placed on vocabulary development, straitegies for individual learning? c. Does the coursebook include material for pronunciation work? If so what is covered: individual sounds, word stress, sentence stress, intonation? d. Does the coursebook deal with the structuring and conventions of language use above sentence level, eg how to take part in conversations, how to structure a piece of extended writing, how to identify the main points in a reading passage? (More relevant at intermediate and advanced levels) e. Are style and appropriacy dealt with? If so, is language style matched to social situation? 4. Skills Focus on analyze following questions a. Are all four skills adequate coverd bearing in mind your course aims and syllabus requirements? b. Is there material for intergrated skills work? c. Are reading passages and associated activities suitable for your students’ levels, interests, etc? Is there sufficient reading material? d. Is listening material well recorded, as authentic as possible, accompanied by background information, questions and activities which help comprehension? e. Is material for spoken English (dialogues, roleplays, etc)well designed to equip learnersfor real-life interations? f. Are writing activities suitable in terms of amount of guidance/control, degree of accuracy, organization of longer pieces of writing eg paragraphing) and use of appropriate styles? 5. Topic Focus on analyze following questions a. Is there sufficient material of genuine interest to learners? b. Is there enough variety and range of topic? c. Will the topics help expand students’ awareness and enrich their experience? d. Are the topics sophisticated enough in content, yet within the learners’ language level? e. Will your students be able to relate to the social and cultural contexts presented in the coursebook? f. Are women portrayed and represented equally with men? g. Are other groups represented, with reference to ethnic origin, occupation, disability, etc?

6. Methodology Focus on analyze following questions h. What approach/approaches to language learning are taken by the coursebook? Is this appropriate to the learning/teaching situation? i. What level of active learner involvement can be expected? Does this match your students’ learning styles and expectations? j. What techniques are used for presenting/practicing new language items? Are they suitable for your learners? k. How are the different skills taught? l. How are communicative abilities developed? m. Does the material include any advice/help to students on study skills and learning strategies? n. Are students expected to take a degree of responsibility for their own learning (eg by setting their own individual learning targets)? 7. Teachers’ books Focus on analyze following questions a. Is there adequate guidance for the teachers who will be using the coursebook and its supporting materials? b. Do they adequate cover teaching techniques, language items such as grammer rules and culture-specific information? c. Do the writers set out and justify the basic premises and principles underlying the material? d. Are keys to exercises given? 8. Practical consideration Focus on analyze following questions a. What does the whole package cost? Does this represent good value for money? b. Are the books strong and long-lasting? Are they attractive in appearance? c. Are they easy to obtain? Can further suppliers be obtained at short notice? d. Do any parts of the package require particular equipment, such as a language laboratory, listening centre or video player? If so, do you have the equipment available for use and is its reliable? III. Composition 1. Aims and approaches All of us know that selecting a good coursebook has an important role in teaching language. Besides the work designs syllabus, selecting coursebooks also decides the success of teaching program. The “Cutting Edge” coursebook for beginning learner is a great idea for teachers who are confusing in selecting coursebook among a lot of coursebooks published on the market now. With the aim of teaching is communication for starter. The book is quite matched the needed of learner. This will help to equip students to use language effectively for their own purposes. Throughout the book every module are designed for communicating purpose. The book presses all four skills: reading, writing, speaking and listening and

