Categorization is something that humans and other organisms do: "doing the right thing with the right kind of thing." The activity of categorizing things can be

1. Done by: Jamola Urunbaeva
`A` Group student
Checked by: Makhkamova G.T.
Tashkent - 2014

2. INTRODUCTION
PART 1 DESIGN AND ORGANIZATION
1. Components of the Coursebook Package
2.The Organization of the Content
3.Suitability of the Organization of the Coursebook for Students &
Teachers
4 Sequence of the Content
4.1 Recycling and Revision
4.2 Reference Section for Grammar
5. Clearness of the Layout
PART 2 LANGUAGE CONTENT
1. Grammar
1.1 Appropriateness of the Grammar Items to Students’ Needs
1.2. Emphasis on Language Form and Usage

3. 2. Vocabulary
2.1 Adequacy of Materials for Vocabulary
2.2 Selection of Vocabulary
2.3 Presentation of Vocabulary
3. Phonology
3.1 Selection of Phonological Items
3.2 Presentation of Phonological System
PART 3 SKILLS
1. Listening
2.Reading
3.Writing Activities
4. Speaking
PART 4 TOPIC
1. Topic and Subject Content
Conclusion

4.  Ersoz et al(2005), Tandlichova(2002),
Ansary&Babaii(2002), Griffths(1995),
Williams(1983), Cunningsworth (1995),
Allwright (1981), Sheldon(1988), Mcdonough
and Shaw(2003), etc
 Cunningsworth (1995): “Aims and
Approaches”, Design and Organization”, “The
Language Content”, “Skills”, Topic,
Methodology

5.  1. Course components
 * Teacher’s book, * Coursebook, * CDs, *
Pronunciation book,
 * Workbook, * Video guide, * Video,
* Activity book,
* Resource book
 New Headway series are written by Joan and
Liz Soars including 160 pages

6. The Types of syllabi
 Structural Syllabus
 Notional Functional Syllabus
 Situational Syllabus
 Skill-Based Syllabus
 The Task-Based Syllabus
 The Content-Based Syllabus
Integrated Syllabus

7.  is easy for teacher to present the structures and
to practice them;
 the suitability of the coursebook makes it easy
for students to understand the activities, the
structures and the unknown items;
 new items are presented many times to be
stored in long-term memory;

8.  There are four ‘Stop and Check’ revision tests
which cover afore mentioned units.;
 Additionally, there are also ‘Progress Tests’
which cover units for revision;
 The workbook is an important component of
the course. It revises the grammatical input of
the student’s book and contains the writing
syllabus.
 Being in complex, the content sequence
increases learnability. Recycling is sufficient for
new-item-comprehension.

11.  At the end of the student’s book “grammar
reference”, “irregular verbs” and “verb
patterns” sections for each unit are found;
 In every unit, there are ‘Grammar Spot’
sections which are mix of explanations,
questions and self-check tasks to reinforce the
grammar being taught in intermediate level;
 ‘Test your grammar’ section is designed to be a
warmer to the lesson;

13.  It is easy to follow the book since there are
instructions to find your way during the
course;
 Sequence of the content moves from familiar to
unknown;
 There are lots of presented skills to
comprehend the structures and to make the
layout clear;

15.  Grammar items start with the verb “to be” and follow
many tenses, modals and many other skill works as
well as vocabulary development sections.
 All grammar items are introduced with “Test your
grammar” section and these items are developed by
dialogues, reading parts, “Grammar Spot” section,
pronunciation and so on.
 The coursebook is clear and fresh, and activities are
easy to follow. Skills work is integrated and balanced
to present new items for each level. It all comes from
authentic sources but has been simplified and adopted
to suit the level.

16.  In every unit, language forms are introduced
with a question which encourage students to
speak;

17. 2.1 Adequacy of Materials for Vocabulary
 There are sometimes integrated activities consisting
of vocabulary and pronunciation or vocabulary and
speaking;
2.3 Presentation of Vocabulary
 Table, matching activities, phonetic alphabet,
pictures, fill-in blank activities are found in
vocabulary teaching section;
 The book also includes special vocabulary teaching
sections sometimes including these words`
pronunciation;
2.2 Selection of Vocabulary
 Every unit has a topic and words are related to
particular situations and relationships of forms.
These activities and materials are enough for
teaching and enhancing vocabulary;

19. 3.1 Selection of Phonological Items
 Auxiliary words are presented in phonetic
symbols

20. 3.2 Presentation of Phonological System
 The book includes phonological symbols at the
back: consonants, vowels and diphthongs are
presented with examples.

21. Listening:
 Listening and checking (5x);
 Listening and comparing;
 Noticing the stress and intonation;
 Listening to the sentences;
 Listening to the breakfast
conversation;

22.  Reading the class survey;
 Reading the text about the wonders of the world;
 Reading the words in phonetic symbols aloud;

23.  Writing some general knowledge questions in groups;
 Correcting the information in the sentences;
 Completing the questions;
 Completing the conversation;
 Matching questions;
 Matching topics with items;
 Writing topics in the paragraph headings;
 Completing the chart;
 Writing different forms of the word act
using different suffixes;
 Matching words;
 Correcting the mistakes;
 Matching lines;
 Making necessary changes in the sentences;

24.  Making questions from the sentences;
 Asking and answering the questions with a partner;
 Telling the class about a partner;
 Answering the questions in the quiz;
 Asking the other groups some general knowledge questions;
 Practising saying the sentences;
 Practising the conversation with a partner (2x);
 Discussing questions in groups (2x);
 Working with a partner (3x);
 Talking together as a class;
 Guessing;
 Answering questions (3x);
 Spelling and pronouncing;
 Discussing with the teacher and
other students how one records new vocabulary;

25.  a great many of the topics are authentic;
 there is a relevance between the real life and topics;
 the pages comprising these topics are elaborated with
pictures concerning the topics of real life;
 topics show variety and are generally about human-life
and nature;
 the topics are sophisticated enough in content for the
learners;
 the coursebook is suitable for students’ age since they
are all adults and there are topics that draw their
attention.

26.  is attractively laid out, with glossy pages and plenty use of colour and
photographs which inspires the student;
 is well organised into units and sub-sections and it is easy to follow;
 there are headings or labels for each section and exercises and activities are
always introduced with clear instructions;
 clearly arranges the contents;
 cross references indicate where learners can find further grammatical
information, typescripts, pair work activities, irregular verbs, verb patterns
and phonetic symbols in the back;
 the way that the materials are sequenced logical;
 there are varied mix of activities, like grammar, vocabulary, listening,
speaking, reading and writing skills, and functional English;
 vocabulary is adequate in terms of quantity and range;
 it offers a good balance of work on all skills and they are adequately
covered;
 there are some points where there are materials for integrated skills;
 grammar, writing and vocabulary are well covered;
 speaking activities can equip them for real-life conversations;
 the topics are motivating for the adult learners and suitable for their
language level;

27.  it does not include any revision or recycling
sections and the students will not have the
opportunity for self study in order to check the
skills they have learnt;
 it lacks on pronunciation activities (even if it
provides phonetic symbols in the back of the
book it does not include material for
pronunciation work);
 there are not enough activities associated to the
text in each unit;

28.  On the whole, New Headway Intermediate
course book is perceived as a well designed
and a well written book which supports
English language learning. It is suitable for
learners, and regarding the disadvantages
mentioned above they can be overcome
through supplementary activities.