Spark 3 Based on Criteria Designed by Alan Cunningsworth jolanda gjergji

Chapter 1
Language and content

First of all, the teachers should consider the language content concerning phonology, grammar (morphology and syntax), vocabulary and discourse. As far as English language is concerned, it is essential to assess what type of dialect the textbook uses, for example, class or geographic dialect, or style (formal, neutral, informal). Nor must we neglect to consider the different language skills being taught.

1.1 Language form and function
Spark 3 include both language form and function. There is a sufficient grammar treatments in this textbook, but not overemphasizing it. The focus is on developing communicative competence of the students rather than grammatical competence. Language function is presented through greetings, making suggestions, expressing possibility and opinions, making decisions, recommending, narrating past experiences etc.


1.2 Patterns of communicative interactions
The textbook involves patterns of communicative interaction. There are many exercises in which the sentences are use in the form of a natural language and not in isolation. The dialogues presented in the textbook are natural conversations that may occur in everyday life.


1.3 Aspects of language form
1.3.1 Grammar
Each module of Spark 3 involves two pages devoted to grammar. The grammar is presented briefly in a blue chart. At first, students are provided with some examples of simple sentences and then the rule. When the students are familiarized with the required grammar, there are exercises task to practice it. The textbook also provide students with opportunity to use language that contains grammar items in the form of dialogue or simple sentences and telling about daily life. E.g.: ● Look at the picture. Ask and answer, as in the example (Ex.4, p.24). ● Ask and answer questions. Use the phrases (Ex. 8, p.25). ● Complete the sentences. Use the past simple or the past continuous. When I left school yesterday afternoon,……… (Ex. 9, p. 25).