combines these well in each practice exercise. The vocabulary is also attached special important. The book is designed base on communication approach and it fairy open so you can use different methods when planning your lesson. If visual aid are well – equipped in your classroom it’s so good, if not you will still be confident with some kind of games. The coursebook is flexible. It not only brings to learner the chance to train four skills but also help them get more knowledge from text and reading about real life. The content of readings and exercises connect closely with aim of using language. The way that the coursebook approaches each topic attracts the learner because of its multiform and opulence. You can see in each module, the focus points are variety and it depends on lesson content. What important will be focused on so learner easily to mark it and remember. From some reviews above, I think this is a perfect coursebook for teaching and learning too. 2. Design and organization About the design and organization of coursebook Cutting edge, we can easily recognize they are designed clearily, and organized in a scientific way. The first, we can see that the coursebook include students’ book, teachers’book, workbook and cassettes. This total course book is made up by many components. Specically, the whole students’book is made up by 12 module, each module focus on one topic and devided into sections such as grammar, vocabulary, english skills (reading, writing, speaking and listening),real life and “do you remember”. Teachers’ book and workbook are also designed and organized in outline in the students’ book to support the learner understand the lesson and practice better. The second, the content is organized follow the type of repetitive structure but from low to high and easy to difficult with full of 4 skills mix in the sections, this ensure adequate recycling and revison. At the end of the module all have the section “real life” to help the learner practice vocabulary and structure have just been studied into the real life, and the section “do you remember” help learner summary language and vocabulary into a system easy to remember. So this organization is actually right for all learners and teachers. The third, the content is sequenced with 4 skills mix in sections and each sections have parts of vocabulary, listen, check, grammar and listening again, write a conversation grammar again, check, vocabulary again….around the topic of module. This made the complexity of the lesson, but it is usefull for learner because they help the learner acquire and expand lessons. The next, we can see the grading and pregression is very suitable for learners with the content is organized in the coursebook, involving the ordering of items and the speed with which the students progress through the course. It allow the learner to complete the work needed to meet any external syllabus requirements. Beside we can see this coursebook is also suitable for individual study with the workbook follow in the syllabus of students’book. And one more point is with Cutting edge, we can easily find the way around the coursebook with the layout is very clear. They are displayed in the first page of the coursebook with 12 modules corresponding 12 different topics and in each module are small sections such as: grammar, vocabulary, reading and listening, speaking task, writing and real life. The way to layout material of Cutting edge made the learner completely happy. 3. Language content With language content, the coursebook- Cutting Edge which we are concerned with the language content is for starter level. We will evaluate the suitability of material base on

following aspects : grammar items, vocabulary teaching, pronunciation work, discourse matter, style and appropriacy. Firstly, we consider about grammar items. Those books are for starter level, so the grammar items are quite simple and I realize that they are appropriate to learner’s needs.For example: Module 1 have I/my and you/ your: (my name’s…./I’m…./What’s your name?); He/she and his/her: ( What’s his job? What’s her name?Her name’s…He’s a…). The grammar items are presented in small enough units for easy leaning. There are the emphasis on language form and language use. In each module, there is no small part where newly introduced items related to and contrasted with items already familiar to the learners. Besides, because it is for starter level, one grammatical form has only one meaning. Secondly, we mention about vocabulary teaching. In each module, material for vocabulary teaching is adequate in terms of quantity and range of vocabulary. Normally, there are about 10 – 15 new words in each part. Vocabulary development activities tend to exploit semantic relations, situational relationships, collocations and relationships of form. For example: Vocabulary : countries : Brazil, Poland, France, Italy, Russia, Spain, Japan, Turkey, The USA Vocabulary : odd one out; Bread, meat,milk A school, a doctor, a teacher. The material enable students to expand their own vocabularies independently by helping them to develop their own learning strategies. Vocabularies are introduced separately base on topic ( Around the world, Home, work and family…ect) and there are some exercises which help student classify the suitable meaning of words ( write word in the space, match the words in the box…ect.). Thirdly, we discuss about pronunciation work. Listen materials in those books are divided into 3 parts : individual word, sentence and dialogue. Also, there are cassettes for pronunciation practice and they provide good models for learners. Next, we focus on some discourse matter. The coursebook deal with some aspects of discourse : conjunctives, other features of cohesion, structure and conventions of spoken discourse. The example of spoken and written discourse presented by the material provide good models for the learners. Example: Write ten sentences about people you know. Use the ideas in the diagram. My brother/sister - like / play / read - classical music / football…ect Last but not at least, we talk about style and appropriacy. they are dealt with : choice of grammar, choice of vocabulary, discourse the structure and pronunciation. The coursebook is composed as below sequence : grammar, vocabulary, reading & listening, speaking task, writing and real life. They are presented in simple and practical way and the learner easily follow each lesson. Moreover, the coursebook identify situations or areas of languague use where the learners can be particularly sensitive to use appropriate styles. 4. Skills Cutting Edge Starter Coursebook’s aims is to gives starter learner an all-round practical knowledge of four skills, and real-life functional language. The particular class of beginners is to provide the learners with extensive, systematic and well-integrated practice in the productive and receptive skills necessary for communication. Cutting Edge Starter includes twelve modules; each module has places for all four skills. When taking the aim of the course book into consideration we can state that it deals adequately with all four skills. Even from the first units, the practice in all skills isn’t neglected. Although speaking and listening skills work seems to be a bit more, a suitable balance between the skills is achieved through relating these two skills work to the other skills work as in the activity such as: capital letters, fill in a form, put the

