English for a Changing World Level 1 Student Book: A Beginner's Guide to Global Issues, Culture, Science, Technology, and Personal Development
English for a Changing World Level 1 Student Book: A Review
English for a Changing World is a six-level course that aims to develop learners' language skills and prepare them for the challenges of the 21st century. The course covers a wide range of topics related to global issues, culture, science, technology, and personal development. In this article, I will review the Level 1 Student Book, which is designed for beginners who have some basic knowledge of English. I will examine the content and structure, methodology and approach, and evaluation and recommendation of the book.
English For A Changing World Level 1 Student Book.pdf
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Introduction
What is English for a Changing World?
English for a Changing World is a course that was published by Scott Foresman in 1984. It was written by Ronald Wardhaugh, a professor of linguistics and applied linguistics at the University of Toronto. The course consists of six levels: Level 1 (Part A and Part B), Level 2 (Part A and Part B), Level 3 (Part A and Part B), Level 4 (Part A and Part B), Level 5 (Part A and Part B), and Level 6 (Part A and Part B). Each level has a student book, a teacher's guide, an audio cassette, and a workbook. The course is intended for learners who want to improve their English skills for academic, professional, or personal purposes.
Who is the author?
Ronald Wardhaugh is a renowned linguist who has written many books and articles on various aspects of language and linguistics. He has taught at several universities in Canada, the United States, and Australia. He has also been involved in language teaching and testing projects in different countries. He has a special interest in sociolinguistics, which is the study of how language relates to society and culture. He has written several books on this topic, such as An Introduction to Sociolinguistics (1992), Languages in Competition (1999), Proper English (1998), and Understanding English Grammar (2002).
What are the main features of the book?
The Level 1 Student Book has several features that make it appealing and effective for learners. Some of these features are:
It has 20 units that cover topics such as greetings, introductions, family, hobbies, food, weather, time, directions, shopping, health, travel, education, work, sports, entertainment, environment, communication, technology, culture, and values.
It has colorful illustrations and photographs that support the text and stimulate interest.
It has clear objectives and instructions that guide learners through each unit.
It has varied activities that practice all four skills: listening, speaking, reading, and writing.
It has review sections that consolidate what learners have learned in each unit.
It has self-evaluation checklists that help learners monitor their progress and identify their strengths and weaknesses.
It has a glossary that explains the meaning and pronunciation of key words and phrases.
It has a grammar reference that summarizes the main grammatical points covered in each unit.
Content and Structure
How is the book organized?
The book is organized into 20 units, each of which has four parts: A, B, C, and D. Each part has a different focus and function:
Part A introduces the topic and the vocabulary of the unit. It also presents a dialogue or a text that models the language and the situation of the unit. It also has a listening activity that checks comprehension and a speaking activity that practices pronunciation and fluency.
Part B focuses on grammar and structure. It explains and illustrates the main grammatical points of the unit. It also has exercises that practice the form and use of the grammar.
Part C develops reading and writing skills. It presents a reading text that relates to the topic and the language of the unit. It also has questions that check comprehension and develop critical thinking. It also has a writing activity that practices the genre and the purpose of the unit.
Part D integrates all four skills in a communicative task. It provides a situation and a role for learners to perform in pairs or groups. It also has tips and suggestions that help learners prepare and perform the task.
What are the topics covered in each unit?
The topics covered in each unit are relevant and interesting for learners. They reflect the themes and issues of the modern world, as well as the personal experiences and interests of learners. Here is a list of the topics covered in each unit:
Greetings and Introductions: Learners learn how to greet people, introduce themselves, and exchange basic information.
Family: Learners learn how to talk about their family members, their relationships, and their occupations.
Hobbies: Learners learn how to talk about their hobbies, their preferences, and their reasons for liking or disliking something.
Food: Learners learn how to talk about food, their eating habits, and their opinions about different kinds of food.
Weather: Learners learn how to talk about weather, seasons, temperature, and activities related to weather.
Time: Learners learn how to tell time, ask for time, and talk about daily routines.
Directions: Learners learn how to ask for and give directions, describe locations, and use prepositions of place.
