introduction of contextualized grammar, topic-based vocabulary and regular pronunciation activities is also emphasized. In terms of skills development, the textbook aims to offer motivating speaking activities, listening practices where students are exposed to a variety of accents, authentic reading tasks and various different text types to develop the writing skill.
Furthermore, in compliance with the guidelines of the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001), the coursebook aims for using the language for communicative purposes, encouraging “the development of the ability to ‘do things’ in a foreign language, not just to ‘know about’
the language” (Oxenden & Latham-Koenig, 2006b, p. 13). It is explicitly stated that New English File “teaches the language that students will need in order to develop their range of communicative competences” (Oxenden & Latham-Koenig, 2006b, p. 13).
To achieve this aim, the coursebook offers activities focusing on the knowledge of language functions, such as making polite requests, and knowing what to say in different social contexts. Listening activities focus on a wide range of accents, including colloquial speech and the language use of non-native speakers of English.
Likewise, regional dialects are also included, demonstrated in a storyline throughout the book revolving around two main characters, an American man and a British woman.
The coursebook contains seven ‘files’, or units, each constructed on the basis of a given pattern. The three main lessons, A, B and C, are intended to be the principal material of the book, having a specific grammar, vocabulary and pronunciation focus.
The three main lessons are followed by the Practical English chapter, which includes the story of Mark and Allie, mentioned in the previous paragraph. The Practical English section always concentrates on a particular linguistic function, such as making a
communication in different sociocultural backgrounds. Practical English is followed by the Writing unit, focusing on a range of electronic and traditional written genres. Each file is concluded with a Revise and Check section, to consolidate the grammar, vocabulary and pronunciation focus of each file, as well as offering further practice for the development of the language skills.
As demonstrated above, the New English File is targeted at developing students’
communicative competence, meeting the specifications of the CEFR (Council of Europe, 2001). The coursebook includes a variety of different accents, registers and sociocultural backgrounds in the listening activities, as well as offering different text types from authentic resources, such as magazines, newspapers, books, or the Internet.
Also, the spoken aspect of language is placed in the focus, offering meaningful grammar and vocabulary tasks to practise the new form in context.
5.1.2 New Headway (3rd edition)
The intermediate book of the New Headway series has been revised several times.
The volume under inspection, i.e., the third edition of the series, (L. Soars & J. Soars, 2003a) kept the elements of the basic methodology of the previous issues. As stated by the authors, “the clear, systematic and effective grammatical syllabus remains largely the same, modified where necessary for greater clarity” (L.Soars & J. Soars, 2003b, p.
4), demonstrating that the third edition preserved the mostly grammatical focus of the previous editions.
The intermediate student’s book is supplemented by a workbook for the students.
Additional activities to be included in the language lessons can be found in the teacher’s book and the teacher’s resource pack. Similarly to the New English File
series, the New Headway series also offers supplementary materials, available from the publisher’s website.
The examination of the coursebook content revealed that it contains twelve units following a pre-set structure. Each unit starts with the presentation and practice of a new grammatical structure, followed by the introduction of a new vocabulary topic.
The second half of the units concentrates on skills development, which is always done in an integrative way. At the end of the units the Everyday English section, based on the tapescripts of the listening tasks (L. Soars & J. Soars, 2003, p. 4), focuses on certain aspects of spoken language use, mostly linguistic functions and sociocultural background information.
In conclusion, even though the third edition of the New Headway series preserved its essentially grammar-focused approach, there are some efforts taken to include other facets of communicative competence. The intention of the coursebook writers was to include a wider variety of activities, with greater emphasis on personalised speaking tasks. Furthermore, the design of the coursebook and the structure of the individual units became clearer and more student-friendly.
5.1.3 Solutions
The intermediate volume of the Solutions series is the most recent publication among the three coursebooks included in the analysis (Falla & Davies, 2008a). The coursebook was devised on the basis of feedback gathered from secondary school teachers and students on several trips to Central and Eastern Europe. Based on the data gathered from visiting schools, observing lessons, and speaking with teachers and students, the textbook is set out to suit secondary school students’ (and teachers’)
The first major innovation of the book is its clear focus on school-leaving exam topics and task types. The accompanying workbook has different versions, published in Central and Eastern European countries, with the collaboration of ELT professionals from the given country. This way, country-specific exam requirements are addressed.
The other noteworthy aspect of the book is its clear student and teacher friendly structure; each lesson in the book corresponds to one 45-minute session in the classroom.
There are ten main units in the coursebook, each consisting of seven lessons, focusing on different aspects of the language. The lessons contain activities for one 45-minute classroom session. Each lesson has a central focus, such as the development of the listening skill; however, integrated skills development is ensured throughout the whole book. The structure of the units adheres to the following pattern (Falla & Davies, 2008b, pp. 5-7):
Lesson A - Vocabulary and listening introduces the main topic of the unit, provides the new vocabulary items and offers listening and speaking activities to practice them
Lesson B - Grammar presents the first grammar point of the unit in a meaningful context, provides grammar tables for easy reference
Lesson C - Culture offers a reading or a listening task which provides cultural background information about English-speaking countries, requires students to make cultural comparisons in the speaking tasks
Lesson D - Grammar presents the second grammar point of the unit in an interactive way, offers communicative practice for the new grammar item
Lesson E - Reading includes the main reading task of the unit, recycles the grammar points and vocabulary
Lesson F - Everyday English focuses on linguistic functions, includes a listening task with speakers of different accents and regional dialects
Lesson G - Writing focuses on one of the text types required for the school-leaving exam
Each unit is followed by either a Get ready for your exam or a Language review / Skills round-up section. Get ready for your exam provides specific school-leaving exam tasks, and at the same time offers more practice for the language from the previous units. Language review / Skills round-up recaps the content of the preceding units through the story of a Czech boy living in Britain. Additionally, four Get ready for B2 exams sections are also included in the coursebook, providing students with more advanced practice exercises.
On the whole, the intermediate level of Solutions also sets out to cover a broad range of the components of communicative competence. Despite the fact that its primary stated aim is to prepare students for the school-leaving exams, the coursebook offers a rich variety of task and text types, aiming at developing different aspects of the language. Furthermore, it also makes efforts to include sociocultural information and language functions.