words in the gaps then practise conversation, write about your self…In these activities the four skills are integrated. Firstly, we are about to mention of speaking and listening skill, two common skills work in Cutting Edge Starter Coursebook. The quanlity reading material is short and simple because of designing for beginner. It develops from Pronouncation to Vocabulary and Listening, and then is Reading and Vocabulary. After reading the passages, students make extended oral activities (task), so as long as it is an appropriate reading passage they create better products. Students use what they already know, developing their confidence. In the coursebook, at the end of each module there are regular ‘Real Life’ sections, provide opportunities for role-play of practical on reading, listening, writing and speaking exercises. As the name of section, its content expands students’ knowledge of daily correspondent with the issuse of each module. For example: The module 4: Around Town => Real Life: In the street. The module 7: Your Time => Telling the time. Reading and Listening material often combines in each module of this course. Some exercises have both requests is reading and listening, example: ‘Reading and Listening’ (Module 9, p.76). One important point to check the listening material is to check if it provides prelistening activities to focus learner’s attention on the topic of the passage. These can be prequestions, asking students to look for certain items of information contained in the listening material. The pre-activities give purpose to it allows an element of prediction and make the material more meaningful by placing it in a context, e.g ‘Listen and say number’, ‘Listen and practise’… Another important factor to be checked should be the quality of the recorded sound. Listen materials in this work are well recorded and most of them are authentic. The theme of the recorded material is targeted at daily life will enable student to comprehend the intent of the listening transcript and relate it to their personal lives and talk about it at the later stages of the lesson. Secondary, we discuss about speaking skill. Cutting Edge’s activities put much emphasis on spoken language. Speaking practice takes place through the oral presentation and practice of new language items in dialogue work and in role-play. Speaking activities are also covered in pronunciation practice to be sure that students receive good spoken models from their teachers. The theme of each module is repeated in many aspects help student bearing in mind around a subject. Thirdly, we can consider writing skill. The requirements of writing skills sections in this coursebook are quite simple. It focuses on writing your personal information proving and practicing gramatical rules. Above, four skills in Cutting Edge mention particular of its section but in each module four skills are integrated. For all teaching situations, all four skills don’t have to be treated in depth in balance, because different teaching situations require different emphasis on each skill 5. Topic The next part is mentioned is topic of coursebook. To attract as well as reduce discouragement from learner at beginner level, this course book Cutting Edge at starter level have enough basic characters to interest learner which we can see in each module Module 1: nice to meet you Using in real life: saying hello , goodbye for greeting purpose Module 2: around the world Using in real life: to filling a form, phone number

Module 3: In a different country Using in real life: Ordering and paying foods and drinks , prices Module 4: Around town Using in real life: in the street, to identify places Module 5: Home, work and family Using in real life: Buying things in shops Module 6: we both like… Using in real life: telling the time Module 7: your time Using in real life: talking TV program Module 8: people are amazing Using in real life: learning big numbers Module 9: Now and then Using in real life: learning years and ages Module 10:creative people Using in real life: learning months and dates Module 11:going away Using in real life: buying a train ticket Module 12: spending money Using for real life: some phrases using for social language communication The language of teaching is used in a real situations which helps learner not only develop language skill but also enrich their knowledge. Using real situation for real purposes, learner has been equipped enough basic language knowledge in some simple situation. For example, in module 1, some photos of famous people like: Tom Cruise, Madona, Putin… were used to learn, it can help learner remember firmly the structure of WH question for asking name. In module 10, a group of famous people like: Charlie Chaplin, Coco Chanel, Van Gogh were used to teach learners, let them remember not only those people’s biography but also remember date of event etc… However, there isn’t enough variety and range of topic in CUTTING EDGE Starter level. It’s easy to understand because that course book is used for starter. Thus, some very specific range of topics were used to teach. The module follows the stream, from easy topic to difficult topic that equip learners have enough language knowledge before develop in a specific range. In Starter level, there are not many important topics were used to teach. However, it help expand students’ awareness and enrich their experiences in social and culture value with limitation because of level of learner. Learners have a basic experiences to use language in the right situations which are suitable with their level. The topics are simple, each module introduces with condensed content suitable with the topic. Information is general and concise help learners can remember easily. For example in module 2, to learn the numbers, this course book used photo of characters to let learners have a strong impact to remember. In some modules, this