Shopping: Learners learn how to shop for clothes, ask for prices, sizes, colors, and make comparisons.
Health: Learners learn how to talk about health problems, symptoms, remedies, and advice.
Travel: Learners learn how to talk about travel plans, destinations, transportation, accommodation, and attractions.
Education: Learners learn how to talk about education systems, subjects, teachers, students, and goals.
Work: Learners learn how to talk about work situations, occupations, skills, responsibilities, and satisfaction.
Sports: Learners learn how to talk about sports, rules, equipment, players, teams, and results.
Entertainment: Learners learn how to talk about entertainment options, preferences, opinions, and recommendations.
Environment: Learners learn how to talk about environmental issues, causes, effects, solutions, and actions.
Communication: Learners learn how to talk about communication methods, devices, advantages, disadvantages, and etiquette.
Technology: Learners learn how to talk about technology products, features, functions, uses, and trends.
Culture: Learners learn how to talk about culture aspects, differences, similarities, and values.
Values: Learners learn how to talk about values, beliefs, attitudes, and behaviors.
How are the skills integrated in each unit?
The skills are integrated in each unit in a way that reflects the natural use of language in real-life situations. The skills are not taught in isolation but rather in connection with each other. For example:
In Part A of each unit, the listening skill is used to understand the dialogue or text that introduces the topic and the vocabulary of the unit. The speaking skill is used to practice the pronunciation and the fluency of the language and to interact with other learners.
In Part B of each unit, ```html to understand and apply the main grammatical points of the unit. The exercises practice the form and use of the grammar in meaningful contexts.
In Part C of each unit, the reading skill is used to comprehend and analyze the reading text that relates to the topic and the language of the unit. The writing skill is used to produce a text that practices the genre and the purpose of the unit.
In Part D of each unit, all four skills are integrated in a communicative task that simulates a real-life situation. The task requires learners to use the language and the skills they have learned in the unit to achieve a specific goal.
Methodology and Approach
What is the pedagogical approach of the book?
The book adopts a communicative approach that emphasizes the use of language for meaningful communication and interaction. The book also incorporates elements of other approaches, such as:
A functional approach that focuses on the functions and purposes of language, such as expressing opinions, making requests, giving advice, etc.
A situational approach that provides authentic and realistic contexts for language use, such as shopping, traveling, working, etc.
A learner-centered approach that takes into account the needs, interests, and preferences of learners, and encourages them to participate actively and autonomously in their learning process.
A cooperative approach that fosters collaboration and cooperation among learners, and promotes positive interdependence and social skills.
A cross-cultural approach that exposes learners to different cultures and perspectives, and develops their intercultural awareness and competence.
How does the book cater to different learning styles and needs?
The book caters to different learning styles and needs by providing a variety of activities and materials that appeal to different types of learners. For example:
For visual learners, the book has colorful illustrations and photographs that support the text and stimulate interest. It also has charts, tables, diagrams, and maps that organize and present information in a clear and concise way.
For auditory learners, the book has audio cassettes that provide listening input and practice. It also has songs, chants, rhymes, and stories that enhance listening comprehension and retention.
For kinesthetic learners, the book has physical activities that involve movement and action. It also has games, puzzles, quizzes, and projects that challenge learners and motivate them to learn.
For analytical learners, the book has clear objectives and instructions that guide learners through each unit. It also has grammar explanations and exercises that practice the form and use of the grammar in meaningful contexts.
For creative learners, the book has communicative tasks that require learners to use their imagination and creativity. It also has writing activities that practice different genres and purposes.
How does the book promote communicative competence and intercultural awareness?
The book promotes communicative competence and intercultural awareness by providing opportunities for learners to use language for real communication and interaction. The book also exposes learners to different cultures and perspectives. For example:
The book has dialogues and texts that model natural and authentic language use in various situations. It also has questions that check comprehension and develop critical thinking.
The book has speaking activities that practice pronunciation and fluency. It also has role-plays, simulations, discussions, debates, interviews, surveys, presentations, etc. that encourage learners to express themselves and exchange ideas.
