Body language and content Selection and grading of language items Presentation and practice of new language items

2.2 Selection and sequence of the language
The textbook is designed according to its usefulness to the learner, taking into consideration students’ communicative needs, so it is a subject-centred approach.
2.3 Grading and recycling
2.3.1 Grading
The grading of language items is suitable for the learners. The textbook appears to be steeply graded so far as grammatical items are concerned. Staging of grammar is fairly steep with a new form presented in each unit. Module 1 features ‘present continuous’, Module 2 features ‘present perfect’, Module 3 features ‘present perfect’ etc., which indicates that grammar is sequenced in order of difficulty. The new vocabulary items occur in the context of a particular topic.


2.3.2 Progression
The progression of the textbook is linear. There is one item that deals with a certain item exhaustively before passing on to the next item. E.g. Past continuous, past continuous is present in Module 2, in the following module students have to deal with present perfect, present perfect vs past simple.
2.3.3 Recycling
The target lexicon and grammar are systematically reviewed and recycled through the ‘Self-
Check’ pages which appear at the end of the textbook in order to facilitate practice.


Conclusion
The selection and sequence of the language is to be taught based on ‘student-centred approach. The underlying syllabus is functional, so it has attempts to identify students’ need. Spark 3 includes a large number of new vocabulary items graded according to topics and has a glossary for the new word in each module/section which is it very helpful for the students.

Chapter 3
Presentation and practice of new language items

Under the presentation and practice criterion, at the presentation stage it is very important to present examples which are fully representative of the underlying rule which is to be learned. At the practice stage, exercises should be controlled so that students do not make too many errors. There should be systematic, ordered presentation and practice not only of grammar, but also of vocabulary and pronunciation.