course book has designed suitable information which help learners are able to relate to the social and cultural has presented. For example in module number 3, learners can guess the country of characters in the course book through postcard, email or fill in paragraph. Or in module 7, learners can understand other cultures through activities of characters in the course book. Beside that, in this course book, learner can found that women portrayed are represented equally with men. The women appears in each module from the famous persons ( Coco Chanel in module 10, Mother Teresa in module 9 etc… ) to the ordinary persons ( Isabel, Nicole, Melanie in module 6,ect…). The ethnic origin, occupation, disability have mentioned in this course book but they aren’t not in detail. We can find it in module 5 talking about home, work and family of people who are living in Argentina, Hungary, England. Or in module 1, this course book have a quiz matching name with career, nationality or origin etc… The topics are quite clear and support a suitable enough information to learner, variety of topic and the given details help learner at beginner starter get not only a basic language skill but also a social knowledge which make them to be interested in language learning 6. Methodology 7. Teachers’ books As you know, teachers’ books are one of materials in teaching. It’s a very importance part of the whole as they can exert a considerable influence on how the course is taught. A good teachers’ book is invaluable in offering, among other thing, guidelines on how to make the best use of the course, detailed plans for teaching each unit and keys to the exercises. And the “Cutting Edge-Starter” teachers’ book is a good teachers’ book with following points: Firstly, on whole “Cutting Edge -Starter” teachers’ book, it’s setting out the guiding principles of the course. It helps teachers on the way, the activity on teaching. Predict the question should be appeared and provided the answer, etc. and we can see an example as following when we teach Name and Introductions. (Focus 1- Module 1, pages 14 teachers’ book). Language note: Students might ask you about the meaning of ‘m,‘s and are in these sentences. Tell the class that they are part of the verb be, but encourage student to treat the new language as set phrase at this stage. The verb be is dealt with systematically in Modules 2, 3 and 4. Secondly, “Cutting Edge -Starter” teachers’ book state the aims and objectives of the course and describe the basic for the selection and grading of the language content. It’s is the course aimed at adults and young adults studying general English at the complete beginner or false beginner level. Thirdly, it’s providing practical guidance on how to use the material. It’s carefully guiding what should teacher teach and how to teach in each part of the lesson. In focus 1Module 1, pages 14 teachers’ book, when we teach grammar for example. Board Write … ‘m Rosa; … name’s Ebru; Are… David? And what’s… name? on the board. Ask students to complete the gaps in these sentences, referring back to the dialogues if necessary. Alternatively, point at yourself and write I’m + (your name) and my name’s… on the board. Then choose different students in the class and ask what’s

your name? and are you (Marcos)? Write these sentences on the board and underline I, my, you and your … Fourthly, giving linguistic information necessary for affective use of the material in class and providing background culture information where this is necessary in order to understand the contexts being used in material. For example: EMI mean that an international record company, IBM is an American computer company, BBC is a British television channel, etc. Fifthly, it’s promoting better understanding of the principles and practice of languageteaching in general, and helping to develop teaching skills. Otherwise, it’s providing exercise key for teachers with additional suggestion in Exercise 2 of Focus 3- Module 1, pages 17 for example, a) Students work in pairs. Student A says a letter and student B has to point to the letter on page 10 of the students’ book. b) Students work in pairs and say alternate letters of the alphabet. They can then repeat the activity by saying the alphabet backwards! In short, Cutting Edge starter –Teachers’ Book is really useful in providing informational, teaching tips, steps and skill for teachers. Helping teachers in lesson-controlling and drive the class as they want. 8. Practical consideration The whole package of course book costs in Teacher Book, Student Book, Work Book and CDs for Student Book and Work Book. As I think in this book, the value is represented not only content but the organization also. In general, the set of book is worth for buying. The overall outward is so attractive to students as well as teacher, with color of cover and pictures inside. The pictures which illustrate for Book’s content are clear and sufficient for lessons. And the quality of these materials is so good from the beginning to the end. And they really focus on all of the basic communication language and approaches for Starter Level. In each module, they divide very clearly in each part such as grammar, language focus, speaking, quiz…with number, so teacher and students could follow up easily in order or not. For Starter Level, we don’t need so much particular equipment; we don’t need a language laboratory of listening center of video player, we just need some hand-out for students to practice what they’ve learned by conversation, writing, quiz, games…And most of hand-out are used from Teacher Book, so they are really available for using and reliable as well.

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