The book has listening activities that check comprehension and develop listening strategies. It also has songs, chants, rhymes, and stories that enhance listening comprehension and retention.
The book has reading activities that check comprehension and develop reading strategies. It also has texts that cover a wide range of topics related to global issues, culture, science, technology, and personal development.
The book has writing activities that practice different genres and purposes. It also has tips and suggestions that help learners improve their writing skills.
The book has communicative tasks that integrate all four skills in a realistic situation. It also has tips and suggestions that help learners prepare and perform the task.
The book has cultural notes that provide information and insights about different cultures and perspectives. It also has activities that compare and contrast different cultures and values.
Evaluation and Recommendation
What are the strengths and weaknesses of the book?
The book has many strengths that make it a valuable and effective resource for learners and teachers. Some of these strengths are:
It has a clear and consistent structure that guides learners through each unit.
It has a comprehensive and balanced coverage of skills, grammar, vocabulary, and topics.
It has a communicative and learner-centered approach that emphasizes the use of language for meaningful communication and interaction.
It has a variety of activities and materials that appeal to different learning styles and needs.
It has a cross-cultural approach that exposes learners to different cultures and perspectives.
The book also has some weaknesses that could be improved or addressed. Some of these weaknesses are:
It has a dated design and layout that may not attract the attention and interest of modern learners.
It has a limited use of technology that may not reflect the current trends and developments in the field of language teaching and learning.
It has a lack of differentiation and adaptation that may not suit the different levels, backgrounds, and goals of learners.
Who is the book suitable for?
The book is suitable for learners who want to improve their English skills for academic, professional, or personal purposes. The book is also suitable for teachers who want to use a communicative and learner-centered approach in their classrooms. The book is especially suitable for learners and teachers who are interested in global issues, culture, science, technology, and personal development.
How can teachers and learners use the book effectively?
Teachers and learners can use the book effectively by following the objectives and instructions of each unit. They can also use the book flexibly by adapting or supplementing the activities and materials according to their needs and preferences. They can also use the book creatively by adding or modifying the tasks and projects according to their interests and goals. They can also use the book critically by evaluating and reflecting on their learning outcomes and progress.
Conclusion
In conclusion, English for a Changing World Level 1 Student Book is a well-designed and well-written course that develops learners' language skills and prepares them for the challenges of the 21st century. The book covers a wide range of topics related to global issues, culture, science, technology, and personal development. The book adopts a communicative approach that emphasizes the use of language for meaningful communication and interaction. The book also incorporates elements of other approaches, such as functional, situational, learner-centered, cooperative, and cross-cultural. The book provides a variety of activities and materials that appeal to different learning styles and needs. The book also exposes learners to different cultures and perspectives. The book has many strengths that make it a valuable and effective resource for learners and teachers. The book also has some weaknesses that could be improved or addressed. The book is suitable for learners who want to improve their English skills for academic, professional, or personal purposes. The book is also suitable for teachers who want to use a communicative and learner-centered approach in their classrooms. Teachers and learners can use the book effectively by following, adapting, supplementing, adding, modifying, evaluating, and reflecting on the objectives, instructions, activities, materials, tasks, projects, outcomes, and progress of each unit.
FAQs
What is the level of difficulty of the book?
The book is designed for beginners who have some basic knowledge of English. It corresponds to level A1-A2 of the Common European Framework of Reference for Languages (CEFR).
How long does it take to complete the book?
The book has 20 units that can be completed in 20 hours or more depending on the pace and the needs of the learners.
Where can I find the audio cassettes for the book?
The audio cassettes for the book are available online at https://archive.org/details/englishforchangi00rona.
Are there any other books in the series?
Yes, there are five other books in the series: Level 2 Student Book (Part A and Part B), Level 3 Student Book (Part A and Part B), Level 4 Student Book (Part A and Part B), Level 5 Student Book (Part A and Part B), and Level 6 Student Book (Part A and Part B).
```html How can I get feedback on my learning progress?
You can get feedback on your learning progress by using the self-evaluation checklists at the end of each unit. You can also ask your teacher or a peer for feedback on your performance and improvement.
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