Spark 3 Based on Criteria Designed by Alan Cunningsworth jolanda gjergji

4.3.2 Activities for communicative interactions
Looking at the teaching of communicative abilities, the textbook gives adequate emphasis on this aspect of CLT. These range from quite basic ones such as greetings and introductions, talking about daily routine, talking about what students eat/drink every day (Starter), describing people (Module 1), asking about health (Module 2) and exclaiming to more challenging ones such as making suggestions (Module 3), inviting/accepting/refusing (Module 3), talking about future plans (Module 4), expressing possibility (Module 5), making decisions (Module 6), giving instructions (Module 6), expressing opinions (Module 7), and recommending (Module 8).
There are also many authentic texts and the production exercises which help the students to apply what they learnt in isolation to the communication in real life.


Conclusion
Spark 3 places great emphasis on the development of language skills. The textbook provides practice in the four language skills of listening, speaking, reading and writing. The skills are not used in isolation, they are integrated. Each module contains listening, reading, writing and speaking materials. In addition, there are also a lot of activities for communicative interactions which range from basic (greetings, introductions etc) ones to more challenging ones (making decisions).

Chapter 5
Selecting Materials

Not only the textbook is important, but also its supporting materials. Cunningsworth advices that the textbook package includes visual material, recorded material, examples of authentic language, a teacher’s book, an index of grammar items and a vocabulary list. Especially, teachers should appreciate materials for testing, which should relate to learners’ communicative needs.