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

3.1 The approach to language teaching
The language teaching approach is influence of behaviourist learning theory and cognitive theory. Spark 3 emphasizes drills and repetition, audio-lingual techniques, and eliciting responses stimulated by some external motivators. This is the related with behaviourist learning theory. On the other hand, the textbook is designed taking into consideration students’ need and is the psychology of the individual as an autonomous is very important. In this respect is influenced by cognitive theory. There are exercises in which students learn through errors.

3.2 Learning process

Spark 3 encourages mostly inductive approach to learning. This is evidenced by existence of lessons that aim at developing students’ study skills (p. 29, 35, 43, 46, 54, 64, 79, 86, 88, 90, 91, 99), language skills (reading, writing, listening and speaking), and new vocabulary learning strategies. Grammar points also are presented inductively. Students are provided with few simple sentences. The rule of the particular grammar item is given after the sentences. Later on, students are going to practice the new grammar items through various tasks which are provided in the textbook.


3.3 Presentation and practice of grammar items
3.3.1 The presentation of new structures (grammar items)
Grammar is related to what has been previously learned and appropriated to the given context. Every new grammar feature is explained briefly in a blue chart. The chart involves example of sentences and the rule of the grammar item which is given in the end.
The exercises for practicing grammar are related to the topic, which means that grammar is presented in a meaningful context. There are activities that stimulate students to read grammar rules and translate them into their first language. Example: Ex. 1, p. 48: Read the table. Say the examples in your language. These types of activities activate students’ knowledge from the first language. The other types of activities engage students in writing sentences, asking and answering questions or writing about themselves and their personal experience by using certain grammatical structures.
Example: ● Write the sentences using the phrases in brackets, as in the example. (Ex. 3, p. 48). ●Form the questions. Answer them. (Ex. 5, p.48). ● What are you going to do: this weekend next
Saturday morning, next week, soon, tonight, when you finish school, in five years’ time? Write
sentences. Then tell your partner. (Ex. 10, p. 48).
When it comes to illustration and images added to grammar activities in Spark 3, there are only seven activities in the entire textbook that are visually supported.
Module 2, ex. 2,4 p.24; Module 4, ex. 4,8 p.48-49; Module 7, ex.9 p.84; Module 8, ex.7,8 p.97.