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

Conclusion
The language learning process in Spark 3 is assumed to be essentially inductive. New structures such as grammar and vocabulary are presented adequately. Grammar and vocabulary are linked to the topics and themes presented in each module. There are sufficient and varied exercises to practice new structures in context. The textbook has systematic attempts to teach pronunciation. This enhances students’ reading ability. Since the major aim of Spark 3 is the development of students’ communicative competence, the textbook helps their fluency. However, the textbook seem to teach phonology non-communicatively. The sounds are practiced as discrete items, not in a sentence. Students have to repeat sounds either individually or in words.
Chapter 4
Developing language skills and communicative abilities

Being able to communicate effectively in English means being proficient in the various language skills involved in the communication process. Under language skills and communicative abilities criterion, development of such skills requires the integration of the language skills and not their use in isolation. The learners should be able to use the skills effectively in various combinations depending on the nature of interaction.

4.1 Free production of speech
4.1.1 Activities for free production
In the textbook the section named Spark 3, there are semi-controlled activities, but not of free production. There are given instructions of each activity. In the textbook, there are many dialogue practices which are designed to equip young learners for real life interaction. There is too much emphasis on presentation and controlled practice, so the textbook will not adequately prepare students for real world.


4.2 Materials for reading, listening and writing
4.2.1 Reading texts and accompanying exercises
Reading texts are integrated into other sections: “Skills”, “Grammar”, “Across cultures” and “Writing”. There is one section named “Reading” as well. The reading texts are adapted from different sources: stories, essays, small talks, letters, and TV programs. Reading tasks are overall at a suitable level for the learners at level A2 which is corresponding level for EFL learners of the 8^th grade of Albanian middle school.
As for the way of reading, the students’ book often encourages students to read the text and then listen to it again on the CD (ex. 1, p. 26). Spark 3 uses authentic reading materials that may at times move beyond students’ current linguistic level in order to develop their frequency and reading strategies, such as reading for main ideas (skimming) and looking for specific information (scanning). Example: Read the title and the introduction. The phrases below appear in the text. What is the text about? Listen, read and check. (Ex. 1, p.22). Read the text and mark the sentences and mark the sentences T (true), F (false) or DS (doesn’t say). Correct the false
statements. (Ex.3, p.42)
The major part of the exercises and grammar are related to the reading. The reading sections include pre-reading activities in a form of discussing questions related to the topic or the point of text. Apart from that, looking at the pictures in the text and discussing them is another type of exercise before reading. Example: Describe the pictures. What do you think these teenagers like? Think about: music, clothes, free-time activities. Listen and read to find out. (Ex.1, p.17).
The textbook offers a great choice of working with the texts. The students answer the questions about the text, decide whether the statement are true or false, choose the correct word, or reorder sentences (ex.2,3 p. 34; ex.2 p. 26; ex 3 p 35; ex.2 p.31). Regarding to follow-up activities, are supposed to write a summary of the reading text (ex 8, p. 35), or to write a short paragraph based on the text (ex.3, p. 46).